Gotowa bibliografia na temat „Harris, Maggie”

RESUMO: Focando no sujeito entre culturas em semiose ad infinitum, este trabalhoanalisa o poema I come from (2011), de Maggie Harris, a fim de identificar como aideia de identidade cultural é retratada através do eu em um processo contínuo desemiose. O estudo considera os pressupostos teóricos desenvolvidos por Peirce(2010), a ideia de identidade argumentada por Noack (2006) e o conceito de culturaproposto por Bhabha (1994). A análise revela que a cultura é responsável por fazero sujeito conceber a identidade como parte de um processo de semiose entre o egoe o não-ego, o ser e o não ser.Palavras-chave: Ser / Não-Ser. Identidade. Cultura. Semiose. ABSTRACT: Focusing on the subject between cultures in semiosis ad infinitum, thispaper aims to analyze the poem I come from (2011), by Maggie Harris, in order toidentify how the idea of cultural identity is portrayed through the self in a continuumprocess of semiosis. The study considers the theoretical assumptions provided byPeirce (2010), the idea of identity argued by Noack (2006) and the concept of cultureproposed by Bhabha (1994). The analysis reveals that culture is responsible to makethe subject conceive their identity as a part of a semiosis process between the egoand not-ego, being and not being.Keywords: Being / Not-Being. Identity. Culture. Semiosis.

<p>Focando no sujeito entre culturas em semiose <em>ad infinitum</em>, este trabalho analisa o poema <em>I come from </em>(2011), de Maggie Harris, a fim de identificar como a ideia de identidade cultural é retratada através do eu em um processo contínuo de semiose. O estudo considera os pressupostos teóricos desenvolvidos por Peirce (2010), a ideia de identidade argumentada por Noack (2006) e o conceito de cultura proposto por Bhabha (1994). A análise revela que a cultura é responsável por fazer o sujeito conceber a identidade como parte de um processo de semiose entre o ego e o não-ego, o ser e o não ser.</p>

Abstract 290 David M Harris, Thomas Jefferson University, Philadelphia, PA; Xiongwen Chen, Temple University, Philadelphia, PA; Stephanie Pesant, Heather I Cohn, Thomas Jefferson University, Philadelphia, PA; Scott M MacDonnell, Temple University, Philadelphia, PA; Mattieu Boucher, Korin Faulkner, Maggie Shapiro, Patrick Most, Thomas Jefferson University, Philadelphia, PA; Steven R Houser, Temple University, Philadelphia, PA; Walter J Koch, Andrea D Eckhart, Thomas Jefferson University, Philadelphia, PA David M Harris, 2007 Finalist and Presenting Author

Unifying approaches to psychotherapy are gaining increasing traction. More theorists, researchers, and practitioners are seeing that it is plausible, useful, and feasible to be grounded in a broad, metatheoretical view of psychology and to use that to understand the person, problem, situation, and valued outcome we seek in psychotherapy. In this reaction to the commentaries of my target paper, I highlight emerging areas of consensus among us regarding the utility of a unified approach to psychotherapy. From that, I engage in Dubue and Harris’ questions regarding the treatment I described, with a particular focus on why my approach to psychological mindfulness is a valuable addition and how the empirical literature on suicidal behavior and treatment can inform the unified approach to psychotherapy I adopt. I then turn to Marquis’ thoughtful reflections and comment on why I agree that all corrective experiences in therapy are well-described as emotionally corrective and how my approach to treating Maggie could likely have benefited from incorporating more experientially grounded work that explicitly targeted the defensive system.

With the beginning of summer came many exciting announcements in the world of children’s and young adult book awards. In the United Kingdom, the prestigious Carnegie and Kate Greenaway Medals were awarded. Canada saw the announcement of the BC Book Prizes and Jewish Book Awards, while in the United States, the Locus Award for young adult science fiction was conferred. Also announced were the much-anticipated Boston Globe-Horn Book Awards. Below is a complete list of the prize winners for each competition. Canada BC Book Prizes: Sheila A. Egoff Children’s Literature Prize: Maggie de Vries, Hunger Journeys (HarperCollins Canada) Christie Harris Illustrated Children’s Literature Prize: Julie Flett. Owls See Clearly at Night: A Michif Alphabet / Lii Yiiboo Nayaapiwak lii Swer: L’alfabet di Michif. (Simply Read Books) Helen and Stan Vine Canadian Jewish Book Awards (youth category) Judie Oron, Cry of the Giraffe (Annick Press) United Kingdom CILIP Carnegie Medal Patrick Ness, Monsters of Men (Walker Books) CILIP Kate Greenaway Medal (for book illustration) Grahame Baker-Smith, FArTHER (Templar) United States: Locus Awards (youth category) Paolo Bacigalupi, Ship Breaker (Little, Brown) Boston Globe – Horn Book Awards Fiction: Tim Wynne-Jones, Blink & Caution (Candlewick) Nonfiction: Steve Sheinkin, The Notorious Benedict Arnold: A True Story of Adventure, Heroism, & Treachery (Flash Point/Roaring Brook) Picture book: Salley Mavor Pocketful of Posies: A Treasury of Nursery Rhymes (Houghton)

