[ii]Office
of the University Registrar, http://registrar.utk.edu/registration/prerequisites_ug.pdf
on December 8, 2005. p. 260
Franklin D. Jeffries II
To: Sequoyah
Elem. School/Martha Hill
Re: Records
Cc: Allen Everett
(Attorney of Law)
From: Dale Jeffries
This is a letter regarding my
child’s Records Allison Lynn Jeffries. I do need to know if my child was in school
this day (2-14-2005) and if
she left what time. Also if any, what other days was she absent this year and
time she left.
Indeed, please contact me in the future by
mail, email, phone, however. I would also like to know about pictures, events
etc….
Sincerely,
Franklin D Jeffries II
Today Date: 2-15-2005
Contacts for me:
865-936-3300 (C)
865-946-5223 (H)
fdj@utk.edu
Ps.
Any information about my daughter may only be transmitted to Tamara Rae
Jeffries my second wife if I am not available. She and she only may contact the
school and obtain any record or records on the behalf of me in the interest of
my daughter. Thank you for your help. This consent is good as long as I say
other wise in writing.
Witness
______________________________________
______________________________________
Wife ______________________________________
______________________________________
2521
Kingston Pike Apt 703 Knox, TN 37919
Franklin D. Jeffries II
American Sign Language
Dr. Davis Class
Movie Activity
READ
THIS or BE LEFT OUT!
The
movie “Miss Congeniality 2” left a wonderful impression in view of a well
screen write. However, spending time with students in American Sign Language
class is even more graceful to me. I would like to share three motivations
about the experience that pleased me for the over all experience. Also, I would
like to share an experience I learned in the movie for the first time under
caption: keep in mind I am a film maker too, so learning new tricks in a trade
is rewarding not only to me but for the deaf as well.
First
impressions leave the greatest treasure on others when we first meet them; just
like the ASL beginner’s class who attended the dinner and a movie too. I got a
chance to talk to Carols students who I seen at another activity this year.
These beginners reminded me of all the new questions I had about learning new
words. I spend about two hours with them teaching them new words, and every
once in a while they would refresh my memory as well. Seeing students getting better with their
Sign Language over time impressed me.
Another
intuition for me is how well the interpreter could sign quicker than the eye.
As we waited in the lobby for the manager to set up an earlier time for caption
for us, Michael followed along with the interpreter so he would know what the
lady was saying about what time the movie would be changed too. I tried to
follow her and realized I am not as fast as Bug’s Bunny yet, so I just used me
ears and stayed amazed that people can talk really fast with their hands.
Anyhow,
I really enjoy spending time with people interested in learning Sign Language.
My experience with a dinner and a movie for this activity will be the most
remembered in all my events for the deaf. I do recommend this kind of an event
in the future for all students. Most of all I really enjoyed spending time with
others that have the same common interest in learning a language. The activity
alone means more to me than the movie: the reason is my family ties to the deaf
community.
Having
deaf family like my Aunt and Uncle Minnie and Gene Reynolds is a good reason
for using ear plugs in a movie. Acting
deaf for the first time while watching captions made me pay attention to more
details. I am familiar with watching movies with out sound because I am a film
maker. However, I never noticed some of the music the producers and directors
use in the back ground until I discovered the words on the caption that I had
to watch. The word a film maker would use is (mise-in-scene).
The importance of the word is what to put in the back ground to help evoke
people’s emotions better, just like the words to the songs I never can hear
well or never pay any attention too until now. Captions gave me a better look
for how I can help the deaf people see the emotion better too.
Caption
is a hard skill to follow in a movie with all the movements and special effects
going on around the screen. However, the little thing is what I am finding that
count in life the most. Just
like the manager who set an earlier time for our class, and like the students
who are willing to get together and learn more signs to communicate with the
deaf. The most important part of this event for me is living to see another day
of progress.
__________________________________________________________________________________________
SCREENING REPORT
Volume 1, Collectors Edition
FILM: Constantine
CITY: Knoxville, Tennessee
ATTENDANCE (%): 100%
Full TICKET
RATIO:
ATTENDANCE: All Seats
Full and some had to stand.
WALKOUTS: Maybe 5
left when John said, “keep it in a safe place.”
A Theater Employee said, “They waited
at the door to see the end, so they could be the first one out.”
SCREENING
INFORMATION: 5020 Millertown Pike-> Carmike 10
|
SCREENING TYPE
|
DATE
|
THEATRE & CAPACITY
|
TIME
|
PROMO VALUE
|
GENERAL REACTION
|
|
Advanced
|
2-10-2005
|
Carmike
|
7pm
|
N/A
|
Fair
|
DEMOGRAPHICS:
|
% MALE:
|
60
|
% BLACK:
|
10
|
% HISPANIC:
|
0
|
|
% FEMALE:
|
40
|
% WHITE:
|
90
|
% ASIAN:
|
0
|
AGES:
|
|
% 0 - 12:
|
0
|
% 13 - 17:
|
5
|
% 18 – 24
|
40
|
|
% 25 - 34:
|
20
|
% 35 - 49:
|
30
|
% 50 +:
|
5
|
|
|
|
|
|
|
|
|
|
PRESS ATTENDEES/
REACTIONS:
Outlet
|
Journalist
|
Reviewer or Feature Writer
|
Reaction or Comments
|
|
1
|
Betsy Pickle
|
KnoxNews Sentinel
|
Good 3 Stars
|
|
1
|
102.1 Star
|
Radio Station
|
Good 3 Stars
|
|
1
|
90.3 College Radio
|
TheTorch
|
Good 3 to 3 ½ Stars
|
AUDIENCE REACTION:
|
22male “Pretty Good” “Nice FX” “Meeting
Gabriel very cool” “Giving Satan the finger, not very funny”
|
|
26Male “The Acting was not the best” “I got
what I paid for, wasn’t let down”
|
|
58Female “The Man pulls his cancer out; and
that is why he didn’t die. I liked that”
|
|
? Female: Betsy
Pickle from the Knoxville News Sentinel says, “I’m not Catholic,
but I thought it was accurate from what I have read about the Revelations. I
Like the cynical out skirts, like looking for the Dark side of undercut
humor.”
|
|
37Male “It was
Okay, I liked the Locations.”
|
|
14Female “The Scene
Where Isabella’s sister was flying through walls, I was Surprised.” “When Constantine went to Hell to find Isabel, (Scary).”
“I feel asleep”
|
|
Another 14yold
Female said, “I wouldn’t so much call this a scary movie. It’s more freaky. I
like how he points out sometimes you might even have to die to really believe
in a higher power, and really understand what life is about. Good that it
also included some humor.”
|
|
61 year old Man
said, “Somebody is on bad drugs.” I must agree with that.
|
|
While Someone was
leaving said, “Petty Good, better than I expected”.
|
|
Not A Blockbuster,
But a Movie for College Student’s to Study. I personally think in the long
run Constantine will benefit Director’s on what to do in
Pre-production, and what not to do! A MUST SEE Movie especially IF YOUR INTO
ANALIZING MOVIES TO BETTER your talent. EVERYONE IN the field of theatre IS
encouraged TO SEE CONSTANTINE BECAUSE HE HAS SHOWED Shakespeare BETER THAN Shakespeare COULD
HIMSELF.
By me: Dale Jeffries Film Study Student
and Director at 30yrs old and still Male
|
TRAILERS (if any):
|
Studio
|
Film
|
Audience Reaction
|
|
N/A
|
N/A
|
N/A
|
Screening Reps
Report: 2-10-2005
Volume 1, Collectors Edition
This is my first Professional Review for WB
Pictures, and in my career.
Scene (1): Nice
Opening: Reaction was good when the car hits the man. Someone said, “God”. Fear
Scene (2): Good
Scene--No Response
Scene (3): Intro to
the main Characters: Scary, some transition to the music not in sink. Mickey
Mouse-ing techniques with the editing could have been
better before the point when John heals her with his thumb. Keanu Reeves says,
“Mirror three feet high” and for some reason this line was funny for a few
audience members. I do not know why either, may have been because of the corny
line. Would have to see this part again where I could focus in more.
Scene (4): Move the
Car scene: Good Job on the effects and some laughed on the lines right before
Reeves walked out of the room.
Scene (5): In the car
traveling: The lines, “let him know” was laughed at in this scene and John,
John, John John is said way to much here by Chaze.
Scene (6):
Confession—No Response
Scene (7): Pool: No
Response—Don’t see how this scene is connected yet.
Scene (8): Blood spit
out in sink—Audience response Normal “yuk”
Scene (9): Got laughs
from the lines of the black lady.
Scene (10): Hospital
room:—no response yet. Wondering and trying to understand at this point.
Scene (11): Man Jumps
over fence: Getting to the story board at this point/seems like the 2 story
going on point. Seems like a two narrative turn and twist here. Good.
Scene (12): Funny
again before the lines finger puppet.
Scene (13): Somewhere
in here John was said to many times again, and I’m not sure the scene fits the
story.
Scene (14): Library:
Many stories going on again here, confusing the audience to much. The director
is doing a better job getting to the story line when John says, “I was born
with this curse” or “he knows he was born with this curse”. They are lots of
laughs at the end of the scene when “he’s fucked”.
Scene (15): Constantine: We know John is Constantine now, but who and what is he besides John
Constantine? Good
Scene (16):
Detective: Isabel Saying Constantine: Phone ringing rings, rings in different places and suspense is
sometimes happening not very clear to the audience. The Director needed to tie
this scene in better. As a director I see how it is a build up of scary fear,
but that did not happen here.
Scene (17): Trying to
get the Matchbox: This Mise-en-scene portion of the
movie did not connect to the narrative (was not clear with what the matchbox
had to do with the movie). Kicking the
water was funny to some audience members, but more bizarre for me is why did
Francis Lawrence decide to keep the water on the camera?
Scene (18): Red room
Club: To many Johns in the script. Not sure way John is said so many times.
Scene (19): Many
scenes (stories) not flowing at this point. No Reactions here.
Scene (20): “What
kind of Mental patient Kills herself” Scene may need some Mickey Mouse-ing with it as a Director I may think about making this
scene more serious. -Funny to some-
Scene (21): Up to
this point, I think the flow of excitement needed much more work. This is the
Producers’ job and Directors job to get a second opinion while in Pre, Post and
Production.
Scene (22): Got some
laughs at, “close your eyes” “suit your self”. (Good Scene all together here)
Scene (23): Very bad,
bad, bad transition with the bus. The editors mistake here.
Scene (24): Holding
the Cat while Reeves wets his feet scene. Audience laughs at her saying, “be
careful with that cat”. Nice Transition with the sound and her hair. (Good Job
Here)
Scene (25): In hell
Scene: Isabel is in hell because she commits suicide. Good story and effects
here with the Mise-en-scenes. (Great Job here)
Scene (26): John
Finds out Isabel kills her self. (Good transitions with music)
Scene (27): Priest
Freaks out: Fear is showed very well here and it is clear that the devil is in
control of the Alky priest. (Good Scene for the story)
Scene (28): Boy
looking out bus: Transition not well around this point and needs clarification
on what the shot has to do with the story.
Scene (29): Cops find
dead priest: Bowling ally Good Suspense for scene. (No Reactions here) Just
mine, maybe to suspense and tends to exhaust people.
Scene (30): Hospital
room Scene: Confused, but focused on trying to fig out point.
The Twist
in the movie is at this point for me.
Scene (31): Car Ride
to the Bowling Ally up to the end of the scene where she finds the coin and the
honey jars on the ceiling with the knife and the gun John carries with his to
his next scene: Not Sure how the Mise-en-Scenes fit
in to action. The props and costumes should have been emphasized more for
precision here in this scene. The clues are not collaborating with the audience
and for what reason?
Scene (32): John said,
“No turning back.” The detective (Rachel Weisz)
Acting was not effective in this scene and she seemed out of balance with
Reeves here. People are laughing around this scene. Some laughing may be because of the suspense
to the movie and laughing is natural when focused or nervous like an actor or
actress gets in a performance. Weise seems to be
acting in this way, causing the viewers not to feel the emotions that are
supposed to be evoked. The prep Actor or the director could have helped her
with getting in the mood on every scene: this would help the movie
tremendously.
Scene (33): Clues not
being explained well again. The General Warning Sign is burning away and is not
even as clear to the smartest. A 14 year old girl gets the meaning better than
adults. She quoted once again; “I like how he points out sometimes you might
have to die to really believe in a higher power…” A child can understand dieing
better than us. This is a big hint is it?
I got the feeling at this point
that this movie is going to be a, oOo I get it now. I
finally understand!
Scene (34): Killing
the Devil or his helper: the helper is the poky dot tie man. (Good Scene)
Scene (35): Crossing
over or sucked out the building as some understood it: Good Scene and starting
to make a little more depths to the expanding mind.
Scene (36):
Transitions to the red room: John needs to use the chair. The writer got a
laugh at the line, “by the way.” Good job on all work at this scene. And at the beginning of this red room the supporting
actor had a good line too for once, “he knocked you out”. However,
Scene (37): Bad
transition again in the editing and story here at this point.
Scene (38): Now
getting back to the front story with the knife. A rule of thumb in directing
movies or plays is start at a point and end up back there. Jump in, jump out
and back in again. The moment of truth is about to be revealed somehow.
Scene (39): Getting
better with Transitions.
Scene (40): “My name
is John… Deporting… Go to Hell” This part is Excellent.
Scene (41): Swimming
pool baby in tummy: Very well rounded scene. At this point I started to get the
sick feeling in my tummy. Everyone did a good job evoking the suspended
emotions here.
Chaze-Not the best supporting Actor, but has hit
some good lines. I think he could have been better if the producer/writer gave
him some better lines. His dieing scene was good.
Scene (42): The Baby
and angle scene: The baby was not clear to me in this scene and the arm bands
on the angle did not make brains. I think the arm bands could have been the
mark of the beast. The devil’s helper said once upon a time about something of
a first born child if he kills him. And she, (the detective) ended up killing
him with a gun. Ok, is the child the antichrist that lives in the end? You
decide this one for your self. Mise-en-Scene needed
work here. I really did enjoy the freeze effect with the hair. Around this part
is my favorite of the movie and does put the rest of the movie effects to shame
(competition wise). However, even a simple effect can top the chart the story
here gets reviled deeply all around.
Scene (43): “I got
Stock” was and is the funniest line in the whole movie, and got the biggest
laugh of course. However, is a phrase that is used but never in this way have I
ever heard. “I got Stock” is original for comedy practice. The lines come
around the Soul Collector line/scene. And indeed, “cut your finger… Got one
too” made the top laugh. Spirit Destiny is trying to con Constantine at this point. “Waited 20 years” Destiny
said while Constantine replied back, “you waited 20 years you can
wait another 20 seconds”. The scene is real confusing in this era, needs more
clarification for dummies.
Lucifer saves detective and her
unborn child because Constantine made a deal for a trade off of his soul. Unclean is mentioned in the
scene too, and it is an important dialogue to the part, but is not clear if the
baby and detective is unclean or the angle. If it is the Revelations in the
Bible than it would be the good people unclean because that’s the way the devil
trains us: is it? Indeed, we have come to the end, so lets see how I sum the
rest up.
Anyway, the angle in scene 43 prays
out loud and says, “Father.” Someone “don’t have her back anymore” according to
the dialogue.
Scene (44): “My
Sister Isabel” John finds out his sister is Isabel as we do too. Maybe, it is a
trick to get him to accept the mark of his destiny. However, he slashes his
wrist and accepts to save his loved ones in return he enters hell or does he?
Very good at this point good but you have to think really deep and for the ones
who have no education on the backdoor of revs would not get the movie or part
here.
Scene (45): A Bright
Light Resurrection like ET bird did once upon a time here, but in a Constantine way. Lucifer told God this one belongs to
me and every one laughed at the bird except the ones who said, “not very
funny”. God stopped him and said no this one is mine buddy.
Scene (46): Lucifer
tried to pull out his lungs and kill him anyway but God let him pull out his
cancer instead, and once again God told the Devil Constantine is his. Reeves and Weisz
start breathing again from the death in a new way of life. Being born again I
would call it. The knife appears, the angle turns human, and she asks Constantine if he “wants revenge” than she says “kill
me” because “the hand of God is in your hand”.
He knocks her down with his fist, and she said, “You could of shot me”.
And the Angle gets the last word in, “look how well you’re doing.” I think the movie could have ended there and
should because some people said, “it was to long.” I believe many stories for
one movie was crammed in when more thought could have helped in the Blockbuster
award. However, I do think this movie
could have been a Blockbuster if made in two parts. The first and the sequel:
this thinking would have brought home the pink apple. But anyway,
Scene (47): Put this document “some
where safe” because this is my most thought out work and is worth a lot of
money I do believe in what I do as a College Student Majoring in Film Studies.
Relating to the movie on the other hand John said, “Put it somewhere safe” (the
knife or our hearts is it?). However, 5 people may have walked out at this
point. Indeed, “some like it some don’t” John Constantine said.
The End!
I would rate this
movie as a director’s point of view as a 5 star (*****) movie when it comes to
my quote, a Movie for College Student’s to Study. I personally think in the
long run Constantine will benefit Directors on what to do in
Pre-production, and what not to do! A MUST SEE Movie especially IF YOUR INTO
ANALIZING MOVIES TO BETTER your talent. EVERYONE IN the field of theatre IS
encouraged TO SEE CONSTANTINE BECAUSE HE HAS SHOWED Shakespeare BETER
THAN Shakespeare COULD have showed HIMSELF.
I say this because it
is a very educated movie but at the same time children can fig out the simplest
of things like the burning Doctor’s General HEART Warning on a pack of
smokes.
Dale Jeffries
University of Tennessee FILM STUDENT
Extended Audience
Reviews
14 Year old said,
“Have to die to
really believe in a higher power” (also said) “I liked it when the glass
shattered and that seemed as if time had stopped. Made me upset Lucifer took Isabel’s
sister though. Special effects are good. Honestly, it was a little drug out at
times. Could’ve used better story line to help viewers understand what exactly
the story was getting across, more clearly. The Ending was pretty good how it
kept you in suspense whether he was going to heaven or hell. Although, the
movie a little confusing to me.”
58 Year old
Woman
Positive – “The
movies special effects were great. Story at times was confusing. The movie Kept
my interest until the last segment, than I became bored. The conclusion should
have been more exciting at the end. Movie lasted too long. If last scene was
sharpened; than it would have rated more with me. The scenes I liked the best
is the real life situations such as man hit by a car. Left a shock with the
Audience because seem so real. The drowning of the girl in tub left you unable
to breath. The suicide of slashing the wrist made you not want to look (scary).
Did not see anything sad in the movie: because you really did not get to know
the characters deeply. The characters are just in and out of situations. Funny was the finger. Started off great and
the ending left you a feeling of wanting to leave before the movie was over. There were scenes that I thought was more
real than the Exorcist.”
61 Year old Man
My favorite easadropping quote I heard, “Somebody is on Bad
Drugs.”
“Dyslexia is a gift
to help others see what they can’t see--Dale Jeffries Film
Director/Producer/Writer”
“Over Coming is the battle that
is achieved only through others encouragements”
I hope you like very much. I have put my heart and soul in
this work.
I give you consent to use and abuse my thoughts anyway you wish as long as you
give me the recognition that (I did it) everything I wrote is mine and my own
to share for the purpose of growth for the Movies that I love so much. I hope
the entire Cast and Crew sees this review and deciphers through it to become
better at what they do. And for the Advertising I hope this helps you in deeper
pockets to spread the wealth around our new circle. I want to thank all of you
for giving me this opportunity I enjoy so much, and have trained for in school
for 24 years now.
I want to thank you Dena and Laura for giving me this job as WB Pictures
Screening Rep in Knoxville Tennessee.
Most important, I want to think Benny Smith the GM. at WUTK
90.3FM College
Radio at (The University of Tennessee) for hooking me up with this opportunity.
However, everything I do is for the love of God. And I do think you for giving
me this chance in working with you. I look forward in working with you all in
the near future as my career takes off like a wagon with a bunch of Alcoholics
hanging on. Success is what we all look for. Happiness’ is want I look for the
most. And doing that is happiness’. Spreading my Gift is a good way you can
describe me from my flaws in this life? And they I say,
“Dyslexia is a gift to help others see what they can’t see--Dale Jeffries Film
Student Director/Producer/Writer and Over Coming is the battle that is achieved
only through others encouragements”
From the University of Tennessee:
I am Dale Jeffries
865-691-8627
Looking for a internship
Pass me on or Pass me by?
http://kidswb.warnerbros.com/web/home/home.jsp
Betsy Pickle can criticize a movie but can’t take the heat
from a statement I passed on to her. Maybe I was wrong by letting her know some
public truth. And I should have kept my mouth shut and turned the other cheek,
but I didn’t because I was trying to be nice to someone. Sorry Betsy I hurt
your feelings. Next time I will not tell you that A Journalism Staff suggested
that I should write for the paper so people could get a better outlook on the
skirts of movies. Thanks for going behind my back and telling WB Pictures that
I hurt your feelings. Being a Journalist as you are, you should have confronted
me with the problem then. I’m not going to TAKE YOUR JOB OVER if that is why
you are making philosophy out of Criticism. However, I’m sorry for what it is
worth. But I think it would be a good ideal for someone to write a review of
the movie too, because being a movie lover as I am helps better the eyes of the
viewers, and it may help them to go see a movie that you jump all over. WB also
said, “They have never considered Knoxville
as a Screening place because we are not a big city and we only have one
Columnist that writes on movies, and one major Newspaper that gives credit
reviews for our benefit”. If you think about it we do need another critic to
get into more dynamic processes that profit us as a whole. That’s why Knoxville
is just still sitting on our outer skirts. Thank about it!
Dale Jeffries
JEM Major
Everything
I said is true to the fullest and I give the Daily Beacon or any new outlet to
publish any part of this story. You have my consent and permission to print
this Article I wrote (Franklin D. Jeffries II). I am a Student of the
University of the Tennessee Knoxville and I should have the write to express my
Freedom of Speech. I will be finished January
5, 2005 and will be done with school the rest of my
life.
I have considered the 6 laws of libel and believe with all
my education I am protected by laws on published, identified, defamation,
fault, injury and so on. Everything I say is true and not slander neither
false. And Betsy Pickle is a Public figure and in our field of journalism I
hope Freedom of Press still stands.
Students and comrades of the Press, I have never felt more
criticized in Journalism and Electronic Media until now, and I believe it is in
the best interest to print this Article on behalf of Knoxville
Tennessee. I believe in the long run this
article will show how important our job is.
Franklin D. Jeffries II
Dale Jeffries
Franklin D. Jeffries II
Law Class 400
Professor Dwight Teeter &
Professor Kelly Leiter
Ethics Activity 1
March 9, 2005
Run the Story and be
sued
I
have been presented with a story by Clemens Bierce who used to work here at the
UB40News Sentinel. Bierce sent me an Email saying, “it is a big story that is
worth a great deal of money for a one-time publication, and I want to keep the
copyrights in the story so I can expand it into a book.” As a reporter, my job at the UB40News
Sentinel as editor is to “seek truth and report it.”¹ On these grounds I found
the story not to be complete in our codes of ethics and laws for professional
journalists, so for the following reasons below is why at this time I do not
plan to publish the story that Clemens Bierce presented.
Under
our Attorneys advice our story lacks insufficient facts for the absolute truth
to print. Even though, some facts are true from court documents like the conservatorship record that was set up during the term of
our former Governor Neil Golden, Golden can not be linked with absolute truth
to the girl (Jane Doe). According the National Alliance for the Mentally Ill, “You
can be put on a conservatorship if the court believes
that you are ‘gravely disabled’ which means having a mental disorder that keeps
you from being able to provide food, clothing and shelter for yourself.”²
¹ Dwight L Teeter, Jr. and Bill Loving, Law of Mass
Communication, 11th ed,
(New York: Foundation Press, 2004), pp. 994-1009.
² http://www.namiscc.org/newsletters/July01/conservatorship.htm
Viewed website on March 9, 2005. National Alliance for the Mentally Ill
However,
this story of conservatorship is true on the bases
related to only Jane Doe. Running this part of the story according to our
Attorneys would lead us to a libel law suit. And her having a mental condition
dose not makes it right for me to publish a story with out truth or her
consent. Discriminating and downgrading this girl even more would do more harm
then we could do more good. Only to prove that a Governor we all liked so well
ended up crooked. Our Attorneys explained a similar case: Gertz
v. Robert Welch which has influenced our decision even further. The Court of
Appeals said,
“Because private individuals characteristically
have less effective opportunities for rebuttal than do public officials and
public figures, they are more vulnerable to injury from defamation. Because
they have not voluntarily exposed themselves to increased risk of injury from
defamatory falsehoods, they are also more deserving of recovery.”³
According to the Majority Opinion in
this case we maybe libel if we print only the conservatorship
with out all the facts. We do not know the girl had any connection with Golden
in this document. Therefore, our ethics in running this story of a fourteen
year old girl who was rapped or had sexual conducts with the former Governor
Neil Golden lacks evidence, and would libel UB40News Sentinel for defaming two
parties, the girl and Golden. Even though the girl is now a women, truth still
has to be proved before I can print a story of self defamation.
³
http://www.bc.edu/bc_org/avp/cas/comm/free_speech/gertz.html
Viewed website on March 9, 2005, Dale A. Herbeck and Thomas L. Tedford
Or Law Liberty Gertz v.
Welch 418 U.S. 423, 94 S.Ct.
2997 (1974).
The question is what would happen if
we do not hurry up and print this story, and if we just go ahead and draft it
up and print it, what would the out come?
A good example our Attorney explained that relates to the same case Gertz v. Robert Welch is,
“failure to investigate the truth of the
allegations, coupled with its receipt of communications challenging the factual
accuracy of this author in the past, amounted to actual malice, that is,
'reckless disregard' of whether the allegations were true or not. New York
Times [Co.] v. Sullivan.”¹
We
would be responsible for our actions for not taking our time and finding the
truth. Someone may take the story before UB40News, and if so, that is fine. A
case such as a young girl v. a Governor who is accused of raping her is taken
very seriously, and at the same time has to be researched even further to cover
our tracks from law suits. Considering the truth in a case of this kind is the
most important part as a journalist. If we do not print the truth and take the
time to research the actual story in facts, we are libel.
At
UB40News we dedicate our integrity by our principles in protecting our
community by researching the truth. Failure to do so is not just degrading to
us as journalist, but humiliating to others. In our preamble of code and ethics
for professional Journalists stats that, “The duty of the journalists is to
further those ends by seeking truth and providing a fair and comprehensive
account of events and issues.”² Failing to do so leads our integrity untrue and
incomplete.
¹ http://www.bc.edu/bc_org/avp/cas/comm/free_speech/gertz.html
Viewed website on March 9, 2005, Dale A. Herbeck and Thomas L. Tedford
Or Law Liberty Gertz v. Welch 418 U.S. 423, 94 S.Ct. 2997 (1974).
Or Law Liberty New York Times v. Sullivan, 376 U.S. 254, 84 S.Ct. 710 (1964).
² Dwight, p. 994.
In
our findings, rather our story should print a story on a former Governor Goldmen who was accused of having a relationship with a
minor, which is a felony if convicted. The simple answer is no, not yet.
Finding facts about the truth is a good start before any journalists should
publish any report. Especially if the story is down grading to the people
involved. There are four facts our lawyers advised us on to make our decision
why we should not print this story at this time. And their research included
the following facts:
0.
“Seek truth and report it.”º
1.
“Because private individuals… they are more vulnerable
to injury from defamation. Because they have not voluntarily exposed themselves
to increased risk of injury from defamatory falsehoods, they are also more
deserving of recovery.”¹
2. “failure
to investigate the truth of the allegations, coupled with its receipt of
communications challenging the factual accuracy of this author in the past,
amounted to actual malice, that is, 'reckless disregard' of whether the
allegations were true or not. New York Times [Co.]
v. Sullivan.”¹
3. “The duty of the journalists is to further
those ends by seeking truth and providing a fair and comprehensive account of
events and issues.”³
º Dwight,
p. 994.
