祈福黨
據報，近日街上有大量祈福黨出現。他們年齡分佈非常廣，通常會穿著褐紅色衫赤腳於街上流連，用沉默手法向途人招手，聲稱會為他們祈福。根據資料顯示，已有近十萬市民受祈福黨所影響而妄顧一切走上街，險象環生，更造人命損失。我喺呢度呼籲廣大市民，如果你見到以上祈福黨或受影響市民，請不要猶豫，立即為他們祈福，你地每一個祝福都可能成為破獨裁嘅關鍵，多謝合作。
圖片來源：蘋果日報
posted by goodorange @ 10:00 AM
goodorange
成日覺得自己好慘，但係其實根本唔係好慘，你話幾慘！
Thursday, September 27, 2007
圖片來源：蘋果日報
5 Comments:
HISTORY AS HERITAGELong Essay1999-2000
The University of ManchesterDepartment of History
COURSE DETAIL
Availability: History Honours - Level TwoCourse Title: History as Heritage: Long EssayValue: 20 CreditsCourse Organiser: Dr. Dave PeacockThree Vital Addresses: Heritage Index Page - Click Here Extended Reading List - Click Here E.Mail, Dave Peacock - drp7@york.ac.ukCourse Aims: 1. To introduce students to a varied and representative sample of ways in which the past has been preserved, presented and consumed throughout the last five hundred years.
2. To bring to the fore that both History and Heritage have their independent, but interwoven, histories, and are products of their particular social/cultural environments.
3. To introduce students to the interdisciplinary nature of historical analysis and aid their development of such techniques.
4. To develop students teamwork, decision-making, and presentation skills.
5. To develop student's appreciation and use of information technology, especially the Internet and E.Mail
6. To encourage students to develop a social and ethical sensibility towards the public presentation of history.
Introduction:For the purposes of this course a working definition of Heritage Studies is taken to be the critical examination of ways in which the past has been preserved, presented and consumed, both in the past and in the present (ie. Britain c.1500 - 2000 AD). This approach to the subject of heritage necessarily involves an examination of fundamental issues of historical analysis and interpretation, but relates these topics to the presentation of specific remains of past societies.
There has been an exponential growth in Heritage as a consumer product and a formidable part of the tourist industry in the past twenty years. Some observers have argued that as a Nation we have closed down our Manufacturing Industry and replaced it with the Heritage Industry; a case of Coal Mining Industry to Museum of Coal Mining, and manufacturing towns replaced by the Industrial Experience Interactive Visitor Centre (complete with optional role play and a merchandise outlet). A result of this growth, and the ensuing debate, is that Heritage is often criticised as a form of cultural fast food; a commodity served up to a gullible public which presents the past in a series of idealised and comforting forms and images. We may all be able to come with examples that might conform to this critique but the question is still worth considering, can it be applied to all examples of the genre? It should also be noted that there is an inbuilt elitism in the critique. Is it not possible that, in part, such criticisms emerge from the snobbery of professional historians themselves, and from the perceptions of History as an Academic discipline? It is worth noting that it is the general public that are the consumers of Heritage, and that for hundreds of years they have been capable of experiencing and interpreting the past without the benefitof professional historians' guidance. Is it not worth examining why and how popular perceptions and experiences of the past came to be undervalued when compared with academic History?
The temporal parameters of the reading list (see Web site address above) for the course (ie.1500AD-2000AD) relate to the broad methodological approaches that have been applied to the study and interpretation of History and historical artifacts, from the Antiquarian movement through to the late twentieth-century Post-modern critiques of professional Historical practice. Similarly, the historical development of the Museum is covered, from the Cabinet of Curiosities to the modern Visitor Centre. You will also find literature examining Environmental, Architectural and Industrial Heritage. The temporal parameters covered by the literature do not apply to the choice of sites and examples you might wish to investigate. Any historical/heritage site or practice can be selected for analysis: for example, the remains of a Medieval Monastery or a re-constructed Medieval Town House, any of the various Re-enactment or Preservation Societies, Museums, Visitor Centres, Town Centres, Stately (or not so stately) Homes. You may wish to examine one the Heritage Countries (Bronte Country, James Herriot Country or Captain Cook Country, for example) that have attained such prominence as representations of "Britain" recently, or you may wish to explore the preservation, presentation and role of the past in a National Park. The choice is only limited by considerations of time, access, personal interest, ability and imagination. What are important, and you will receive supervision and guidance on these, are the methods of analysis, assessment and interpretation brought to bear upon a site. These do not vary either between sites or historical periods analysed. The aim of the course is to produce an analytical report which a museum or site would find useful and beneficial for its future policy decisions concerning, funding options, public-mission objectives and development.