News and AnnouncementsAs we move into the so-called “summer reading” mode (although reading is obviously not a seasonal thing for many people), here is a “summery” (pardon the pun) of some recent Canadian book awards and shortlists.To see the plethora of Forest of Reading ® tree awards from the Ontario Library Association, go to https://www.accessola.org/WEB/OLAWEB/Forest_of_Reading/About_the_Forest.aspx. IBBY Canada (the Canadian national section of the International Board on Books for Young People) announced that the Claude Aubry Award for distinguished service in the field of children’s literature will be presented to Judith Saltman and Jacques Payette. Both winners will receive their awards in conjunction with a special event for children's literature in the coming year. http://www.ibby-canada.org/ibby-canadas-aubry-award-presented-2015/IBBY Canada also awarded the 2015 Elizabeth Mrazik-Cleaver Picture Book Award to Pierre Pratt, illustrator of Stop, Thief!. http://www.ibby-canada.org/awards/elizabeth-mrazik-cleaver-award/The annual reading programme known as First Nation Communities Read (FNCR) and the Periodical Marketers of Canada (PMC) jointly announced Peace Pipe Dreams: The Truth about Lies about Indians by Darrell Dennis (Douglas & McIntyre) as the FNCR 2015-2016 title as well as winner of PMC’s $5000 Aboriginal Literature Award. A jury of librarians from First Nations public libraries in Ontario, with coordination support from Southern Ontario Library Service, selected Peace Pipe Dreams from more than 19 titles submitted by Canadian publishers. “In arriving at its selection decision, the jury agreed that the book is an important one that dispels myths and untruths about Aboriginal people in Canada today and sets the record straight. The author tackles such complicated issues such as religion, treaties, and residential schools with knowledge, tact and humour, leaving readers with a greater understanding of our complex Canadian history.” http://www.sols.org/index.php/links/fn-communities-readCharis Cotter, author of The Swallow: A Ghost Story, has been awarded The National Chapter of Canada IODE Violet Downey Book Award for 2015. Published by Tundra Books, the novel is suggested for children ages nine to 12. http://www.iode.ca/2015-iode-violet-downey-book-award.htmlThe 2015 winners of the Ruth and Sylvia Schwartz Children’s Book Awards were selected by two juries of young readers from Toronto’s Alexander Muir / Gladstone Avenue Junior and Senior Public School. A jury of grade 3 and 4 students selected the recipient of the Children’s Picture Book Award, and a jury of grade 7 and 8 students selected the recipient of the Young Adult / Middle Reader Award. Each student read the books individually and then worked together with their group to reach consensus and decide on a winner. This process makes it a unique literary award in Canada.The Magician of Auschwitz by Kathy Kacer and illustrated by Gillian Newland (Second Story Press) won the Children’s Picture Book Category.The winner for the Young Adult/Middle Reader Category was The Boundless by Kenneth Oppel (HarperCollins Publishers).http://www.ontarioartsfoundation.on.ca/pages/ruth-sylvia-schwartz-awardsFrom the Canadian Library Association:The Night Gardener by Jonathan Auxier (Penguin Canada) was awarded CLA’s 2015 Book of the Year for Children Award.Any Questions?, written and illustrated by Marie-Louise Gay (Groundwood Books) won the 2015 Amelia Frances Howard-Gibbon Award.This One Summer by Mariko & Jillian Tamaki (Groundwood) was awarded the 2015 Young Adult Book Award.http://www.cla.ca/AM/Template.cfm?Section=Book_Awards&Template=/CM/HTMLDisplay.cfm&ContentID=16132The 2015 Winner of the Crime Writers of Canada’s Arthur Ellis Awards for Best Juvenile/YA Book was Sigmund Brouwer’s Dead Man's Switch (Harvest House). http://crimewriterscanada.com/Regional awards:Alberta’s Ross Annett Award for Children’s Literature 2015:Little You by Richard Van Camp (Orca Book Publishers) http://www.bookcentre.ca/awards/r_ross_annett_award_childrens_literatureRocky Mountain Book Award 2015:Last Train: A Holocaust Story by Rona Arato. (Owl Kids, 2013) http://www.rmba.info/last-train-holocaust-storyAtlantic Book Awards 2015 from the Atlantic Book Awards SocietyAnn Connor Brimer Award for Children’s Literature: The End of the Line by Sharon E. McKay (Annick Press).Lillian Shepherd Award for Excellence in Illustration: Music is for Everyone illustrated by Sydney Smith and written by Jill Barber (Nimbus Publishing) http://atlanticbookawards.ca/awards/Hackmatack Children’s Choice Book Award 2015:English fiction: Scare Scape by Sam Fisher.English non-fiction: WeirdZone: Sports by Maria Birmingham.French fiction: Toxique by Amy Lachapelle.French non-fiction: Au labo, les Débrouillards! by Yannick Bergeron. http://hackmatack.ca/en/index.htmlFrom the 2015 BC Book Prizes for authors and/or illustrators living in British Columbia or the Yukon:The Christie Harris Illustrated Children's Literature Prize was awarded to Dolphin SOS by Roy Miki and Slavia Miki with illustrations by Julie Flett (Tradewind).The Sheila A. Egoff Children's Literature Prize for “novels, including chapter books, and non-fiction books, including biography, aimed at juveniles and young adults, which have not been highly illustrated” went to Maggie de Vries for Rabbit Ears (HarperCollins). http://www.bcbookprizes.ca/winners/2015The 2015 Manitoba Young Readers’ Choice Award (MYRCA) was awarded to Ultra by David Carroll. http://www.myrca.ca/Camp Outlook by Brenda Baker (Second Story Press) was the 2015 winner of the SaskEnergy Young Adult Literature Award. http://www.bookawards.sk.ca/awards/awards-nominees/2015-awards-and-nominees/category/saskenergy-young-adult-literature-awardFor more information on Canadian children’s book awards check out http://www.canadianauthors.net/awards/. Please note that not all regional awards are included in this list; if you are so inclined, perhaps send their webmaster a note regarding an award that you think should be included.Happy reading and exploring.Yours in stories (in all seasons and shapes and sizes)Gail de VosGail de Vos is an adjunct professor who teaches courses on Canadian children's literature, young adult literature, and commic books and graphic novels at the School of Library and Information Studies (SLIS) at the University of Alberta and is the author of nine books on storytelling and folklore. She is a professional storyteller and has taught the storytelling course at SLIS for over two decades.