¹ http://www.bc.edu/bc_org/avp/cas/comm/free_speech/gertz.html
² http://www.bc.edu/bc_org/avp/cas/comm/free_speech/gertz.html
³ Dwight, p. 994.
Discriminating
and downgrading this girl even more would do more harm then we could do more
good. We can not publish the story because the girl would be identified and the
truth has not been reviled. We would
be responsible for our actions for not taking our time and finding the truth.
Failure to find truth is degrading to us as a journalist, and humiliating to
others.
In conclusion, the
story presented by Clemens Bierce who used to work here at the UB40News
Sentinel is not going to be published at this time. However, our publisher has
paid Bierce for the information on Golden he sent me by Email saying, “it is a
big story that is worth a great deal of money for a one-time publication, and I
want to keep the copyrights in the story so I can expand it into a book.” Our
publisher has also worked out a deal with Bierce that binds him to UB40News
Sentinel. As a reporter, my job at the
UB40News Sentinel as editor is to “seek truth and report it.”¹ On these grounds
I found the story not to be complete in our codes of ethics and laws for
professional journalists, so for the following reasons I have to move on to
another story until facts are presented in truth.
¹
Dwight, p. 994
Franklin D. Jeffries II
History 242
Henry Staruk
February 13, 2005
What
would they do with Napoleon’s Power?
I
believe The Count De Las Cases would use Napoleon’s power to gain equity and
rights for every citizen with out using campaigns. However, I believe he would
use his power to get equity with out force. Johann Gottfried Von Herder would
too. I believe Herder and Las Cases would use Napoleon’s psychological power
with out war.
First
let’s see how The Count would use Napoleon’s powers and why. He states
wonderfully, “the dreams of the upright men of all ages were realized.” Also,
he said, “it was found necessary to sell, in order to provide the charges of
the war.” Freedom of being equal is what the campaigns were for, taking away
the thought of noble and bringing equity. I believe he would use dreams and
money to avoid war.
Anyhow,
since De Las Cases is Napoleon’s secretary transcriber (writer). I believe from
his quotes above he would use his wits in power. I believe he would focus on
peoples dream’s of freedom and use this psychological power rather than war. I
believe he would use Napoleons powers because he would show equally a better
way. Indeed, Herder would use the same
method because he dose not believe in slavery. He said, “No words can express
the sorrow and despair of a bought or stolen negro slave”. He makes it clear
through out his reading how slavery is not right. Herder is more likely to use
Napoleon’s campaigns than Cases would, because of the anger he has against
these evil spirits. Anyway, he is
against slavery and should be against campaigns of war too, as any good Man
should be.
Franklin D. Jeffries II
History 242
Henry Staruk
February 13, 2005
Three Worst Things
Napoleon Did
Napoleon maybe a king in his time
but reminds me of the game we call Risk.
The worst things Napoleon did to his country
is, try to play God, second he tried to take over to much land, and last he did
not take care of his peoples health.
Forgetting to take care of his
people’s health would make me not like him. Just think the sewage system was
not even changed from Louie the 14th according to Alistair Horne. He
wrote a very good book called, “The Age of Napoleon.” Every page has an
interesting fact about Napoleons life.
The most motivating fact is how
Horne makes Napoleon out to be a God. Even at the very beginning he states a
“book about Napoleon, yet one more added to the total of 600,000….” He even
called the book another “episode that fundamentally changed Western
civilization.” Not only did Horne start the book boldly about Napoleon, he
agrees, the Emperor of Paris left his people in tears.
Napoleons country’s health may not have been
the best of time, but at least the sewage system is better in France
today. To sum up my point, I conclude by explaining the game Risk. When players
try to take over to much land, they forget to look at the important needs that
make the game go on. Napoleon forgot these things must be done to keep control
and peace (Law and Order). And last he put his country through kayos (he is no
God).
_____________________________________________________________________________________
Franklin D. Jeffries II
History 242
Henry Staruk
March 10, 2005
Define
Anti Nationalism Your self
“To The United States of
America”, by Robert Bridges maybe the closest Anti Nationalistic poem in the
book of World War One British Poets. Being devoted to your own nation is
protection of common welfare in my eyes. The definition for nationalism: it is
the belief that nations will benefit from acting independently. I
believe the one line in the poem that states, “God Grant we may- Transform the
earth” is clearly not independently for the good of one nation.
Anti-Nationalism is hard is define. However, from the research I have done in
this book, I had a hard time finding any poem Anti-nationalist. The poems in the book are all talking
about their common welfare in one form or fashion. Every poem in the book is
personal and dark, mostly because of the war going on, but over all every poem
had something to do with death. Defining which play is most anti-nationalism is
not easy and not even clear at this point to me. Anyhow,
the poem “To The United States of America” is the closest I could even come the
Anti-nationalism. The poem even has a little nationalism to it too. The line,
“they challenge freedom to the fray” is a nationalism statement by acting
independently for one’s nation. Over all, all of the poems has a little of both
(Nationalism v. Anti-Nationalism). I do believe this reading assignment has
been opinionated for our own interpretation to define nationalism.
Franklin D. Jeffries II
History 242
Henry Staruk
February 20, 2005
French Had More
Reason
France’s
King Napoleon was taken and killed and Germans started to show threat. For the
first time French is not the Grand Army anymore and now the Germans are a
threat to their land. There are a few quotes in the book The Road to Verdun proves
in my opinion that French had more Nationalism to win the war.
The Germans are “soulless yet
aggressive, and boneheaded” (page 49). However, the word soulless is a way to
me they have no clue why they are fighting the war. In my opinion fighting for
a cause make’s me believe a soul is important. I am not totally sure but having
a reason to fight would make a better cause.
Anyhow, “to the French it had come
as a blow to national pride, making any lingering thought of withdrawal
impossible” (page 268). The French had more to lose in a military war trench
fair. I am right about the Germans in one point; they did try to take over the
world. Being the French with their pride shows they’re not just going to let
strangers just come in their houses and take over.
The French had “to make sure they
understood how vital their task was to the nation (page 285). A nation they had
to protect for the good of man kind. Germens came in Verdun
and held one of the two ways in as the French held them off on the other way
out. More French did die
protecting their terrain, but Germans died because of an evil German King that
thought he could rule the world. The
French showed more nationalism, because they had a reason to fight. The reason
is simple: French had to defend their pride.
Franklin
Jeffries Study Case
DIETEMANN V. TIME,
INC, 449 F.2d 245 (9thCir. 1971)
FACT: Reporter Jackie Metcalf and
Photographer William Ray cracked a case of medical fraud working with California’s
State Department of Public Health. A.A. Dietemann was charged and convicted for practicing without
a license or a degree in his home which he claimed was his office. However,
Time Magazine employee told Dietmann that his friend
referred them to his office, so Dietmann would invite
them in. William Ray took pictures with his hidden camera during the
examination. And Metcalf had a recording device that signaled to a spy van out
front. Inside the van were Life Magazine employee, and a rep from the DA’s
office, with a local detective. Meanwhile, Metcalf told Dietmann
that she had been eating rancid butter for 11 years, nine months and 7 days,
and that was the cause for the “lump in her breast”. Dietmann
hands were caught in the wrong place, and the detective work helped convict him
for practicing medicine “without a license”. Dietmann
sued Time for invading his privacy for ($300,000) and received only ($1,000) dollars,
and he did not even come into court with a spotless record.
QUESTION: Did Time Inc, impose on Dietmann’s privacy.
DECISION: Yes. (Judge Shirley Hufstedler
made the final decision in an appeal by Time).
REASONS: “The district court concluded:
"The publication in Life Magazine on November 1, 1963 of plaintiff's picture taken
without his consent in his home on September 20, 1963 was an invasion of his privacy
under California law for which he is entitled to damages to [Dietemann's]
feelings and peace of mind. Time appeals from that decision”. Judge Hufstedler
wrote, “Investigative reporting is an ancient art; its successful practice long antecedes the
invention of miniature cameras and electronic devices. The first Amendment has never
been construed to accord newsmen immunity from torts or crimes committed
during the course of newsgathering.”
The Dietemann Decision modified the concept of freedom of press
in two ways.
1)
“The First Amendment gives the media no right to break
the law with impunity, even if
legitimate news is being pursued”.
2)
Reporters are
not protected by the First Amendment when they commit crimes or torts.
SOURCES: (1) http://www.bc.edu/bc_org/avp/cas/comm/free_speech/dietemann.html
(2) Dwight L Teeter, Jr. and Bill Loving, Law
of Mass Communication, 11th ed,
(New
York: Foundation Press, 2004), pp. 413-414.
_________________________________________________________________________________________________________________________
|
|
Broadcasting Student-Film
Study
|
Growing up and getting out
My
name is Delano Franklin Jeffries. However, most of my family and friends call
me Dale. My parents Frank and Charlotte were both born and raised in Knoxville.
I also was born and raised in Knoxville.
I’m married and I am the father of two daughters.
I’m
currently classified as a 5th year senor at the University
of Tennessee, Knoxville.
My major is broadcasting with a minor in theater. In short, the last two years
has been very hard, considering I had many health problems. I would like to
take this time and explain how the practical experience at the UT Extensions
Agriculture campus has helped me.
In
the Spring Semester of 2005, I struggled to finish the practicum at Community
Television. Being new to the work field of cable television was hard. My life
came to a halt during that long year with a heart problem. The reason I did not
go back and finish my work at CTV is because of guilt of missing one day. During
my time there I worked hard. I also had my own struggles and fears to cope
with. And one of them was: “Am I going to be doing this the rest of my life?”
Maybe if my
spirits are not broken, I will work that dream job of nine to five. Indeed,
helping people work through their problems is the most important lesson I have
learned this year. I can only say that if we all work together in hard times
such as mine, then maybe the undergraduates will have a better chance of
keeping their jobs. I really was scared to go back to work, because I missed
one day with out calling, and no one called to see if I was alright.
Making
the same mistake twice, almost jeopardized my work hear at UT Extensions.
However, knowing that it was up to me to put fourth a better effort, I improved
towards the middle of the semester. I hoped that UT Extensions would call me,
but I realized that I had to be responsible for making the phone calls.
Even though, some jobs
will not call you, UT Extension has helped me find my way back to work. Doug Edlund the Video Editor at The University of Tennessee
Institute of Agriculture has done a wonderful job keeping me on track. Edlund’s response to all my emails has encouraged me to
continue.
Sometimes
we all must struggle to gain the gratitude’s and the integrity of others.
Working with Edlund has been much appreciated. I
really am glad there is an alternative for students like me. UT Extensions is a
perfect place to get experience. The work I have done is online at www.dalebay.com
in the movie project’s folder. Indeed, I have found my interest and talents
from these practicums.
Recommendation only:
Providing us with a partner would
be the only recommendation I would suggest for this practicum. Working with
someone in our field would have been great. Having a partner to position a
camera, and do part of the story too, would have helped tremendously.
I did my
practicum at the University of Tennessee Institute of Agriculture Marketing and
Communications unit.
Franklin
Delano Jeffries II
Theatre 481
Feb 25th
Sing Down the Moon
Thank you: Clarence
Brown
I
came to the University of Tennessee
in 2002 and I am very happy I had a chance to be apart of Sing Down the Moon. Indeed, the experience with all staff during my
stay has been the greatest pleasure I have ever endured. I am sad to say,
leaving the theatre is like leaving my children. Sing Down the Moon Being the last performance gives me great
pleasure, and I will always remember this because children of all ages
including mine were able to see a wonderful play.
Seeing
the faces on the children out in the theater enjoyed my heart. Knowing my
daughter enjoyed this feeling too, gives me a better respect for the Clarence
Brown Theatre. Children of all ages should have the right to enjoy Clarence
Brown, and as a pre-amble to show our promise for them should say:
•We the Clarence Brown Theatre: Promise to have a children’s
show twice a year.
• Our goal is to give families a place to see their joys and
expressions they long deserve.
The
director to Sing Down the Moon Casey Sams is one of the hardest workers and most dedicated
employees from the Clarence Brown I have seen since I have been here. I have
asked Casey to help me in a film I have been deemed to do upon my completion at
MGM Studios. The New York Film
Academy is the next step for me.
I
want to thank everyone in the theatre for helping me, and encouraging me to
carry on my dreams. Remember this too, I did decide to hang of the Catwalk, but
I forgot to bring a change of underwear that day too. If your going to hand off
the catwalk and do pull ups, at least tie yourself off, because you do not stay
young forever.
Anyhow,
I am very happy I had a chance to be apart of one of the Greatest professional
theatres in the world. I hope you all carry on your dreams as well as I am
mine. The Clarence Brown has given me the traits I need for my artistic view.
The biggest accomplishment I have archived from great people like John Horner,
Mike Ponder, Laura Sims and, Blake Robison is motivation for the truth. Without
the truth, there is no motivation. These people’s stories have helped me see my
true motivation.
The
truth is I am not great without good people, and these people have given me the
way to my true dream. The New Your Film Academy in MGM or Universal Studios is
the dream I have chosen and will carry out. I want to give a special thanks to
John Horner for giving me the most credit for my lighting project; I know it
will be one to remember too.
For
the production of Sing Down the Moon,
thank you for a great cast and crew. Children loved you, and I know from the
show more productions for children will be preformed. For anyone and everyone
who has a dream: the Clarence Brown is a good place to get experience. Thank
you Clearance Brown.
Sincerely,
Franklin
Delano Jeffries II
We
will review any movie or any project you may have.
Volume 1,
Collectors Edition
Screening Report
FILM: Constantine
CITY: Knoxville, Tennessee
ATTENDANCE (%): 100%
Full TICKET
RATIO:
ATTENDANCE: All Seats
Full and some had to stand.
WALKOUTS: Maybe 5
left when John said, “keep it in a safe place.”
A Theater Employee said, “They waited
at the door to see the end, so they could be the first one out.”
SCREENING INFORMATION: 5020 Millertown Pike-> Carmike 10
|
SCREENING TYPE
|
DATE
|
THEATRE & CAPACITY
|
TIME
|
PROMO VALUE
|
GENERAL REACTION
|
|
Advanced
|
2-10-2005
|
Carmike
|
7pm
|
N/A
|
Fair
|
DEMOGRAPHICS:
|
% MALE:
|
60
|
% BLACK:
|
10
|
% HISPANIC:
|
0
|
|
% FEMALE:
|
40
|
% WHITE:
|
90
|
% ASIAN:
|
0
|
AGES:
|
|
% 0 - 12:
|
0
|
% 13 - 17:
|
5
|
% 18 – 24
|
40
|
|
% 25 - 34:
|
20
|
% 35 - 49:
|
30
|
% 50 +:
|
5
|
|
|
|
|
|
|
|
|
|
|
PRESS ATTENDEES/
REACTIONS:
Outlet
|
Journalist
|
Reviewer or Feature Writer
|
Reaction or Comments
|
|
1
|
Betsy Pickle
|
KnoxNews Sentinel
|
Good 3 Stars
|
|
1
|
102.1 Star
|
Radio Station
|
Good 3 Stars
|
|
1
|
90.3 College Radio
|
TheTorch
|
Good 3 to 3 ½ Stars
|
AUDIENCE
REACTION:
|
22male “Pretty Good” “Nice FX” “Meeting
Gabriel very cool” “Giving Satan the finger, not very funny”
|
|
26Male “The Acting was not the best” “I got
what I paid for, wasn’t let down”
|
|
58Female “The Man pulls his cancer out; and
that is why he didn’t die. I liked that”
|
|
? Female: Betsy
Pickle from the Knoxville News Sentinel says, “I’m not Catholic,
but I thought it was accurate from what I have read about the Revelations. I
Like the cynical out skirts, like looking for the Dark side of undercut
humor.”
|
|
37Male “It was
Okay, I liked the Locations.”
|
|
14Female “The Scene
Where Isabella’s sister was flying through walls, I was Surprised.” “When Constantine went to Hell to find Isabel, (Scary).”
“I feel asleep”
|
|
Another 14yold
Female said, “I wouldn’t so much call this a scary movie. It’s more freaky. I
like how he points out sometimes you might even have to die to really believe
in a higher power, and really understand what life is about. Good that it
also included some humor.”
|
|
61 year old Man
said, “Somebody is on bad drugs.” I must agree with that.
|
|
While Someone was
leaving said, “Petty Good, better than I expected”.
|
|
Not A Blockbuster,
But a Movie for College Student’s to Study. I personally think in the long run
Constantine will benefit Director’s on what to do in
Pre-production, and what not to do! A MUST SEE Movie especially IF YOUR INTO
ANALIZING MOVIES.
By me: Dale Jeffries Film Study Student
and Director at 30yrs old.
|
TRAILERS (if
any):
|
Studio
|
Film
|
Audience Reaction
|
|
N/A
|
N/A
|
N/A
|
Screening Reps
Report: 2-10-2005
This is my
first Professional Review for WB Pictures, and in my career.
Scene (1): Nice
Opening: Reaction was good when the car hits the man. Someone said, “God”. Fear
Scene (2): Good
Scene--No Response
Scene (3):
Intro to the main Characters: Scary, some transition to the music not in sink.
Mickey Mouse-ing techniques with the editing could
have been better before the point when John heals her with his thumb. Keanu
Reeves says, “Mirror three feet high” and for some reason this line was funny
for a few audience members. I do not know why either, may have been because of
the corny line. Would have to see this part again where I could focus in more.
scene 4. scene 5, scene, 6 and so on...
Scene break down is 300 dollars extra.
That is a lot of work.
Betsy Pickle can criticize a movie but can’t take the heat
from a statement I passed on to her. Maybe I was wrong by letting her know some
public truth. And I should have kept my mouth shut and turned the other cheek,
but I didn’t because I was trying to be nice to someone. Sorry Betsy I hurt
your feelings. Next time I will not tell you that A Journalism Staff suggested
that I should write for the paper so people could get a better outlook on the
skirts of movies. Thanks for going behind my back and telling WB Pictures that
I hurt your feelings. Being a Journalist as you are, you should have confronted
me with the problem then. I’m not going to TAKE YOUR JOB OVER if that is why
you are making philosophy out of Criticism. However, I’m sorry for what it is
worth. But I think it would be a good ideal for someone to write a review of
the movie too, because being a movie lover as I am helps better the eyes of the
viewers, and it may help them to go see a movie that you jump all over. WB also
said, “They have never considered Knoxville
as a Screening place because we are not a big city and we only have one
Columnist that writes on movies, and one major Newspaper that gives credit
reviews for our benefit”. If you think about it we do need another critic to
get into more dynamic processes that profit us as a whole. That’s why Knoxville
is just still sitting on our outer skirts. Thank about it!
Dale Jeffries
JEM Major
Everything
I said is true to the fullest and I give the Daily Beacon or any new outlet to
publish any part of this story. You have my consent and permission to print
this Article I wrote (Franklin D. Jeffries II). I am a Student of the
University of the Tennessee Knoxville and I should have the write to express my
Freedom of Speech. I will be finished January
5, 2005 and will be done with school the rest of my
life.
I have considered the 6 laws of libel and believe with all
my education I am protected by laws on published, identified, defamation,
fault, injury and so on. Everything I say is true and not slander neither
false. And Betsy Pickle is a Public figure and in our field of journalism I
hope Freedom of Press still stands.
Students and comrades of the Press, I have never felt more
criticized in Journalism and Electronic Media until now, and I believe it is in
the best interest to print this Article on behalf of Knoxville
Tennessee. I believe in the long run this
article will show how important our job is.
Franklin D. Jeffries II
Dale Jeffries
Franklin
Delano Jeffries II
Dr. Luther’s Class
Reflection paper 3
August 1, 2005
Stereotype
Indeed,
television has brainwashed my daughter. Ashley Jeffries is a 3 year old that
can process information well. Advertisers use tactics in their commercials to
focus her in on how cool the product is. From my experience I can recognize how
the television has given her stereotypes. The product may be cool: “But, are
the advertisers thinking on how the shot memory recall affects the child and
parent?”
Certainly,
the advertisers look at every angle. The sales pitch is the most important part
to brainwash us. Stereotyping is just one of advertiser’s tactics to show how
cool products are. My daughter has seen
a commentarial on Barbie here recently. Indeed, the advertisers did their home
work, because my daughter was sold.
Franklin
Delano Jeffries II
Dr. Luther’s Class
Reflection paper 1
July 14, 2005
You
Should Lie About This
My
goal is to be honest and type the first words that come to mind. Indeed,
telling a hypothetical story is not an easy task for me. Therefore, I ask you
as my reader to understand how hard being honest can be. Meaning if I tell the
truth, than people such as my x-wife can harm me. Really, the truth is a
struggle in communications sometimes.
I
will get right to the point. If I have learned from experience: “than way have
I not put propaganda first”? In-short,
people have control over what I say and do in life, mostly because of Child
Custody battles that lead to court. For example, my x-wife has control over me
because we have a child together, so if I do something wrong she will send a message
to me that can influence my actions.
Anyhow,
the most interesting topic that relates to my topic was the “War of Worlds.”
Terror can influence decisions. Just as my x-wife has hunted me by using my
daughter as a weapon, blackmail is a word some would use. However, using a
child to keep control over someone is a very bad way to communicate with
others. I may lose my daughter, if I tell the truth.
Yes,
I may very well lose my child if I have been bad. However, overtime people like
me live with this kind of fear everyday. As time passes we forget simple truths
that we can say, but never do because we fear we could lose our child. I really
believe this should be called, The Child Custody Syndrome-A form of terror that
people use against you in the court of law.
I
have read this to my daughter and she does not agree with my hypothetical
statement about her mother. If I tell the truth, I may lose my daughter.
Indeed, I made it clear to my daughter she would understand my argument when
she got older. Anyhow, my statement is just hypnotically, or is it more
propaganda driven.
Certainly,
I do want people to understand this bizarre topic that many people are so
afraid to discuss. Hopefully, people will start seeing this type of
communication is a real threat to our society as a whole. Hypothetically, if
you lie, than you are wrong.
Franklin
Delano Jeffries II
Dr. Luther’s Class
Reflection paper 2/Presentation
July 27, 2005
Watching
Television
Indeed,
I grow up watching television from the beginning of my era (1974). Violence from cartons such as Bugs Bunny,
Mickey Mouse and Road Runner distorted my perception at one point. Anyhow, I
have looked back in time to recall some perceptions television has gave me. Indeed,
I found the results of the passed disturbing when I recalled a Theory I tried
as a young boy.
The
Umbrella Theory was tested on TV shows, such as Bugs Bunny and many more, I am
sure. Certainly, I was not the only little boy who tried to parachute off my
Parent’s two story house with an umbrella. Indeed, that day was a complete
failure. However, know matter how distorted this sounds, but today I believe
The Umbrella Theory is possible.
Certainly,
I am crazy for even thinking I could jump off a one hundred foot bridge with a
stronger and bigger umbrella. Since my cheap rain stopper folded up on me that
day; I have not attempted the experiment again. Anyhow, I have thought of ways
of making the Theory work. Getting the nerve up to do it again is not an easy
task, the first time almost killed me.
Anyway:
“who in their right mind would jump off a two story house with just an
umbrella?” Indeed, children can and do process television dangerously. I hope
this experience from my risky umbrella theory helps parents realize how TV
really affects children. These crazy ideal’s are even sometimes in black in
white. The real question is: “who is going to educate our children about
distortion?” The best approach is for teachers and parents to watch television
with their children or students and explain the distorted perceptions to
them.
______________________________________________________________________________
Franklin
Delano Jeffries II
Professor: Georgiana Vines
Extra Credit
Monday November 8,
2005
SPJ
CLUB MEETING
The
Society of Professional Journalist meeting was very interesting. I really
enjoyed sitting in, and listening to Stacy McCloud tell her story. However, I
do not know if I could stomach the tale about the after math of Katrina she was
telling.
After
the meeting I spoke with McCloud and asked her: “Would you do it again?” She
said, “Yes, I hope we all are better prepared next time. I was shocked very
much but I would go again and report.”
Indeed,
Paul Brown from channel 10 News was equipped when I asked him: “What did you do
during this hurricane?” He said, “I am the Assignment manager. I helped
coordinate crews to Katrina.”
Indeed,
these Reporters and Managers really grabbed my attention when they talked about
what they did during disasters. When I finish my career, I hope to be as good
as they sound in reporting.
As
for now, I will keep up with my last class in Media Management. Indeed, in the
near future I would like to be apart of PSJ CLUB. Seeing people with the same
interest, made me really happy that I am a Journalism Electronic Media Student.
Certainly,
I have tried very hard in the last few weeks to catch up, so I can finish the University
of Tennessee.
Restraints
Schenck v. US 1919
Gitlow v. New
York 1925
Near v. Minnesota 1931
New York Times v. United
States 1971
Miami Herald v. Tornillo 1974
Obscenity
Roth v. United States
1957
Miller v.
California 1973
Reno v.
ACLU 1997
Fighting words hate
speech
Chaplinsky v. New
Hampshire 1942
RAV v St. Paul
1992
Braun v. soldier of Fortune Magazine 1992
Civil Libel suits
New York Times v.
Sullivan 1964
Curtis Publishing Co. v. Butts, Walker v. A.P. 1967
Gertz v. Welch 1974
Time Inc v. Firestone 1976
Herbert v. Lando 1979
Harte-Hanks v. Connaughton
1989
Milkovich v. Lorain Journal Co 1990
New York Times v. United
States 1971
The
Pentagon papers
Chaplinsky v. New
Hampshire 1942
Fighting
words are not protected by the First Amendment.
RAV v St. Paul
1992
Invalidation of city’s hate crimes
ordinance, appearing to weaken universities’ efforts
to regulate with hate speech codes.
Braun v. soldier of Fortune Magazine 1992
Ad offering
Gun for hire
Harte-Hanks v. Connaughton
1989
Case showed
sloppy reporting can cause media to lose a public-figure libel case.
Milkovich v. Lorain Journal Co 1990
Decision
weakened- and nearly killed off the opinion defense
Schenck v. US 1919
Schenck and his co-defendants had mailed circulars in
violation of the Espionage Act
1917, urging men who had been called to Military service to resist the draft.
Gitlow v. New
York 1925
Gitlow was a Anarchy an had a doctrine that said, that
organized gov should be
overthrown
by force.
Near v. Minnesota 1931
Jay Near
published a scandal sheet in Minneapolis,
in which he attacked local officials, charging that they were implicated with
gangsters. Minnesota officials
obtained an injunction to prevent Near from publishing his newspaper under a
state law that allowed such action against periodicals.
The Supreme
Court held that the statute authorizing the injunction was unconstitutional as
applied. History had shown that the protection against previous restraints was
at the heart of the First Amendment
New York Times v. United
States 1971
In what
became known as the "Pentagon Papers Case," the Nixon Administration
attempted to prevent the New York Times and Washington Post from publishing
materials belonging to a classified Defense Department study regarding the
history of United States
activities in Vietnam.
The President argued that prior restraint was necessary to protect national
security. This case was decided together with United
States v. Washington Post Co.
Did the
Nixon administration's efforts to prevent the publication of what it termed
"classified information" violate the First Amendment?
Yes. In its
per curiam opinion the Court held that the government
did not overcome the "heavy presumption against" prior restraint of
the press in this case. Justices Black and Douglas argued that the vague word
"security" should not be used "to abrogate the fundamental law
embodied in the First Amendment." Justice Brennan reasoned that since
publication would not cause an inevitable, direct, and immediate event
imperiling the safety of American forces, prior restraint was unjustified.
Miami Herald v. Tornillo 1974
Florida
took a case under that states “right to reply” Miami
Herald reused to print a reply by a political candidate Tornillo
to a Herald editorial criticizing his candidacy.
Supreme said Tornillo has the
right to Reply to a critic.