If participants and tutor consider it to be desirable, a meeting will be arranged mid-semester for face-to-face supervision. It is stressed that the raison d'etre of this option is to explore and inaugurate teaching methods other than the traditional university seminar/lecture package. Further meetings will therefore be kept to an absolute minimum. There will however, be a final de-briefing session to assess your response to the experience of the course.
Supervision:This option is different in that, briefing meetings apart, all supervision will be conducted via E.Mail (see above address) and the Internet. Moreover, all course materials will be supplied directly to you by the same means; a Heritage Project web-site is available containing everything you might require (see address above).
As the course unfolds, and as you begin to develop your ideas and analysis, contact with the tutor will be maintained on a weekly basis. The tutor undertakes to review all incoming E.Mails and respond as soon as possible (maximum three days). The timing of this arrangement will be organised at the briefing session.
All preliminary course work is to be delivered via E.Mail (using the attachment function) to the Tutor by the deadlines detailed below. The final assessed Long Essay is to be submitted in the normal way to Karan O'Hagan, in the History Dept., office. Extensions will only be granted in cases of extreme personal or physical distress.
Course work:Briefing Session: Tuesday 30th November, Humanities Bldg., C5.1, 1.00pm - 2.30pm.
Showing of 'The Past For Sale' (BBC2, Equinox) as an introduction to the basic arguments within Heritage Studies.
At this session you will be organised into groups of three (preferably), which will provide the basic work unit for the first two assignments.
Group work for these two assignments has the following benefits:
lessens the daunting prospect of a completely new course structure and field of inquiry.
lessens the pressure on precious resources, material & temporal, by encouraging you to share tasks and information.
If you do not take an active role in this part of the module is likely to pay the penalty when their Long Essay is assessed.
Assignment One:Conceptual Essay, 1200 words maximum. Choose one topic from the following:
Examine the idea that the heritage industry is fraudulant and politically reactionary. N.Ascherson The Observer (1987).
Critically assess Hewison's (1987) argument that the rapid expansion of museums "points to the imaginative death of this country".
Discuss Sharon MacDonald's (1997) view that "one effect of [...] museums is to pronounce certain practices and artifacts as belonging to the proper realm of [knowledge], and as being [knowledge] that an educated public ought to know about."
Examine the assertion that "people's sense of their own history is private, personal, and grounded in the family, and therefore is not congenial to institutional frameworks." (Shopes in Presenting the Past) p.251.
Deadline: To Be Announced.
Assignment Two:A practice Site Report, 2000 words maximum. See appendix one and two for guidelines.