Introduction: Shock WavesAs I carefully unfold the delicate piece of crisp white paper, three rogue words wildly jump up off the page before sinking deeply into my skin: “Cold and condescending.” A charge of anger surges up my spine, as these words begin to now expand and affectively resonate: “I found the instructor to be cold and condescending.” Somehow, these words impact me both emotionally and physiologically (Brennan 3): my heart beats faster, my body temperature rises, my stomach aches. Yet, despite how awful I feel, I keep on reading, as if compelled by some inexplicable force. It is not long before I devour the entire evaluation—or perhaps it devours me?—reading every last jarring word over and over and over again. And pretty soon, before I can even think about it, I begin to come undone ...How is it possible that an ordinary, everyday object can pull at us, unravel us even? And, how do such objects linger, register intensities, and contribute to our harm or good? In this paper, we draw upon our collective teaching experiences at college and high school level in order to explore how teacher evaluations actively work/ed to orient our bodies in molar and molecular ways (Deleuze and Guattari 3), thereby diminishing or enhancing our capacity to act. We argue that these textual objects are anything but dead and lifeless, and are vitally invested with “thing-power,” which is the “ability of inanimate things to animate, to act, to produce effects dramatic and subtle” (Bennett 6).Rather than producing a linear critique that refuses “affective associations” (Felski para. 6) and the “bodily entanglements of language” (MacLure, Qualitative 1000), we offer up a mobile conversation that pulls readers into an assemblage of (shape)shifting moments they can connect with (Rajchman 4) and question. While we attend to our own affective experiences with teacher evaluations, we wish to disrupt the idea that the self is both autonomous and affectively contained (Brennan 2). Instead, we imagine a self that extends into other bodies, spaces, and things, and highlight how teacher evaluations, as a particular thing, curiously animate (Chen 30) and affect our social worlds—altering our life course for a minute, a day, or perhaps, indefinitely (Stewart 12).* * *“The autobiographical is not the personal. […] Publics presume intimacy” (Berlant, The Female vii). Following Berlant, we propose that our individual narratives are always tangled up in other social bodies and are, therefore, not quite our own. Although we do use the word “I” to recount our specific experiences of teacher evaluations, we by no means wish to suggest that we are self-contained subjects confessing some singular life history or detached truth. Rather, together we examine the tensions, commonalities, possibilities, and threats that encounters with teacher evaluations produce within and around collective bodies (Stewart). We consider the ways in which these material objects seep deeply into our skin, re/animate moving forces (e.g. neoliberalism, patriarchy), and even trigger us emotionally by transporting us back to different times and places (S. Jones 525). And, we write to experiment (Deleuze and Guattari 1; Stewart 1) with the kind of “unpredictable intimacy” that Berlant (Intimacy 281; Structures 191) speaks of. We resist (as best we can) telos-driven tales that do not account for messiness, disorientation, surprise, or wonder (MacLure, Classification 180), as we invite readers to move right along beside (Sedgwick 8) us in this journey to embrace the complexities and implications (Nelson 111; Talburt 93) of teacher evaluations as corporeal matters. The “self” is no match for such affective entanglements (Stewart 58).Getting Un/Stuck “Cold and condescending.” I cannot help but get caught up in these words—no matter how hard I try. A million thoughts begin to bubble up: Am I a good teacher? A bad person? Uncaring? Arrogant? And, just like that, the ordinary turns on me (Stewart 106), triggering intense sensations that refuse to stay buried. What began as my reaction to a teacher evaluation soon becomes something else, somewhere else. Childhood wounds unexpectedly well up—leaking into the present, spreading uncontrollably, causing my body to get stuck in long ago and far away.In a virtual flash (Deleuze and Guattari 94), I am somehow in my grandmother’s kitchen once more, which even now smells of avgolemono soup, warm bread rising, home. Something sparks, as distant memories come flooding back to change my course and set me straight (or so I think). When I was a little girl and could not let something go, my yiayia (grandmother) Vasiliki would tell me, quite simply, to get “unstuck” (ξεκολλά). The Greeks, it seems, know something about the stickiness of affective attachments. Even though it has been over twenty years since my grandmother’s passing, her words, still alive, affectively ring in my ear. Out of some kind of charged habit (Stewart 16), her words now escape my mouth: “ξεκολλά,” I command, “ξεκολλά!” I repeat this phrase so many times that it becomes a mantra, but its magic has sadly lost all effect. No matter what I say or what I do, my body, stuck in repetition, “closes in on itself, unable to transmit its intensities differently” (Grosz 171). In an act of desperation (or perhaps survival), I rip the evaluation to shreds and throw the tattered remains down the trash chute. Yet, my actions prove futile. The evaluation lives on in a kind of afterlife, with its haunting ability to affect where my thoughts will go and what my body can do. And so, my agency—my ability to act, think, become (Deleuze and Guattari 361)—is inextricably twisted up in this evaluation, with its affective capacity to connect many “bodies” at once (both material and semiotic, human and non-human, living and dead).A View from Nowhere?At both college and school-level, formal teacher evaluations promise anonymity. Why is it, though, that students get to be voices without bodies: a voice that does not emerge from a complex, contradictory, and messy body, but rather “from above, from nowhere” (Haraway 589)? Once disembodied, students become god-like (Haraway 589), able to “objectively” dissect, judge, and even criticise teachers, while they themselves receive “panoptic immunity” (MacLure, Classification 168).This immunity has its consequences. Within formal and informal evaluations, students write of and about bodies in ways that often feel violating. Teachers’ bodies become spectacle, and anything goes:“Professor is kinda hot—not bad to look at!”“She dresses like a bag lady. [...] Her hair and clothing need an update.”“There's absolutely nothing redeeming about her as a person [...] but she has nice shoes.”(PrawfsBlog)Amid these affective violations, voices without bodies re/assemble into “voices without organs” (Mazzei 732)—a voice that emanates from an assemblage of bodies, not a singular subject. In this process, patriarchal discourses, as bodies of thought, dangerously spring up and swirl about. The voyeuristic gaze of patriarchy (see de Beauvoir; Mulvey) becomes habitual, shaping our stories, encounters, and sense of self.Female teachers, in particular, cannot deny its pull. The potential to create and/or transmit knowledge turns us into “risky subjects” in need of constant surveillance (Falter 29). Teacher evaluations do their part. As a metaphoric panopticon (see Foucault), they transform female teachers into passive spectacles—objects of the gaze—and students into active spectators who have “all the power to determine our teaching success” (Falter 30). The effects linger, do real damage (Stewart), and cause our pedagogical performances to fail every now and then. After all, a “good” female teacher is also a “good female subject” who is called upon to impart knowledge in ways that do not betray her otherwise feminine or motherly “nature” (Falter 28). This pressure to be both knowledgeable and nurturing, while displaying a “visible fragility [...] a kind of conventional feminine vulnerability” (McRobbie 79), pervades the social and is intense. Although it is not easy to navigate, the fact that unrecognisable bodies are subject to punishment (Butler, Performative 528) helps keep power dynamics firmly in place. These forces permeate my body, as well, making me “cold” and “unfair” in one evaluation and “kind” and “sweet” in another—but rarely smart or intelligent. Like clockwork, this bodily visibility and regulation brings with it never-ending self-critique and self-discipline (Harris 9). Absorbing these swarming intensities, I begin to question my capacity to effectively teach and form relationships with my students. Days later, weeks later, years later, I continue to wonder: if even one student leaves my class feeling “bad,” do I have any business being a teacher? Ugh, the docile, good girl (Harris 19) rears her ugly (or is it pretty?) head once again. TranscorporealityEven though the summer sun invites me in, I spend the whole day at home, in bed, unable to move. At one point, a friend arrives, forcing me to get up and get out. We grab a bite to eat, and it is not long before I confess my deepest fear: that my students are right about me, that these evaluations somehow mark me as a horrible teacher and person. She seems surprised that I would let a few comments defeat me and asks me what this is really all about. I shrug my shoulders, unwilling to go there.Later that night, I find myself re-reading my spring evaluations online. The positive ones electrify the screen, filling me with joy, as the constructive ones get me brainstorming about ways I might do things differently. And while I treasure these comments, I do not focus too much on them. Instead, I spend most of the evening replaying a series of negative tapes over and over in my head. Somewhat defeated, I slip slowly back into my bed and find that it surprisingly offers me a kind of comfort that my friend does not. I wonder, “What body am I now in the arms of” (Chen 202)? The bed and I become “interporous” (Chen 203), intimate even. There is much solace in the darkness of those lively, billowy blue covers: a peculiar solace made possible by these evaluations—a thing which compels me to find comfort somewhere, anywhere, beyond the human body.The GhostAs a high school teacher, I was accustomed to being reviewed. Some reviews were posted onto the website ratemyteacher.com, a platform of anonymously submitted reviews of kindergarten through 12th-grade teachers on easiness, helpfulness, clarity, knowledge, textbook use, and exam difficulty. Others were less official; irate commentary posted on social media platforms or baldly concise characterisations of our teaching styles that circulated among students and bounded back to us as hearsay and whispered asides. In these reviews, our teacher-selves were constructed: One became the easy teacher, the mean teacher, the fun teacher, or the hard-but-good teacher. The teacher who could not control her class; the teacher who controlled her class excessively.Sometimes, we googled ourselves because it was tempting to do so (and near-impossible not to). One day, I searched various forms of my name followed by the name of the school. One of my students, a girl with hot pink streaks in her hair and pointy studs shooting out of her belt and necklaces, had written a complaint on Facebook about a submission of a final writing portfolio. The student wrote on the publicly visible wall of another student in my class, noting how much she still had left to do on the assignment. Dotting the observation with expletives, she bemoaned the portfolio as requiring too much work. Then, she observed that I had an oily complexion and wrote that I was a “dyke.” After I read the comment, I closed my laptop and an icy wave passed through me. That night, I went to dinner with friends. I ruminated aloud over the comments: How could this student—with whom I had thought I had a good relationship—write about me in such a derisive manner? And what, in particular, about my appearance conveyed that I was lesbian? My friends laughed; they found the student’s comments funny and indicative of the blunt astuteness of teenagers. As I thought about the comments, I realised the pain lay in the comments’ specificity. They demonstrated the ability of the student to perceive and observe a bodily attribute about which I was particularly insecure. It made me wonder about the countless other eyes and glances directed at me each day, taking in, noticing, and dissecting my bodily self (McRobbie 63).The next morning, before school, I stared at myself in the bathroom mirror and dabbed toner on my