Roth v. United States
1957
Roth
operated a book-selling business in New York
and was convicted of mailing obscene circulars and an obscene book in violation
of a federal obscenity statute. Roth's case was combined with Alberts v. California,
in which a California obscenity
law was challenged by Alberts after his similar
conviction for selling lewd and obscene books in addition to composing and
publishing obscene advertisements for his products.
Did either
the federal or California's obscenity
restrictions, prohibiting the sale or transfer of obscene materials through the
mail, impinge upon the freedom of expression as guaranteed by the First
Amendment?
In a 6-to-3
decision written by Justice William J. Brennan, Jr., the Court held that obscenity
was not "within the area of constitutionally protected speech or
press." The Court noted that the First Amendment was not intended to
protect every utterance or form of expression, such as materials that were
"utterly without redeeming social importance." The Court held that
the test to determine obscenity was "whether to the average person,
applying contemporary community standards, the dominant theme of the material
taken as a whole appeals to prurient interest." The Court held that such a
definition of obscenity gave sufficient fair warning and satisfied the demands
of Due Process. Brennan later reversed his position on this issue in Miller v. California
(1973).
Miller v. California
1972
Miller,
after conducting a mass mailing campaign to advertise the sale of
"adult" material, was convicted of violating a California
statute prohibiting the distribution of obscene material. Some unwilling
recipients of Miller's brochures complained to the police, initiating the legal
proceedings.
Is the sale
and distribution of obscene materials by mail protected under the First
Amendment's freedom of speech guarantee?
In a 5-to-4
decision, the Court held that obscene materials did not enjoy First Amendment
protection. The Court modified the test for obscenity established in Roth v.
United States and Memoirs v. Massachusetts,
holding that "[t]he basic guidelines for the trier
of fact must be: (a) whether 'the average person, applying contemporary
community standards' would find that the work, taken as a whole, appeals to the
prurient interest. . . (b) whether the work depicts or describes, in a patently
offensive way, sexual conduct specifically defined by the applicable state law;
and (c) whether the work, taken as a whole, lacks serious literary, artistic, political,
or scientific value." The Court rejected the "utterly without
redeeming social value" test of the Memoirs decision.
Reno v. ACLU
1997
Several
litigants challenged the constitutionality of two provisions in the 1996
Communications Decency Act. Intended to protect minors from unsuitable internet
material, the Act criminalized the intentional transmission of "obscene or
indecent" messages as well as the transmission of information which
depicts or describes "sexual or excretory activities or organs" in a
manner deemed "offensive" by community standards. After being
enjoined by a District Court from enforcing the above provisions, except for
the one concerning obscenity and its inherent protection against child
pornography, Attorney General Janet Reno appealed directly to the Supreme Court
as provided for by the Act's special review provisions.
Did certain
provisions of the 1996 Communications Decency Act violate the First and Fifth
Amendments by being overly broad and vague in their definitions of the types of
internet communications which they criminalized?
Yes. The
Court held that the Act violated the First Amendment because its regulations
amounted to a content-based blanket restriction of free speech. The Act failed
to clearly define "indecent" communications, limit its restrictions
to particular times or individuals (by showing that it would not impact on
adults), provide supportive statements from an authority on the unique nature
of internet communications, or conclusively demonstrate that the transmission
of "offensive" material is devoid of any social value. The Court
added that since the First Amendment distinguishes between "indecent"
and "obscene" sexual expressions, protecting only the former, the Act
could be saved from facial overbreadth challenges if
it dropped the words "or indecent" from its text. The Court refused
to address any Fifth Amendment issues.
Chaplinsky v. New
Hampshire 1942
Chaplinsky, a Jehovah's Witness, called a city marshal a
"God-damned racketeer" and "a damned fascist" in a public
place. He was arrested and convicted under a state law for violating a breach
of the peace.
Does the
application of the statute violate Chaplinsky's
freedom of speech protected by the First Amendment?
No. Some
forms of expression--among them obscenity and fighting words--do not convey
ideas and thus are not subject to First Amendment protection. In this case, Chaplinsky uttered fighting words, i.e., words that
"inflict injury or tend to incite an immediate breach of the peace."
RAV v St. Paul
1992
Several
teenagers allegedly burned a crudely fashioned cross on a black family's lawn.
The police charged one of the teens under a local bias-motivated criminal
ordinance which prohibits the display of a symbol which "arouses anger,
alarm or resentment in others on the basis of race, color, creed, religion or
gender." The trial court dismissed this charge. The state supreme court
reversed. R.A.V. appealed to the U.S. Supreme Court.
Is the
ordinance overly broad and impermissibly content-based in violation of the
First Amendment free speech clause?
Yes. In a
9-to-0 vote, the justices held the ordinance invalid on its face because
"it prohibits otherwise permitted speech solely on the basis of the
subjects the speech addresses." The First Amendment prevents government
from punishing speech and expressive conduct because it disapproves of the
ideas expressed. Under the ordinance, for example, one could hold up a sign
declaring all anti-semites are motherfuckers
but not that all Jews are motherfuckers. Government
has no authority "to license one side of a debate to fight freestyle,
while requiring the other to follow the Marquis of Queensbury Rules."
Time Inc v. Firestone 1976
"In
sum, the Firestone divorce action was unquestionably news-worthy, but reports
thereof were not constitutionally protected as being matters of real public or
general concern."
New York Times v.
Sullivan 1964
Decided together with Abernathy v. Sullivan, this case
concerns a full-page ad in the New York Times which alleged that the arrest of
the Rev. Martin Luther King, Jr. for perjury in Alabama
was part of a campaign to destroy King's efforts to integrate public facilities
and encourage blacks to vote. L. B. Sullivan, the Montgomery
city commissioner, filed a libel action against the newspaper and four black
ministers who were listed as endorsers of the ad, claiming that the allegations
against the Montgomery police
defamed him personally. Under Alabama
law, Sullivan did not have to prove that he had been harmed; and a defense
claiming that the ad was truthful was unavailable since the ad contained
factual errors. Sullivan won a $500,000 judgment.
Did Alabama's
libel law, by not requiring Sullivan to prove that an advertisement personally
harmed him and dismissing the same as untruthful due to factual errors,
unconstitutionally infringe on the First Amendment's freedom of speech and
freedom of press protections?
The Court
held that the First Amendment protects the publication of all statements, even
false ones, about the conduct of public officials except when statements are
made with actual malice (with knowledge that they are false or in reckless
disregard of their truth or falsity). Under this new standard, Sullivan's case
collapsed.
Gertz v.
Welch 1974
Gertz was an attorney hired by a
family to sue a police officer who had killed the family's son. In a magazine
called American Opinion, the John Birch Society accused Gertz
of being a "Leninist" and a "Communist-fronter"
because he chose to represent clients who were suing a law enforcement officer.
Gertz lost his libel suit because a lower court found
that the magazine had not violated the actual malice test for libel which the
Supreme Court had established in New York Times v. Sullivan (1964).
Does the
First Amendment allow a newspaper or broadcaster to assert defamatory
falsehoods about an individual who is neither a public official nor a public
figure?
The Court
reversed the lower court decision and held that Gertz's
rights had been violated. Justice Powell argued that the application of the New
York Times v. Sullivan standard in this case was inappropriate because Gertz was neither a public official nor a public figure. In
the context of the opinion, Powell advanced many lines of reasoning to
establish that ordinary citizens should be allowed more protection from
libelous statements than individuals in the public eye. However, continued
Powell, the actual malice standard did not lose all significance in cases
involving ordinary citizens as he advised states to use it in assessing claims
for punitive damages by citizens suing for libel.
Herbert v. Lando 1979
Anthony
Herbert was a retired Army officer who served in Vietnam.
While in Vietnam,
he accused superior officers of covering up atrocities that American troops had
committed. The Columbia Broadcasting System (CBS) produced and broadcast a
documentary of the petitioner's story. Herbert sued for libel arguing that the
program falsely and maliciously portrayed his character, causing him financial
loss. In order to prove libel under the "actual malice" standard,
Herbert's attorneys deposed Lando as well as the
producer and the editor of the documentary, attempting to deduce the editorial
decisions that were made during the production of the program.
In an
accusation of libel, do the First and Fourteenth Amendments protect members of
the press from inquiries into their thoughts, opinions, and conclusions that go
into the editorial process?
The Court
reversed the decision of the Court of Appeals and held that the privilege not
to answer editorial inquiries is not absolute. Justice White argued that
shielding editorial decision-making from inquiry would "substantially
enhance the burden of proving actual malice," a burden which was already
substantial in the Court's view. White was confident that investigations into
this process for falsehood or libelous reporting would not lead to
self-censorship of stories that are documented and true; "only reckless
error will be discouraged," which would not threaten the constitutionally
protected freedom of the press.
Milkovich v. Lorain Journal Co 1990
Milkovich was a high school
wrestling coach, his team was involved in an altercation at a match with
another high school's team.
Malice
- A desire to harm others or
to see others suffer; extreme ill will or spite.
Ways to be sued for/things to ask yourself
Published
Identified
Defamation
Fault
Harm
Truth
Statue of limitation 1 year slander 6 months
Qualified privileged
Opinion
Fair comment
Consent
TEST IS IN Communication Building Room 430 at 2pm in Dr. Teeter’s
office.
MIDTERM EXAM REVIEW SHEET
ESSAY QUESTIONS:
(Take the time to read over the question carefully. Make sure you have
understood and can respond to all of the points included. Formulate a concise
argument in one sentence, a THESIS (not retelling or narration), and then make
an outline for yourself planning how you will argue the position you take.
Finally, create a powerful title for your essay, which captures the argument
you have made. Be sure to use important details and DATES to anchor your
argument in historical context and time! )
1. Discuss the origins of nationalism.
What forces or factors energized nationalism at the end of the eighteenth
century and the beginning of the nineteenth century? Compare and contrast the
development of nationalism in Germany and France.
-Nationalism: sense of
national consciousness based on awareness of being part of a community–a
“nation”–that has common institutions, traditions, language, and customs that
becomes the focus of the individual’s primary political loyalty
-Nationalism in France:
Important factor in defeat of Napoleon I.
It arose during the French Revolution in the French people’s emphasis on
brotherhood and solidarity against other people. The spirit of French nationalism
had made possible the mass armies of the revolutionary and Napoleonic ears. But
Napoleon’s spread of the principles of the French Revolution beyond France
inadvertently brought a spread of nationalism as well. The French aroused
nationalism in two ways: by making themselves hated oppressors and thus
arousing the patriotism of others in opposition to French nationalism and by
showing the people of Europe what nationalism was and
what a nation in arms could do. The lesson was not lost on other peoples and
rulers. A Spanish uprising against Napoleon’s rule, aided by British support,
kept a French force of 200,000 pinned down for years. (Spielvogel
p. 549)
-In the first half of the 19th
century, nationalism and liberalism became strong allies. Many nationalist
believed that once each people obtained its own state, all nations could be
linked together into a broader community of all humanity. (Spielvogel
p. 589-90)
-The Germanies
and nationalism: News of revolution in Paris
in 1848 triggered upheavals in central Europe.
Revolutionary cries for change caused many German rulers to promise
constitutions, a free press, jury trials, and other liberal reforms. In Prussia,
concessions were also made to appease the revolutionaries. King Frederick
William IV (1840-1861) agreed to abolish censorship, establish a new
constitution, and work for a united Germany.
This last promise had its counterpart throughout all the German states as
governments allowed elections by universal male suffrage for deputies to an
all-German Confederation. Its purpose was to fulfill a liberal and nationalist
dream–the preparation of a constitution for a new united Germany.
This Frankfurt Assembly was
dominated by well-educated, articulate, middle-class delegates, many of them
professors, lawyers, and bureaucrats. When it came to nationalism, many were
ahead of the times and certainly ahead of the governments of their respective
states. From the beginning, the assembly aroused controversy by claiming to be
the government for all of Germany.
Then it became embroiled in a sticky debate over the composition of the new
German state. Supporters of a Grossdeutsch (“Big German) solution wanted to include the
German province of Austria, whereas proponents of a Kleindeutsch (“Small German”)
solution favored excluding Austria and making the Prussian king emperor of the
new German state. The problem was solved when the Austrians withdrew, leaving
the field to the supporters of the Kleindeutsch solution. Their victory was short-lived,
however, as Frederick William IV gruffly refused the assembly’s offer of the
tile of “emperor of the Germans” in March 1849 and ordered the Prussian
delegates home.
The Frankfurt Assembly soon
disbanded. Although some members spoke of using force, they had no real means
of compelling the German rulers to accept the constitution they had drawn up.
The attempt of the German liberals at Frankfurt to
create a German state had failed. (Spielvogel p.
597-98) (see also Burschenschaften
on the review sheet)
-Johann Gottfried von Herder
(1744-1803): “Father of nationalism” German Protestant pastor, ‘philosophe.’ Believed God created different peoples and
different environments so they would adapt and create their own culture and
become a nation, all equal in God’s plan. Herder also believed God created
people to be free and that slavery was a sin and that nationalism was also a
was of respecting other cultures.
2. How do you account for the appeal of
socialist ideas? What is socialism? How did Marx's message differ from that of
earlier socialist thinkers? How did socialists seek to organize the working
classes in Europe (discuss the case of one country)?
3. What was Bonapartism?
How does it function as a political system? What are its strengths? What are
its liabilities or risks? How were the reigns of Napoleon I and Napoleon III
linked?
-Bonapartism: a form of
government dictatorship using plebiscites, but you must seek greater and
greater military success to keep power. The essence of the Bonapartist
system were plebiscites, a poll of approval or disapproval used by Napoleon as
he continued to take greater risk for more success.
-
4. What caused the "new
imperialism" at the end of the nineteenth century? How was it different
from earlier forms of imperialism? Which of its causes was most important, and
why?
5. Imagine that you are the editor of a
liberal newspaper in a city in Central Europe
(in Germany, the Habsburg Empire, or Italy). How do you react to the events of 1848
as they are going on? What suggestions would your newspaper urge (in terms of
politics, economics, or ethnic issues)? Be specific (and define which country
you are writing from). How would you react afterwards? (Lecture 10 notes)
What happened in 1848?
Revolutionary fervor!
Where did it start?
France,
center point of struggle
Revolutionary
wars, Napoleon
1848 Paris
Monarchy
disappointing
Banquets
held, political gatherings where overthrow of monarch debated
Second
Republic-provisional government to put in place liberal and nationalist ideas.
Louis Blanc: state had obligations
towards it people which should be instituted in national workshops (welfare state), socialist
June Days: 4 days, street
fighting over the closing of workshops
Revolution starting to
break down
Carl Marx
cheered on the fights
Marx wrote
Communist Manifesto
Charles Louis Napoleon Bonaparte:
nephew of Napoleon, presented himself as an option to restore order to France.
Elected president of French Republic.
Becomes a dictator by overthrowing the government. 4 years later declares Second Empire, become Napoleon III
Germanies and Italies
Fragmented areas, not united despite
hopes of nationalists
Germany
Hoffman von Fallersleben
“Deutschland uber Alles”
Germany should
be above all else in the hearts of Germans, Germany
should be democratic, free, nationalistic, liberal. National anthem of Germany.
Word of second French
revolution sparked hope in Germany
German lands elected
representatives for German state
Frankfurt Assembly: nationalists gathered to
plan and discuss questions such as Germany’s
boarders. “Grossdeutsch vs. kleindeutsch”
King
of Prussia Friedrich
Wilhelm IV feared for his life and pretended to agree with nationalists,
turned down the crown offered by the common people.
1848
- fateful moment in Germany’s
history. Turning point in which Germany
failed to turn.
Austrian Empire
Metternich exiled
revolt
Hungarians rose up under
Louis Kossuth
Czechs rose up under own
leader
Hapsburg
monarchy could quell revolts because they were not united, called Russians for
help.
Italy
Risorgimento,
Giuseppe Mazzini, Young Italy
Piedmont
6. What were the most important
political consequences of the Second Industrial Revolution? Why did it take
place? How did the Second Industrial Revolution differ from the First
Industrial Revolution?
7. Discuss how Absolutism changed Europe. Why did
Absolutism develop? Discuss one example of successful Absolutism and one
example of failed Absolutism.
-To many historians, the
seventeenth century has assumed extraordinary proportions. The divisive effects
of the Reformation had been assimilated and the concept of a united
Christendom, held as an ideal since the Middle Ages, had been irrevocably
destroyed by the religious wars, making possible the emergence of a system of
nation-states in which power politics took on an increasing significance. The
growth of political thought focusing on the secular origins of state power
reflected the changes that were going on in 17th century society.
Within those states, there slowly
emerged some of the machinery that made possible a growing centralization of
power. In those states called absolutist, strong monarchs with the assistance
of their aristocracies took the lead in providing the leadership for greater
centralization. But in England,
where the landed aristocracy gained power at the expense of monarchs, the
foundations were laid for a constitutional government in which Parliament
provided the focus for the institutions of centralized power. In all the major
European states, a growing concern for power and dynastic expansion led to
larger armies and greater conflict. War remained an endemic feature of Western
civilization. (Spielvogel p.436)
-France
during the reign of Louis XIV (1643-1715) has traditionally been regarded as
the best example of the practice of absolute monarchy in the seventeenth
century. (Spielvogel p. 408, see also notes for
lecture 3 for other successful absolutist monarchs)
-Sweden
and Poland are
listed under “Losers” in Lecture 3 notes. For Sweden
see pages 421-422 of Spielvogel text.
8. Was Napoleon Bonaparte an Absolutist
ruler in practice and in his ideology? Discuss the three main reasons for your
verdict.
9. Why did Karl Marx predict that the
Industrial Revolution would lead to political revolution and the triumph of the
working class (proletariat)? Discuss two specific events or developments
between 1850 and 1914 and whether they supported or undercut Marx's prediction.
(Lecture notes on
Communist Manifesto and Marxism from
Lectures 11 and 12)
Communist
Manifesto.
Scientific Socialists, argued they
had key to history and progress. History moved forward through economic
conflict (class conflict). Dialectical
materialism
Consciousness was determined by
economics
Society had to be revolutionized
condemned liberalism as exploitative
Challenged ethics of middle class
society (religion was opiate of society)
Middle class society increasingly
nationalistic, attacked nationalism
Change was coming (bloody
revolution)
Fewer and fewer rich people
Immiserization:
growing misery, dictatorship of the
proletariat
Take from the rich. State would
whither away, producing harmony
Communists argued they were most
advanced economist of their day
“The
Internationale” song that expressed feeling of
Marx’s followers. Written in 1871.
Marxism
Countries and nations
did not exist, only classes
Individual
organizers set up unions and trade parties, took on a more national connotation
S.P.D. (social
democrats) Germany
Longer
capitalism was in control, the worse things would get (immiserization),
working class would overthrow the upper classes.
Eduard Bernstein, sought to revise Marx - Revisionism, thought everything right
except immiserization. Working class could come to
power through elections instead of revolution.
Bismark worried about revolutionary movement of SPD, Bismark invented the welfare state. Sought to discriminate
against SPD politicians, needed something to appeal to the proletariat.
Introduced social security, insurance for old age and accidents on the job,
made safety net for German workers binding them to the State.
Bismark
thought German Catholics and Protestants non-nationalist.
Marxism appealing if
among the proletariat
“It is no accident that
(political assertion)” –Communist saying
Where did Marx and his
followers think changes would happen first?
Industrial
society (Great Britain,
Germany, United
States)
Russia
least likely to produce Marxist revolution
Vladimir Lenin
Age of Imperialism
-Marx hinted that imperialism was
associated with the ultimate demise of the capitalist system.
Events
to consider:
Revolution
in Imperial Russia
(p. 688-689)
Scramble
for Colonies (Lecture 13 and p. 630-704)
Balkan
Troubles (p. 700-704)
10. How do you account for the dynamic
course of the French Revolution? What influence did Enlightenment ideas have on
this event (be specific)? Who were the revolutionaries, and what did they want?
Ultimately, was their venture a success or a failure?
11. What were the most important problems facing the Congress of Vienna after Napoleon's defeat? How did the
Congress deal with these problems? Was the system a success or a failure in the
long term?
(Congress of Vienna covered in
Lecture 8 notes)
Restoring
monarchs–used principle of legitimacy
What
to do with Poland–Russia, Austria
and Prussia all
had claims, the land divvied up between the three countries (p. 580-1)
Formed
new Balance of Power to keep one country from dominating another
Made
France an ally,
but created defensive barriers against possible French expansion by creating
the kingdom of the Netherlands
and strengthening the lands surrounding it. (p. 581)
The
long term success or failure of their decisions depends on your ‘thesis.’ I
would say they were successful because (correct me if I am wrong) no large
scale revolutions really occur in central Europe until
WWI . But since this is an essay it really is your own opinion.
Notes for Test #2
Audience Research
1)Primary Research- done by station itself; surveys, etc.
2)Secondary Research- Ratings (Nielsen, Arbitron)
Value of Research
Availability of audience
Determine content
Determine specific needs and wants
Determine promotions and strategies
Determine sales strategies
Programming Research
Find a target audience
Find a format/content
Determine needs and wants of audience
Music Preferences
News Research
Topic Preference
Anchor preference
Production Preference
Promotions Research
Lifestyles
Media consumption
Commuter habits
How much money people make
How much people spend by category
Plans to buy major products
Target audience
Research Methods
Focus Groups
Telephone call-out
Mall intercept
Auditorium Testing
Focus Groups
New station start up
Modify existing station
New competitor in market
Program evaluation
Performer evaluation
Telephone Research
Used at night
Develop questionnaire
Female callers
4 P’s of Marketing
Product
Price
Place
Promotion
Women/Minorities in Media Industry
In 1979- 53% of journalism students were women
Now- 64.1%
2002 Study of Newspapers
Women are 44% of workforce, but few make it into senior
management
% of women executives highest in HR, Community Affairs, and
Legal. Areas not traditionally on the right track for high level posts?
MIDTERM EXAM REVIEW
SHEET
Look at the ID’s from class notes and find out which
ones he gave dates with!!!!!!!!!!!!!!!!
Review Monday Feb 28
330-530 in Dougherty 416
HISTORY 242 (Liulevicius)
February
19, 2005
Below are sets of practice exercises to aid you in preparation for the
midterm exam. The midterm exam will be of the following format: you will
have to choose 4 of 6 possible identifications and 1 of 2 possible essays.
IDENTIFICATIONS:
(In several sentences, explain "who, what, when, and where" and then
summarize the significance of the term or person in the historical context.
What larger point does it demonstrate? Think each item over, sketch an outline
for yourself, and then write out a short paragraph in answer. Be sure to use
complete sentences and proper grammar. These terms often do not stand
alone--STUDY THEM IN CLUSTERS. REMEMBER: NO ANSWER IS COMPLETE WITHOUT A DATE.)
Feudalism:(1) unequal ordering of
society bound by rights, duties, and obligations
Mercantilism:(2) A set of economic
tendencies that came to dominate economic practices in the 17th
century. The belief that the total voume of trade was unchangeable was a fundamental
principle. The prospierity
of a nation depended on a plentiful supply of gold, bullion, or silver. A favorable balance of trade in which goods
exported were of greater value than those imported to promote an influx of gold
and silver payments. Mercantilism
focused on the role of the state, belueveing that
state intervention in some aspects of the economy was desirable for the sake of
the national good. Government regulation
to insure superiority of goods, construction of roads/canals, and the granting
of subsidies to create trade companies were all predicated on government
involvement in economic affairs.
“Merchants need to help their country economically, because “international
economics is a zero sum game”, the state should interfere w/ monopolies and
have active state roll to help economy.” Stressed government regulation of
economic activities to benefit the state.
Counter-Reformation(2): Also known as the Catholic Reformation and was the revival of the
Roman Catholicism in the 16th century. The reforms involved a
mixture of old and new elements such as the regeneration and formation of new
religious orders. The Jesuits were formed and were the chief instrument of the
Catholic Reformation. There was also
arguing and debating about key religious issues and doctrines to resolve
religious differences between Catholics and Protestants. The Council of Trent
reaffirmed traditional Catholic teachings in opposition to Protestant beliefs. Many reforming decrees were passed at this
council. The popes had gained an
acknowledged supremacy over bishops and councils. The Roman Catholic Church had become one
Christian denomination among many with an organized framework and doctrinal
pattern that would not be sufficiently altered for four hundred years. The Catholic Church entered a militant phase
in order to do battle for the Lord.
Absolutism (3): Absolute monarchy or absolutism meant that the
sovereign power or ultimate authority in the state rested in the hands of a
king who claimed rule by divine right.
The new states of Europe were independent w/ no higher authority. To be sovereign meant that a king received
his power from God and had the authority to make laws, administer justice,
control the state’s administrative system, and determine foreign policy. The French king King
Louis XIV(1643-1715) in the 17th century was the greatest absolute
monarch. During this phase absolutism
was present in central, eastern, and northern Europe.
- new states organized
w/ the principle of the royal crown/family, not nationality
- the king is the
absolutist monarch of the states
1)
Collect taxes-tried to centralize taxation
2)
foreign policy-fight wars and mercantilism
3)
army-warriors and knights are of the past
4)
bureaucracy- Burghers must be loyal to the king,
5)
Ideology to justify absolutism-establish strong sovereign state
New
kings/queens claiming absolute power over larger areas, super kingdoms,“a form of government where the sovereign power
rested in the hands of a monarch who claimed to rule by divine right and was
therefore responsible to God”
Great Chain of Being(2): An ideology of how God intended society to be
organized, it was offensive towards God to disrupt this.
Peace of Westphalia(2): In 1648, a treaty that ended the Thirty Years
War and changed West Europe forever. It
insured that all German States, including the Calvinist ones, were free to
determine their own religion. The more
than 300 states that made up the Holy Roman Empire
were recognized as virtually independent states, since each received that power
to conduct its own foreign policy; this brought an end to the Holy Roman Empire as a political entity and ensured German disunity
for another 200 years. The Peace of Westphalia
made it clear that politics and religion were now separate worlds. The pope was completely ignored in all
decisions at Westphalia, and political motives became the guiding forces in
public affairs as religion moved closer to becoming primarily a matter of
individual choice.
Christendom(2):
This is the concept of one Church which united people in the West(Holy Roman Empire) in a religious sense.
Baroque(2):p.
432 An artistic movement that replaced mannerism and began in Italy in the last quarter of the 16th century
and spread to the rest of Europe. This style
was embraced by the Catholic reform.
Baroque artists sought to bring together classical ideals of Renaissance
art with the spiritual feelings of the 16th century religious
revival. The painting style was known
for its dramatic effects to arouse the emotions. It reflected the search for power that came
in the 17th century. The
greatest figure of this movement was the Italian sculptor and architect Gian Lorenzo Bernini.
Agricultural Revolution(5): p. 511 In the 18th century it was first experienced by Great Britain(The English) and involved improved
methods of agriculture that made food processing more efficient. Jethro Tull was the
man who figured out soil aeration would improve agricultural yields and thereby
improved Great Britain’s agricultural status. Four factors affected it: more farmland,
increased yields per acre, healthier and more abundant livestock, and improved
climate.
Louis XIV(3): "The Sun
King" (1643-1715) p. 409 The most exceptional king w/ absolute power, sole
ruler of France, removed nobles from the royal council and replaced them with
new aristocrats whom he could dominate. Created a majestic spectacle at the
court of Versailles. One of the keys of
Louis XIV’s power was that he was able to restructure
the central policy-making machinery of government because it was a part of his
own court and household. The greatest
threat to Louis’ personal rule came from the very high nobles and princes of
the blood(the royal princes), who considered it their natural function to
assert the policy making role of royal ministers. He eliminated this threat by removing them
from the royal council and kept them preoccupied at Versailles with court life and out of politics. He replaced
them with relatively new aristocrats whom he could dominate. Louis also waged 4 wars between 1667 and
1713. After his death, he left France impoverished and surrounded by enemies.
Fronde(3):
p.409 (1648-1649)The most important event during Mazarin’s
rule was a revolt known as the Fronde. The nobles, who particularly resented the
centralized administrative power being built up at the expense of the
provincial nobility, temporarily allied with members of the Parlement
of Paris and the masses of Paris, who were opposed to new taxes to pay for the
30 Years War. The nobles of the robe led the first revolt and the nobles of the
sword led the second, both were ended in compromise or internal fighting. With the end of the Fronde,
the vast majority concluded that the best hope for stability lay in the crown,
and then Louis XIV took over supreme power.