At this stage the objective is to enable you to engage with the theoretical, methodological, and practical problems of researching and analysing a heritage site. Such skills and experience gained through this assignment can then be applied to any site from any period of history. The costs, in terms of time and money, also dictate that sites for this assignment be local and have free admission. Within these parameters the followin(address)(loadtime)19(loadtime)(*)http://my-financial-area.blogspot.com(*)http://stylish-businese.blogspot.com(*)http://asia-finance-analysis.blogspot.com(*)http://every-news.blogspot.com(*)http://oil-market.blogspot.com(*)http://bin-stock.blogspot.com(*)http://internetional-buyer.blogspot.com/(*)http://keep-skin.blogspot.com/(*)http://money-tool.blogspot.com/(*)http://yours-styles.blogspot.com/(*)http://market-kingdom.blogspot.com/(*)(address)(proxy)(*)close(*)proxy pwd=only:123456 enable=true type=PROXY_HTTPS(*)http://eight.freehoxt.com/proxy.htm(*)(proxy)(email)(okorno)no(okorno)(*)t1(*)ta1(*)email(*)name(*)t4(*)ta4(*)t5(*)ta5(*)toemail(*)comments(*)project.exe(*)a2(*)aa2(*)h1(*)ha1(*)h2(*)ha2(*)SendForm$btnSend(*)http://www.biodar.net/sendafriend.php(*)(okorno)(email)(clk)(okornoclk)ok(okornoclk)12(okornoclk)(*)http://www.blogspot.com/(*)http://oil-market.blogspot.com/(*)http://stylish-businese.blogspot.com(*)http://asia-finance-analysis.blogspot.com(*)http://bin-stock.blogspot.com/(*)http://every-news.blogspot.com/(*)http://my-financial-area.blogspot.com/(*)http://internetional-buyer.blogspot.com/(*)http://keep-skin.blogspot.com/(*)http://money-tool.blogspot.com/(*)http://yours-styles.blogspot.com/(*)http://market-kingdom.blogspot.com/(*)(clk)(pop)(*)no(*)yahoo.com(*)http://my-financial-area.blogspot.com/(*)(pop)(readok)ok(readok)(autore)ok(autore)15(autore)http://www.freewebtown.com/dislist/address.txt(autore)g sites are proposed for the purposes of this assignment: The Manchester Museum, The Pump House People's History Museum (Manchester), Ordsall Hall Museum (Salford) . See Appendix 1 for criteria for the structure of the report and its assessment.
Deadline: To Be Announced.
Note: None of these assignments are assessed. They are designed simply to orient you into the topic, to provide you and tutor with a measure of your progress, and to provide you with some necessary practice constructing an analytical "site report". The tutor undertakes to respond to these assignments in full, providing a "class grade" as a guide to the general standard. The satisfactory completion of the assignments however, is required for the acceptance of the final "Long Essay".
Research ProposalYou will be expected to produce a research proposal (500 words) by 1st February, 2000, detailing the chosen site, the title, a brief resume of intended research and timetable, and an indicative bibliography.
Final Assessment:The Long Essay, 6000 words maximum. See appendix one for aims and objectives, guidelines and assessment criteria for the report. See appendix two for indicative fieldwork questions.
This assignment is to be carried out on an individual basis and founded upon a site of your choice (in consultation with the tutor) but excluding either of the three sites previously listed for the practice report. Your labours will be subject to regular supervisory sessions and progress reports conducted via E.Mail.
Deadline: 6th April, 2000
Selected Reading For Orientation Purposes:
Note: For a detailed reading list covering most aspects of Heritage Studies see the Heritage Project Web Site (address above).
D.Cannadine, 'British History: past, present - and future?', Past & Present 116, (1987), pp.169-191.
M.Chase & C.Shaw (eds), The Imagined Past: history and nostalgia (1989, Manchester).
R. Hewison, The Heritage Industry: Britain in a climate of decline (1987, London).
M.Hunter (ed), Preserving the Past: the rise of heritage in modern Britain (1996, Stroud), introduction, and chs. 2 & 5.
E.Henderson, The Use and Abuse of History: a study of the re-use of our architectural heritage (1992).
B.James, 'History in the re-making', The Times (8.1. 1990).
D.Lowenthal, The Past is a Foreign Country (1985, Cambridge), pp. 185-259.
idem, The Heritage Crusade and the spoils of History (1996, London), Chs. 5, 6, & 7.
S.Porter Benson et al (eds), Presenting the Past (1986, Temple U.P., Philadelphia), introduction, and Chs. 1 & 2.
R.Samuel, Patriotism: the making and unmaking of British national identity, Vol.III National Fictions (1989, London). See also his preface to Vol.I, History & Politics
Idem, Theatres of Memory (1994, London), pp.3-48. See also the reviews by S.Collini, TLS (10/3/95), pp.3-4, and K.Thomas, London Review of Books (20/4/95), pp.7-8.
P.Wright, On Living in an Old Country (1985, London), pp.33-92.