skin. Today, I thought, today will be a day in which both my skin texture and my lesson plans will be in good order. After this day, I could no longer bring myself to look this student directly in the eye. I was officious in our interactions. I read her poetry and essays with guarded ambivalence. I decided that I would no longer google myself. I would no longer click on links that were pointedly reviews of me as a teacher.The reviewed-self is a ghost-self. It is a shadow, an underbelly. The comments—perhaps posted in a moment of anger or frustration—linger. Years later, though I have left full-time classroom teaching, I still think about them. I have not recovered from the comments though I should, apparently, have already recuperated from their sharp effects. I wonder if the reviews will ceaselessly follow me, if they will shape the impressions of those who google me, if my reviewed-self will become the first and most formidable impression of those who might come to know me, if my reviewed-self will be the lasting and most formidable way I see myself.Trigger Happy In 2014, a teacher at a California public high school posts a comment on Twitter about wishing to pour coffee on her students. Some of her students this year, she writes, make her “trigger finger itchy” (see Oakley). She already “wants to stab” them a mere two weeks into the school year. “Is that bad?” she asks. One of her colleagues screen-captures her tweets and sends them to the school principal and to a local newspaper. They go viral, resulting in widespread condemnation on the Internet. She is named the “worst teacher ever” by one online media outlet (Parker). The media swarm the school. The reporters interview parents in minivans who are picking up their children from school. One parent, from behind the steering wheel, expresses her disapproval of the teacher. She says, “As a teacher, I think she should be held to a higher accountability than other people” (Louie). In the comments section of an article, a commenter declares that the “mutant should be fired” (Oakley). Others are more forgiving. They cite their boyfriends and sisters who are teachers and who also air grievances, though somewhat less violently and in the privacy of their homes (A. Jones). All teachers have these thoughts, some of the commenters argue, they just are not stupid enough to tweet them.In her own defence, the teacher tells a local paper that she “never expected anyone would take me seriously” (Oakley). As a teacher, she is often “forced to cultivate a ‘third-person consciousness,’ to be an ‘objectified subject’” (Chen 33) on display, so can we really blame her? If she had thought people would take her seriously, “you'd better believe I would have been much more careful with what I've said” (Oakley). The students are the least offended party because, as their teacher had hoped, they do not take her tweets seriously. In fact, they are “laughing it off,” according to a local news channel (Newark Teacher). In a news interview, one female student says she finds the teacher’s tweets humorous. They are fond of this teacher and believe she cares about her students. Seemingly, they do not mind that their teacher—jokingly, of course—harbours homicidal thoughts about them or that she wishes to splash hot coffee in their faces.There is a certain wisdom in the teacher’s observational, if foolhardy, tweeting. In a tweet tagged #secretlyhateyou, the teacher explains that while students may have their own negative feelings towards their teachers, teachers also have such feelings for their students. But, she tweets, “We are just not allowed to show it” (Oakley). At parties and social gatherings, we perform the cheerful educator by leaving our bodies at the door and giving into “the politics of emotion, the unwritten rules that feelings are to be ‘privatised’ and ‘pathologised’ rather than aired” (Thiel 39). At times, we are allowed a certain level of dissatisfaction, an eye roll or shrug of the shoulders, a whimsical, breathy sigh: “Oh you know! Kids today! Instagram! Sexting!” But we cannot express dislike for our own students.One evening, I was on the train with a friend who does not work as a teacher. We observed a pack of teenagers, screaming and grabbing at each other’s cell phones. The friend said, “Aren’t they so fascinating, teenagers?” Grumpily, I disagreed. On that day, no, I was not fascinated by teenagers. My friend responded, shocked, “But don’t you work as a teacher…?” It is an unspoken requirement of the job. We maintain relentless expressions of joy, an earnest wonderment towards those whom we teach. And we are, too, appalled by those who do not exhibit a constant stream of cheerfulness. The teachers’ lunchroom is the repository for “bad” feelings about students, a site of negative feelings that can somehow stick (Ahmed, Happy 29) to those who choose to eat their lunch within this space. Only the most jaded battle-axes would opt to eat in the lunchroom. Good teachers—happy and caring ones—would never choose to eat lunch in this room. Instead, they eat lunch in their classrooms, alone, prepare dutifully for the afternoon’s classes, and try to contain all of their murderous inclinations. But (as the media love to remind us), whether intended or not, our corporeal bodies with all their “unwanted affects” (Brennan 3, 11) have a funny way of “surfacing” (Ahmed, Communities 14).Conclusion: Surging BodiesAffects surge within everyday conversations of teacher evaluations. In fact, it is almost impossible to talk about evaluations without sparking some sort of heated response. Recent New York Times articles echo the more popular sentiments: from the idea that evaluations are gendered and raced (Pratt), to the prevailing notion that students are informed consumers entitled to “the best return out of their educational investments” (Stankiewicz). Evidently, education is big business. So, we take our cues from neoliberal ideologies, as we struggle to make sense of all the fissures and leaks. Teachers’ bodies now become commodified objects within a market model that promises customer satisfaction—and the customer is always right.“Develop a thicker skin,” they say, as if a thicker skin could contain my affects or prevent other affects from seeping in; “my body is and is not mine” (Butler, Precarious 26). Leaky bodies, with their permeable borders (Renold and Mellor 33), affectively flow into all kinds of “things.” Likewise, teacher evaluations, as objects, extend into human bodies, sending eruptive charges that both register within the body and transmit outward into the environment. These charges emerge as upset, judgment, wonder, sadness, confusion, annoyance, pleasure, and everything in between. They embody an intensity that animates our social worlds, working to enhance energies and/or diminish them. Affects, then, do not just come from, and stay within, bodies (Brennan 10). A body, as an assemblage (Deleuze and Guattari 4), is neither self-contained nor disconnected from other bodies, spaces, and things.As a collection of sticky, “material, physiological things” (Brennan 6), teacher evaluations are very much alive: vibrantly shifting and transforming teachers’ affective capacities and life trajectories. Attending to them as such offers a way in which to push back against our own bodily erasure or “the screaming absence in [American] education of any attention to the inner life of teachers” (Taubman 3). While affect itself has become a recent hot-topic across American university campuses (e.g. see “trigger warnings” debates, Halberstam), conversations tend to exclude teachers’ bodies. So, for example, we can talk of creating “safe [classroom] spaces” in order to safeguard students’ feelings. We can even warn learners if material might offend, as well as watch what we say and do in an effort to protect students from any potential trauma. But we cannot, it would seem, matter, too. Instead, we must (if good and caring) be on affective autopilot, where we can only have “good” thoughts about students. We are not really allowed to feel what we feel, express raw emotion, have a body—unless, of course, that body transmits feel-good intensities.And, feeling bad about teacher evaluations ... well, for the most part, that needs to remain a dirty little secret, because, how can you possibly let yourself get so hot and bothered over a thing—a mere object? Yet, teacher evaluations can and do impact our lives, often in ways that are harmful: by inflicting pain, triggering trauma, encouraging sexism and objectification. But maybe, just maybe, they even offer up some good. After all, if teacher evaluations teach us anything, it is this: you are not simply a body, but rather, an “array of bodies” (Bennett 112, emphasis added)—and your body, my body, our bodies “must be heard” (Cixous 880).ReferencesAhmed, Sara. “Happy Objects.” The Affect Theory Reader. Eds. Melissa Gregg and Gregory J. Seigworth. Durham, NC: Duke UP, 2010. 29–51.———. “Communities That Feel: Intensity, Difference and Attachment.” Conference Proceedings for Affective Encounters: Rethinking Embodiment in Feminist Media Studies. Eds. Anu Koivunen and Susanna Paasonen. 10-24. 1 Jan. 2016 <http://www.utu.fi/hum/mediatutkimus/affective/proceedings.pdf>.Bennett, Jane. Vibrant Matter: A Political Ecology of Things. Durham, NC: Duke UP, 2010.Berlant, Lauren. “Intimacy: A Special Issue.” Critical Inquiry 24.2 (1998): 281-88.———. The Female Complaint: The Unfinished Business of Sentimentality in American Culture. Durham, NC: Duke UP, 2008.———. “Structures of Unfeeling: Mysterious Skin.” International Journal of Politics, Culture, and Society 28 (2015): 191-213.Brennan, Teresa. The Transmission of Affect. Ithaca, NY: Cornell UP, 2004.Butler, Judith. “Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory.” Theatre Journal 40.4 (1988): 519-31.———. 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Mazzei, Lisa. “A Voice without Organs: Interviewing in Posthumanist Research.” International Journal of Qualitative Studies in Education 26.6 (2013): 732-40.McRobbie, Angela. The Aftermath of Feminism: Gender, Culture, and Social Change. London: Sage, 2009.Mulvey, Laura. “Visual Pleasure and Narrative Cinema.” Film Theory and Criticism: Introductory Readings. Eds. Leo Braudy and Marshall Cohen. New York: Oxford UP, 1999. 833-44.Nelson, Cynthia D. “Transnational/Queer: Narratives from the Contact Zone.” Journal of Curriculum Theorizing 21.2 (2005): 109-17.“Newark Teacher Still on the Job after Threatening Tweets.” CBS Local. CBS. 5KPLX, San Francisco, n.d. <http://sanfrancisco.cbslocal.com/video/2939355-newark-teacher-still-on-the-job-after-threatening-tweets/>. 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(Simon Karstens, Trier) Banditt, Marc, Gelehrte – Republik – Gelehrtenrepublik. Der Strukturwandel der Naturforschenden Gesellschaft in Danzig 1743 bis 1820 und die Danziger Aufklärung (Veröffentlichungen des Nordost-Instituts, 24), Wiesbaden 2018, Harrassowitz, 305 S. / Abb., € 30,00. (Lisa Dannenberg-Markel, Aachen) Müller, Matthias, Das Entstehen neuer Freiräume. Vergnügen und Geselligkeit in Stralsund und Reval im 18. Jahrhundert (Veröffentlichungen der Historischen Kommission für Pommern. Reihe V: Forschungen zur pommerschen Geschichte, 51), Wien / Köln / Weimar 2019, Böhlau, 346 S. / graph. Darst., € 50,00. (Stefan Kroll, Rostock) Chacón Jiménez, Francisco / Gérard Delille (Hrsg.), Marriages and Alliance. Dissolution, Continuity and Strength of Kinship (ca. 1750 – ca. 1900) (Viella Historical Research, 13), Rom 2018, Viella, 157 S. / graph. Darst., € 40,00. (Christina Antenhofer, Salzburg) Aschauer, Lucia, Gebärende unter Beobachtung. Die Etablierung der männlichen Geburtshilfe in Frankreich (1750 – 1830) (Geschichte und Geschlechter, 71), Frankfurt a. M. / New York 2020, Campus, 344 S. / Abb., € 45,00. (Marina Hilber, Innsbruck) Kallenberg, Vera, Jüdinnen und Juden in der Frankfurter Strafjustiz 1780 – 1814. Die Nicht-Einheit der jüdischen Geschichte (Hamburger Beiträge zur Geschichte der deutschen Juden, 49), Göttingen 2018, Wallstein, 464 S., € 54,00. (Gudrun Emberger, Berlin) „Verehrungswürdiger, braver Vertheidiger der Menschenrechte!“ Der Briefwechsel zwischen Adolph Freiherrn Knigge und Sophie und Johann Albert Heinrich Reimarus 1791 – 1796, hrsg. v. Günter Jung / Michael Rüppel, Göttingen 2019, Wallstein, 294 S. / Abb., € 29,90. (Kai Bremer, Osnabrück) Maruschke, Megan / Matthias Middell (Hrsg.), The French Revolution as a Moment of Respatialization (Dialectics of the Global, 5), Berlin / Boston 2019, de Gruyter Oldenbourg, VIII u. 254 S. / graph. Darst., € 79,95. (Nina Pösch, Mühlhausen / Augsburg)