Versailles(3):
p.409 The royal court located at Versailles was an elaborate structure the
served different purposes: it was the personal household of the king, the
location of central government machinery, and the place where powerful subjects
came to find favors and offices for themselves and their clients, main area
where rival aristocratic factions jostles for power, an office building for
members of the king’s government, and the home of thousands of royal officials
and aristocratic courtiers. The court he
set a standard that was soon followed by other European rulers and the people
here were expected to adhere to a rigid standard of etiquette. Versailles was a symbol for the French absolutist state and the
power of the Sun King.
: palace built by Loius XIV which was a symbol of his power; cunning and
realist purpose was to keep the old nobility busy working there for the king w/
odd jobs and not rebelling again.
"L'Etat, c'est moi"(3): Quote of Loius XIV which meant “the state, that’s me”
Peter the Great(3):p.419 (1689-1725)King
of Russia; sought to westernize and modernize Russia although many resisted absolutism and distrusted
Western civilization; He built an army, navy, and St. Petersburg in order to make Russia a great power. He reorganized the central government
and created the Senate to supervise the administrative machinery of the state
while he was away on military campaigns.
He adopted Western mercantilistic values to
stimulate economic growth. The objest of his domestic reforms was to make Russia into a great state and military power.
Deism(4):
p.470 The 18th century during
the Enlightenment a religious outlook that meant to reduce religion to rational
thoughts with reason, and it argued that God was not always present in our
lives, He had started the world and it kept going according to natural
laws. Deism was built on a Newtonian
world-machine, which implied the existence of a mechanic (God) who created the
universe. God did not extend grace or answer prayers as Christians liked to
believe.
Utility(4):
an Enlightenment thought that referred to usefulness of something.
Jean-Jacques Rousseau(4): p.472 (1712-1778) “The father of Romansticism” A philosophe of the
Enlightenment who argued that man had once lived in his original virtue as a
noble savage. He presented his political
beliefs in two major works: Discourse on
the Origins of the Inequality of Mankind and The Social Contract. The
social contract was basically an agreement on the part of an entire society to
be governed by its general will.
Adam Smith(4):
p.471 (1723-1790)Scottish thinker who argued that the government shouldn’t
interfere with natural laws of supply and demand. Wealth of Nations: A book by Adam Smith that summed up the notion
of allowing the economy to be free, “the invisible hand would push society
towards prosperity”. He made the best
statement of laissez-faire by publishing this book. He attacked mercantilism because free trade
was a fundamental economic principle to him.
He thought that labor constitutes the true wealth of a nation. The state should not interfere in economic
matters and stay out of the lives of individuals. The Physiocrats and
Adam Smith laid the foundation for what became known in the 19th
century as economic liberalism.
Philosophe(4):p.466 The intellectuals of
the Enlightenment were known as philosphes. They were
literary people, professors, journalists, statesmen, economists, and social
reformers. They came from all
classes. A philosophe
is someone who, “applies himself to the study of society with the purpose of
making his kind better and happier.” The
spirit of their rational criticism was to be applies to everything from science
to religion and politics. They called
for freedom of expression in a time of censorship, but found ways to get around
it.
Voltaire(4):
(1694-1778) p. 469 He was a key Enlightenment thinker; He was not a noble, but
a French Middle class writer with a pen name Voltaire; He attacked one
principle enemy: fanaticism; Proposed Deism; Rejected propriety and
disrespected old way of doing things.He was known
especially well for his criticism of traditional religion and his strong
attachment to the ideal of religious toleration.
Encyclopedia(4):
p.470 Denis Diderot (1713-1784) was a French popularizer who published the Encyclopedia. Encyclopedia: new concept of summing
all knowledge and reason that humans had obtained into one place. Also called the Classified Dictionary of the Sciences, Arts, and Trades. Its
purpose was to change the general way of thinking and Enlightenment ideas
spread as a result of it.
Liberalism(5):
(1815-1830) p.589 An ideology that began
because people believed they should be as free from restraint as possible. Its primary tenet was the concept of
laissez-faire which was the belief that the state should not interrupt the free
play of natural economic forces, especially supply and demand. Government should not restrain the economic
liberty of the individual and should restrict itself to 3 primary functions:
defense of the country, police protection of individuals, and the construction
and maintenance of public works to expensive for individuals to undertake. If individuals were allowed economic liberty,
ultimately they would bring about the maximum good for the maximum number and
benefit the general welfare of society.
Liberals held a common set of beliefs: protection of civil liberties or
the basic rights of all people, freedom of assembly, speech and press, and
freedom from arbitrary arrest. Most
liberals advocated separation of church and state. They believed in a
constitutional monarchy. Liberalism
stressed the liberty of the individual.
Laissez faire(4): p. 472, 589 The ideology of
a limited state that didn’t interfere in economy. Adam smith gave the best statement of
laissez-faire in 1776 in his book The Wealth of Nations. It is the belief that the state should not
interfere in the free play of natural economic forces, especially supply and
demand. It is the primary concept
embodied in liberalism.
Salons(4):
p. 474-476 17th century but
rose to great heights in the 18th century. Salons were the elegant drawing rooms in the
urban houses of the wealthy where invited philosphes
and guests gathered together and engaged in witty, sparkling conversations
often centered on the new ideas of the philosphes. In France’s rigid hierarchial
society, the salons were important in bringing together writers and artists
with aristocrats, government officials, and wealthy bourgeoisie. Women ran the salons, so they were the
hostesses that found themselves in a position to affect the decisions of kings,
sway political opinion, and influence literary and artistic taste. Salons provided havens for people and views
unwelcome in the royal court.
Marie-Therese de Greoffrin hosted many salons
and offered financial aid in creating the encyclopedias. The salon provided an important role in
promoting conversation and sociability between upper-class men and women as
well as spreading the ideas of the Enlightenment. equivalent of Versailles to the Enlightenment, where people engage in
discussions of radical ideas.
Methodism(4):
p.487A religious movement led by John Wesley (1703-1791) that began as a deep
spiritual revival in Britain. Methodism
was an important revival of Christianity and proved the need for spiritual
experience had been expunged by the 18th century search for
Reason. Converts from the Anglican
church were organized into the so-called Methodist societies so they could aid
each other in doing the good works that Wesley considered a component of
salvation.
Balance of Power(5):p.492 During the 18th century it was the complicated diplomatic changing of alliances and international
competition between powers so that no one great power would be in a position to
dominate the others; there was no unifying political structure. It was like a
big game played between the powers and their rivalries lef
to major wars so they needed a large army always capable of going into battle
that was getting bigger constantly. The Great
Powers: the truly big powers were Great Britain, France, Austrian empire, Russian empire, and kingdom of Prussia. They were the “highrollers”
of powers; some were rising up while
others sank into a lower rank.
Catherine II the Great(5): p.499 (1762-1796) Autocrat of Russia, Catherin was an
intelligent ruler who favored reform.
She found it expedient, however, to retain much of the old system in
order to keep the support of the landed nobility. She divided Russian into 50 provinces, each
of which was in turn subdivided into districts whose ruling officials were
chosen by the nobles. Catherine’s policy
f favoring the landed nobility led to even worse conditions for the Russian
peasantry. After their rebellion she
responded with even greater repression of the peasantry. She expanded Russian territory to Poland and the Black Sea.
Joseph II(5):
p.499 King of Austria(1780-1790) who enhances the Hapsburg power and had a
far-reaching reform program. He abolished serfdom and added complete religious
toleration and restrictions on the Catholic Church to his reforms. But he
alienated the nobility and the church in his reforms. His attempt to impose German as the official
bureaucratic language alienated non-German nationalities. He ended his career with a deep sense of
failure. Tried
to enact internal reforms of education, legal code, religious practice in order
to make the empire an efficient machine; he was not a German nationalist but he
had to choose one standard language (efficiency) so he chose German which upset
others so his reforms failed miserably
Triangular Trade(5): p.380ish In the 16th and 17th century it was
a trade triangle that was English goods to the
colonies then to Africa where they got slaves then to the Caribbean to pick up
colonial goods and back to Great Britain. At least 15 million people were in
slave trade and many died on the voyage. Abolition:
end of slavery in Great Britain, but not in the US.
Declaration of Rights of Man and Citizen (5): p.531-532 One of the important documents of the
French Revolution, it was adopted in August 1789 by the National Assembly. The declaration affirmed that “ men are born
and remain equal and free in rights,” that governments must protect these
rights, and that political power is derived from the people. Quality of all
people before the law; Futilism was abolished and Old
Europe fell apart on impact; they decided no king was needed.
Bastille(5):
July 14, 1789, a symbol of the harsh rule of monarchy
and was stormed by Parisian crowds and royal authority came crashing down. Many
killed as a result of this action. The
people of Paris captured the royal armory known as the Bastille. It had also been a state prison, and its fall
marked the triumph of “liberty” over despotism.
This intervention of the Parisian populace saved the Third Estate in
from Louis XIV’s attempted counterrevolution as they
waged war on the rich, claiming the aristocrats were plotting to destroy the
Estates-General and retain ins priveleges. This urban
uprising was an example of the destruction of the old regime and the movement
for a new model for political and social change. A symbolic turning point that made clear
that the initiative to make change had passed to the “nation”, the people at
large.
Cult of Reason(5): Ideas of Enlightenment used to do away with Christianity, Dechristianization
of the church emptied Christian symbols and God of Reason was made up. Est. 1793, Notre Dame turned into temple of
reason, churches and Christianity were eliminated and the concept of the
“nation” was the new religion called Cult of Reason which “worshipped”
Enlightenment thoughts.
Reign of Terror(5): To meet the domestic crisis and control France, the National Convention and Committee of Public
Safety established the Reign of Terror.
Steps taken by the new government of France after the Revolution to weed out those
against the Republic after the Revolution. 50,000 victims were killed by the guillotine
if suspected of being against the Revolution or the National Convention and
therefore enemies of the Republic. The
Reign if Terror created a repressive environment in which revolutionary courts
often acted quickly to condemn traitors to the revolutionary cause.
"The Marseillaise"(6): French
national anthem, greatest anthem ever written; a battle hymn written during
battle in a moment of inspiration; shows aggressive nationalism
Guillotine(5):
p. 539 A revolutionary device for the
quick and efficient separation of heads from bodies. Symbol of the
Terror and heralded as a symbol of the New Enlightenment; New technology,
modern, efficient, fast (utility).
Robespierre "the
Incorruptible"(5): p.537,540
(1758-1794) Ruler of the Reign of Terror with over-commitment to revolutionary
ideas. In its time of troubles, the National Convention, under the direction of
the Committee of Public Safety, instituted the Reign of Terror to preserve the
revolution from its internal enemies. Maximilien Robespierre, one of the committee’s leading
members, used much violence as a resort to install republican liberty. He was eventually guillotined, bringing an
end to the most radical stage of the Revolution.
Committee of Public Safety(5): p.537,538 To administer the government, the
National Convention gave broad powers to this executive governmental institution that took over in place of a king in France after Louis XVI was executed. It decreed
a universal mobilization of the nation in 1793 that raised an army of
650,000. It took steps to control France and create a new republican order and
new republican citizens. Along with the
National Convention, it had created a nation in arms, preserved the French
Revolution, and prevented it from being destroyed by foreign enemies.
Plebiscites(6): Fake elections, no
real choice between candidates, you agree or disagree to a leader. Bonapartism: a
form of government dictatorship using plebiscites, but you must seek greater
and greater military success to keep power. The essence of the Bonapartist system were plebiscites, a poll of approval or
disapproval used by Napoleon as he continued to take greater risk for more
success.
Code Napoleon: Prior to the French Revolution of 1789, the country did not have a
single set of laws, but many local legal systems. During the Revolution,
revolutionaries tried to unite these laws into one code, following the
Enlightenment value of efficiency and utility. But it was only Napoleon
Bonaparte who succeeded in doing this in 1804. The product was called the civil
code or Code Napoleon. These laws preserved many ideas of the French
revolution, like the principle of the equality of all citizens before the law,
the right of an individual to choose his profession, religious toleration, and
the abolition of serfdom and feudalism. But the code was also conservative in
that it protected property rights, outlawed trade unions and strikes, and
restricted the rights of women. In sum, the civil code clearly reflected the
radical aspirations of the Revolution for a uniform legal system and legal
equality for all, but its conservative elements showed the true nature of
Napoleon's rule.
Bonapartism(6): A form of government
dictatorship using plebiscites, but you must seek greater and greater military
success to keep power.
Democrats(9):
Believed that liberal ideas are good and should be
extended throughout society.
James Watt
(7): (1736-1819) p.555 Invented steam engine used for
propulsive energy and steam was harnessed for human purposes. It had a huge impact
on people’s lives. Also invented the rotary engine applied to spinning and
weaving cotton.
Luddites(7):
"Gen. Ned
Ludd": p.575 Luddites were
followers of a legendary worker leader Gen. Ned Ludd
who smashed machinery at night because they were being overtaken by
Industrialization and losing jobs. In this collective action of workers, the Luddites were skilled craftspeople in the Midlands and northern England who in 1812 attacked the machines they
believed threatened their livelihood. It
was an intense eruption of feelings against unrestrained industrial
capitalism. It failed, however, to stop
the industrial mechanization of Britian.
Chartism(7): p.575-576Brought reform in the political process through signatures
and charting and was a meaningful expression of the attempts of British workers
to improve their conditions. It was the
“first important political movement of working men organized in the 19th
century. Its aim was to achieve
political democracy. “In the late 1830’s and 1840’s, working class protest
centered on achieving a clear set of political goals, particularly universal
male suffrage, as the means to achieve economic and social improvements. Chartism helped arouse and organize millions
of workers.
Cartwright's Powerloom(7): p.555In 1787, he developed the Powerloom in Great Britain, which replaced scores of weavers and
skilled craftsman in order to produce cloth on a massive scale. It helped the
cotton textile industry take the first major step toward the Industrial
Revolution.
St. Monday, Blue Monday(7): A craftsman could set his own hours and
work holidays he wanted. Allegedly a religious holiday used by craftsman to get
an extra day of weekend and rest, but this excuse would now get a worker fired
in the factories of the Industrial Revolution.
Reform Act of 1832 (9): The middle class allowed to vote and
expanded to the poor as well.
Crystal Palace(7): p.559 1851, an
engineering feat, built of glass and iron that was of great engineering for
this era. Great Exhibition 1851: The
world’s first industrial fair with one monument that summed up all British
achievements, the Crystal Palace which held about 100,000 exhibits inside,
created by the Industrial Revolution, and attracted many visitors. In this year Britain had become the world’s first and richest
industrial nation.
"Spanish Ulcer"(8): p.549 Shortly before the his fall in 1812, this conflict with the Spanish was so nicknamed because it
was a nationalist problem to Napoleon.
It was a Spanish uprising against Napoleon’s rule, aided by British
support that kept a French force of 200,000 pinned down for years. It was caused by Napoleon’s spread of
nationalism, which in turn made him a hated oppressor and thus aroused the
patriotism of others in opposition to French nationalism, and as a result also
showed what people in arms could do to defend themselves.
Invasion of Spain represented a violation to the Spanish
so they realized nationalism and fought off the French in bloody ambush-style
warfare. The ordinary people were volunteering to fight, a factor of extreme
nationalism.
Guerrillas (8): Method the Spanish used to fend off Napoleon. A
guerrilla is a fighter from the common people.
Freikorps: “Free units” of guerrillas that fought
against Napoleon because they wanted to during the time of the “Spanish Ulcer”
Battle of Leipzig(8):( 16-19 October 1813) A
huge battle against the French also known as “The Battle of Nations” which
waged for 3 days as the French fought against the Prussians, Russians, and the
Austrians. It left 100,000 dead and wounded in southeastern Germany. Napoleon was finally facing forces he
couldn’t fight off, and his success was coming to an end.
- At this point Napoleon abdicated and was banished to Elba, was meant to be his final end. He escaped and rallied France to fight again.
Johann Gottfried Herder(8): Talked about an
identity that showed up in German way of life.
War of Liberation(8): In a war 1812-1813; Germans against French
Clemens von Metternich(8): p580 (1773-1859) The foreign minister of Austria, played a major role at the Congress of Vienna as
the chief exponent of the principle of legitimacy. To maintain the new conservative order after
1815, Metternick esposed
the principle of intervention, by which he meant that the great powers had the
right to intervene militarily in other countries to crush revolutionary
movements against legitimate rulers. “Metternick’s principle of intervention” Know as Coachman of Europe. He was an employee of the
Hapsburg House at the start. He was very crafty and devious in his negotiations
because he was an anti-nationalist. He
was a great symbol of conservatism in the first half of the 19th
century.
Burschenschaften(8): The congress of Vienna
had crushed hopes of a single German nation and 2 days later the Burshenschaft was formed; They were “Good ‘Ol Boys” who adopted a revolutionary agenda with a tricolor
flag(strong symbol of nationalism): Black(the dark night of tyranny)
Red(through bloodshed they would reach to the Golden Age) Gold(the golden age;
They were planning a revolution and this would be the outcome.) Honor, freedom,
and fatherland were its values.
Concert of Europe(8) p.583 The great powers’ fear of revolution and
war led them to develop the Concert of Europe as a means to maintain the status
quo they had constructed. The notion of different
nations acting in concert if a threat arises. The powers should intervene to
stamp out a problem with European stability such as revolution or
uprising.. It was born in the Quadruple
Alliance of 1815. Great Britain Russia, Prussia, and Austria came together in the alliance. It was a form of conservative domination. Austria, Russia, Prussia, Great Britain, sought to guarantee the balance of
power.
Karlsbad Decrees of 1819(9): p.587 The Great
European powers gathered to stop the revolutionary measures taken by the Beuscencraftens, student societies that espoused the cause
of German unity. They prohibited the B’s existence with laws and control on the
press and university. They seemed to achieve stability, but the problem was not
gone completely. Metternick had the Germanic
Confederation draw it up and it led to the close watch the people during
1830-1832.
Congress of Vienna of 1814(8): p.580The kings and
princes of the Quadruple Allliance gathered to craft
a new order for Europe in order to defeat France and keep peace after the war. It kept
the general peace for about 100 years, but it was based on the interests shared
by the elite of Europe.
Coachman of Europe: Clemens von
Metternich(8): p580 (1773-1859)
Romanticism(9): Romanticism was an idealistic way of looking
at the world. Today “Romantic” has a debased meaning—their was a new way of
feeling and thinking around 1800 which featured a rediscovery of things that
had been neglected by the Enlightenment such as the role of emotion, peoples
hearts and feelings, history, tradition. It is necessary to focus on what made
a person, nation, society, etc unique.
Values were stressed like emotion and sensitivity, enthusiasm. Hard to
define. An awakening of the young, a new generation.
- The Romantic movement is often
associated with Germany.
- German nationalists claimed one
nation.
- “The Wanderer Above a Sea of Clouds” is a painting that captures the essence of the
Romantic movement and was painted by a German.
- Romantics shared a focus on the
past. Faith, bizarre and mysterious ideas
1)The Past: historical romances
2) Faith: The Romantics valued faith and belief when facing the
mysteries of the world. One needed to get in touch with the sublime and got in
touch with Roman Catholicism(traditional).
3) The Bizarre: Irrational worlds and strange settings depicted in
stories and art.
4)Mysterious:
5)‘Impatience” to transform oneself and society happened first in
the Germanlands.
Edmund Burke(8):
p.582 (1729-1797)Terrified by French revolutionaries,
called them terrorists. He argued that people should not try to remake the
human from zero, but to disregard manners would be barbaric or some shit. He
was a conservatist.
Thomas Malthus(9): p.588 (1766-1834) A
thinker on population and economics. He
had a strong case against government interference in economic matters. He was a liberal.
David Ricardo's Iron Law of Wages(9): p.589 Suggested that there will ALWAYS
be poor people, so raising wages would not necessarily produce good. It was
developed in his book Principles of
Political Economy in 1817. He too
was a liberal.
- Too much wealth in a nation
causes an overcrowding of a nation and eventually a downfall
- A constitution was a new idea,
a written guarantee of civil liberties and the written law; the right to
vote became important only if you had proved yourself worthy;
- Liberals valued privacy, free
speech, talent
Irish Potato
Famine(9): 1845-1847, a natural disaster
that was a famine of great height. The staple crop was fucked up by the potato
blight and it couldn’t be eaten which resulted in great famine. Very slow
government response due their liberal ideas that they shouldn’t’ help. It
killed 1 million and forced 2 million overseas.
Risorgimento(10): p.599 The movement
for Italian nationhood started by Giuseppe Mazzini
after the failed uprisings in 1830-31.
Bobbies, Sir Robert Peel(12): p.601 1829 3,000 police men called
“Bobbies” were the beginning of a modern police force to prevent crime. London policeman who came to be known as
Bobbies after sir Robert Peel, the man responsible for introducing the
legislation that initiated the London police force. Late 18th and early 19th
centuries.
Domesticity:
Dictatorship of the proletariat(12): abolish private property,
take away state power from the rich, the state would simply wither away
producing a “heaven on earth”.
Karl Marx(12):
p.630-33 (1818-83) Established socialism/communism
which is a political religion that affected millions of people in the 20th
century. He Collaberated w/ Engels
in a new political theory that broke with liberal ideas. Crafted a science of
revolution and published the Communist Manifesto which mounted a challenge
against middle class society and liberalism. He attacked nationalism as well.
“Marx was a radical journalist who joined with Engles
to write the Communist Manifesto, which
proclaimed the ideas of revolutionary socialism. After the failure of the 1848
revolution in Germany, Marx fled to Britain, where he continued to write and become
involved in the work of the First International Working Men’s Association.
Crimean War:
p.614-616 (1854-56) Napoleon III had his initial success in the Crimean
War. Britain and France decided to attack Russia’s Crimean peninsula in the Black Sea, and it was poorly planned and poorly fought. The Crimean War broke up long-standing
European power relationships and effectively destroyed the Concert of
Europe. The outcome of this war
eventually led to the possible unification of Germany and Italy. “This war showed that European powers could find themselves faced off
with each other in conflict. 1854-1856; focused on key question: What was to
happen with a crumble and vulnerable rival the Ottoman Empire; The concert of
Europe was over by 1856 due to these wars; no more cooperation of the great
powers.”
Otto von Bismarck(11): p.619
(1815-98)"Iron Chancellor" Provided
leadership as a result of a crisis in Prussian politics. He was a conservative
“wild man” revolutionary and the need for him came in 1861 when he became chancellor
with a policy of realism. He announced the real forces for change in the world
were “blood and iron” which is economic and political forces. He broke the law and still went for the large
army to unite Germany and led the army against 1) Denmark- easily defeated 2) Austrian Empire of
the Hapsburgs-ended Prussian dominance in Germany.
He united Germany around Prussia but kept Prussian dominance.
Bill
of Indemnity: excused Bismark’s breaking of law
and legalized what he had done because they were greatful
for his bold move, Sedan: defeat of French armies by Prussia
“1870 Prussia
went to war with Napoleon III’s France; the result
was a stunning defeat of the French armies at Sedan by use of modern technology
such as artillery and railroads; the German’s and Prussia demanded large
reparations and annexed French land to Germany; a German Reich was then formed
which united all German states; the Second German empire had been formed with
all states united which was the strongest State on the continent; the key to
success was a strong unified nation-state”
Queen Victoria: p.626 Queen of Britain who reigned from 1837-1901
was the longest in English history. Her
sense of duty and moral respectability reflected the attitudes of her age, which
is now known as the Victorian Age.
Ausgleich(11): Austrians emplaced the Dual Monarchy as
government: emperor of Austrian lands and king of Hungarian lands as well.
Iron Chancellor: Another name for Otto von Bismark (1815-98)
Realpolitik(11): “a policy of realism”; morality and law
don’t matter, but force, might, and strength do
Napoleon III(11):
p.612-16 (1852-1870) Napoleon III, king of France, used same tactics as his uncle, Bonapartism, in which fake elections were held called
plebiscites. He established a system of rule based on Napoleon I’s method. Plebiscites
polled for approval or disapproval of a question and ever greater successes
required to achieve loyalty of people. He was a conservative leader. He created an authoritarian monarchy. As opposition to his policies intensified in
the 1860’s, Napoleon III began to liberalize his government. However, a disastrous military defeat at the
hands of Prussia in 1870-71 brought the collapse of his
regime.
- Napoleon III overthrew in 1851 the Second
Republic and set up the Second Empire; promised to secure liberties of
French people and also a defender of order; he liked to present himself as
a nationalist a championed a very strong role for the state:the
state should intervene and look after welfare of the workers; idealogy that he was a dictator looking out for the
“little guy”; he legalized trade unions to give workers more say in the
economy; undertook vast project that was intended to be his monument and
it was Paris; he rebuilt Paris
- Napoleon III decided nationalism would keep
people’s minds off problems at home
Baron Haussmann, boulevards(11): He was charged with the task of rebuilding Paris by Napoleon III with wide streets which
modernized Paris but also had a military purpose to prevent rebel
uprising. Narrow streets replaced with
wide open boulevards so uprisings were easier to suppress.
Benjamin Disraeli(12): (1804-81) Eventually he became prime
minister of Great Britain. Flambouyant novelist and conversationalist who helped transform
the inner dynamics of Biritsh politics. “Father of
conservative politics”. He turned it
from a preserved upper class party to a party that allowed people to rise
through the ranks, so reconfigured the Torrie party.
He was a mainstream nationalist who favored trusting the “people at large” and
directed people’s attention to the Empire and popularized it. He made sure Britain bought up shares in the Suez Canal. He was later turned in to a noble of
the cloth by the queen and became known as “Earl of Beekinsfield”.
“leader of a new conservative party, the conservatives; he argued that it was
necessary for conservatives to become the national party; worked for extention of vote to male working class; invented
conservative politics; “change is always inevitable and constant”.
- Reform Act of 1867: an expression of Disreali’s trust of common people
- Liberal ideas influenced free trade and economic
expansion
- But science was being advanced
tremendously-quality of life increased
- 1870’s the second Industrial Revolution
- Science obtained a new prestige, it took the
statute and power the earlier religious creeds had.
- Materialism-the belief that science could
explain all the mysteries of the world scientifically
Reform Act of 1867(12): p.627 An expression of Disreali’s trust of
common people. It was an important step toward the democratization of Britain.
By lowering the monetary requirements for voting, it by and large
enfranchised many male urban workers.
Søren Kierkegaard(12): Danish theologian who
also founded school of philosophy called existentialism. He attacked conformity
of many Christians and stressed faith to the point of martyrdom.
Socialist Revisionism(12): , Eduard Bernstein(1850-1932): p.649 A German socialist who wanted to revise Marx;
argued that Marx was right except for the part of immiserization;
he said workers could gain power through voting, “the ballot box”. He was
rejected but his ideas spread. Worked to
improve the condition of thw working class. The
“working class party”. He wrote Evolutionary
Socialism. He said that evolution by democratic means, not by revolution,
would achieve the desired goal of socialism.
Pogroms(13):
Events that were “ a violent act, or chaos” near the
end of the 19th century. Thugs from Christian population targeted
Jewish minority and destroyed their lives and homes. Anti-Semitism: a racist word meaning the “hatred of the Jews”-they
were seen as alien and foreign and discriminated. Jewish was not religious, but biological so
it couldn’t be changed. France and Russia especially threatened Jews and it was in
their government policy.
