1
20
2
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https://www.april16archive.org/files/original/techtrip030_24003d3d44.jpg
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Date
A point or period of time associated with an event in the lifecycle of the resource
2007-08-14
Omeka Legacy File
The metadata element set that, in addition to the Dublin Core element set, was included in the `files` table in previous versions of Omeka. These elements are common to all Omeka files. This set may be deprecated in future versions.
Capture Date
2007-08-14 21:23:18
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
An entity responsible for making contributions to the resource
Kathryn Kuhn
Creator
An entity primarily responsible for making the resource
Kathryn Kuhn
Date
A point or period of time associated with an event in the lifecycle of the resource
2007-08-14
Description
An account of the resource
This letter was part of one of the 32 memorials. The tragedy affected people of all ages.
Language
A language of the resource
eng
Title
A name given to the resource
A Child's Support
child
children
letter
-
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Contributor
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Mills Kelly
Creator
An entity primarily responsible for making the resource
Mills Kelly
Date
A point or period of time associated with an event in the lifecycle of the resource
2007-04-25
Description
An account of the resource
On the morning of April 16 I was in my office at George Mason University recording a podcast with two colleagues. When we came out of our recording session, I sat down to check my email and saw on the news feed that there had been a shooting at Virginia Tech and that as many as 16 people were believed dead.
I could hardly believe what I was reading. How could so many students and faculty be killed in one rampage? Little did I know that I knew only half the story, half the tragedy. As each hour passed we learned more by updating our browsers and each time the number of dead and wounded grew. And each time I wondered if the people I knew there in the History Department were safe? Were the children from my neighborhood who attend Tech safe? Not having names to put with the numbers made the waiting so much more excruciating.
Later that day I saw a former student in our main student union building. From the stricken look on her face, I knew something was wrong. When I asked, she told me that her sister's best friend was among the wounded and had been shot in the leg. We hugged one another for a moment and agreed that this young woman, at least, had been a little bit lucky--she would be one of the survivors.
That night, I had to sit down with my two children, ages 10 and 8, and explain what had happened. Why it was that the free access to handguns in our society made it so easy for someone to carry out such vengeance on those he believed were at the root of his own personal darkness, and why now, perhaps, my boys understood why their father hates handguns so much. I told them about the time I was one of the lucky ones--when the man who had shoved a pistol under my nose decided to run away rather than shoot me. I told them that I never, ever want them to own a handgun as long as they live.
Then I had to explain to them why they didn't have to worry that their father, a professor like those who died at our sister institution in Blacksburg, was in no danger at his job at George Mason. Children need such certainty in moments of crisis.
But was it wrong to lie to them? To tell them George Mason is a safe campus when it is no safer than any other campus in America? Over and over I tell my children that telling the truth is the most important thing. But on April 16 I just wanted them to feel that their father was safe.
And, of course, I was lying to myself for exactly the same reason.
Language
A language of the resource
eng
Title
A name given to the resource
Shock and Horror
children
george mason university
gmu
handguns
safety