There are spells in the world: incantations that can transform reality through the power of procedural utterances. The marriage vow, the courtroom sentence, the shaman’s curse: these words are codes that change reality. (Finn 90) Introduction As a child, stories on magic were “opportunities to escape from reality” (Brugué and Llompart 1), or what Rosengren and Hickling describe as being part of a set of “causal belief systems” (77). As an adult, magic is typically seen as being “pure fantasy” (Rosengren and Hickling 75), while Bever argues that magic is something lost to time and materialism, and alternatively a skill that Yeats believed that anyone could develop with practice. The etymology of the word magic originates from magein, a Greek word used to describe “the science and religion of the priests of Zoroaster”, or, according to philologist Skeat, from Greek megas (great), thus signifying "the great science” (Melton 956). Not to be confused with sleight of hand or illusion, magic is traditionally associated with learned people, held in high esteem, who use supernatural or unseen forces to cause change in people and affect events. To use magic these people perform rituals and ceremonies associated with religion and spirituality and include people who may identify as Priests, Witches, Magicians, Wiccans, and Druids (Otto and Stausberg). Magic as Technology and Technology as Magic Although written accounts of the rituals and ceremonies performed by the Druids are rare, because they followed an oral tradition and didn’t record knowledge in a written form (Aldhouse-Green 19), they are believed to have considered magic as a practical technology to be used for such purposes as repelling enemies and divining lost items. They curse and blight humans and districts, raise storms and fogs, cause glamour and delusion, confer invisibility, inflict thirst and confusion on enemy warriors, transform people into animal shape or into stone, subdue and bind them with incantations, and raise magical barriers to halt attackers. (Hutton 33) Similarly, a common theme in The History of Magic by Chris Gosden is that magic is akin to science or mathematics—something to be utilised as a tool when there is a need, as well as being used to perform important rituals and ceremonies. In TechGnosis: Myth, Magic & Mysticism in the Age of Information, Davis discusses ideas on Technomysticism, and Thacker says that “the history of technology—from hieroglyphics to computer code—is itself inseparable from the often ambiguous exchanges with something nonhuman, something otherworldly, something divine. Technology, it seems, is religion by other means, then as now” (159). Written language, communication, speech, and instruction has always been used to transform the ordinary in people’s lives. In TechGnosis, Davis (32) cites Couliano (104): historians have been wrong in concluding that magic disappeared with the advent of 'quantitative science.’ The latter has simply substituted itself for a part of magic while extending its dreams and its goals by means of technology. Electricity, rapid transport, radio and television, the airplane, and the computer have merely carried into effect the promises first formulated by magic, resulting from the supernatural processes of the magician: to produce light, to move instantaneously from one point in space to another, to communicate with faraway regions of space, to fly through the air, and to have an infallible memory at one’s disposal. Non-Fungible Tokens (NFTs) In early 2021, at the height of the pandemic meta-crisis, blockchain and NFTs became well known (Umar et al. 1) and Crypto Art became the hot new money-making scheme for a small percentage of ‘artists’ and tech-bros alike. The popularity of Crypto Art continued until initial interest waned and Ether (ETH) started disappearing in the manner of a classic disappearing coin magic trick. In short, ETH is a type of cryptocurrency similar to Bitcoin. NFT is an acronym for Non-Fungible Token. An NFT is “a cryptographic digital asset that can be uniquely identified within its smart contract” (Myers, Proof of Work 316). The word Non-Fungible indicates that this token is unique and therefore cannot be substituted for a similar token. An example of something being fungible is being able to swap coins of the same denomination. The coins are different tokens but can be easily swapped and are worth the same as each other. Hackl, Lueth, and Bartolo define an NFT as “a digital asset that is unique and singular, backed by blockchain technology to ensure authenticity and ownership. An NFT can be bought, sold, traded, or collected” (7). Blockchain For the newcomer, blockchain can seem impenetrable and based on a type of esoterica or secret knowledge known only to an initiate of a certain type of programming (Cassino 22). The origins of blockchain can be found in the research article “How to Time-Stamp a Digital Document”, published by the Journal of Cryptology in 1991 by Haber, a cryptographer, and Stornetta, a physicist. They were attempting to answer “epistemological problems of how we trust what we believe to be true in a digital age” (Franceschet 310). Subsequently, in 2008, Satoshi Nakamoto wrote The White Paper, a document that describes the radical idea of Bitcoin or “Magic Internet Money” (Droitcour). As defined by Myers (Proof of Work 314), a blockchain is “a series of blocks of validated transactions, each linked to its predecessor by its cryptographic hash”. They go on to say that “Bitcoin’s innovation was not to produce a blockchain, which is essentially just a Merkle list, it was to produce a blockchain in a securely decentralised way”. In other words, blockchain is essentially a permanent record and secure database of information. The secure and permanent nature of blockchain is comparable to a chapter of the Akashic records: a metaphysical idea described as an infinite database where information on everything that has ever happened is stored. It is a mental plane where information is recorded and immutable for all time (Nash). The information stored in this infinite database is available to people who are familiar with the correct rituals and spells to access this knowledge. Blockchain Smart Contracts Blockchain smart contracts are written by a developer and stored on the blockchain. They contain the metadata required to set out the terms of the contract. IBM describes a smart contract as “programs stored on a blockchain that run when predetermined conditions are met”. There are several advantages of using a smart contract. Blockchain is a permanent and transparent record, archived using decentralised peer-to-peer Distributed Ledger Technology (DLT). This technology safeguards the security of a decentralised digital database because it eliminates the intermediary and reduces the chance of fraud, gives hackers fewer opportunities to access the information, and increases the stability of the system (Srivastava). They go on to say that “it is an emerging and revolutionary technology that is attracting a lot of public attention due to its capability to reduce risks and fraud in a scalable manner”. Despite being a dry subject, blockchain is frequently associated with magic. One example is Faustino, Maria, and Marques describing a “quasi-religious romanticism of the crypto-community towards blockchain technologies” (67), with Satoshi represented as King Arthur. The set of instructions that make up the blockchain smart contracts and NFTs tell the program, database, or computer what needs to happen. These instructions are similar to a recipe or spell. This “sourcery” is what Chun (19) describes when talking about the technological magic that mere mortals are unable to comprehend. “We believe in the power of code as a set of magical symbols linking the invisible and visible, echoing our long cultural tradition of logos, or language as an underlying system of order and reason, and its power as a kind of sourcery” (Finn 714). NFTs as a Conceptual Medium In a “massively distributed electronic ritual” (Myers, Proof of Work 100), NFTs became better-known with the sale of Beeple’s Everydays: The First 5000 Days by Christie’s for US$69,346,250. Because of the “thousandfold return” (Wang et al. 1) on the rapidly expanding market in October 2021, most people at that time viewed NFTs and cryptocurrencies as the latest cash cow; some artists saw them as a method to become financially independent, cut out the gallery intermediary, and be compensated on resales (Belk 5). In addition to the financial considerations, a small number of artists saw the conceptual potential of NFTs. Rhea Myers, a conceptual artist, has been using the blockchain as a conceptual medium for over 10 years. Myers describes themselves as “an artist, hacker and writer” (Myers, Bio). A recent work by Myers, titled Is Art (Token), made in 2023 as an Ethereum ERC-721 Token (NFT), is made using a digital image with text that says “this token is art”. The word ‘is’ is emphasised in a maroon colour that differentiates it from the rest in dark grey. The following is the didactic for the artwork. Own the creative power of a crypto artist. Is Art (Token) takes the artist’s power of nomination, of naming something as art, and delegates it to the artwork’s owner. Their assertion of its art or non-art status is secured and guaranteed by the power of the blockchain. Based on a common and understandable misunderstanding of how Is Art (2014) works, this is the first in a series of editions that inscribe ongoing and contemporary concerns onto this exemplar of a past or perhaps not yet realized blockchain artworld. (Myers, is art editions). This is a simple example of their work. A lot of Myers’s work appears to be uncomplicated but hides subtle levels of sophistication that use all the tools available to conceptual artists by questioning the notion of what art is—a hallmark of conceptual art (Goldie and Schellekens 22). Sol LeWitt, in Paragraphs on Conceptual Art, was the first to use the term, and described it by saying “the idea itself, even if not made visual, is as much a work of art as any finished