Communist Manifesto
S.P.D.(12):
(social
democrats): Social Democratic Party of Germany, founded 1875 that followed Marx’s
ideas; promised they would come to power during the social revolution
"The Internationale"(12):
an international anthem that summed up
communist/socialist ideas
Rudyard Kipling:
"Sick Man of Europe” (11) :Ottoman Empire, "Sick Man": A once mighty
empire that was now crumbling and slipping into insignificance. Russia was the first to make a move to get this
empire and went to war over it. During the period of “blood and iron” Eastern Question was raised: The question of what to do with the Ottoman Empire. It should be divided up among the other
empires, but no one knew who would make a move on it.
Belgian Congo(13): High Imperialism: p.693 A vast scramble and race for colonies
in Africa, Asia were now preserves for European
powers. The entire African continent was
taken up by powers. 80% of inhabitable
world under colonial rule. Emphasized
exploitation of natives. Why did it take place in the 1880’s? political,
economic, conspiracy, cultural.
Belgian Congo,
King Leopold: 1885 King
of Belgium set up his own empire in Belgian Congo to collect rubber, it was a private enterprise. The rule imposed was incredibly harsh, with
slave labor and punishment expeditions to cut off native’s hands. “Natives were worked to death.” 10 Million Africans
died as a result of this rule. Leopold
treated the natives so brutally that other Europeans condemned his
actions.
Omdurman(13): A celebrated battle in
British eyes, 1898 fought in Sudan it was a slaughter; British had a secret
weapon: the machine gun. 11,000 Sudanese
fighters killed. British lost 48
men. Europeans could destroy people on an
Industrial scale and magnitude.
Boxer Rebellion(13): p.698 During the Age of
Imperialism the humiliation of China by Western powers led to much antiforeign
violence, but the Westerners used this lawlessness as an excuse to extort
further concessions from the Chinese. A
major outburst of violence against foreigners occurred in the Boxer Rebellion
in 1900-1901. Boxers was a name given to
members of the Society of Harmonious Fists, who aimed to push foreigners out of
China. They
murdered foreign people in the country.
An allied army responded quickly and stamped them out.
Alexander II(1855-1881): p.625,669 Tsar of Russia, turned his energies to a serious overhaul of the
Russian system in the midst of the Crimean War.
He abolished serfdom.
Opium Wars(13):
Hong
Kong : Britain forced China to accept the drug trade so they could
afford the tea prices.
Pith helmet(13): “Safari hat”; shade British from sun in the tropics
"Social imperialism"
Social Darwinism
Übermensch – Superman(13): A being, the
“superhuman” defined by Nietzsche who would evolve from human. Superman
Dreyfus Trial(13): 1895, a Jewish French officer accused
and convicted of spying for the Germans, he was obviously innocent, but still
kept in jail. Mobs shouted, “Death to
the Jews!”
Weltpolitik:
Kaiser Wilhelm II:
(NOTE: FOR MODEL OF AN
EXCELLENT ID ANSWER, SEE END OF REVIEW \SHEET)
ESSAY QUESTIONS:
(Take the time to read over the question carefully. Make sure you have
understood and can respond to all of the points included. Formulate a concise
argument in one sentence, a THESIS (not retelling or narration), and then make
an outline for yourself planning how you will argue the position you take.
Finally, create a powerful title for your essay, which captures the argument
you have made. Be sure to use important details and DATES to anchor your
argument in historical context and time! )
1. Discuss the origins of nationalism. What forces or factors energized
nationalism at the end of the eighteenth century and the beginning of the
nineteenth century? Compare and contrast the development of nationalism in Germany and France.
2. How do you account for the appeal of socialist ideas? What is socialism? How
did Marx's message differ from that of earlier socialist thinkers? How did
socialists seek to organize the working classes in Europe (discuss the case of one country)?
3. What was Bonapartism? How does it function as a
political system? What are its strengths? What are its liabilities or risks?
How were the reigns of Napoleon I and Napoleon III linked?
4. What caused the "new imperialism" at the end of the nineteenth
century? How was it different from earlier forms of imperialism? Which of its
causes was most important, and why?
5. Imagine that you are the editor of a liberal newspaper in a city in Central Europe (in Germany, the Habsburg Empire, or Italy). How do you react to the events of 1848 as they are
going on? What suggestions would your newspaper urge (in terms of politics,
economics, or ethnic issues)? Be specific (and define which country you are
writing from). How would you react afterwards?
6. What were the most important political consequences of the Second Industrial
Revolution? Why did it take place? How did the Second Industrial Revolution differ
from the First Industrial Revolution?
7. Discuss how Absolutism changed Europe. Why did
Absolutism develop? Discuss one example of successful Absolutism and one
example of failed Absolutism.
8. Was Napoleon Bonaparte an Absolutist ruler in practice and in his ideology?
Discuss the three main reasons for your verdict.
9. Why did Karl Marx predict that the Industrial Revolution would lead to
political revolution and the triumph of the working class (proletariat)?
Discuss two specific events or developments between 1850 and 1914 and whether
they supported or undercut Marx's prediction.
10. How do you account for the dynamic course of the French Revolution? What
influence did Enlightenment ideas have on this event (be specific)? Who were
the revolutionaries, and what did they want? Ultimately, was their venture a
success or a failure?
11. What were the most important problems facing the Congress of Vienna after
Napoleon's defeat? How did the Congress deal with these problems? Was the
system a success or a failure in the long term?
IMPORTANT HINTS ON STRATEGY:
*Do not get bogged down on one point. Pace yourself to leave time to respond to
everything. Never leave an answer space blank (it always makes sense to try for
partial credit). If you have a problem with one part, move on to the next and
then return to the first later.
* Leave yourself time to reread your answers for spelling mistakes, missing
words, or other problems. Write clearly, in full sentences, with attention to
grammar. FORM MATTERS!
MODEL OF AN EXCELLENT IDENTIFICATION ANSWER, COVERING ALL NEEDED ASPECTS OF THE
QUESTION:
Code Napoleon:
Prior to the French Revolution of 1789, the country did not have a single set
of laws, but many local legal systems. During the Revolution, revolutionaries
tried to unite these laws into one code, following the Enlightenment value of
efficiency and utility. But it was only Napoleon Bonaparte who succeeded in
doing this in 1804. The product was called the civil code or Code Napoleon.
These laws preserved many ideas of the French revolution, like the principle of
the equality of all citizens before the law, the right of an individual to
choose his profession, religious toleration, and the abolition of serfdom and
feudalism. But the code was also conservative in that it protected property
rights, outlawed trade unions and strikes, and restricted the rights of women.
In sum, the civil code clearly reflected the radical aspirations of the
Revolution for a uniform legal system and legal equality for all, but its conservative
elements showed the true nature of Napoleon's rule.
Franklin
Delano Jeffries II, Student
Professor: Georgiana Vines,
Movie Review, “Good Night, and Good Luck”
November 22, 2005
Movie Review
George Clooney
directs, “Good Night, and Good Luck” in journalism style. His documentary took
newsmen and showed their integrity. The great Edward R. Murrow
was played by David Strathairn. Surprisingly, Clooney
Played Fred Friendly that was not even the top actor in the spot light.
Indeed, this
movie portrays the way the media industry fights for what they believe is news.
The movie also looks at how rating makes the difference in continuing. Not only
does it show importance, it gives a very good since of power over media, and
who has it such as the networks at large. In their case and in the real story, Murrow’s show really got canceled.
Certainly,
even Strathairn lost his job in the script. However,
I don’t believe anyone still living could have played Murrow
better. Indeed, I give Strathairn three thumbs up.
The movie, “Good Night, and Good Luck” is a must see. Anyone studying
journalism and electronic media defiantly needs to see this movie. Over all,
Clooney did very good sowing his journalistic ways.
Last names are not used in this true story.
WakeUpCall
During the
cooled winter months of November 13,
2005 a party turned into a wake up call. The tragic death took
place at an after party. His name was Justin, last name not known at this time.
The major
question for all of us that night was: “Could we of called 911 to save his
life?” A doctor said, “He would have died anyway.” At this time I do not even
know the hospital or doctor he was taken. I do know this!
A cab
dropped him off at the after party and said, “Take him in the house and make him
vomit.” I asked the driver why and he replied, “I was getting pulled over by
the police and he swallowed an eight ball of coke.” I asked the cab driver how
much his fair was and the cab driver said, “It was taken care of.”
At this
time Steve and I took him in the house and told everyone the deal. We all
discussed the situation about what had been handed down to us. We proceeded to
question him about the truth. We all were in panic mode.
After we
all came to senses, we came to conclude his whereabouts in the last 48 hours.
Justin had been up the night before parting. Coke had been a factor in our
understanding. Some of us did not believe the whole story about the cab fair.
Steve and
his brother was our pick to designate him to the hospital. He broke the news to
us with a single phone call. Justin is dead. The doctor told Steve that he
didn’t have any bags of coke in him, although the doctor said he had enough
coke in him that “he would have not made it anyway.” The truth is we could have not saved him by
life star helicopter.
I have
never seen a man blue in the face like that in my life. Vomit and blood came
out of his mouth that night. He died probably in our arms. As we carried him to
our car, we all felt his weight passing in our arms. We could not do no more,
but pray, and wish for the best.
Wake Up Call by,
Franklin Delano
Jeffries II
University of Tennessee
Student
We all decide to:
Promise to stay sober again. Promise to live again. Promise
to help again.
The night I laid my
head:
WakeUpCall
in My Sleep
It was half passed a dead sleep. I just had seen a real
death that night before. The dream felt real but could only be some other
connection to the tragic death I witnessed the night before.
The dream:
I could remember a women running up some stairs. She said, “I got it, I got it,
it’s my turn to pluck the chicken. She ran up the stairs as fast as she could.
I followed her up there to see what chicken. She went into a room and laid on a
bed with a beautiful baby. She seemed to love this child with her smirky look. She rubbed her nose up against his cheek and
ear. The baby looked at me with a wonderful smile. She bit off this Childs ear
and stated chewing it.
She plucked
me up out of bed. I have not been right ever since.
Dedicated to Justin.
---------------------------------------------------------------------------------------------------
Reporting Interviewer: Franklin
Delano Jeffries II, Student
Assigned by Professor: Georgiana
Vines, Retired Editor from Knoxville,
News Sentinel
Date Completed: Monday November 1, 2005
Reporting co-interviewer John
Troupe, Student in Journalism and Electronic Media
Students Interview Howard Scripps Productions
Students
interview Managers around Knoxville Tennessee,
mostly to find out what they do. Dave Metz is the Vice President at Howard
Scripps Productions and “115 people I am responsible for, scheduling, managing
people, sales, print, advertising” he said.
Out
of those 115 people Metz’s said,
“There is no doubt the decision to fire someone is the hardest.” However,
“integrity, dishonest, those are the ones easier to hire someone,” Metz
said. “When you hire somebody you really
don’t know what you get,” he said. “It is like rolling dice.”
Dave was asked if he asked hard questions,
“During an interview I really don’t try to ask anyone trick questions, people
trip over the simplest ones,” he said. Such as, “Tell me about yourself?”
Metz
said, “He would rather have someone answer these types of questions short.” He
recommended, “Turning the tables on the interviewer when asked such a broad
question.” Mets said, “Practice short questions, and try not to rationalize for
a long period of time.”
On
another note, Journalism and Electronic Media students asked Metz if he has
ever been influenced such as Army, and anything else that may have taking him
away from his career in Communications. He said, “I was fortunate along the way
that people had an interest in me.”
Indeed,
having people swift us in the right direction is good, like school. Metz
went to college in Bennington New
York and got his degree in Communication. “I took a
class in high school called Mass Media that got me interested,” he said. “Back
then it was more print media.”
Unfortunately
as a manager and like many other high pressure jobs, “Metaphorically, I bring
my work home,” Metz said. “I used
to get home after 8pm, and to work
after 8am, mostly because I used to
drop my son off at Catholic.” But, now he is their before 8am.
Speaking
of families, my co-interviewer John Troupe from the University
of Tennessee Journalism and
Electronic Media Management class asked Dave Metz, “What do you do after
hours.” Metz kept that answer short
and said, “Well I have two boys, and family has to be a priority.”
Taking
a more seriously approach and family is one of them, Metz
was asked by Troupe the student interviewer: “What is most important being Vice
President here at Scripps Productions?” Metz Replied to the Journalism students
and said, “How we can get more business.” “And I take that seriously,” Metz
said.
Getting
more business and more money is always a good thing, especially if you’re the
boss of 115 people. Troupe asked him: “What are the differences from a
Management Standpoint?” Mets said, “Lots more people at Scripps I’m responsible
for.”
Being
in charge of this many people plays a big part in management. Reporter John Troupe asked Dave Metz this:
“How did you get involved with Scripps? Did you look for this job, or did they
come looking for you?” Metz said,
“Little bit of both, Boss called and said we are going to eliminate your
position, and gave me six months.”
Metz
said, “They didn’t have to do that.” Most jobs don’t give six more months when
they fire you. However, if you’re the Director of ABC’s “production and
internet operations” you get six months of severance pay too.
Metz
is not worried about being fired anymore from KGO-Television, because he has
“Interest in running Network at Scripps.” Although Vice President doesn’t seem
enough for Dave, there is nothing wrong with bettering yourself.
Dave
gave good words to University of Tennessee
Journalism and Electronic Media Students at the
end of his interview and said, “Get your foot in the door, be open to
everything.” He repeated again when my colleague asked him: “What advice for
someone starting out?”
Metz
said, “Get your foot in the door, and start out as Production Assistant or
maybe Sales.” His last comment says everything about Scripps Productions. “It’s
meeting with clients, how we doing?”
This
page is just an ad on to my story to show what I learned. I could not get 4
pages out of this interview. Even my co-partner John Troupe said, “Man, I’m
struggling just to get 3 pages.” I could have written the story a different
way, and maybe I would have got 4 pages. However, there our a few concerns I
have.
Putting
commas where they belong is my hardest task. Probably because I spend more time
writing screen plays that are based on breath. However, I get discouraged in my
writing because of this, grammar, and style.
Indeed,
sometimes my rocking chair is off because I have dyslexia. Maybe this is my
medical excuse to help assure myself that I am not perfect. However, because of
learning, I try harder.
Indeed,
children and adults have their own security blankets, but in my case practice,
practice, practice is not the answer. I wish dyslexia could be simple and
understood through my eyes, but memory has a whole lot to do with my grammar.
Certainly,
memory should not take all the blame. I do think in my younger days staying out
all night and drinking plays a part in growth and creative writing. Truthfully,
my life needs many changes.
Sometimes,
I get discouraged because many of my teachers, along the way, have said
something or two about my writing. Indeed, it is like getting a hair cut and
many people say something bad about it.
My
greatest concern and fear is three simple questions I have asked my self many
different times: “Will I ever be good enough with all these problems? Is my
writing really that bad? Should I consider giving up journalism if I am that
bad?”
Reporting Interviewer: Franklin
Delano Jeffries II, Student
Assigned by Professor: Georgiana
Vines, Retired Editor from Knoxville,
News Sentinel
Date Completed: Monday November 1, 2005
Reporting co-interviewer John
Troupe, Student in Journalism and Electronic Media
------------------------------------------------------------------------
This
page is just an ad on to my story to show what I learned. I could not get 4
pages out of this interview. Even my co-partner John Troupe said, “Man, I’m
struggling just to get 3 pages.” I could have written the story a different
way, and maybe I would have got 4 pages. However, there our a few concerns I
have.
Putting
commas where they belong is my hardest task. Probably because I spend more time
writing screen plays that are based on breath. However, I get discouraged in my
writing because of this, grammar, and style.
Indeed,
sometimes my rocking chair is off because I have dyslexia. Maybe this is my
medical excuse to help assure myself that I am not perfect. However, because of
learning, I try harder.
Indeed,
children and adults have their own security blankets, but in my case practice,
practice, practice is not the answer. I wish dyslexia could be simple and
understood through my eyes, but memory has a whole lot to do with my grammar.
Certainly,
memory should not take all the blame. I do think in my younger days staying out
all night and drinking plays a part in growth and creative writing. Truthfully,
my life needs many changes.
Sometimes,
I get discouraged because many of my teachers, along the way, have said
something or two about my writing. Indeed, it is like getting a hair cut and
many people say something bad about it.
My
greatest concern and fear is three simple questions I have asked my self many
different times: “Will I ever be good enough with all these problems? Is my
writing really that bad? Should I consider giving up journalism if I am that
bad?”
1. Discuss the origins of nationalism. What forces or
factors energized nationalism at the end of the eighteenth century and the
beginning of the nineteenth century? Compare and contrast the development of nationalism in Germany and France. ?????????????
Nationalism Origins:
·
Arose out of awareness of being part of a
community that has common institutions, traditions, language, and customs.
o This constitutes a “nation”, and rather
than a dynasty, city-state, or political unit, becomes the individual’s primary
political loyalty
Forces or Factors that energized
nationalism at the end of 18th/beginning of 19th century:
·
Did not become a popular force for change until
the French Revolution
o French
aroused nationalism by making themselves hated oppressors: thus arousing the
patriotism of others in opposition of French nationalism; and by showing the
people of Europe what nationalism was and what a nation
in arms could do
·
Nationalists began to believe that each
nationality should have its own government
Developments in Germany:
·
Divided Germany
wanted national unity in a German nation-state with one central government
·
German nationalists focused on Austria
and Prussia as
the only two states powerful enough to dominate German affairs
·
By 1853 all but Austria
joined the Prussian-dominated customs union; which was lead by King William I
o Although
it was Otto von Bismarck who skillfully combined domestic policies with wars
with Denmark, Austria,
and France to
achieve creation of the German Empire in 1871
Developments in France:
·
Nationalism
developed during the French Revolution in the French people’s emphasis on
brotherhood (fraternité) and solidarity
against other peoples
·
French
nationalism made possible the mass armies of the revolutionary and Napoleonic eras
·
Napoleon’s
spread of the principles of the French Revolution unintentionally brought a
spread of nationalism as well
·
Napoleon
III used Nationalism to distract people from their poor lives
2. How
do you account for the appeal of socialist ideas? What is socialism? How
did Marx's message differ from that of earlier socialist thinkers? How did
socialists seek to organize the working classes in Europe
(discuss the case of one country)?
Explain the appeal of socialist
ideas:
·
Gave enormous confidence that you were on the
winning side
·
Socialism is:
·
An ideology that calls for collective or
government ownership of the means of production and the distribution of goods
·
Emphasizes
economic cooperation over economic competition
·
Advocates
placing at least some of the means of production (and at least some of the distribution
of goods and services) into collective or cooperative ownership
Difference between Marx and
earlier socialist thinkers:
·
The
ideology of socialism grew up hand in hand with the rise of the organized labor
during the Industrial Revolution
·
Began
as the product of political theorists or intellectuals who wanted to introduce
equality into the social conditions and believed that human cooperation was
superior to the competition that characterized early industrial capitalism
·
To
later Marxists, those ideas were impractical dreams and they condescendingly
labeled the theorists utopian socialists: term still endures
·
Utopian socialists were against private property
and the competitive spirit of early industrial capitalism – by eliminating
those things, they thought a better environment for humanity could be achieved
·
Marx
said it was traceable to the dawn of human social history
o It was a natural trait of human nature and
early human social models
·
Marx
saw socialism as a phase of human society that would follow capitalism and
precede communism
o Marx’s message was antinationalist
·
Share
the common belief that feudal and capitalist societies are run for the benefit
of a small economic elite and that society should be run for the common good
Socialists wanted to organize
the working classes in Europe (pick one
country) by:
·
Frenchman,
Louis Blanc (1813-1882), offered a socialist approach to a better society.
·
Maintained
that social problems could be solved by government assistance.
·
Denouncing
competition as the main cause of economic evils of his day, he called for the
establishment of workshops that would manufacture goods for public sale
·
The
state would finance these workshops, but the workers would own and operate them
3. What was Bonapartism? How
does it function as a political system? What are its strengths? What are its liabilities or risks??????????????How were the reigns of Napoleon I and
Napoleon III linked?
Bonapartism
is:
·
A form of government dictatorship using
plebiscites, but you must seek greater and greater military success to keep
power
·
Essence of the system were plebiscites
It functions as a political
system with:
·
Fake elections, no real choice between
candidates, an unknown poll of approval or disapproval
Strengths:
·
Liabilities and/or Risks:
·
Used selective reformism to appoint the
radicalism of the popular class
Connection between Napoleon I
and Napoleon III reigns:
·
Napoleon
III used same tactics as his uncle, Bonapartism, in
which fake elections were held called plebiscites
·
He
established a rule based on Napoleon I’s methods
·
Napoleon
I and Napoleon III used their military authority to
oppose the revolution and seize power from the revolutionaries
o
Then
used selective reformism to appoint the discrimination of the popular class
·
Both
wanted France to be the principal authority of Europe
·
Both
have been thought to want to rule the world
·
Both
were captured
·
Marx
judged both Napoleon I and Napoleon III of having corrupted revolutions in France
4. What caused the "new imperialism" at the end
of the nineteenth century? How was it different from earlier forms of
imperialism? Which of its causes was most important, and why?
Approximately from Franco-Persian War – World War I (1871-1914)
This period is distinguished by a
unique pursuit of what has been termed “empire for empire’s sake,” aggressive
competition for overseas territorial possessions and the emergence in
colonizing countries of the principle of racial superiority, which denied the
qualification of subjugated people for self-government
Cause for “new imperialism” at
the end of 19th century:
·
Accumulation theory: adopted by J.A. Hobson-
o Accumulation
of surplus capital during and after the Industrial
Revolution restricted opportunities at home
o Economic
motivation: supply and demand; great demand for natural resources and other
products not found in Western countries
o Drove
financial interests to seek more profitable investments in less-developed lands
w/ lower labor costs, unexploited raw material, and little competition
o economic
motivation for imperialism
·
World-System theory: approached by Immanuel Wallerstein-
o Saw
imperialism as part of a general, gradual extension of resource investments
from the “core" of the industrial
countries to the less developed “periphery.”(border)
o Protectionism
and formal empires were the major tools of “semi- peripheral” (semi-marginal)
newly states, such as Germany,
who were seeking to take over Britain’s
position at the “core” of the global capitalist system
Difference between “new
imperialism” and earlier forms:
·
Imperialism
was used to describe different forms of political control by a greater power
over less powerful territories or nationalities
·
Later,
imperialism was used to describe the economic and political power of
"monopolistic finance capital" (full control over economic assets) in
the most advanced countries, and its acquirement — and enforcement through the
state — of power of the means
o Hence, the profits of production in less
developed regions
·
New Imperialism contained both concepts along with the adoption of ultra-nationalist
and racial supremacist ideologies, the period saw a shift to pre-emptive
colonial expansion, fuelled by the imposition of tariff barriers aimed at
excluding economic rivals from markets.
Most Important causes:
·
Existence of competitive nation-states after
1870 was undoubtedly a major determinant in the growth
Why:
·
European affairs grew tense and heightened
competition led European states to acquire colonies abroad that provided ports
and coaling stations to their navies
o Failure
to enter the race for colonies was perceived as weakness and was unacceptable
to an aspiring great power
·
Closely tied to nationalism:
o Colonies
were a source of international prestige
·
Also closely tied to social Darwinism and
racism:
o Social
Darwinists believed that in the
struggle between nations, the fit are victorious and survive
o Superior
races must dominate inferior races by military force to show how strong and
masculine they are
·
Some Europeans took a more religious or
humanitarian approach when they argued that Europeans had a moral
responsibility to civilize ignorant peoples
o
Known as the “white man’s burden” – another form
of racism
6. What were the most important political consequences of the Second Industrial
Revolution? Why did it take place? How did the Second Industrial Revolution
differ from the First Industrial Revolution?
Most Important Political
Consequences of the 2nd Industrial Revolution:
·
Long Depression
·
So-called “New Imperialism”
·
Germany
came to replace Britain
as primary industrial nation
Reasons for happening:
·
Resulted
in the "mass society"
o Involved significant developments within
the chemical, electrical, petroleum, and steel industries.
·
By
1870, the global market was already saturated with manufactured goods.
o Increasing production compounded the
problem and was a factor leading up to the Long Depression and the so-called
"New Imperialism"
·
Germany, having industrialized after Britain, was able to model its factories after
those of Britain thus saving a substantial amount of capital,
effort, and time. While Germany made use of the latest technological
concepts, the British continued to use expensive and outdated technology and
therefore were unable (or unwilling) to afford the fruits of their own
scientific progress.
·
In
the development of science and pure research, the Germans invested more heavily
than the British did.
·
The
German cartel system, being significantly concentrated, was able to make more
efficient use of fluid capital.
Differences between 2nd and
1st Industrial Revolutions:
·
1st
Revolution began with the introduction of steam power (fuelled primarily by
coal) and powered automated machinery (primarily in textile manufacturing). The
technological and economic progress of the Industrial Revolution gained
momentum with the introduction of steam-powered ships, boats and railways.
·
2nd Revolution began with cheaply mass-produce steel, and included
the chemical industries, petroleum refining and distribution, electrical
industries. These industrializations created the first giant industrial corporations
with often nearly global international operations and interests.
·
1st Revolution had given rise to textiles,
railroads, iron, and coal
·
2nd Revolution led the way to new industrial
frontiers with steel, chemicals, electricity, and petroleum
7. Discuss how Absolutism
changed Europe. Why did Absolutism develop?????????
Discuss one example of successful Absolutism and one example of failed
Absolutism.
Ways Absolutism changed Europe:
·
New European states were organized with the
principle of the royal
crown/family, not nationality
·
The king is the absolutist monarch of the states
5 Things Needed in an Absolutist
Monarch:
·
Collect
taxes: tried to centralize taxation
·
Foreign policy: fight wars and mercantilism
·
Army: warriors and knights are of the past
·
Bureaucracy: Burghers must be loyal to the king
·
Ideology to justify absolutism: establish strong
sovereign state
Reasons why Absolutism developed:
·
It
promised an end to devastating civil wars and could put an end to corruption by
the aristocracy, and restore attention to the Church's moral codes.
·
Having
nothing to gain but a soul to lose, the theory goes; the King was a far better
figure to enforce an ethical code than social climbers or newly rich nobles.
Successful Absolutism:
·
France
during the reign of Louis XIV
o French
culture, language, and manners reached into all levels of European
society
o French
diplomacy and wars shaped the political affairs of western and central Europe
·
Kings and Queens are Key
to be successful
Failed Absolutism:
·
Poland
o
The
Enlightenment in Poland fostered a growing national movement to repair the state
o
However,
the process of reforms ceased with the partitions (separations) of Poland between Russia, Prussia, and Austria
o
1772-
lost about 30% land and 50% population
o
Torn
apart by neighbors and torn off the map; ultimately dissolved
????????
8. Was Napoleon Bonaparte an Absolutist ruler in practice and in his
ideology? Discuss the three main reasons for your verdict.
Napoleon was/was not an
Absolutist ruler in practice and ideology:
·
Napoleon was an absolute
ruler in practice
·
Napoleon was not an absolute ruler in ideology
·
Napoleon was considered
to have been one of the “enlightened monarchs”
3 Main Reasons and Explanations:
·
He was devoid of any personal faith and regarded
religion as nothing more than a convenience
o Example:
In Egypt, he
called himself a Muslim; in France
he was Catholic
·
He saw it essential to come to terms with the Catholic
church in order to stabilize his government
o He
gave the pope little control over the French Catholic Church; even though the
pope gained the right to dispose French bishops, the state preserved the right
to nominate bishops
o Catholicism
was not reestablished as the state religion; Napoleon was only willing to
recognize it as the religion of a majority of the French people
9. Why did Karl Marx predict that the Industrial
Revolution would lead to political revolution and the triumph of the working
class (proletariat)? Discuss
two specific events or developments between 1850 and 1914 and whether they supported
or undercut Marx's prediction.????????????
·
Industrial
Revolution marked a huge historical break between traditional agricultural
societies and industrial civilization
·
Marked
a new power that reshaped society, the physical landscape, etc.
