...“Robert Reilly claims that the novel is "a frightening picture of how the products of science can destroy persons and human values" (67), but this is an unfortunate simplification” (McGiveron). This quote brings up another overlaying theme in Fahrenheit 451 which is the dehumanization of the populace in the novel. The people in this book no longer care about anything whether it be their children, war, death, or the problems in the world around them. This is because the less they had to think the more they stopped to care and they gradually stopped caring about anything at all. Death, war, famine, and pain are all just words to them and mean nothing because they no longer understand the gravity of these concepts and it is all because...
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...Ray Bradbury is a master of characterization techniques. He uses his expertise, such as indirect characterization, in the creation of Fahrenheit 451. In addition to learning about the explicit qualities of Bradbury’s characters, readers receive deeper insight as we carefully read his stories. In Fahrenheit 451, we learn more indirect information about the protagonist, Guy Montag, through the words used to introduce this character. We have a clear view of Montag’s thoughts and feelings that lead him into his own transformation. When the novel begins, we learn that Montag’s values are similar to that of the society he lives in. The culture in which Montag is accustomed to is one without cogitation or analysis. Their society believes that books cause pain and should not exist. Everyone in this society believes they live in a carefree, painless world beyond having burdens. In the first sentence of the novel, Montag shows how much he loves his work as a fireman: “It was a special pleasure to see things eaten, to see things blackened and changed” (Bradbury 1). The job of a fireman in this society is to set fires, not to eradicate them. Houses that are revealed to contain books, by those who set off the alarms, are destroyed by firemen. Montag enjoys watching books wither and disintegrate in front of his eyes, but never thinks why he does it. His ideas begin to change when he walks home one evening and runs into a young woman named Clarisse McClellan, who lives on the same street as...
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...A Study of the Allusions in Bradbury's Fahrenheit 451 Author(s): Peter Sisario[->0] [(essay date February 1970) In the following essay, Sisario examines the source and significance of literary allusions in Fahrenheit 451 and considers their didactic potential for the beginning student of literature.] Ray Bradbury's Fahrenheit 451 is more than just a readable and teachable short novel that generates much classroom discussion about the dangers of a mass culture, as Charles Hamblen points out in his article "Bradbury's Fahrenheit 451 in the Classroom." It is an excellent source for showing students the value of studying an author's use of specific allusions in a work of fiction. While writing excellent social criticism, Bradbury uses several direct quotations from works of literature, including the Bible; a careful analysis of the patterning of these allusions shows their function of adding subtle depth to the ideas of the novel. Fahrenheit 451 is set five centuries from now in an anti-intellectual world where firemen serve the reverse role of setting fires, in this case to books that people have been illegally hoarding and reading. Literature is banned because it might potentially incite people to think or to question the status quo of happiness and freedom from worry through the elimination of controversy. "Intellectual" entertainment is provided by tapioca-bland television that broadcasts sentimental mush on all four walls. The novel, first written in a shorter version...
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...The text under analysis is a short story "The Smile"written by the prominent American writer Ray Bradbury. Raymond Douglas "Ray" Bradbury (August 22, 1920 – June 5, 2012) was an American fantasy, science fiction, horror and mystery fiction writer. He is best known for his dystopian novel Fahrenheit 451 (1953) and for the science fiction and horror stories gathered together as The Martian Chronicles (1950) and The Illustrated Man (1951), Bradbury was one of the most celebrated 20th-century American writers. Many of Bradbury's works have been adapted into comic books, television shows and films. The Smile" is set in the future after warfare has destroyed nearly all traces of civilization. Cities have been reduced to junk piles and cornfields glow with radioactivity at night. The survivors of this warfare wear soiled gunnysack clothing. Their homes are caves and other semi-dwellings that can give them even a measure of protection from the icy weather. Their spirits are as cold as the winter weather because they are filled with hatred for the past; the past has caused their present to be miserable and deplorable.In this society where beauty is nonexistent and where only hatred and destruction remain, the young boy Tom,the main character, stands in a queue, waiting his turn to view "the smile," the Mona Lisa. As each man passes by the portrait, he "appreciates" it by spitting upon it. However, when Tom's turn comes to spit upon the painting, his mouth is dry. All that he can say...