product”. According to Bailey, the most influential American conceptual artists of the 1960s were Lucy Lippard, Sol LeWitt, and Joseph Kosuth, “despite deriving from radically diverse insights about the reason for calling it ‘Conceptual Art’” (8). Instruction-Based Art Artist Claudia Hart employs the instructions used to create an NFT as a medium and artwork in Digital Combines, a new genre the artist has proposed, that joins physical, digital, and virtual media together. The NFT, in a digital combine, functions as a type of glue that holds different elements of the work together. New media rely on digital technology to communicate with the viewer. Digital combines take this one step further—the media are held together by an invisible instruction linked to the object or installation with a QR code that magically takes the viewer to the NFT via a “portal to the cloud” (Hart, Digital Combine Paintings). QR codes are something we all became familiar with during the on-and-off lockdown phase of the pandemic (Morrison et al. 1). Denso Wave Inc., the inventor of the Quick Response Code or QR Code, describes them as being a scannable graphic that is “capable of handling several dozen to several hundred times more information than a conventional bar code that can only store up to 20 digits”. QR Codes were made available to the public in 1994, are easily detected by readers at nearly any size, and can be reconfigured to fit a variety of different shapes. A “QR Code is capable of handling all types of data, such as numeric and alphabetic characters, Kanji, Kana, Hiragana, symbols, binary, and control codes. Up to 7,089 characters can be encoded in one symbol” (Denso Wave). Similar to ideas used by the American conceptual artists of the 1960s, QR codes and NFTs are used in digital combines as conceptual tools. Analogous to Sol LeWitt’s wall drawings, the instruction is the medium and part of the artwork. An example of a Wall Drawing made by Sol LeWitt is as follows: Wall Drawing 11A wall divided horizontally and vertically into four equal parts. Within each part, three of the four kinds of lines are superimposed.(Sol LeWitt, May 1969; MASS MoCA, 2023) The act or intention of using an NFT as a medium in art-making transforms it from being solely a financial contract, which NFTs are widely known for, to an artistic medium or a standalone artwork. The interdisciplinary artist Sue Beyer uses Machine Learning and NFTs as conceptual media in her digital combines. Beyer’s use of machine learning corresponds to the automatic writing that André Breton and Philippe Soupault of the Surrealists were exploring from 1918 to 1924 when they wrote Les Champs Magnétiques (Magnetic Fields) (Bohn 7). Automatic writing was popular amongst the spiritualist movement that evolved from the 1840s to the early 1900s in Europe and the United States (Gosden 399). Michael Riffaterre (221; in Bohn 8) talks about how automatic writing differs from ordinary texts. Automatic writing takes a “total departure from logic, temporality, and referentiality”, in addition to violating “the rules of verisimilitude and the representation of the real”. Bohn adds that although “normal syntax is respected, they make only limited sense”. An artificial intelligence (AI) hallucination, or what Chintapali (1) describes as “distorted reality”, can be seen in the following paragraph that Deep Story provided after entering the prompt ‘Sue Beyer’ in March 2022. None of these sentences have any basis in truth about the person Sue Beyer from Melbourne, Australia. Suddenly runs to Jen from the bedroom window, her face smoking, her glasses shattering. Michaels (30) stands on the bed, pale and irritated. Dear Mister Shut Up! Sue’s loft – later – Sue is on the phone, looking upset. There is a new bruise on her face. There is a distinction between AI and machine learning. According to ChatGPT 3.5, “Machine Learning is a subset of AI that focuses on enabling computers to learn and make predictions or decisions without being explicitly programmed. It involves the development of algorithms and statistical models that allow machines to automatically learn from data, identify patterns, and make informed decisions or predictions”. Using the story generator Deep Story, Beyer uses the element of chance inherent in Machine Learning to create a biography on herself written by the alien other of AI. The paragraphs that Deep Story produces are nonsensical statements and made-up fantasies of what Beyer suspects AI wants the artist to hear. Like a psychic medium or oracle, providing wisdom and advice to a petitioner, the words tumble out of the story generator like a chaotic prediction meant to be deciphered at a later time. This element of chance might be a short-lived occurrence as machine learning is evolving and getting smarter exponentially, the potential of which is becoming very evident just from empirical observation. Something that originated in early modernist science fiction is quickly becoming a reality in our time. A Metamodern Spell Casting Metamodernism is an evolving term that emerged from a series of global catastrophes that occurred from the mid-1990s onwards. The term tolerates the concurrent use of ideas that arise in modernism and postmodernism without discord. It uses oppositional aspects or concepts in art-making and other cultural production that form what Dember calls a “complicated feeling” (Dember). These ideas in oscillation allow metamodernism to move beyond these fixed terms and encompass a wide range of cultural tendencies that reflect what is known collectively as a structure of feeling (van den Akker et al.). The oppositional media used in a digital combine oscillate with each other and also form meaning between each other, relating to material and immaterial concepts. These amalgamations place “technology and culture in mutual interrogation to produce new ways of seeing the world as it unfolds around us” (Myers Studio Ltd.). The use of the oppositional aspects of technology and culture indicates that Myers’s work can also be firmly placed within the domain of metamodernism. Advancements in AI over the years since the pandemic are overwhelming. In episode 23 of the MIT podcast Business Lab, Justice stated that “Covid-19 has accelerated the pace of digital in many ways, across many types of technologies.” They go on to say that “this is where we are starting to experience such a rapid pace of exponential change that it’s very difficult for most people to understand the progress” (MIT Technology Review Insights). Similarly, in 2021 NFTs burst forth in popularity in reaction to various conditions arising from the pandemic meta-crisis. A similar effect was seen around cryptocurrencies after the Global Financial Crisis (GFC) in 2007-2008 (Aliber and Zoega). “The popularity of cryptocurrencies represents in no small part a reaction to the financial crisis and austerity. That reaction takes the form of a retreat from conventional economic and political action and represents at least an economic occult” (Myers, Proof of Work 100). When a traumatic event occurs, like a pandemic, people turn to God, spirituality (Tumminio Hansen), or possibly the occult to look for answers. NFTs took on the role of precursor, promising access to untold riches, esoteric knowledge, and the comforting feeling of being part of the NFT cult. Similar to the effect of what Sutcliffe (15) calls spiritual “occultures” like “long-standing occult societies or New Age healers”, people can be lured by “the promise of secret knowledge”, which “can assist the deceptions of false gurus and create opportunities for cultic exploitation”. Conclusion NFTs are a metamodern spell casting, their popularity borne by the meta-crisis of the pandemic; they are made using magical instruction that oscillates between finance and conceptual abstraction, materialism and socialist idealism, financial ledger, and artistic medium. The metadata in the smart contract of the NFT provide instruction that combines the tangible and intangible. This oscillation, present in metamodern artmaking, creates and maintains a liminal space between these ideas, objects, and media. The in-between space allows for the perpetual transmutation of one thing to another. These ideas are a work in progress and additional exploration is necessary. An NFT is a new medium available to artists that does not physically exist but can be used to create meaning or to glue or hold objects together in a digital combine. Further investigation into the ontological aspects of this medium is required. The smart contract can be viewed as a recipe for the spell or incantation that, like instruction-based art, transforms an object from one thing to another. The blockchain that the NFT is housed in is a liminal space. The contract is stored on the threshold waiting for someone to view or purchase the NFT and turn the objects displayed in the gallery space into a digital combine. 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This chapter begins with Harry Dean and his half-brother Stanley McKnight Jr. going to their mother Ersel's funeral, both stoned on marijuana. Ersel's drinking, gambling and periodic disappearances had left both with bitter memories even though she and Harry Dean had reconciled before her death. Back in Los Angeles Harry Dean was living with actress Maggie Blye and rode through the New Hollywood wave with roles in key films such as Wise Blood (1979), Alien (1979), and The Rose (1979). As bogus preacher Asa Hawks in John Huston's Wise Blood he tapped into the hard-shell fundamentalism of his rural Kentucky roots. John Carpenter's Escape from New York (1981) and Christine (1983) introduced him to a new generation of fans as did The Rose (1979) and later Pretty in Pink (1986). On the set of Francis Ford Coppola's One from the Heart (1981) he met possibly the love of his life, Rebecca De Mornay, but she would later drop him for heartthrob Tom Cruise. It was his work with European directors Ulu Grosbard in Straight Time (1978) and Bertrand Tavernier in Death Watch (1980), however, that set the stage for the greatest roles of his career.