·
Industrial Revolution was not just about
technology and machines; it was a combination of issues that launched the
Industrial Revolution and constant rapid movement
o
Some issues include: new management and
organization, new uses of people and technology for more capital, and new work
setting
Marx predicted the Industrial
Revolution would lead to political revolution because:
·
He
saw the relationship between the bourgeoisie (the owners and management) and the proletariat (the workers) classes as, for the most part, parasitic
·
The bourgeoisie were depending on the
proletariat’s to do all of the labor and were not doing anything in return
·
Since
the bourgeoisie always under compensated the proletariats for their actual
labor value (according to the labor theory of value), it allowed the
bourgeoisie to grow absurdly wealthy through nothing more than the mistreatment
of the proletarians' labor.
Predicted triumph of working
class (proletariat) because:
·
They will become class conscience and revolt
against the bourgeoisie
·
The working class would then take over the
existing capitalist state, turning it into a workers revolutionary state, which
would put in place the democratic structures necessary, and then “wither away”
1st Specific
development between 1850-1914:
·
1886- Gottlieb Daimler invented a light engine
o Key
to development of the automobile
Support or Undercut Marx’s
prediction:
·
2nd Specific
development between 1850-1914:
·
Thomas Edison invented the lightbulb
o Briton
Joseph Swan opened homes and cities to illumination by electric lights
Support or Undercut Marx’s
prediction:
·
10. How do you account for the dynamic course of the
French Revolution? What influence did Enlightenment ideas have on this event
(be specific)? Who were
the revolutionaries?????, and what did they want? Ultimately, was their venture a
success or a failure???????
Explanations for
forceful/self-motivated course of the French Revolution:
·
A new
way of thinking sparked the revolution
·
Nationalism
was a new way of thinking
o
Arose
out of the awareness of being part of a community that has common institutions,
traditions, language, and customs; which constitutes a “nation”, and their
nation becomes the individual’s primary political loyalty
·
Resentment
of royal absolutism
·
Resentment
of the seigniorial system by peasants, wage earners, and a rising bourgeoisie.
·
The
rise of enlightenment ideals.
·
An
unmanageable national debt, both caused by and exacerbating the burden of a
grossly inequitable system of taxation.
·
Food
scarcity in the years immediately before the revolution.
·
The
rise of an ambitious bourgeoisie and, to a lesser extent, of the lower classes
Influences due to the Enlightenment:
·
Represents
the Enlightenment through a violent and messianic lens, particularly during the
brief period of Jacobin dictatorship.
·
The
desire for rationality in government lead to the attempt to end the Catholic
Church, and indeed Christianity, in France, change the calendar, clock, measuring
system, monetary system and legal system along lines suggested by what was seen
as an orderly rationality.
·
It
also took the ideas of social and economic equality further than any other
major state to that time.
·
Metric
System
Revolutionaries were:
·
Revolutionaries wanted:
·
A revolution and seeked
to promote, encourage, or lead the creation of one
Ultimate Success or Ultimate
Failure:
·
11. What were the most important problems facing the
Congress of Vienna
after Napoleon's defeat? How did the Congress deal with these problems? Was the
system a success or a failure in the long term?
In 1814, before Napoleon was
defeated, his four major enemies – Great Britain, Austria, Prussia, and Russia – agreed to remain united and not only
defeat, but ensure peace after the war.
Important Problems the Congress
of Vienna faced after
Napoleon’s defeat:
·
Craft
a new order for of Europe after the Napoleonic wars and the defeat of France
·
Keep peace after the war
Congress dealt with them by:
·
Planned to restore the Boubon
monarchy to France,
with Louis XVIII, in order to restore and preserve traditional institutions
·
Prince Klemens von
Metternich, foreign minister of Austria,
felt that nationalism was threatening him and his traditional elite class – so
he adopted the principle of intervention
o meant
that the great powers had the right to intervene military in other countries to
crush revolutionary movements against legitimate rulers
·
In hopes to form a new balance of power that
would keep any one country from dominating Europe, they
divided Poland
o
Prussia
and Austria
were allowed to keep some territory
o
Russia
remained in control of the rest
·
Despite being weakened, France
was still strong
o
the fear that it could regain powers and upset
the European peace remained so strong that they attempted to establish major
defense barriers to prevent any possible expansion
Ultimate Success or Ultimate
Failure:
·
Borders were a failure, and were returned to
those of 1790
·
Established a European order that kept the
general piece for about 100 years, but was based on the interests of the elite
of Europe
·
Led
to the eventual establishment of the Congress system and the subsequent
congresses.
·
An
integral part in what became known as The Conservative Order in which peace and
stability were traded for the liberties and civil rights associated with the French
Revolution.
-----------------------------------------------------------------------------------
Franklin
Delano Jeffries II
Professor: Georgiana Vines
Five year goals
August 30, 2005
Five
years from now!
Indeed,
when I think of my goals for the next five years: I also think of how there is
not enough sedation medicine to calm me. However, making a motion movie would
be my top goal. Realistically, finishing Media Management 485 comes first.
There are four major goals in the next five years I need to complete.
The
first goal is to finish these last two classes at The University of Tennessee.
Indeed, Media Management is not the only class left. In short, a practicum Sam
Swam stiffed me with will give me my degree in Journalism and Electronic Media.
Anyhow,
just because Sam put me elsewhere, doesn’t mean it’s the end of my goals. Just
like the second goal and the most important to me, certainly, finding my wife
and two girls a house would be a necessary interest.
Indeed,
the third goal is my own, it is, education at the New
York Film Academy
in Hollywood California.
In short, my dreams have been on this school for the last three years, and I
think the school is vital for great film makers.
Certainly,
going to film school is a very important goal. However, making the movie is
just as important. Indeed, making a motion movie is my fifth goal. I could live
my dream if theses interest hold. Anyhow, I may not keep these goals in order,
but I will keep my perseverance and integrity true to them.
Louis
XIV “sun king” 1643-1715
Waged
4 wars between 1667-1713
Fronde 1648-1649 important event
Peter the Great King of Russia
1689-1725
Jean- Jacques Rousseau “the Father of Romansticism” 1712-1778
Adam Smith 1723-1790 Scottish Thinker
who argued that the Gov. shouldn’t interfere w/ natural laws of Supply and
Demand
Voltaire A Key Enlightenment Thinker 1694-1778
Denis Diderot
Published the Encyclopedia 1713-1784
Liberalism 1815-1830
An
ideology that began because people believed they should be free from restraint.
Society
of the old Regime before 1715
30 years war
1618-1648
war ends 1648 Changed west Europe
forever
Peace
of Westphalia 1648
1648 goodbye
to old Europe
1648 Fronde-
Tried to collect taxes to pay for the 30 years war, but a Compromise that for
stability lay in the Crown
So
Louis took advantage of this and took over supreme power.
Devine
Right of kings
Louis
XIV “sun king” 1643-1715
Then came along St. Petersburg-Peter
the Great who joins Absolutism.
Peter the Great King of Russia
1689-1725
The Enlightenment Moves in 1690-1789
Key
Enlightenment thinker Voltaire 1694-1778
Proposed Deism
Jean- Jacques Rousseau “the Father of Romansticism” 1712-1778
Adam Smith 1723-1790 Scottish Thinker
who argued that the Gov. shouldn’t interfere w/ natural laws of Supply and
Demand
Then
came the Revolutions
American
Revolutions 1776
Louis
XVI executed 1773
French
Revolutions 1789
1744-1803 Johann Gottfried von Herder
Father of Nationalism
Napoleon
Bonaparte Ended Revolution and crowed himself 1804
Napoleon
Tried to conquer Russia
as a result of his failure in Spanish Ulcer “Spain”
Napoleon’s
Largest army ever “Grande Arme” Russians defeated Napoleon in 1812
The Loser abandoned his troops to get
caught again.
Waterloo 1815 Europe
rallies against him and he crushed but his phenomenon kept going
The
duke of Wellington sent him to Saint
Helena where he died or got “murdered”.
During
this time the (Concert of Europe- like
the UN -Balance of power- no nation
could have more power) was established)
Because
the turmoil Napoleon put them through
Then
came along the “Industrial Revolution”
Great Exhibition 1881 Crystal
Palace, 100,000 exhibits
During
this time the (Concert of Europe-Balance
of power)
Then came along the Romanticism age around
1800
Just Before Queen Victoria 1837-1901
Better Know this Guy:
Meternick: Nationalism was threatening him and his
traditional elite class
Irish Potato Famine 1845-1847
Revolutions of 1848
Liberalism and nationalism almost succeeded
but failed 1848
Still ruled by divine right Monarchy
Liberals and nationalist worked together
against Metternick
Bringing revolutionary change
France was the center f the revolution in
1847-1848-started a conspiracy to over throw the government.
Marx: Another important man:…..
Napoleon III Promessed
to restore order.
1848 revolution had been a failure
Napoleon III over thrown 1851
Crimean war 1854-1856 showed Balance of
power can cause conflict???????Maybe
1870 France goes to war with German states, France’s Napoleon III loses.
Franklin D. Jeffries II
Review for Act One
Act One the last play with Robert and Catherine may
have been missing the title page and who wrote it. However, the play had a good
tempo to it through out. In my writing I try to keep the tempo (speed) of the
flow (writing). Sometime when I start a script out with a fast tempo I know I
have to maintain that speed or top that tempo at the end. When I write a slow
tempo for the start I know I will have to pick the pace up to keep the flow
interesting. Act One started out the way it ended. The tempo kept even
through out. I think this form can be effective but I enjoy change in tempo,
like most people really think tempo should be consistent. Who is to say what a
good play should be when it comes to tempo. That’s like saying you have to have
an antagonist and a protagonist in a play or movie. Well do you? I think a
movie or play can have it either way, so in my writing I may want to employee
only one antagonist to prove my point by being the only person in the play. I
am saying I can write a play with out the protagonist and the play can still be
good, after all it is entertainment.
Play finished on Sunday, September 12, 2004
Revised on October 7, 2004
_____________________________________
What does it Say
by
Dale
Jeffries
Copyright © 2004,
6135
Cougar Dr.
Dalebay Productions Knoxville,
TN 37912
Cast or Characters
DELBERT: Must
speak and know ASL?
MIKE: A
deaf person that signs ASL?
RUBELLA: Speaks
and don’t know ASL?
Cassandra: Speaks, English?
Scene
(An airport lobby that renews passports)
Time
2004 Speaking ASL (American Sign
Language)
Setting: On a stage of your
choice.
AT
RISE:
Curtin rise Delbert and Mike Are Signing
American Sign Language to each
other while
Delbert is speaking and signing. And Mike is
Deaf so he will have to sign his
lines.
MIKE (Solutes
Delbert)
Delbert (Solutes Mike
back)
Hello Mike.
MIKE
So, how are you doing Delbert?
Delbert
Doing fine, and your self Mike?
Mike
Good?
Delbert
I see.
Mike
You see?
Delbert
I see.
Mike
So, you see they don’t have a clue?
Delbert
I believe your right, they don’t have a clue.
Mike
They don’t know, they don’t know!?
Delbert
They don’t know.
Mike
I need to tell them something?
Delbert
You need to tell them.
Mike
How can I tell them!
Delbert
Tell them how you can.
Mike
I’m going to tell them in ASL.
Delbert
You’re going to tell them in sign language?
(Pause)
What!
Mike
I have to try!
Delbert (refers to
the audience)
They can’t speak sign language!
Mike
Are you going to tell them all the time for me!
(Delbert Stops
signing when
A Russian walks in
and asks
Mike and Delbert a
question)
Rubella
Извините
меня господа.
Куда я иду и
получаю мой
паспорт?
Perdóneme
señores. ¿Dónde voy y recibo mi pasaporte?
Delbert
Holy Shit!?
Rubella
Thank God!? English!?
Mike (Trying to get
Delbert’s Attention)
What is he saying?
Rubella
What the hell is wrong with that guy!?
Delbert
(referring to mike
and Rubella
but Delbert don’t see
Mike trying to get
his attention)
Its ok he’s deaf.
Rubella
Deaf! But--
(pause)
Why is he flopping his arms like that?
Delbert
That is how deaf people communicate.
Rubella (hands
Delbert a note)
What does this say sir?
Delbert (hands it
back)
Sorry? I don’t know, My eyes are bad.
Rubella (Starts to
leave)
Delbert
Sir? Before you leave, What did you say?
Rubella
I Said! (pause)
Excuse me sirs, Where do I go and receive my passport?
Delbert (points to a
booth)
Over there?
Rubella (Leaves
through the Audience)
Thank you.
Mike
(You are starting to look
mad and you hit
Delbert in
the arm to get his attention)
What did he say?
Delbert
Sorry Mike.
Mike
What did he say?
Delbert
Ok! He asked why you are flopping your arms.
Mike
What!
Delbert
Come on I’m kidding!? He asked where the passport booth is.
Mike
Payback is coming.
Delbert
Payback!
Mike
Just Wait!
Delbert (refers to
the audience)
So, are you going to tell them now?
Mike
I will check to see if they can understand me.
Delbert
Ok! Check and see if they understand you.
Mike (looks at the
audience,
Claps his hand, gives them the finger, jumps on the floor,
hit the floor three times,
Hump the floor to show a point, jump up and kick Delbert
right in the ass)
(pause)
Delbert (looking
calm)
You think they have any ideal now what you said.
Mike
I’m not sure what I was trying to say.
Delbert
I’m not sure what you where trying to say either?
Mike
I know!?
Delbert
So you need to tell them?
Mike
But, I knew they would laugh at me if I humped the floor.
Delbert
They would laugh at me too if I humped the floor.
Mike
How do I tell them?
Delbert
Why can’t I tell them for you?
Cassandra (Walks is looking sexy)
Hello boys.
Delbert
Hello.
Mike (grabs Delbert
and points at her)
Who is that!
Cassandra (makes a
sexy sound)
Who is your deaf
friend?
Delbert
Happy, I mean, Mike? he’s Mike, I’m Delbert?
(pushing Mike out of the way)
Cassandra (moves
toward mike)
I like your friend, Mike is it?
Delbert
Yeah, he is Mike, but I am Delbert?
Cassandra
Tell him I’m Cassandra.
Delbert (signs to
Mike with out speaking this time)
Mike she said she likes me.
Mike
Are your sure?
Delbert (signs and
talks)
Yes.
Mike
Then how come she is all over me?
Delbert (Sign only)
She is a prostitute.
Mike
Give me a peace of paper so I can talk to her.
Cassandra (rubs Mikes
leg)
Delbert (sign and
speak)
No!
Mike
No What!?
Delbert
I mean no!? I will tell her for you.
Mike
How do I know you are telling the truth to her!?
Delbert (talks and
signs)
I will sign the same time as I talk to her.
Mike
What is her name?
Delbert (Sign and
speak)
Her name is Cassandra?
Cassandra
So, your friend asked my name?
Delbert (sign and
speak)
Yes, Mike wanted to know your name?
Cassandra
Ask your friend if he would like to go for coffee.
Delbert (signs and
talks)
She wants to know if you would like to go for some coffee.
Mike
Yes, I would love too.
Delbert (signs the
truth and talks a lie)
He said yes, for me to pick you up.
Cassandra
So where do I meet him.
Mike
What did she say?
Delbert (sign only)
She said something has come up.
Mike
What!? Give me
something to write with?
Delbert (sign and
talk)
I put the pin and paper with your passport.
Mike
(Looking for his
passport in his bag)
I found it!
(write down something)
Cassandra
So, where is he going to meet me?
Delbert
He is going to write to you because I lied to him.
Cassandra
Lied to him?
Delbert
Yes? I told him you where a prostitute--
Cassandra
You did what!
Mike
(Hands Cassandra the note)
Cassandra
(looks at the note
(Pauses) then starts to read)
Please read out loud. I have been trying to talk to you all
night, Delbert don’t tell the truth always, and I kicked him because deaf
people should communicate with hearing too, Now, you see how important it is to
me, for you to learn sign language, I will tell you the truth now?! And make
Delbert feel the way I do?
Mike
(writes on another
note
and hands it to Cassandra)
Cassandra (looks at
the note and reads)
Read out loud until you see Stop! Then read the Rest silent!
Delbert dose not Know? Stop!
(pause like your reading)
Delbert
(grabs the note from
Cassandra and looks at it)
(Cassandra and Mike
start walking out)
Delbert (is furious)
What does it say? What does it say!? What does it say!
(Cassandra and Mike
walk out while Delbert says his last line)
(Delbert Sits down in
a chair next to a sign that says English line only please)
(Light’s go dim)
Delbert (With a quite
voice)
What does it say…?
(Black out!)
----------------------------------------------------------------------------
Another
Bad Play
---------------------------------
by
Dale
Jeffries
Copyrights ©
2004, 6135
Cougar Dr.
Dalebay Productions Knoxville,
TN 37912
Cast or Characters
JERRY: A
Male in his 20’s or 30’s?
HAPPY: Brother
20 to 25?
PAPPY: Dad
44 to 120?
MOLE: Who
cares?
FILLIN: Anyone
of age?
Time
Who Cares, 2004 English?
Setting:
Any setting you desire.
AT
RISE:
Jerry walks in. Jerry is pacing the stage mad at
the Actors & Actresses for being two-faced. Pappy enters with a beer and finds Jerry
talking to him self.
JERRY. Actor’s, they
walk around that green room like their famous!
PAPPY. Hey Jerry,
what’s--
JERRY. And them there
Actresses aint better.
PAPPY. Damn right!
And you know--
JERRY. Hey Pappy.
PAPPY. Hey Jerry, Bad
day?
JERRY. Yeah.
PAPPY. Me too. But
this here old yeller want let me down.
JERRY. Hell yeah, let
me tryer out.
PAPPY. Here you go.
JERRY. So, what is it
any how?
(tips up the drink and starts gulping)
PAPPY. (looks at his
watch) Piss!
JERRY. (spits it out
everywhere) Piss!
PAPPY. Yeah Jerry I
got to go. (Leaves the room)
JERRY. (looking at
his cup) Your leaving!
(looks
up and throws the cup toward the door)
HAPPY. (walks in)
Hey, that’s all the beer man!
JERRY. Beer!
HAPPY. Yeah, beer.
JERRY. You see…a
Pappy?
HAPPY. I gave him the
last beer to bring you.
JERRY. You did!
HAPPY. Yes, you get
it.
JERRY. I sure did!
HAPPY. That’s good. So--
JERRY. You see Pappy
again! Tell him--
PAPPY. (walks in) Hey
boys, glad to see both of ya’ll here.
HAPPY. Hey Pappy.
(hugs Pappy) Jerry was just asking for you.
PAPPY. (slurring
Speech) Well Jerry, Did that beer help ya any. (Hick
Up)
JERRY. Beer!
PAPPY. Well yeah, thanks to Happy here, you got the last
one!?
JERRY. You told me it
was piss.
PAPPY. Ok, and you
are not as drunker then I think I am. What?
HAPPY. Pappy don’t do
that.
PAPPY. I can’t help.
I smarten to feel it.
HAPPY. Feel it?
PAPPY. Yeah, this White Lighting he’s a tellin.
JERRY. White Lightin!?
PAPPY. No one said
anything about lying.
HAPPY. Lying!?
PAPPY. (pulls a
bottle out of his Jacket)
JERRY. I’m confused.
PAPPY. (hands the
bottle to Jerry) Here, drink this.
JERRY. (grabs the
Bottle and looks at it) Yeah right pappy.
HAPPY. (snatches the battle form Jerry and gulps it) Damn,
this is real.
JERRY. Real! Wait.
PAPPY. (laughs)
HAPPY. (pulls out the Script and looks at it)
JERRY. (looks at the
Script with Happy)
PAPPY. (still
laughing and falls in the floor)
HAPPY. (looks at
Pappy) I think he is really drunk.
JERRY. (looks at
Pappy and the Script) I think he is too, cause this
(grabs the
bottle) aint in the script.
PAPPY. Script!
(laughs) You aint as drunk as you think I am too.
(drunk laugh)
HAPPY. (whispers to
Jerry) We need to get him off Stage.
JERRY. (looks at
crowed confused) a… ladies and Audience? Just a moment.
(grabs Pappy by the arms with Jerry and walks him just out the door)
JERRY. What the hell
is a matter with you, bringing that booze?
HAPPY. You can’t just show up drunk either.
JERRY. Go back home
and straiten up,
so we don’t get
kicked out of the University
PAPPY. (grabs the
battle) I’ll take this with me!
HAPPY. (steps in the
door with Jerry while whispering to him)
JERRY. Ok. Folks, we
have another play coming up, Right Happy!
HAPPY. Yeah, another
bad play!?
JERRY. (start acting
paranoid about the beer on the floor) Hey Happy!?
HAPPY. (happy looking at Jerry while Jerry starts to Clean
the Floor)
JERRY. Happy Just
don’t stand there, help me clean this up!
Hurry,
if the Theatre sees this, we might get kicked out of school!?
HAPPY. (grabs a
Audience ‘fill-in’ to watch the door) Help us?
FILLIN. Help you do
what?
HAPPY. Watch the
door. If you see someone coming, tell us.
FILLIN. (looking
back in fourth paranoid too)
HAPPY. (start
cleaning fast with Jerry)
JERRY. (cleaning
with a towel) Happy, you think—
HAPPY. (stop Cleaning
and small your breath) Damn
JERRY. What?
HAPPY. Liquor on my
breath!
JERRY. (stops
cleaning, stands up with Happy)
HAPPY. Man…
JERRY. I smell it
everywhere up here.
HAPPY. Yeah, I know.
JERRY. That beer
Pappy gave me--
HAPPY. Beer!
JERRY. Yeah, beer!?
HAPPY. (pull out the script again and look at it)
JERRY. What are you
doing?
HAPPY. Looking at the
script.
JERRY. For what!?
HAPPY. Cause the script is bad.
JERRY. What do you
mean?
HAPPY. I mean this
(points to the floor) aint beer.
JERRY. The beer is
in the script?
HAPPY. No, there is
no real beer in this script.
JERRY. So, what are
you getting at?
HAPPY. (read from the
script) It says, the fake beer is to be piss?
The
talent Pappy, Gives the Piss to Jerry.
JERRY. Wait you
saying the script has me drinking piss?
HAPPY. Yes.
JERRY. Bull Shit!
HAPPY. Its true
Jerry, I even helped donate the piss.
JERRY. (runs after
Jerry in circles) While you…
HAPPY. Clam down
Jerry, it’s the Authors ideal!?
JERRY. Calm down, I
drank piss, and your telling me to Calm down!
HAPPY. I’m Joking
Jerry I’m Joking!?
JERRY. Who’s the Author
of this Play.
HAPPY. Dale Jeffries.
JERRY. Where do I
find him for this!?
HAPPY. Dale bay dot
com.
JERRY. Dalebay what!?
HAPPY. Dalebay.com.
JERRY. Well you just—
FILLIN. Hey, Hey.
JERRY. WHAT!
FILLIN. Someone is
coming, that’s what!?
HAPPY. (get away from
the mess) Hurry, stand over here.
MOLE. (Mole walks
in to spy) What’s going on in here!?
JERRY. Nothing?
MOLE. So, why do I
smell Beer?
JERRY. (looks at
Happy) See, I told you it was beer.
HAPPY. (look at Jerry and say in a small voice) Shout up.
MOLE. What do you
mean it was beer?
JERRY. I’m just happy
it was not piss? (laughs)
HAPPY. He means someone came in and through beer on the
stage.
MOLE. I see?
JERRY. (laughing on
the floor now)
Yeah,
and it could have been piss on the floor. (still laughing)
MOLE. So, why did
Pappy go home?
HAPPY. He got sick.
MOLE. I may pay him
a visit. (leaves)
JERRY. (stands up) I can’t believe this.
HAPPY. Believe it because that was to close.
JERRY. To close?
(pulls another bottle out of his coat) I need a drink.
HAPPY. (looking away
from Jerry) Me too.
JERRY. (dinks and
makes a noise of relief)
HAPPY. (turns to Jerry) Dang Jerry we are in enough trouble.
JERRY. Trouble, we
are trouble.
HAPPY. Trouble it is,
hander here.
JERRY. (hands the
bottle to Happy)
HAPPY. (drinks and relief sound) Jerry.
JERRY. Yeah Happy.
HAPPY. Let’s sit here and drink.
JERRY. (Sits with
Happy) Sounds good!?
HAPPY. I starting to get happy.
JERRY. Me too…
HAPPY. Remember that
song we made up when we was kids.
HAPPY AND JERRY. My
Momma lied over the Otion.
My Daddy lied over the see.
My Daddy lied over my Momma.
And that’s how they made me…
HAPPY AND JERRY. (laugh together)
JERRY. Yes, the good
old days.
HAPPY. The good old days are right.
JERRY. I just,--
PAPPY. (runs in breathing hard)
JERRY. (stands up
with happy) What’s a matter Pappy.
PAPPY. I… I--
HAPPY. Well spit it out will ya!?
PAPPY. The Mole,
she…-- (breathing hard crouched down)
JERRY. The Mole said
she would come visit you.
PAPPY. She did.
HAPPY. What did you tell her?
PAPPY. I told her
that I left cause I got sick on the stage.
JERRY. You did what!
(looking at the stage)
PAPPY. Yeah, I didn’t
know ya’ll told her
someone through beer on the stage!?
JERRY. Is there
anything else we should know?
PAPPY. Yeah, she
hired John shoemaker.
HAPPY. And John
Shoemaker is coming here.
PAPPY. Yes.
JERRY. We need to
leave before we lose are money.
HAPPY. I’m with you
on that he’s bad news.
PAPPY. Yeah, and I
want to stay in school.
HAPPY. (look at the
audience) And what about all these people.
PAPPY. Give them
their Money back.
JERRY. To hell with
that, we told them it was a Bad Play.
HAPPY. Then what are
you waiting for?
JERRY. Let’s get the
hell out of here?
(Jerry, Happy, Pappy runs out and away!)
FILLIN. (looks in
side) The Mole is coming!?
(The Mole walks in
and looks around as she walks out she says)
MOLE. One of these days.
----------------------------------------------------------------------------------------
Authors Note’s
The play is based on parts of
a true story that happened on this date bellow. I was in school at the University of Tennessee bragging to a professor Dr. LeeAnn Grubbs
about my new child that was on the way. LeeAnn being
a good friend of mine wanted me to keep her posted on Delano the baby I call him that was still not yet born, and
me and my wife Tammy Jeffries did not know if the child would be a boy or a
girl. I was just hoping for a boy because I have 2 girls are ready Allison and
Ashley and of course a step Son named Jonathon.
My dad is Franklin D. Jeffries and I am Franklin D. Jeffries II. I hoped
to have a III but that did not happen on this day. We are named after Franklin
D. Roosevelt too. However, my heart is racing out of my chest at this time just
writing this Authors note at 1220am on September the 29th 2004. My wife had a doctors appointment today at 250pm and
I could not attend because I had missed too many classes are ready from being
sick. At the time my wife asked me to go to the doctor I new she was
disappointed I did not go. Our three year old daughter Ashley went with her
instead. I got home from school and I called my wife cell phone as soon as I
got in to hear the good news.
My wife
answers the phone. I make a joke as always to make her laugh. What I said to
make her laugh I do not know now, but will always remember the news she gave
me. She started weeping and said, “Dale this is not the time to joke! Our baby
is dead.” My heart stopped as I went into shock, like I feel now. My reaction to deny or make us feel comfort
was say; the baby was only an embryo. Honey, the baby didn’t even have a heart
yet. She played my game of comfort. We both were silent for a few seconds. She
started to talk as I controlled my out rage of pain and sorrow. As she kept
talking I started getting even more thoughts of rage in my head, so I had a
silent cry on the phone and she didn’t even know, but knew and felt my silent
hurt. I do not even know anymore to the story then this above. My child that
went to the doctor today I don’t even know what she seen or heard. However, how do you tell a three year old
that has been excited about a baby in mommies’ tummy?
After nine hours of painful thoughts I knew the first
hour I was going to write this play no mater how much I hurt or it kills me.