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...be found in recent literature and film. Many of society’s collective Heroes are not only female (Princess Leia, Star Wars; Daenarys Targaryen, A Game of Thrones; Janie Crawford, Their Eyes Were Watching God), but children as well (Alice, Alice in Wonderland; Scout Finch, To Kill a Mockingbird; Katniss Everdeen, The Hunger Games). Even male Heroes have shifted from super-human to ordinary men (The Father, The Road; Winston Smith, 1984; Guy Montag, Fahrenheit 451). A single trait relates theses Heroes and every other Hero in literature—they have made considerable sacrifices in the face of adversity in order to accomplish a task more significant than their own trivial, everyday interests. However, all of these modern Heroes differ from their more ancient Hero counterparts: they are extremely ordinary. Campbell, Vogler, and Jung were, and still are, critical figureheads in the analysis of quest literature. Their explanations of literary archetypes are paramount in describing the similarities and differences of stories in various cultures and eras. The central archetype, according to these scholars, is the Hero; however, the societal idea of a Hero, at least in most developed Western societies, has become broader over time. No longer does the Hero archetype need to be a super-human male individual with extravagant power and wealth; today, the Hero archetype is extremely versatile. Today, an impoverished father or an innocent girl in her childhood may have the same dramatic impact on...
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...super-powerful computer programs devoted to snuffing out Neo and the entire human rebellion. The telephone call initiated by Morpheus prompts the police to visit Mr. Anderson’s home with the offer of deliverance and the awakening. Morpheus is known to the government as a legendary computer hacker and a terrorist. Morpheus meets up with Mr. Anderson and offers him a choice of a blue pill or a red pill. The choice that is offered will afford Mr. Anderson to either wake up in a world beyond his imagination or to continue to exist in his current state existence. The “real world” * 2. Analysis of The conversation between Morpheus and Smith, The Battle between the humans and the machines. “Human beings are a disease, a cancer of this planet Cross cutting with Neo and Trinity trying to save Morpheus, testing Neo‟s powers and the length he will go to save Morpheus. * 3. Semiotic Analysis * 4. Semiotics and Structuralism• The war between man and machines.• Humans compared to a virus.• The five...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...The SAT Essay: Building a Repertoire of Examples The SAT essay is intended to measure your writing skills, not your knowledge of any specific subject. Therefore, the essay prompts given on the SAT must be fairly open-ended, so that anyone with a highschool education and life experiences common to all teenagers can respond to them. Most of them deal with basic philosophical, psychological, moral, or social issues. In my experience as a teacher, I’ve seen that the biggest challenge students face in writing the SAT essay is coming up with rich and relevant examples to discuss within the twenty-five minutes you’re given for the essay section. Quite often, students end up using examples that are inappropriate or superficial, or they don’t know enough about the examples they’ve chosen to write about them in detail. The way to combat this problem is to create your own repertoire of examples that you are well prepared to write detailed paragraphs about. Then, when you read the prompt you’re given on the day of the test, you can simply choose the examples from your repertoire that are most relevant to that particular topic. (Of course, this method isn’t fullproof; it may happen that you are unfortunate enough to get a topic that your prepared examples aren’t really appropriate for. If that’s the case, don’t try to force your examples to fit the topic. The process of coming up with these examples and writing several practice essays will also help you learn how to come up with new examples...
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...Дневник читателя READER’S JOURNAL Ernest Hemingway. The Old Man and the Sea (1952). Joseph Heller. Catch-22 (1961). Tennessee Williams. A Streetcar Named Desire (1959). Iris Murdoch. The Black Prince (1973). Jerome David Salinger. The Catcher in the Rye (1951). Michael Ondaatje. The English Patient (1992). Ray Bradbury. Fahrenheit 451 (1953). Ken Kesey. One Flew Over the Cuckoo’s Nest (1962). Edward Albee. Who’s Afraid of Virginia Woolf? (1962). Arthur Miller. Death of a Salesman (1949). ------------------------------------------------- ------------------------------------------------- Ernest Hemingway. The Old Man and the Sea (1952). ------------------------------------------------- ------------------------------------------------- FULL TITLE · The Old Man and the Sea ------------------------------------------------- ------------------------------------------------- AUTHOR · Ernest Hemingway ------------------------------------------------- ------------------------------------------------- TYPE OF WORK · Novella ------------------------------------------------- ------------------------------------------------- GENRE · Parable; tragedy ------------------------------------------------- ------------------------------------------------- LANGUAGE · English ------------------------------------------------- ------------------------------------------------- TIME AND PLACE WRITTEN · 1951, Cuba ------------------------------------------------- ...
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...The Walt Disney Company: A Corporate Strategy Analysis Written by Carlos Carillo, Jeremy Crumley, Kendree Thieringer and Jeffrey S. Harrison at the Robins School of Business, University of Richmond. Copyright © Jeffrey S. Harrison. This case was written for the purpose of classroom discussion. It is not to be duplicated or cited in any form without the copyright holder’s express permission. For permission to reproduce or cite this case, contact Jeffrey S. Harrison (RCNcases@richmond.edu). In your message, state your name, affiliation and the intended use of the case. Permission for classroom use will be granted free of charge. Other cases are available at: http://robins.richmond.edu/centers/center-‐for-‐active-‐business-‐education/research/case-‐network.html November 2012 "Walt was never afraid to dream. That song from Pinocchio, 'When You Wish Upon a Star,' is the perfect summary of Walt's approach to life: dream big dreams, even hopelessly impossible...