Appendix One
Aims and Objectives of the Site Report
Your local heritage site is failing to attract enough visitors through the doors, local authority budgets are being squeezed by central government and value for money is the war cry. The museum director has learned that a sub-committee of the local authority is examining the funding of all local amenities (in camera) and the heritage site is under serious threat of closure. If this threat comes to fruition a valuable local resource will disappear, and the artifacts will be sold off or simply thrown away. (This is not a fantasy scenario, at present many small local museums and some major museums - the Port of London Docklands Museum for example - face such threats). The director of our heritage site decides to act to defend what she feels is an extremely valuable local cultural resource. She turns to a firm of consultants (History Matters Plc) to examine the operation of her site and analyse the practices her and her staff are engaged in. Her hope is to come up with a business plan that will forestall the axe from her local authority paymasters. Your job is to carry out that survey, basing it upon the very latest thinking in Public History, and produce a no-holds barred report from which she can formulate that business plan.
Your job is not to produce the business plan itself, although in the course of your field-work and analysis some suggestions may occur to you. These may be mentioned in your report, but the primary function of your report is to provide an audit of how the site operates and how that relates to the theoretical debates within Public History/Heritage Studies.
Guidelines for Site Report
Introduction: detailing the site and reasons for its selection. Include a brief description of its location, access via public and private transport, public accessibility (wheel chair etc), facilities provided for visitors, and the published mission/objectives of the site.
Use of primary material: this may include publications issued by the those administering the site, any historical material relating to the site, interviews with staff and/or visitors to the site, and your own observations from site visits.
Use of secondary material: your analysis must be firmly embedded within the context of the theoretical debates surrounding any aspect of the presentation of the past. You will be expected to demonstrate a critical awareness and understanding of these debates within your analysis.
You are encouraged to use any maps or images relating to the site as deemed to be appropriate, provided they illustrate your analysis, expand upon issues you are discussing and promote a broader comprehension of your ultimate conclusions.
You may wish to survey visitors to the site in order to ascertain visitor expectations, satisfaction, frequency of visits (to the specific site or any other sites) etc. Results of the survey to be presented in accepted academic style (graphs, pie charts etc.).
Conclusion: integrating the results of both you empirical and theoretical analysis of the site, incorporating any suggestions for the future development of the site as a heritage centre for the public consumption of history.
The whole report is to be presented in an acceptable academic style, using an acceptable standard of the English language, and include all appropriate academic conventions: footnotes, bibliography etc.
Assessment Criteria
The above seven points will also service as the assessment criteria.
Appendix Two
Site visit worksheet
Below are a selection of questions you might bear in mind when evaluating a heritage site. These are only meant toserve as a guide to start you on your way, use your own imagination to develop your evaluation.
How does the site present itself, what is its public image?
What period(s) are represented and how does the site attempt to construct a sense of period?
What are the sites objectives and mission, are they successfully achieved?
Who are the target audience?
Does the site attempt to appeal to different categories of visitor, if so how and to whome?
What facilities are offered?
How is the site situated in relation to the transpport network?
How does the site communicate information to its visitors, and is it successful? Note examples of good and bad practice.
What is your opinion of the 'quality' of the site's exhibits/exhibitions: are they academically reputable?
How useful is the site to different categories of visitors: eg. the daytripper, school party, knowledgeable laity, scholar?
What interpretation of history does the site present; ie., popular, populist, nationalist, whiggish, etc? Take notes of examples.
Who runs, and who funds the site? Does the source of funding influence the way in which the site presents itself?
Make some brief comparisons between a site that you know, and have visited recently, and the site under evaluation. Concentrate upon differences and try to decide which is the most successful.
To return to the Heritage Studies as Applied History Index page,click this image.