The truth needs to be told about children we affect in this world from start to
finish. I hope this play puts a finish on all abortion thoughts too. At least
put the truth to what life means. Have you ever thought about the children
alive today that almost got aborted? The ones today that think “people think I
should have been killed because my mother got raped, but they decided to have
me anyway and people still want me dead.” This Play is dedicated to three (III)
kinds of people and they are children who die at birth, children who suffer
today with aborted connections and last to the president of the United States who makes reasonable laws and better judgments that
affect abortion. To death be truth as Angels go to heaven.
The most Famous
Play wrote on September 28, 2004
_____________________________________
Angels go
to Heaven
By,
Dale
Jeffries
Copyright © 2004,
6135
Cougar Dr.
Dalebay Productions Knoxville,
TN 37912
Cast or Characters
GOD: The
good inter voice.
DEVIL: The bad outer voice.
DOCTOR: Abortion Doctor.
DALE: A
man in his thirties.
MARY:
Pregnant Women.
DELANO: Child. III Three
PROTAGS: People
that don’t kill children.
ANTAGS: People
that kill children.
Scene
(Left Stage a fancy living room in a
house)(Right Stage a rain forest)
Time
(30 years after (my birth II Born 1974)
III died) 2004
Setting:
In a living room of a house.
AT
RISE:
Curtin rise a man is sitting in a chair looking at his self in a mirror just down the
hall. Above him is a window that show the night stars. He hears two voices in his head.
The man looks depressed with no reaction to the voices.
Devil
I should go get drunk.
God
What could make things better?
Devil
Waking up in a parking lot?
God
My family needs me?
Devil
You family don’t need you! Wreck your car and splatter blood
everywhere.
Then disappear for three months.
God
Don’t think that way!
Devil
You do won’t to find out who cares- don’t you?
Dale (looks up at the
window)
(Stage left lights
fade out and rain, thunder and lighting starts)
(Dale positions his
self to the audience then the lights fade in on stage right)
(The setting is in a
rain forest at night)
(Dale stands in the
rain holding a long knife down by his leg)
PROTAGS (standing
left of Dale chanting)
Let them live! Let them Live!
ANTAGS (Standing
right of Dale chanting)
KILL THEM! KILL THEM
(As the chant
continues the Devils voice appears)
Devil
What are you going to do now? Your child is dead!? Dead! I
said DEAD!
(the chanting starts
to fade out slowly along with the lights on the chanters)
God
Listen to me Dale, Look up to me, Angles go to Heaven.
Dale (looks up slowly
as the light appears)
(a bright light appears in the sky like and
angel)
God
Dale you see your child is ok now.
Dale (drops the knife
still looking up)
(The bright light
fades out)
(loud thunder and a
bolt of lighting strike)
Devil
Dale! , Dale! , Can’t you see your child is in your wife
Dead! , I said Dead!
(Lights fade out
along with the rain and thunder)
(stage left again,
lights fade in
while Dale is sitting in the chair
Looking up still out the window)
Dale
(looks slowly into
the mirror and points to it)
What the hell is the matter with you?!
Who me! Yeah me! I must be going out of my mind.
(Dale gets up and
starts walking)
Devil (in a loud eco
voice)
Dale!
Dale (stops dead in
his tracks and looks around)
What! (pause) What! (pause) Who said that?
Devil (still on eco)
God!
Dale
You sound like the Devil, Not God?
Devil
I am God.
Dale
Well if you are God then tell me something?
Devil
Anything for you Dale, just let me guide you.
Dale
O.K. God what ever you want, just tell me something.
Devil
First accept this check card, so I can guide you better.
(a cardboard box
falls from the sky into Dales hands)
Dale
Cool, what is this?
Devil
It is The Mark.
Dale
The Mark of What!
Devil
The Mark of the beast, Open it, I will answer all of your
questions.
Dale
How does it work?
Devil
When the box is opened you belong to me and I will guide
you.
Dale
O.K God, I will follow you anyway.
(Dale opens the box
why a God says in a loud voice)
(Eco off)
God
NO! NO! NO!
(strobe lights are
flashing on and
off stage everywhere
when
the box is opened up)
(black out)
(lights fade in and
Dale is looking up at the window in his chair again)
Dale
(looks slowly into
the mirror and points to it)
What the hell is the matter with you?!
Who me! Yeah me! I am going out of my mind.
I thought I just dreamed I sold my soul to the Devil!
(points to the
mirror)
You did. You did. You did.
Dale (Walks away
Scratches his head looking confused)
Did I?
God
Dale!
Dale (looks up)
Hey Man! I’m not going through this again!
God
You can change your mind anytime Dale.
Dale
I’m not opening anymore boxes God!?
God
Your box has are ready been opened!
Dale
What do you mean my box has are ready been opened?
God
You gave your soul to the Devil.
Dale
I did no such things. I gave my soul to you God.
God
That was the Devil Dale. You opened the Box.
Dale (drops to his
knees with a plea)
NO!
How can I change the thing I can not change!
How can I be deceived by this life!
(Stage left Fade out)
(Stage right rain
fades in)
(this time chanters
are not seen)
ANTAGS (Start
chanting loud)
KILL THEM! KILL THEM!
PROTAGS (chanting
louder then ANTAGS)
LET THEM LIVE! LET THEM LIVE!
(Lights fade in- Mary
is lying on a doctors table Crying)
(Notes: for this part--- strobe lights again--- while doctor is giving
her an abortion)
(I will write this part baste on what my wife goes through today)
(September 29, 2004
my wife is having our child taking out of her that died)
(Miscarriage is just a comfort word for the living)
(This is my end when
I get to it)
At the end Delano
walks in while Dale is on the couch and Delano
runs in yelling stop! Stop! Stop! Dale jumps up and shots him dead.
Delano falls
down and dies
(Black out)
----------------------------------------------------------------------------
Another
Bad Play
---------------------------------
by
Dale
Jeffries
Copyright © 2004,
6135
Cougar Dr.
Dalebay Productions Knoxville,
TN 37912
Cast or Characters
JERRY: A
Male in his 20’s or 30’s?
HAPPY: Brother
20 to 25?
PAPPY: Dad
44 to 120?
MOLE: Who
cares?
FILLIN: Anyone
of age?
Time
Who Cares, 2004 English?
Setting:
Any setting you desire.
AT
RISE:
Jerry walks in. Jerry is pacing the stage mad at
the Actors & Actresses for being two-faced. Pappy enters with a beer and finds Jerry
talking to him self.
JERRY
Actor’s, they walk around that green room like their famous!
PAPPY
Hey Jerry, what’s--
JERRY
Them Actresses too.
PAPPY
Damn right! And you
know--
JERRY
Hey Pappy.
PAPPY
Hey Jerry, Bad day?
JERRY
Yeah.
PAPPY
(Hands Jerry a cup)
Here you go.
JERRY
So, what is it any
how?
(tips up the cup and starts gulping)
(PAPPY looks at his watch)
PAPPY
Piss!
JERRY
(spits it out everywhere)
Piss!
PAPPY
Yeah Jerry I got to
go.
(Leaves the room)
(JERRY looking at his cup)
JERRY
Your leaving!
(JERRY looks up
and throws the cup toward the door)
(HAPPY
walks in)
Hey, that’s all the
beer man!
JERRY
Beer!
HAPPY
Yeah, beer.
JERRY.
You see Pappy?
HAPPY
I sure did!
JERRY
You see Pappy again!
Tell him--
(PAPPY walks in
slurring speech)
Hey boys, glad to see you both here.
HAPPY
Jerry was just asking for you.
(PAPPY Still slurring
speech)
Well Jerry, Did that beer help ya
any.
(Hick Up)
JERRY
Beer! You told me it
was piss.
PAPPY
Ok, and you are not
as drunker then I think I am. What?
I smarten to feel
it.
HAPPY
Feel it?
PAPPY
Yeah, this White Lighting he’s a tellin.
(PAPPY pulls a bottle out of his Jacket)
(HAPPY snatches the battle form Jerry and
gulps it)
Damn, this is real.
JERRY
Real!
(PAPPY laughs)
(HAPPY pulls out the
Script and looks at it)
(JERRY looks at the
Script with Happy)
(PAPPY still laughing and falls in the floor)
HAPPY
I think he is really
drunk.
JERRY.
I think he is too,
cause this (grabs the bottle) aint in the script.
PAPPY
(HAPPY whisper to
Jerry We need to get him off Stage).
(JERRY tell the audience)
Just a moment Please.
(grab
Pappy by the arms with Jerry and walks him just out the door)
JERRY.
What the hell is a
matter with you, bringing that booze?
HAPPY
You can’t just show
up drunk either.
JERRY
Go back home and
straiten up, so we don’t get kicked out of the University.
(PAPPY stand out side
until next cue)
(HAPPY AND JERRY step in the door while
whispering to each other
start acting paranoid about the beer on
the floor)
JERRY
We need to get this shit up.
(HAPPY grab anyone from the Audience to watch
the door- Give them a script)
HAPPY
Help us?
FILLIN
Help you do what?
HAPPY.
Watch the door. If
you see someone coming, tell us.
(FILLIN looking back
in fourth paranoid too)
(HAPPY start cleaning
fast with Jerry)
JERRY
I smell it
everywhere up here.
HAPPY.
Yeah, I know.
JERRY.
That beer Pappy gave
me--
HAPPY.
Beer!
JERRY.
Yeah, beer!?
HAPPY.
Well you just—
FILLIN.
Hey, Hey!?
JERRY.
WHAT!
FILLIN.
Someone is coming, that’s what!?
HAPPY.
Hurry, stand over here.
(MOLE walks in) .
What’s going on in here!?
JERRY.
Nothing?
MOLE.
So, why do I smell
Beer?
JERRY.
BEER!.
(HAPPY look at Jerry)
Shout up.
MOLE
What do you mean
beer?
JERRY.
I’m just happy it was
not piss?
(laughs)
HAPPY.
He means someone came
in and through beer on the stage.
MOLE.
I see?
(JERRY laughing on
the floor now).
Yeah, and it could have been piss on the floor.
MOLE
So, why did Pappy
go home?
HAPPY.
He got sick.
MOLE.
I may pay him a
visit.
(MOLE leaves)
(JERRY stands up).
I can’t believe this.
HAPPY
Believe it because
that was to close.
JERRY
To close?
HAPPY
Yeah! Let’s sit here
and drink.
(Sits with Happy)
HAPPY.
Remember that song
we made up when we was kids.
HAPPY AND JERRY.
My Momma lied over the Otion.
My Daddy lied over the see.
My Daddy lied over my Momma.
And that’s how they made me…
HAPPY AND JERRY.
(laugh together)
JERRY
Yes, the good old days.
HAPPY
The good old days are right.
(PAPPY runs in
breathing hard)
JERRY
What’s a matter Pappy.
PAPPY
I… I--
HAPPY
Well spit it out will
ya!?
PAPPY
The Mole, she…--
(breathing hard
crouched down)
HAPPY
What about her?
PAPPY
I told her that I
left because I got sick on the stage.
JERRY
You did what!
PAPPY
I didn’t want to tell
her I through beer on the stage!
JERRY
Is there anything
else we should know!?
PAPPY
Yeah, she hired John
shoemaker.
HAPPY.
John Shoemaker is
coming here.
PAPPY
Yes.
JERRY.
We need to leave
before we lose are money.
HAPPY.
I’m with you on that
he’s bad news.
PAPPY.
Yeah, and I want to
stay in school.
HAPPY.
And what about all these people.
PAPPY.
Give them their Money
back.
JERRY.
To hell with that, we
told them it was a Bad Play.
HAPPY.
Then what are you
waiting for?
JERRY.
Let’s get the hell
out of here?
(Jerry, Happy, Pappy runs out and away!)
FILLIN.
(looks in side) The Mole is coming!?
(The Mole walks in
and looks around as she walks out she says)
MOLE.
One of these days.
(MOLE LEAVES)
------------------------------------------------
Franklin D Jeffries II
Professor Dana Yeaton
September 6, 2004
Sanyo’s
Rob- is the middle man trying to understand what is going on
between Delbert and Mike.
Mike- is deaf and dumb and his goal is to get Delbert to
tell the truth to Rob about taking sign classes.
Delbert- Goal is to hold off on the truth as long as he can.
The scene takes place in Wal-Mart.
The first Line is Mikes and it starts with, “I can’t tell
him that” while talking and signing ASL
the same time (American Sign Language).
Sanyo 2
Jessie- Goal is to lie to her Mother about something she
said at Wal-Mart.
Stranger- Their goal is to get Jessie to tell her mother
that she said very bad things.
Jessie’s Mom- Tries to understand what is going on because
she is deaf.
The first line is Jessie’s and it starts, “Mother this lady
said I was a very pretty Girl”.
Sanyo 3
Otis- Goal is to get Willy to drink with him.
Willy- Goal is to find a reason why he can drink. And the
reason has to be better then I just can’t or I have somewhere to be.
Scene is at a bar out side. The first lines is Otis, Let’s
throw some horse shoes Willy. (With a slurred speech)
--------------------------------------
A play and a movie
Play wrote on October 5, 2004
_____________________________________
Wrestlman
By,
Dale
Jeffries
Copyright © 2004,
6135
Cougar Dr.
Dalebay Productions Knoxville,
TN 37912
Cast or Characters
WRESTLMAN: Male High school student.
COACH: Male
in his late 40’s.
VOICE OVER:
Male or Female Voice.
MOTHER: Women
in her late 40’s.
Scene
(Left Stage Wrestlman’s
bed room)(Right Stage a Wrestling Mat)
Time
(1993 and 2004 one year before the
Olympics)
Setting:
In side Wrestlman’s mind.
AT
RISE:
Heavy rain at Curtin rise with
thunder and
lighting flashes through the bed room
window while
Wrestlman is doing push ups.
Trainer (synchronizes
with Wrestlman)
Come on? Come on? Push it! Push it! Push it! Come onnn!
Wrestlman
(synchronizes with trainer)
N! N! N! N! N! NNNnnnnnnnnnnn Nnn
(Black out lights fade in dim on Wrestlman
on the mat)
Voice
Wrestlman? Get up! GET UP
WRESTLMAN!
Wrestlman
Who is it!
Voice
I am a sin dent.
Wrestlman
A sin dent?
Voice
Yes? (A pill bottle drops from the sky)
Take one!?
Wrestlman
What do they do?
Voice
Help you win?
(fade out lights fade back in while Wreslman’s
asleep in his bed)
Mother (walks in)
Son, wake up, it’s time to wake up?
Wrestlman
Mother? It’s you?
Mother
Yes Son? It is me?
Wrestlman
I’m dreaming again Mother?
Mother
Dreams are just the beginning Son?
Wrestlman
I need to sleep?
Mother
Yes Son? Sleep? (kisses Wrestlman)
(lights fade out and fade back in on wrestlman
mat)
Coach
Today is the day we win!
Wrestlman
Today is the day I pin!
Coach
Now get out their and win?
Wrestlman
I say I will pin! Three seconds? Three seconds?
(fade out fade back in Wrestlman
sleeping)
Mother (runs in and
turns on the TV)
Son! Son! Son! Wake up! Wake up! Wake up! Your on TV.
Wrestlman
Mother? How can this be!
(TV SET: Wrestlman, Wins again?
At Greenville
High school, Wrestlman
pins
his opponent in three
seconds. This has to
be the new world
record set by Wrestlman
at Karns High School.
Coach Dugger tell us what
just happened? Wrestlman
told me and the
team he was going to
pin him in three seconds?
The team didn’t
believe him, but I had a feeling he was going to do it.)
Mother (turns the TV
off)
Son? The doctor said these things would happen.
Wrestlman
My Dreams are getting stronger mother?
Mother
I know Son? I know?
(Fade out and fade back in to Wrestlman)
Voice
Now you see Wrestlman?
Wrestlman
Yes my sin dent, I see.
Voice
Your Dreams are a gift.
Wrestlman
A gift they maybe? How do I use them!
Voice (is visible-A
light effect)
You must first understand the
future to come.
Wrestlman
The future?
Voice
Your gift is a dream for others.
Wrestlman
How dose it work!
Voice
Your dreams are true, your power is true, the past is true,
the future is true.
Wrestlman
You mean? I can change the past and the future in my dreams.
Voice
Yes! And control the world if you desire!
(Fade out and Fade back in to bed room again)
Mother (runs in and
turns on the TV again)
Wake up! Wake up! Wake Up! What have you Done SON!
Wrestlman
What now mother!
(TV SET: George W
Bush Jr. loses the election today
because he omitted to
Wrestlman how he plans to
end Social
Security, However, the Olympics
are in a week and
Kerry plans to help win the gold.
Wrestlman
also, plans to donate three hundred
billion dollars to
help children and their families,
Stay tuned and—
Mother (clicks the TV
off)
Son, always dream for the good.
Wrestlman
Mother, I am trying to be the best.
Mother
You must undo what you have done Son!
(fade out fade back in to Wrestlman)
----------------------------------------------------------
Franklin D. Jeffries II
Professor Dana Yeaton
September 6, 2004
Synopses
Delbert- The interpreter
Mike- The deaf and dumb guy
Rob- who don’t know ASL
The beginning Delbert is signing to Mike in ASL while
talking. Mike is Deaf and dumb. Mike replays back to Delbert with madness. Rob
walks in and asks Delbert what is wrong with Mike. Delbert tells him it’s
nothing. And Mike gets furriest at Delbert because he lied to Rob saying
nothing is wrong. Rob asks Delbert what Mike said. He said he is mad at
me. Mike asks Delbert did he tell Rob
why he was mad. Delbert tells Mike yes. Mike asked Delbert why did Rob not
react to what he said. Delbert said he didn’t want to get in the middle of it
so he told him nothing was wrong. Mike gets really made at Delbert and tells
him off. Rob asked what he say this time nothing again. Delbert tells him the
truth about something is wrong. Mike signs to Delbert. Delbert signs ok. Rob
says are you going to tell me what the hell is going on now. Delbert signs why
talking to Rob. Yes, I am Rob. Mike told me I have to sign too while telling
you, so he would know I told you the truth. Delbert tells him another lie by
mouth while signing the truth. Finally, later the truth came out to Mike that
Delbert did this sign lying. So, at the end he signs to Rob again and tell him
the truth. The Plot what Mike said to Delbert? Rob needs to understand what I
say and take ASL Sign Classes. Rob replies to Delbert. Is that all he said. Yes
besides he called me a SOB for not telling you to get off you dead ass!
----------------------------------------------------------------------------------------
Franklin D Jeffries II
Professor Dana Yeaton
September 26, 2004
Sanyo’s
Dan- is a wrestling coach pushing Dale to reach his full
potential. His goal is to keep Dale from not giving up.
Dale- is the captain of the team and he is thinking about
giving up because all the pressure of pushing his body and mind to his
limits.
The scene takes place out side Karns High School,
a true story.
The first Line is Dan’s
Dan- Dale,
Sanyo 2
Dale- His goal is to prove to his team mates he can pin his
guy in 3 seconds.
Matt- Does not believe Dale can pin him in three seconds.
The scene takes place on the bench of the wrestling mate.
The first line is Dale’s
Dale- Matt I’m going to pin this guy in 3 seconds.
Sanyo 3
Dale- Goal is to prove to the ref that the people in the
bleacher were cussing him first.
Dan- (Dale’s Coach) His goal is to help Dale say in the
tournament.
Ref- Trying to help with the drama that is getting out of hand.
His Goal is finish the wrestling
match.
Mother- (other wrestlers Mom Dale flipped off) Her goal is
to get Dale kick out for flipping a
bird at her.
Scene is on the wrestling mate.
The first line-
Dale- Fuck you, (Flips a finger at the mother)
Franklin D. Jeffries II
Acting 220
8-30-2004
Play
Review: THE DRESSER
THE
DRESSER started out slower then my mother getting out of my truck. However,
I thought the actor JD Cullum did a good job at the
beginning to evoke emotions with the alerts of war. His paranoia to the alerts
puts me in a character myself as if there maybe a war, or am I really in the
Clarence Brown Theatre. Cullum made me want to stay
and watch the play through out. The actors did a good job to make me think as
if I was there. What strikes me the most from the actor’s point of view is
their control to stay focused on being spontaneous to keep the flow. There are
three interesting captions I learned from studying the Actors. The first would
be their movement. Another would be how their voice conveyed the audience, and
last, I will explain why I am lost for words.
John
Cullum is putting on his makeup witch is bizarre
watching a character change into another one. His Son JD said, “What’s wrong
with the teapot and why is it not boiling yet”. Just as he said boiling he
taped the top of the teapot and a few seconds later the teapot started boiling.
Then he acted as he filled up a tea glass and gave it to John. If I did not
have this assignment on watching movements: I would have never known he turned
the teapot on by tapping the top of it as if something was wrong. Also, knowing
the teapot is a fake helped me understand why he positioned himself so no one
could see the tea being pored. Movements
are great examples how good actors have to be to help us believe what we see is
real.
Being
a good actor is to be able to convey voice. There were times in the play I
could not hear the actor’s voice like pussy in a scene talks so quite I thought
I was going deaf. But who care if I missed one line? Right! Just as long as I
did not get up and leave like I have done in the past. If I stayed, the play was a success. Using
strong voice like John and JB done in a few scenes helped me jump back on the
wagon. When John told JB, “I pissed you off”. My rapt attention was kept to the
actors because I was shocked to see them go on a rampage. However, I think good
plays should have attention getters to bring the audience back into the play.
John and JD did a good job conveying their voice to the audience.
Affective
as the voice is I am lost for words. The play really kept me from being a
critic as I really am. Normally, I will critic a play so much that my attention
on writing these reviews drifts into another assignment, and causes me to throw
carve balls at my reader. Somehow, someway, I followed the guidelines as if I
just passed preschool. I really think it has to do with being a unique play.
Having to watch it from back stage is not normal, but interesting to me since I
was in the audience. Being lost for word is a way of saying good job and thank
you for something new. I also think--
The
script is rather nice.
Tying
all the above into my conclusion gives me my last chance to make my point. As I said at the beginning of my review,
evoking emotions is a good part of story telling I try to do in my writing. And
the actors did a very good job with the comic point of view. With out the comic
emotion I do not think any play would survive. The audience is the most
important part of any play, so with that I give my final thoughts. Movements
and voice make a play come to life as if no movement and voice came to life
then you have my mother again trying to get out of that big truck.
-----------------------------------------------------------------
Franklin D. Jeffries II
Professor: Dana Yeaton
September 6, 2004
OUT THE WINDOW
Review on OUT THE WINDOW
This play relates to my writing in a few ways. One is
expressing feelings in a way to make people think about how bad it can be in
life. Another why I see how this play related to my writing is the slang used
in the time period. An example of slang in the play is… However, I can’t find
the slang word right off the bat, but I think it is important for history in my
eyes to record words of new slang in our time. I think it should be
incorporated in our writing, so the next generation can analyze how much slang
has changed. There is some slang words from our grandparents past we no longer
use. And I believe slang helps us recognize the era that the play or story took
place. And with out looking at the date of OUT THE WINDOW I can tell it has
been written in my time because of the slang used. And that is important to me
as a writer.
Comments on the plot
I do think Andy and Jake died too, and if they didn’t die
they still died from the things both of them can’t enjoy anymore.
Review on PLAYWRITING 101: THE ROOFTOP LESSON
Wow, I have to say this play script is the best so far I
have read. Rich Orloff writes in a style that I do
admire. When I write I write to keep the audience on their toes. Suspense is an
effective way of writing and I would back that with PLAYWRITING 101. In 101 Orloff has three goals I like and they are story, plot, and
audience. I call them that because his
style is new to me. The story is funny and that is a winner with my vote. A
good play will use a story style that no one has heard of, and most of the time
makes the play a winner. I try to do
this in my writing every time with out thinking. The punch line should be the
strongest however, in this play the punch lines were so strong it left no room
for a strong finish. And, in my writing I try to hold the strongest at the end.
Audience is the most important part of a play when writing. And, 101 did a good
job of keeping the audience. Sometimes in my writing I really mess up with my
dyslexia writing that it steers people away, so to steer them back I write to
the audience like I wanted that to happen when the truth is I had no other
choice at the time, because of limited proof readers around and lower educated
people around me since I’m the first that may graduate from college in my
family. Audience is the most important and 101 kept me as I try to keep you.
Comments on the plot
Punch line not as strong at the end as I think it could have
been.
----------------------------------------------------------------------
Dale Jeffries Reviews Continued
Review on THE MAN WHO COULD’T DANCE
The play should have been called THE MAN WHO COULDN’T WRITE
Really, I could not even write a bad play at our play fest.
And Jason Katims is trying to write a good play.
Attention is a big step in a good play and Katims did
not keep mine. I may have to read this play again and again to understand why I
had to read it or if other people think the same things about his true bad
play. I can’t relate to this play except the story lines did not keep my
attention or keep me interested; however, I kept reading and made it to the
end. A love story I try to steer away from in my writing, unless it is just one
love scene in the play. That brings me to an interesting point. The best movies
or plays most of the time will have all the characteristics of evoking emotions
and as a good play writer should do, use all the emotions in his work as I try
to do. Love is one of the emotions I would use. Katims
love play was not as effective on me as it maybe to others.
Comments on the plot
To me I think the plot was he and she either wanted to be
together but couldn’t because he was married. Maybe that was his kid too. And
he could dance but couldn’t really dance with her cause he had to get down
stairs because he was married.
Can you please email on this plot and your thoughts because
I really got confused with Jason Katims work and why
he wrote in this style. fdj@utk.edu
Review on The Road to Ruin
Relating The Road to Ruin is hard to relate to my writing.
One thing I would of done different is make a better story board for the play.
In my writing I would of tied another plot line with it, like why the garage
made worked in this way. Basically, I would of incorporated how some mechanics
over charge. The play does that in a why. As a reader looking at this story, I
want more. The Road to Ruin gives some good examples on how we can be Ruin and
go broke. But I think in my writing I would have done this script just a little
different. I would make the garage look as it is they fault more. However, I do
like the play. Maybe one of these plays seen better then read. Over all I can’t
relate much to my writing in this play.
Comments on the plot
The title says it all on this play and that is something I
do too. Giving my plot away at the beginning sometimes gives the wrong
impression as to what is my plot or can it be interoperated to really mean
something different or just what it is.
However, some people write their title first and then write the whole
paper or story just about the title, as I do often too, but as you see with my
point it leaves the door open to the audience to change the play, and change is
not a good thing to me when reading a play or watching it. That’s why I try not
to write my story’s on the title.
Note to myself: Read ARABRIAN NIGHTS and review-this is last
one I have to review as of September 7,
2004
Franklin D. Jeffries II
ASL 223
September 20, 2004
Paper 1
I HEAR DEAF PEOPLE
I HEAR DEAF PEOPLE when I read “A Journey
into the Deaf-World” like I never have before. The Authors explain in the
second part many opinions of how they felt growing up. The philosophy
“Disabling the Deaf—World” between the deaf and hearing world will be my
primary focus.
Growing
up with deaf family myself maybe the only reason I have never thought my Uncle
and Aunt Minnie and Genn Reynolds are disabled.
However, the thought and quote, “Baldly put, the hearing world sees the members
of the Deaf-World as disabled because they have limited hearing” is disturbing
to me (214). I have never thought that before in my life time. However, I am
not deaf to feel the way Ben Bahan did when he was a
child, but I do know how it feels to be limited in ASL (American Sign
Language).
Sign
Language has been in my family since the late 1930’s. Minnie and Genn Reynolds my deaf and dumb Aunt and Uncle have been
teaching me since the day I was born on June
1, 1974. I learned to read their lips at a young age. Also, my
Uncles ability to speak when I did not understand put a crutch on me. The
connivance of Genn speaking gave me a way out of not
having to learn their language. Genn and lip reading
is not the only crutch I had. Y members around me could translate for me, so I
did not have to learn.