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...American Pop: Popular Culture Decade by Decade. Ed. Bob Bacthelor. Westport, CT: Greenwood Press 2009. 978-0-313- 34410-7. 4 vol. 1,604p. $375.00. Gr. 9-12. This four volume set gives students a broad and interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture ...
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...using the technology of today, in the classroom today The Instructional Power of and How Teachers Can Leverage Them Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas an Education Arcade paper The Education Arcade Massachusetts Institute of Technology Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas © copyright 2009 http://creativecommons.org/licenses/by/3.0 I nt r od uc ti on What is good learning? That may be a subjective question. But it’s likely that many educators would give answers that fall in the same ballpark… …students collaborating and discussing ideas, possible solutions… …project-based learning, designed around real world contexts… …connecting with other students around the world, on topics of study… …immersing students in a learning experience that allows them to grapple with a problem, gaining higher-order thinking skills from pursuing the solution… To many educators, these notions are music to their ears. Would it seem terribly strange then to hear that students indeed are doing these things regularly outside of their classrooms? While Timmy or Susie may not be running home from school saying, “What fun, deeply-engaging learning experience can we do today?”, they are engaging with new technologies that provide them with the same opportunities. Every day, many students are spending countless hours immersed in popular technologies—such as Facebook or MySpace, World of Warcraft, or Sim City—which at first glance may...
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...using the technology of today, in the classroom today The Instructional Power of and How Teachers Can Leverage Them Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas an Education Arcade paper The Education Arcade Massachusetts Institute of Technology Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas © copyright 2009 http://creativecommons.org/licenses/by/3.0 What is good learning? That may be a subjective question. But it’s likely that many educators would give answers that fall in the same ballpark… …students collaborating and discussing ideas, possible solutions… …project-based learning, designed around real world contexts… …connecting with other students around the world, on topics of study… …immersing students in a learning experience that allows them to grapple with a problem, gaining higher-order thinking skills from pursuing the solution… To many educators, these notions are music to their ears. Would it seem terribly strange then to hear that students indeed are doing these things regularly outside of their classrooms? While Timmy or Susie may not be running home from school saying, “What fun, deeply-engaging learning experience can we do today?”, they are engaging with new technologies that provide them with the same opportunities. Every day, many students are spending countless hours immersed in popular technologies—such as Facebook or MySpace, World of Warcraft, or Sim City—which at first glance may seem like a waste of time, and...
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...The Wealth of Networks The Wealth of Networks How Social Production Transforms Markets and Freedom Yochai Benkler Yale University Press New Haven and London Copyright _ 2006 by Yochai Benkler. All rights reserved. Subject to the exception immediately following, this book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publishers. The author has made an online version of the book available under a Creative Commons Noncommercial Sharealike license; it can be accessed through the author’s website at http://www.benkler.org. Printed in the United States of America. Library of Congress Cataloging-in-Publication Data Benkler, Yochai. The wealth of networks : how social production transforms markets and freedom / Yochai Benkler. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-300-11056-2 (alk. paper) ISBN-10: 0-300-11056-1 (alk. paper) 1. Information society. 2. Information networks. 3. Computer networks—Social aspects. 4. Computer networks—Economic aspects. I. Title. HM851.B457 2006 303.48'33—dc22 2005028316 A catalogue record for this book is available from the British Library. The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources. 10 9 8 7 6 5 4 3 2 1...
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...An artistic movement whose influence on film has been as profound and enduring as that of surrealism or cubism on painting, the French New Wave (or Le Nouvelle Vague) made its first splashes as a movement shot through with youthful exuberance and a brisk reinvigoration of the filmmaking process. Most agree that the French New Wave was at its peak between 1958 and 1964, but it continued to ripple on afterwards, with many of the tendencies and styles introduced by the movement still in practice today… French New Wave The New Wave (French: La Nouvelle Vague) was a blanket term coined by critics for a group of French filmmakers of the late 1950s and 1960s, influenced by Italian Neorealism and classical Hollywood cinema. Although never a formally organized movement, the New Wave filmmakers were linked by their self-conscious rejection of classical cinematic form and their spirit of youthful iconoclasm. "New Wave" is an example of European art cinema. Many also engaged in their work with the social and political upheavals of the era, making their radical experiments with editing, visual style and narrative part of a general break with the conservative paradigm. Using portable equipment and requiring little or no set up time, the New Wave way of filmmaking presented a documentary type style. The films exhibited direct sounds on film stock that required less light. Filming techniques included fragmented, discontinuous editing, and long takes. The combination of objective realism...
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