This chapter employs a Foucauldian lens to explore the power structures between different species in the wizarding world. Elves, goblins, giants and non-human magic folk move through the wizarding world with different laws and expectations than wizards; these often cause them to be viewed as less than wizards. This chapter explores what it really means to be a “free elf.”

This chapter reads the Harry Potter series through a transgender lens, calling out the text for deadnaming Voldemort and constructing a magic/nonmagic binary that the characters can neither traverse nor escape. Ultimately, the essay rejects appeals to the idea of the death of the author because bracketing off the transphobia of the series' author does not erase the trans-exclusionary themes within the text itself.

This chapter explores Harry Dean Stanton's music and philosophy of life, both very important in understanding him. Music had always been important, an inheritance from his family. His role as the guitar-playing Tramp in Cool Hand Luke (1967) introduced him to many moviegoers both as an actor and a musician. After decades on screen, he confessed to musician and close friend Jamie James that he had a dream of leading a band. He realized that dream in bands that performed everything from old standards to Mexican ballads at venues such as The Mint and The Troubadour. Sometimes both musician and philosopher were on stage, as when Harry Dean asked an incredulous James to stop playing and allow silence to work its magic. Harry Dean had early on rejected the Christian fundamentalism of rural Kentucky and turned toward the teachings of Zen Buddhism, ancient philosophers like Lao Tzu, and modern-day thinkers like Jiddu Krishnamurti, Alan Watts, and Eckhart Tolle. Alex Cox saw "utter mishmash" in Harry Dean's frequent philosophical musings, but others like Ed Begley Jr. said Harry Dean changed their lives by helping them focus more on the present than on the past or the future.

In pointing readers to everyday experience and our place in history, the realism underpinning Rowling's fantasy encourages readers to expect resonances between the world of Harry Potter and their own world. However, Rowling's fictional history “History of Magic in North America,” first published on her web site Pottermore, and the play Harry Potter and the Cursed Child highlight significant narrative concerns for new and returning readers: the limitations of Rowling's imagined world in terms of race. These two examples from 2016 demonstrate the degree to which elements of realism set the terms of readers' engagement with and critique of Rowling's representations of race. The narrative result of Rowling's realism then becomes a compromised fantasy, a failed performance of fantastic realism – indeed, for many readers, a failed object of art.

Among the group of Hong Kong filmmakers who have transitioned into the mainland Chinese film industry, Tsui Hark brings years of experience depicting traditional Chinese beliefs and religion in films such as Green Snake and Zu: Warriors from the Magic Mountain, thus contributing significantly to mainland China’s new fantasy-friendly market. This chapter looks closely at the director’s three Detective Dee films to demonstrate how, through collage, the films’ visual and special effects (for example, the use of qinggong in traditional wuxia literature and films) subvert their own negative narrative framing of the supernatural and religion. This is preceded by a brief discussion of the history of the representation of the supernatural and religion in Chinese cinema, followed by a review of Tsui’s related oeuvre.

Harry Potter is a blockbuster. Reading the books from the series, one can find challenges and problems every adolescent confronts with. Harry faces real-world challenges, such as: racism, status in society, corruption. Reading about Harry Potter’s experiences, the choices he faces and the dilemmas he has empowers the reader (the learner) to find a way through his/her own choices and dilemmas. Education through active citizenship means empowering the learners to take part actively in society and to think critically about certain issues in society. Harry Potter books are a good resource for educators in attaining active citizenship skills.