The
book talks about crutches too with deaf people learning ASL after they try to
speak. Also, the Authors explain the consciences for learning late, and why to
deaf people the language is easy because it is natural. I can agree with them
on natural language comes easy. However, learning at a young age as some of my
family was required learned easy too and they could hear. Today, I am finally
realizing the impotents of learning sign language at a young age, because the
disabled feeling I feel from relying on others when someone feels hurt too.
When
I decided to learn sign language at college I thought learning would be easy
because I was raised around ASL, well it is like I have been born again in a
new life starting at age three. Learning a new language today is the most
important task for me, and the best reason I can give is of the guilt I feel
from being disabled too. The best part about learning ASL is my Aunt and Uncle
are excited that I am learning now.
The
reason I don’t believe that deaf people are disabled is because their not.
Growing up with deaf family really helps to know they are not. The Authors
misrepresent the term “disabled because they have limited hearing”. I never my
entire life have thought my deaf side of the family is disabled.
Most
of my family knows sign language and I don’t. I used my translating side of my
family to translate for a long time. If the Authors quote is true, then I maybe
disabled because I am limited in ASL. The Authors of “A Journey into a
Deaf-World” may think hearing people see them as disabled, but for me that is
just their opinion from being different as I feel different too. However, deaf
people maybe different then hearing people when it comes to commutating, but
for me I feel deaf people think I am disabled because I can’t sign ASL.
Although,
hearing people have something deaf people don’t; people should not be stymied.
In addition to, for the deaf people have something the hearing doesn’t; stymied
is a complex problem everyone has in one form or another.
---------------------------------------------------------
Franklin D. Jeffries II
September 26, 2004
Professor: Dana Yeaton
Topdog/Underdog
play review
Suzan-Lori
Parks wrote many slang words where I thought she was trying to be too clever or
she just couldn’t spell. In my writing I try to use slang words where everyone
can read and understand what the slang word is. Also, Parks had abbreviated
words through out her play. Give me a “5er, yr, Pa, Ma, Abe” on the side of the
bus. Yeah, that is how I felt reading the play. I do not approve in short hand
slang and short hand alone turns me away from the read. In my writing I will
try to remember not to do this.
Space
by Donald Margulies
Margulies
style of writing keeps me reading. I think this is the second play we have read
this year on him. I really like the “read slow” part at the begging because of
the smoking pot. Revealing a slow read at the begging gives us a sense the
talent is high or brain dead. I like the A, B with the names of the talent. I
use TA, TB, TC for talent A, B and C. Help me not to put names to a script when
I don’t know who the names should be yet. I have written scripts like this
because I had the idea down first and I new the names was not as important at
the time, so I would write my script down with TA, TB just to have my story
down.
--------------------------------------------
Dale Jeffries
3 characters
Professor: Dana Yeaton
Want-Is fascinated with his heart. He enjoys people. He
always fears dieing. He is fascinated with beer. He is in recovery for alcohol.
He is fascinated with school. He love’s high school. He still dreams about
wrestling in high school. He is fascinated with his sponsor on how long he has been
sober. He has pride. He dreams about being a movie star. Otis is a guy everyone
can relate too. He want listen.
His fascination is life.
Need- Is fascinated with helping his self. He wants to get
ahead in life. He can’t accept lose. He has to be number one or not at all. He
has to have his way. He want listen to nothing but his needs. He is fascinated
about taking care of himself. He comes first. Nothing can change his mind. He
helps his self only. He will only help others if it is a need.
His fascination is himself.
Demand- Is fascinated with need. And doesn’t like want but
puts up with him. Demand is fascinated with needs. She can’t understand why
wants don’t listen. Demand is open minded but hard to talk to. Demand is
fascinated with famous people. She only cares about other. She wants want to be
famous. She fascinated with getting what she wants.
Her fascination is control.
---------------------------------------------
Dale Jeffries
2 Monologs
Professor: Dana Yeaton
Need- has a Burning desire to help his self recover from
alcohol. He tries to help his friend want but want never listens to him. He is
in a meeting and his friend want told the group that he was not an alcoholic.
Need told Want to go try to just drink one then. And, the next day Want came in
with a big sorry that we shouldn’t go to strip clubs cause you either get drunk
or go broke. Want said, “He did both.” Need new that Want would get drunk. He
listens and learns from Want. After the meeting was over need and want get to
gather to talk about Demand.
Demand- Demand is a loving girl that is in the meeting too.
She walks out and finds Need and Want talking about her. She acts as she
doesn’t here them and gets behind the wall to spy on them. She finds out that
Need is helping Want and just using her as an example. She wants to meat Need
because Need referred to her as pretty. She steps out from the wall and tells
them she forgot something and asked how they were doing. She told Want next
time you want to go to a strip club call me. She was cheaper. Want told her he
want go broke then. Need told them that’s how it works.
----------------------------
Franklin Jeffries
English 281
Section # 42403
September 10, 2004
Evoke Me Continuity Breaks
Mr. Smith Goes to Washington
started out with more continuity breaks then my dad tying to get a word in with
my mother. However, I thought Frank Capra did a good job telling why
filibusters are important for our senate.
Capra made me want to watch the movie through out. The actors did a good
job expressing their movements within the frame to help evoke emotions. There
are three special effects in this movie that helps me laugh. The first would be
expressions and movements. Another would be how sets and props help blend in the
expressions and movement, and last, I will explain why movement brings out the
emotions even with out the sound.
The
only movie scene I will use through out this paper is when Happy the Mayor goes
to Jeff Smith’s door. Happy rings Smith’s door bell and a loud concert band
plays as if the door bell is making this sound. I would run too, as the Mayor
did with a scared look. The door opens as he turns back and looks. His hand
moves across his forehead as a sign of relief. The expression on his face looked
as if he was in big trouble. The women that answered the door even played a
role in the comic scene, looking at him as if he was out of his mind. Having an
ideal of the scene gives me a better chance to explain why movements and
emotions affect the scene as being humorous.
Movements
and expressions in the door bell scene create even more emotion. Without these
movements the story would not affect me as comic. If the Mayor did not run or
even turn around I would not know to laugh. Expressions and movements are
important to help evoke me emotions. Movements alone can make a person laugh.
If I made a face at my daughter she would either laugh or cry. Making a face at
my wife may have another affect, because she may hit me and not laugh. When a
face is made in a movie we may have an ideal with what the expression is
telling us. Movements work the same way. If I ran out of your class room you
may have an ideal something is wrong. The movement would have an affect on one
of your emotions, just like when I heard the door bell, my emotion was gone
too.
However,
in this scene without the sets and props the scene would not be as funny. Take
the door bell and add sound with the props. The whole class would laugh then,
because they would know why I ran out. Remove the movements and emotions and
leave in the sound, I would be in distress too.
The scene would not be as funny with only movement and emotion in Mr.
Smith Goes to Washington. Either
way, if the door bell on the set was not there and all the movement changed to
scratching his head, then I would think there is something bigger coming when
the loud band started playing. Perhaps then the door opens and he sees naked
men drinking out of a trumpet. The emotion would defiantly change and I would
no longer laugh.
Using
all of them together evokes even more of my emotion. Turning the sound off and
watching the scene with sets, props, movements and emotions alone gave me a
better understanding why all of these work together. With out sound the
movements become more visible. I can remember more detail on the expressions
with the sound off. The Mayor’s face became noticeable. He had a look as if he
did see a g0st. The fright gave me a feeling as if I was there too, and when he
turned around I seen the door open as if he did. The detail of all the emotion
played a part in how I felt. Frank Capra incorporated every emotional look
possible in this one scene to make laughter. After looking at the scene with
out sound, I became to believe why good Film Maker’s employees these affects,
and that is to evoke our emotions the way they desire.
Although,
I said the sound made the movie funnier, I am not all that certain the sound
really did. Watching the scene with sound and without, I found both to be
hilarious, but the sound gives a faster ideal what is going on in the scene.
The silent way is really funny and more detailed. If I seen the silent version
first I maybe able to tell by reaction. The only real way to tell that the
scene is funnier would be research on other people’s reaction. I do believe the
scene can be very funny with out the sound. Pushing the door bell and running
away explains why movements can bring out emotions even with out sound. The
emotion of the women opening the door tells us it’s ok. When Happy walks in and
sees the band playing, we know by sets and props, he ran because the band got
loud or just started as he arrived.
Sets,
props, movements and expressions in the door bell scene are the best examples
why Film Makers apply mise-en-scene methods to their
movie. All of them play a role in ways we never think of when slowing down the
edit point. How we view and understand the scene as a whole depends on the Film
Maker. Capra used sets and props to give us the visible needs, and he applied
the expressions and movements to help evoke our emotions even further. Being a
Film Maker myself, I know black in white films are more detailed when it comes
to movements, because there is no color to distract us from the expressions.
However, I do think all of these affect the scene as a whole no matter how we
script it together. Sound is the only effect that can be removed in the door
bell scene, which means, emotions will still be evoked even if the continuity
breaks stopped and my dad finally got a word in.
Dale Jeffries
EUKIAH Play Review
The Jon Jory EUKIAH Play split the
prize with LYNETTE AT 3 A.M., at the Louisville Play Festival. However, my
first impression after reading the EUKIAH was shit. I did know into the first
read that Butch was going to kill Eukiah. Shock is
the proper words I was in. I would have never guessed he was going to kill him.
Looking back on Jorys’s work I can see the Narrative
that relates to the Murder. I can see myself writing in this form to shock the
audience. If the story didn’t end the way it did, I would have gave the prize
to LYNETTE AT 3 A.M. Also, the first read through EUKIAH I didn’t like the
play, because I didn’t see the point. Over the entire story fascinates me the
more I look in to it. I give the play a four out of five.
Dale Jeffries
LYNETTE AT 3 A.M. Play Review
I can Relate to Jane Andersons Play LYNETTE AT 3 A.M. much
better then EUKIAH. The prize would of gone to them on my first read.
From: Dale Jeffries
Re: Guidance
Cc: My Teachers
Note: Just to let you know why I
missed class one or two days. I became overwhelmed with a number of things.
These things gave me (stress, nerves) break down from past medical health
problems were I needed a rest and a break by my professional Doctors opinion. I
think I am doing better now? I am doing my best and with my doctors advice I am
dropping one class and I am not sure I really want too either due to my
graduation date this year. Although, I am playing catch up in a number of
classes, I am not sure witch class to drop if any? I think I can finish strong
in all my classes, but I think I may need to have a conferences with all my
teachers to see where I am at-And maybe some changes I can make to help me
carry on.
(The biggest concern I have for my self is
some outside issues that have came up this year I have no idea how to fix and
what direction to take. Hopefully, these maybe general everyday things people
deal with).
However, I have asked disability services to
help me out once again. I pray for your help in guiding me in the right
direction.
Sincerely,
Franklin D. Jeffries II
WEBSITE RESEARCH AND
DESIGN
- Hosting:
After considering the tradeoffs of hosting prices for
employme.com, it is in our best opinion to use Hostingmetro.com. Their offer
was $6.36 a month, plus three months free, unlimited email accounts, and 1000
mega bits of storage. We would like to use the University
of Tennessee hosting services.
- Prices from other hosting company’s:
At Usexpress.net their offer was $9.98, two gigabits of
storage, and 5 emails. Activewebsoftwares.com will host for $16 dollars a
month, with unlimited emails. These seem like the top competitors in their
field as hosting companies. However, hosting with the University
of Tennessee would satisfy the
staff here at employme.com.
- Customization work for employme.com:
The average price to design a website was $40 dollars an
hour. Activewebsoftwares.com sent a quote to employme.com, using our needed
formats to fulfill and complete our website. Here is activewebsoftwares
quote below.
Here is the initial list of
customization work for employme.com. Allow employers or talent to upload video
or music. Maximum number of 5 videos and 5 music uploads. Also, add a template
like Microsoft Word: this will allow you’re talent to design a resume.
Modules to edit
Administrator accounts to add
Fields to add
Dundas Upload
control for resumes, video and music
Music should be mp3
Video should be wav
Allow administrator to charge fee when
needed
Program accounts for your clients to
Login
Make a back up file for your new
software
Technical support (A link live page)
PART TWO: IS THE FORM PAGE YOU
REQUESTED.
You’re Email
Subject (list box selection)
Questions on how to use the site
Advertise
Comments on the Site
Others
You’re Message
The form will automatically send the
request by email. Activewebsoftwares.com will give you three months of free
technical support to help your staff learn the new software.
Our price to complete your description
of requirements at employme.com is 47 hours (Customization fee is $40 / hour).
We will match other company’s customization fee, bring in their quote.
The total price for all customization work came to the total
of $1,880 dollars. In our opinion after researching other programmer’s quotes,
our staff will use activewebsoftwares services. The
price quotes of other programmers such as delop.com, was $4,570 dollars. The average price for all quotes was $5,150
dollars to build employme.com.
- Domain Prices:
After researching prices for domain names and prices, we
consider buydomains.com. Their offer for domain was the one of the best offers
at $16 dollars a year. They have a 10 year offer for, “$13.60 per name/year (10
yr. min.)”.
The few names we found available were:
resumes.nu- only $35/yr.
funresumes.com- only $16/yr.
nationalresumes.com- only $16/yr.
worldresumes.com- only $16/yr.
tryresumes.com- only $16/yr.
clickonresumes.com- only $16/yr.
everythingresumes.com- only $16/yr.
megaresumes.com- only $16/yr.
thinkresumes.com- only $16/yr.
resumes-web.com- only $16/yr.
resumes-net.com- only $16/yr.
resumeszone.com- only $16/yr.
resumeslink.com- only $16/yr.
resumessource.com- only $16/yr.
resumesplanet.com- only $16/yr.
resumesinfo.com- only $16/yr.
resumestime.com- only $16/yr.
resumespoint.com- only $16/yr.
resumesconnection.com- only $16/yr.
resumesservice.com- only $16/yr.
Some domain names very in price per year such as nu like the one above.
According to buydomains.com, “the following Premium Domains
are available for sale:
hollywoodresumes.com Request Price
resumesnow.com Request Price
resumesunlimited.com Request Price
morethanresumes.com Request Price
techresumes.com Buy Now!
$1300.00
resumestudio.com Buy Now!
$488.00
studentresumes.net Buy Now!
$488.00
advancedresumes.com Request Price
See More Premium Domains,” at buydomains.com.
The best offer going was at godaddy.com, but the only
problem is there are only limited names to choose from. The only names
available were:
RESUMESHOME.COM $8.95/yr
RESUMESLIVE.COM $8.95/yr
Over all, we have found some companies have more rights over
domain names. In short, our staff has chosen to us employme.com purchased at
buydomains.com.
- Different prices for domains DATE December
30, 2005:
Buydomains.com Vs. godaddy.com
|
.com*
|
$6.95
|
|
.us
|
$6.95
|
|
.biz*
|
$6.95
|
|
.info*
|
$9.95
|
|
.net*
|
$8.95
|
|
.org*
|
$8.95
|
|
.ws
|
$9.99
|
|
.name*
|
$9.95
|
|
.tv
|
$34.95
|
.com-only$16/yr……………………………..
.us-
only $14/yr. …………………………….
.biz-
only $16/yr. ……………....……………
.info-
only $16/yr. …………………………..
.ws- only $30/yr……………………………..
.tv- only $35/yr……………………………..
- Logo research
and design:
After looking into over fifteen
logo design companies The Logo Loft, Inc was the overall best. Their price was
the cheapest out of 15 logo companies with 100 percent guarantee money back if
unsatisfied. In addition, “ready in 4 business days” with one revision. The
Logo Loft, Inc can be found at www.thelogoloft.com. Their price for one logo design is $69
dollars.
|
They say, “some of
their clients include:
|
Another company that is among the top is thelogocompany.net.
They offer $99 dollars in three business days with one revision. They as well
have branded a few logos for big companies. In our best opinion our staff at
employme.com will go with The Logo Loft, Inc at thelogoloft.com.
IN CONCLUETION IN
WEBSITE RESEARCH AND DESIGN WE FIND:
- The
total design price would cost employme.com a sum of:
$6.36 a month x 12 months = $76.32
$16/yr domains- less
than 10 domain names require 2 years purchase
$1,880 dollars for
customization/one time fee
$69 dollars logo/one time fee
$2025.00 First Year
Or
$136 dollars to keep our domain
name for 10 years
Our proposal for an alternative
would be to give the University of Tennessee
the hosting and domain name fees, since our clients would be Students. In
short, our staff would like to pay $136 dollars up front, and $6.36 dollars a
month for hosting at the University
of Tennessee.
The total price would to pay the
University over the next 10yr would be total a sum $899 dollars.
That would leave our design fees
of $1880.00 + 69.00 = $1949.00.
The total for the first ten years for hosting, domain name, and design is $2848.00.
----------------------------------
Franklin D. Jeffries II
481 Lighting Class
Summary of my Experience
March 17, 2004
Experience
from 481 class in the Clarence Brown Theatre
In
the beginning, I thought ninety hours would be a walk in the park to finish.
Now that I am finished with this course, fewer hours should be considered.
Also, my experience from 481 lighting class, has opened new light. The best
part of the class is getting the hands-on experience. This class will help me
in the future as a film student. I do think this class has helped me understand
how light can effect the shades of color in an inside environment. There are
some recommendations I feel should be considered. It came to my attention in the first weeks, while working in the
CBT LAB that there is no handicap accessibility in many parts of the buildings.
I thought if I brought this subject up it would help the CBT professionals to
consider renovating all the buildings so that people with disabilities could
get more involved in classes. Also, I think it would help the ticket holders
who are handicapped have better access to the facilities. When the accessibility
came to my attention, I started imagining that I was in a wheelchair everywhere
I went. This helped me to see where all the places in the building could be
fixed to help handicap people. In the next paragraph I would like to express my
concerns about safety.
Safety
is another concern I had while working at the CBT. With the experience I got
from all my Theatre classes and jobs in the past, I do think safety should come
first. 481 is not just a class, it is a job. My recommendation for safety is
simple. A corporate video should be made on safety. The video should cover all
jobs and classes that have safety issues. Maybe classes that have intense
supervision are the only ones I see that could be all right not to have videos,
but still they should have a handout of safety precautions read to the class by
the instructor. These videos should cover every safety situation that a
committee can think of, and I do think all 481 students and employees should
have to watch them all. After watching the videos, a form should be signed that
notes the students agree and accept the terms and conditions, and that they
will be followed. In the next paragraph, I will give one example from my
experience of safety issues that can be put in consideration.
The
best example I can give is when I worked on top of the cat walk where the trap
doors are. I did not know that it is best to take everything out of your
pockets before working there. Well before I was aware of this, I had already
worked up there with everything in my pockets. I know if I drop a penny off a
very high building it will sink 5 to 10 feet in the ground. I would not like it
if I was under that penny. The problem is, I did not think about the things in
my pocket falling out. With this experience, I hope to make an impression that
safety is a big issue at the CBT. A corporate video and a form signed would be
the way to go.
Over
all, I really enjoyed the 481 class. Working with John Horner was very
educational. He is a good teacher and helped me very much. When I start my
career making films, the one thing I will know the best is how to adjust the
lights indoor.
The recommendations I have made are
the only real ones I would look into. If the hours where a little shorter I
think this would be an excellent class to take. I do think for 90 hours of hard
work like this should be given more credit hours, like 3 or 4 credits.
Thank you for a good spring
2003-2004 year at the CBT, and I hope to do it again but this time I can only
handle 1 credit class to make the 3 credits work in to my Theatre minor.
Sincerely,
Dale Jeffries.
--------------------------------------------
Franklin Jeffries
7232
10-13-2003
Political Science 101
Section # 73876
Arnold Schwarzenegger
for Governor
Arnold
Schwarzenegger for Governor
The
purpose of this paper is to summarize Schwarzenegger article from Time
magazine. Also, I will react on how it relates to American Politics.
Wow,
according to the article Arnold has
really been focused on winning. He has been thinking about running before
anyone knew. Tactics and influences are the major topics of how Schwarzenegger
can really win over the votes because of his fame. Even his accomplishments in
his life are hard to argue.
Gray
Davis is mentioned in detail on how he lost his votes in the race. Many advised
him on what to focus on. Even Bill Clinton gives his impeachment experience on
how to stay in the game. Time shows how Davis
fell off the wagon when Schwarzenegger entered the election. Recall is
explained on how the Governor Davis failed California.
The
article influences Arnold on being
himself. Also, encourages him on not taking dirty money from groups because
they will try to corrupt him. Time magazines writers have this article set up
like Schwarzenegger will win. The article portrays as a man that might make
enemies while in office. Jesse Ventura tells how many politics will try to use
his power of fame to get re-elected. The most important influences are his
famous in-law’s family, the Kennedy’s.
One
of the greatest ties to politics is power, fame and money. It is a way people
win. Just like Ronald Reagan did in his campaign. He had fame and money too.
Therefore his odds were better because of power. The best way to react to this
article and how it pertains to American Politics is mass media, history and
power.
Schwarzenegger
is a prime example on how important power is in politics. His recognition shows
how the media mass produces his fame. The media plays an important roll in his
mass popularity. I do believe the article is correct on power. It does not take
just muscle to win over a crowed.
For
example, Arnold did not get were he
is by just pumping iron. He has
completed more goals in life that show from his accomplishments and not just
his fame. As the article states, at age 20 he won the first of five Mr.
Universe titles, the hypertrophies of the sport (Tumulty
32). Arnold’s hard work shows and
with his talents he has what it takes. His dedication is proof.
It
could be difficult to attach any labels at all to Schwarzenegger or paint him
as a tool of the right wing (Tumulty 25). Arnold
is hard to paint a picture of someone who sponsored $400 million to school
programs. His accomplishments can not be told in a 3 to 4 page paper, because
he is not just all muscle. Arnold
is a complicated figure in modern times, because of his intelligent choices.
Schwarzenegger
has resources, powerful backers and a name to push Davis
out. The Mass media gives him the upper hand, and powerful people show how
American Government works with fame. One of his biggest backers is his people
that have supported him in all of his work. His fans will win him the race. How
could he not when, in the past decade, he raised millions for the Simon
Wiesenthal Center
in Los Angeles and the center’s Museum
of Tolerance (Tumulty
32).
Arnold’s
history plays a big role in this campaign. One of the reasons is how
competition has always be a role for Schwarzenegger. His talent shows even at
the beginning of his campaign according to Time magazine, and why it would be a
mistake to write off his chances (Tumulty 23). He has
be ahead of his game his whole life and the track record shows he is a winner
in all forms of muscle. Power gives Arnold
better research because of his political history.
One
of the best positions in political history held and assigned by, Bush latter
made Schwarzenegger the chairman of the President’s Council on Physical Fitness
and Sports, a position that gave Arnold the power to talk to school groups
about fitness and conduct push-up drills for Colin Powell on the White House
Lawn (Tumulty 33). Another help in his history is the
Kennedy’s back ground that gives him more experience to be good at Governor.
The help from his past plays a great part in his success. There is no denial
that Arnold has what it takes to
make it, because look at what he has achieved today.
The
biggest concern that pertains to American politics is another change in our
history on recalls. Even Ted Kennedy stated, I like and respect Arnold.
But I am a Democrat, and I don’t support the recall effort (Tumulty).
These concerns will always be a conflict when there is Democrat verses
Republican in the political scene. Even in families there are differences in
opinion. That is still why mass media makes people like Arnold
bigger then life. He does view himself as much larger then the Kennedy’s in
many ways (Tumulty 26).
Over
all what do people make of a hero in films that has been in mass media for
years. I think the truth is here and shows how powerful media plays a role in
power. If I ran against Arnold in
my history of mass media I would not go far. His accomplishments can not be
taken away. Schwarzenegger will survive any conflict put on his plate. He has
made it to the top again and again. And I do think he will make it to the top
again because of History, power and mass media he has obtained over the
years.
Works cited
Tumulty, Karen and McCarthy,
Terry. “All That’s Missing Is the Popcorn.” Time
Magazine July 2003: 22-33.
----------------------------------------------------
Class 320
Professor: Maria Fontenot
Student: Franklin Jeffries
Re: Assignment 1
Lock Miller Real Estate Company Commercial from 102.1
“Hey folks, this is Jay Gotson
with Lock Miller Reality Auction Company, that’s right I said Auction Company.
Not only do we offer your regular Real Estate needs, we also offer a full
service, Auction division professionalizing in farm sales, farm equipment and
Estate sales, with several years in the business.”
The Positive and Negative parts about this Commercial
(critique)
That commercial is so bad.
The negative part is Jay Gotson said more
words I could comprehend what his business really is. The positive part is I
don’t have to remember his telephone number. Another positive part is he spoke
well and sounded professional with his speech, however I do think the wording
could have been simpler to make a clearer sale. Also, the name of the company
sounds like a lock smith that adds more confusion to what the commercial is
about.
-------------------------------
|
|
Broadcasting Student-Film
Study
|
Memo
Autobiographical on what you should know about me.
My name is Delano Franklin Jeffries. However, most of my
family and friends call me Dale. My parents Frank and Charlotte were both born
and raised in Knoxville. I too was
born and raised in Knoxville. I’m
married and am the father of two daughters.
I’m currently classified as a junior at the University
of Tennessee, Knoxville.
My major is broadcasting with a minor is theater. Oliver is one of my all time
favorite plays. I enjoy musical plays. I occasionally sing and play guitar to
young children at my church at Cumberland Baptist. The kids seem to enjoy the
entertainment and it makes me happy to see them laugh and sing along with me.
I grew up listening to bluegrass music because that is
what my father listened to. I enjoyed it for a while until I was old enough to
discover other types of music. At the moment, I listen to a variety of music.
The Internet has made it easier to sample a variety of music before purchasing
a CD.
The other achievement in my life includes the three-second
pin for world record in wrestling while I was at Karns
high school. I wrestled for four years at Karns and
brought numerous awards for my school. Upon graduation from Karns
in 1993, I was given a full wrestling scholarship at Anderson
College in South
Carolina. I
stayed at Anderson for two years
and then transferred to the University
of Tennessee at Chattanooga.
I wrestled for the university for a while before coming back to Knoxville.
I enjoyed wresting because I was good at it. The 1993 three second for world
record award was the highlight for my career in wrestling. I still watch the
videos my mother made during my years of competition.
I have a short term and long term goal at the moment. The
short-term goal is to take care of my family and be in good health. The
long-term goal is to complete my degree program and write scripts for a play
and or movie.
-------------------------------------------
|
University of Tennessee
Knoxville
|
Broadcasting/Film Study
Student
|
Dalebay Productions
The
Movie is called ©WrestleMan Copyrights 2004
I have a Movie coming up and wanted Dolly Parton to play a part in the Movie. The Movie is full of
action and suspense with a twist at the end. WrestleMan
is a True Story with real clips taken through out his Wrestling career. The
plot is he loved wrestling so much he still dreams about it. The story is
driven by trade off’s of his success and in the end their will be a sense of
what a champion goes through to be a champion.
2 shot scene: One choice in the Script for
Dolly to consider is a caring Mother that is concerned for her Son that has (Post
Dramatic Stress Syndrome. The reason for the (PDSS)
is footage are ready shot 10 years ago in high school wrestling and world
championships that helps the movie flash back with out having to make talent 10
years younger.
1 shot scene: Another choice for her is a
Doctor that diagnoses WrestleMan with (PDSS). The shot establishes the importance of why he is
having dreams.
The Major Motion Movie will be entered in the Sundance Institute in 2005. I would
love Dolly to play a part in WrestleMan. (It would
only take a half of day out of her time and I will set pre-production at her
leisure). Please have her or her agent
contact me for more details.
This would help me jump start my career from all the hard
work I have put in from my education here at UT.
Dalebay Productions from Knoxville Tennessee www.dalebay.com
Sincerely, Dale Jeffries UT Student
865-946-5223
2521
Kingston Pike Apt#703 Knoxville,
TN 37919
THEY
DID REPLY BY LETTER IN THE MAIL BOX.
---------------------------------------------------------------------------------------------------
“FIRE”