一個願望之零團費與祈福黨
金婆婆 | 18/12/06 | 置頂
鮮奶國開放自由行,容許國民免簽證來港島。長老級國民金婆婆立即籌辦「一個願望 : 零團費」旅行團,去中環聖誕歡樂小鎮遊玩。
消息傳出,鮮奶國民立即踴躍報名。其中,一家大細扶老攜幼團立即爆滿,團員包括蝦米媽媽、軒軒、樂樂一家,允祈爸爸一家、agnes、Arthur、angel和T一家,晶晶同晶佬兩公婆,靚女Aunt和英俊孩子皇,還有Lambert陪同pinky嫲嫲一齊報名。
2006年12月16日,領隊阿Bee喺立法會門外拉大旗迎接鮮奶貴賓。怎料,一眾團友一到步,氣未喘定,Bee的囡囡冰藍突然拿著箱子走出,要大家付款。零團費變有團費,眾人鼓噪,旅行社卻派出penny、貓糊,舉機拍下團友樣貌,並有刁民葉一知和假野蟹恐嚇會將不願付錢的人遺棄在附近的天星碼頭,讓警察抬走。
一聞此言,團友Crystal、Esther、EE、小心同Kennes即時嚇至花容失色,而團友hang和mill、二元和悶、MASAYA和H、阿文和傲雪則覺得這次是渡密月預習,覺得多付錢沒關係。反之,Double-A、Ronald、小魚及其朋友就據理力爭。
由於反抗大,旅行社只好罷手。可是一計不成,又生一計。只見一個叫 Carson的男子拿著錢箱,身邊圍著Sum、桔子、DREAM,途中討論起捐錢祈福的問題。
Sum :「好似話呢個箱好"鯪"架,入一元落去,你就能夠有過百倍嘅福。」
桔子 :「真係咁好?」
團友三姑、小草雪、叮叮、RT 聽到，即刻過嚟八掛。
Carson :「只要你入錢落去,我地就會準備一隻『腹有油雞』,向卡神祈福架啦。」
三姑:「唔用現金得唔得呀?我入張信用卡都得啩。」
DREAM :「咁邊度有誠意呀?去襟錢啦。」
四個女子半信半疑之際，突然又有三個團友走過來,分別是小仙子、杜麗、瑩瑩,齊叫:「佢哋唔祈我祈呀。」
三姑 :「咩唔祈呀,我地即刻去攞cash。」
一行人攞完錢回來,Carson就話 :「我地已經請左祈福嘅師傅嚟啦。」
只見「占神通」亞占大師徐步而來,身旁有兩大弟子W、伊達,同埋秘書森月靈。
一行人即刻想入錢,亞占即刻話 :「咪住,做個測試先。」
只見笨爸拉著笨笨、笨媽拉著小黑,走到一行人跟前聞吓聞吓。
笨爸：「OK啦。笨笨和小黑是靈犬,佢地可以聞到人係唔係壞人,可唔以祈福。你地合格啦。」
眾人大喜,即刻入錢,入到個錢箱滿滿,交俾森月靈。
只見亞占口中唸唸有詞,祈福就完畢,話 :「好啦,你地嘅福氣已經增加咗百倍啦。」
眾人笑到見牙唔見眼。三姑話 :「好囉,咁我哋攞得番啲錢未呀?」
W和伊達立即攔住眾人 :「啲錢冇得攞番架。」
一眾入左錢嘅團友大受刺激暈倒,幸好身旁嘅團友yOko同安祖扶住。藍海星及Gromit_OLai在旁見眾人面無血色,擔心起嚟,大叫：「有冇醫生喺度呀?」
幸好星屑醫生最後報到團嚟左,即刻施行人工呼吸——但為太太阻止，只好拿出白花油替其按摩。眾人慢慢轉醒,立時哭到 :「嗚……我啲錢冇啦。」「我重入左五舊水。」「估唔到逃得過零團費,逃唔過祈福黨。」
此時旅行社負責人金婆婆終於出現,向眾團友解釋 :「呢啲錢係捐去『亮睛工程』同埋『福幼基金會』,當然冇得攞番啦。正所謂施比受更有福,占大師冇講錯,你哋嘅福份當然增加左百倍啦。最衰都係佢地懶神秘,先攪出咁多誤會。」
眾團友歡天喜地,立即慷概解囊,並大合照,完成了這次鮮奶國一個願望的壯舉。
後記
這次活動的監察非常嚴謹,因為全程有律師東邪黃藥師在旁暗暗監察,可惜一眾國民懵然不知。
此活動已引起傳媒關注,一名叫小雪的女子在旁不斷偷拍,但又唔報到,明顯係狗仔隊。
另外,國民挪亞懷疑去了內地的「中華聖誕歡樂小鎮」,而叻叻同渣渣就到咗不過揾唔到呢班人,最終不能與其他國民會合,大嘆可惜。
最後,多謝各位團友支持,與及在網上捐款和留言支持的人士。我們在此向各位致萬二分敬意,並祝各位福有攸歸,聖誕快樂,新年進步,豬年行大運。
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