Cannabis-related protective behavioral strategies (PBS) are behaviors used before, during, and/or after using cannabis to reduce its associated harms. Despite the effectiveness of PBS in reducing both cannabis use and negative cannabis-related consequences, few studies have examined whether there are sex and cultural differences in PBS use. In the present study, we compare PBS use across males and females and across five countries. We also examine whether the associations of PBS use with cannabis-related outcomes differ by sex and country. We recruited 1,175 college students (63.3% female; Mage = 20.96, SD = 3.95; 45.1% Freshman, 20.2% Sophomore, 16.6% Junior, 9.7% Senior, 8.4% other) who reported past-month cannabis use from eight universities in five countries (U.S., Spain, Argentina, Uruguay, and the Netherlands) to complete an online survey. The online survey included the Marijuana Use Grid (MUG; Pearson & Marijuana Outcomes Study Team, 2020), Protective Behavioral Strategies for Marijuana scale (PBSM; Pedersen et al., 2016; revised by Pedersen et al., 2017), and Brief-Marijuana Consequences Questionnaire (B-MACQ; Simons et al., 2012). Results of a series of ANOVAs suggested differences across countries on the PBSM total score, F(4, 1,126) = 20.93, p < .001, such that participants in the U.S. (M = 4.53, SD = 1.11) and Spain (M = 4.48, SD = 0.95) endorsed the most frequent PBS use and participants in the Netherlands (M = 3.46, SD = 1.49) endorsed the least frequent PBS use. There were many item-level differences in PBS use across countries with a pattern similar to that for the PBSM total score. Results of a series of independent sample t-tests suggested that females (M = 4.51, SD = 1.11) scored higher than males (M = 4.17, SD =1.09) on the PBSM total score, t(1,123) = -4.88, p < .001, as well as nearly every item. The correlations between PBSM total score and cannabis-related outcomes across gender and countries were mostly in the expected direction: more frequent PBS use was associated with less cannabis use and fewer cannabis-related consequences. These correlations were largest for the U.S. sample. Interestingly, however, the correlation between the PBSM total score and B-MACQ was positive for the Argentina sample and every correlation between the PBSM total score and cannabis-related outcome was positive for the Netherlands sample. The results of the present study suggest there are several gender and cultural differences in the use of cannabis-related PBS. However, future studies are needed to replicate these findings, especially given the relatively small samples for some of the countries in the present study (our smallest sample size was for Uruguay [n = 46]). Gender and cultural differences in PBS use should be considered in developing and tailoring PBS interventions, especially because the PBSM was validated with a U.S. sample and most existing interventions were developed for use with U.S. participants.

La mobilità svolge un ruolo vitale per il mercato interno, per l’occupazione e, più in generale per la qualità della vita dei cittadini. Rivolgendo l'attenzione al contesto mondiale, europeo e nazionale si vede come sia divenuta una necessità sempre crescente: la mobilità media per persona in Europa, misurata in passeggeri-chilometro per abitante, è aumentata del 7% tra il 2000 e il 2008 e si prevede che nel 2050 i passeggeri-km nell’Europa OECD saranno il doppio rispetto al 2000. Per ciò che riguarda il trasporto merci la domanda ha continuato a crescere oltre il PIL negli ultimi dieci anni (EC, 2011). L’attuale modello di trasporto è basato però sull'uso dei combustibili fossili e sul predominio del trasporto su strada, sia per le merci che per i passeggeri (EC, 2011) e inoltre una larga parte della mobilità oggi esistente potrebbe essere evitata (McLellan & Marshall, 1998). Di conseguenza, tale modello è responsabile del 23% dell’energia consumata in Europa. Circa i tre quarti dipendono dal trasporto su strada (IPCC, 2007) e il consumo energetico, in questo settore, si stima che aumenterà circa dell’80% entro il 2030. In conseguenza del fatto che l’energia consumata in questo settore proviene per il 96% dal petrolio e dai suoi derivati (IPCC, 2007; EC, 2011) questo stesso è responsabile di elevate emissioni di CO2 e altre sostanze clima-alteranti, dell'aumento della temperatura e di rilevanti problemi di salute nelle popolazioni esposte (U.S. EPA, 2010). La forte dipendenza dal petrolio potrebbe inoltre portare a conseguenze severe sulle possibilità di approvvigionamento di merci e spostamento dei cittadini, sulla sicurezza economica e la competitività globale ed europea nei decenni futuri (EC, 2011; U.S. Joint Forces Command, 2010). La maggior parte degli spostamenti sono interni alle aree urbane e, per il settore dei trasporti, queste sono le aree che influiscono di più sui cambiamenti climatici e sui consumi energetici globali. La città può essere assimilata ad un organismo (Samaniego & Moses, 2008) e gli spostamenti che si compiono in essa, affinché siano efficaci, devono avvenire attraverso una rete che rappresenti una configurazione ordinata di relazioni -o connettività- (Capra, 1996) che implica una certa forma, una struttura definita (con il rispettivo schema) e uno o più processi specifici (Samaniego & Moses, 2008). Le caratteristiche che osserviamo oggi negli organismi sono il risultato di milioni di anni di evoluzione verso l’ottimizzazione delle strutture: minimizzazione dell’energia spesa per la distribuzione delle risorse e massimizzazione del rendimento. Tendono quindi a minimizzare il loro grado di entropia. Per arrivare ad una configurazione del tessuto connettivo urbano che possa minimizzare il suo grado di entropia è necessario innanzi tutto individuare un insieme di indicatori sulla base dei quali sia possibile caratterizzare lo spazio stesso e che rendano possibili analisi dinamiche della morfologia urbana. In quest’ottica, questo contributo si pone quindi come obiettivo quello di individuare un primo set di indicatori significativi derivati dal confronto tra le caratteristiche delle reti vascolari di un organismo e il tessuto connettivo urbano. The mobility plays a very important role for the internal market, employment and, more generally, the citizens’s life quality that takes great advantages from an effective and sustainable transport system. In the last twenty years, mobility has become an ever increasing necessity: the average mobility per capita in Europe, measured in passenger-kilometres per capita, is increased by 7% between 2000 and 2008 and it is expected that in 2050 the passenger-km OECD Europe will double compared to 2000. Furthermore demand for resources and food is continued to grow well beyond the GDP over the past decade (EC, 2011), enhancing thus the freight. The current transport model that responds to this mobility demand, which also includes a large part of trips that could be avoided (McLellan & Marshall, 1998), is based on the dominance of road transport and use of fossil fuels (EC, 2011), both for freight and transport of passengers. As a conseguence this transport model is accountable for 23% of energy consumed in Europe, and about three quarters of which depends on road transport (IPCC, 2007) It is estimated that energy consumption in this sector will increase by around 80% for 2030. In this sector, the energy consumed originates of 96% from oil and its products (IPCC, 2007; EC, 2011; Lerch, 2011). Therefore, the transport sector is responsible for high emissions of CO2 and other climate-altering gases, for the temperature increase and for significant health problems in population directly exposed to oil-derived pollutants(U.S. EPA, 2010). The strong dependence on oil may also have important consequences on the resource supply and mobility of citizens for the next decades (EC, 2011; U.S. Joint Forces Command, 2010). The majority of trips are internal to the urban areas that are affected by this congestion, local air pollution, road accidents and social harms. Finally, urban trips have a major influence on climate change and energy consumption at the global level. Samaniego & Moses (2008) show the similarities existing between cities and organisms. Urban trips are effective if are done through a network representing an ordered configuration of relationships -connectivity-(Capra, 1996) which implies a particular shape, definite structure and one or more specific processes. The characteristics that are observed in organisms today are the result of millions of years of evolution that led to optimized structures that tend to minimize the energy cost for resource allocation thus maximizing their productivity. Therefore, the organisms tend to minimize their degree of entropy. To arrive at a configuration of urban connective tissue that can minimize its level of entropy is first necessary to identify a set of indicators on the basis of which it is possible to characterize the space and make possible dynamic analysis of urban morphology. In this context, the aim of this contribution is to identify a first set of meaningful indicators derived from a comparison of the characteristics of the vascular networks of an organism with the urban connective tissue.