...| | |Fin de Siècle Writing and Culture. | Discuss any two fictional texts studied in the light of fin de siècle theories of degeneration. The era of the Victorian fin de siècle ‘…from the 1880s to the end of the century…generated an enormous amount of scientific and cultural debate concerning the future civilisation and the human race itself.’[1] It was an era of technical progress, Imperial gain, and a nation at the pinnacle of progress. ‘…bolstered by Darwin’s theory of evolution, Victorians regarded themselves and their society as the acme of human development.’[2] However, it was an era that balanced on the age of a new century that seemed to accentuate and highlight numerous anxieties. Ledger and Luckhurst (2000) further state that this was an ambivalent period; with major progress in science and technology but also a time of real decline, in which Britain’s global economic power was rivalled by Germany and America. This ambivalence at the turn of the century created fears and anxieties concerning the decline of the British race. A crucial influence on British anxieties of decline was underpinned by scientific and medical knowledge known as Theories of Degeneration. Ledger and Luckhurst (2000) state, at this time, that ‘…degeneration was one defining structure which can be traced across many disciplines…’[3] These theories of degeneration impacted over many discourses within Victorian culture...
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...“The role of women in the gothic genre is as victims, always subject to male authority.” Compare and contrast the extent to which this interpretation is relevant to your three chosen texts. “The wolf consumes red riding hood – what else can you expect if you talk to strange men, comments Perrault briskly. Let’s not bother our heads with the mysteries of sadomasochistic attraction” Angela Carter; Foreword to Perrault’s Short Stories. In much of today’s feminist writings, the Gothic era is frequently defined as a period in which the oppression of females was at its most intense. In response to fin de siècle anxieties of a social revolution in which gender stereotypes could be overhauled, gothic writers, it is claimed, sought to reassert cultural and gender norms – a reassertion which inevitably resulted in the oppression of women. In view of such contemporary analysis, it is thus all too tempting to offer a sweeping judgement of gothic literature as victimising, oppressive and misogynistic; Dracula’s “victims” are all “unambiguously women[1]”, Poe victimises through an “idealised and dehumanising image of women[2]”, while Carter is a “pseudo feminist” who merely “reinforces patriarchal views” with her “pornographic” writing[3]. Yet such views are largely artificial, and are primarily based on potted summaries of the above works, rather than a closer textual analysis. If one takes the definition of a victim as a being who is subject to the successful predatory actions of...
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...Do the monsters and the victims in horror films have any connection to contemporary social issues? Answer with reference to one or two horror films of your choice. Name: Leopold Riess Course: IR 140 Global Communications, Citizens and Cultural Politics Word Length: 1902 Story telling is an art that has been part of the human civilizations since time immemorial. In the different parts of the world, be it in Africa, the Caribbean or the European nations, the early human societies would use narrations for a variety of purposes such as entertainment, passing time or more importantly to communicate the values, traditions and principles that governed the specific society (Tudor, 1997). With the emergence of different religious schools of thought, narrations and later film work developed an inclination towards the depiction of evil versus good. The descriptions of the horrific nature of hell and the terrible demons there in was meant to scare shaky religious affiliates from deserting their faith. Since then the development of the horror film genre has advanced. According to Hogan (n.d) the first ever horror film to be produced in America was Frankenstein by Thomas Edison. In the contemporary day, the production of horror movies has been exaggerated with hard headed teenagers being the most preferred characters. As a matter of fact, some horror movies such as Friday the 13th and Freddy Vs Jackson were so popular that they made 234.6 and 224.8 million US dollars respectively...
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...Dracula Essay Since the beginning of time, it has become culturally accepted that men are the stronger, preeminent gender in society. Throughout history, it can be seen that males, as a whole, have been perceived as dominant and impervious species to which nothing is inferior. Women were considered insignificant and useful only for irrelevant tasks. Evidence of this can be seen throughout the world, from prehistoric cave paintings in Lascaux, France dated back to 17000 BCE. in which men are depicted hunting and defeating wild beasts, to the Holy Bible where women played a secondary role. It was not until much later that women prevailed and made their mark on the world. One of the periods in history in which men’s role in society was at its height was during the Victorian Era. This era was a time in English history in which the British empire flourished and prospered. There was a revival in the arts, especially, gothic literature. In Bram Stoker’s Dracula, Mina Murray symbolizes the modern woman through her relationships with the other characters, her strong will to participate and learn, and her perseverance. Wilhelmina Murray’s closest friend in the novel was Lucy Westenra. Mina and Lucy were childhood friends, but were not of the same social standing. This was so because Mina’s mother worked for the Westenra household. Therefore, Mina was the child of a servant, which did not entitle her to the same privileges that Lucy had. As the two girls grew up, they each encountered...
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...The Art of Deception in Dracula "Be not deceived with the first appearance of things, for show is not substance" (English Proverb). Abraham Stoker, the author of Dracula, initially presents Count Dracula as a man of nobility, moral decency, and kindness. However, as Jonathan Harker learns more about Dracula, he discovers the otherworldliness, deceptiveness, and cruel intentions of Dracula. Stoker illustrates the Count in this manner to remove the disguise of the Victorian era. From 1837 to 1901, the people of London, England cloaked themselves with wealth, peace, and confidence through their expansions of land and population. However, Londoners were corrupt with their expectations of gender and society, while their city was grimy and impoverished....
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...To what extent is the vampire representative of the context it was created in? Gothic literature originated in response to a period of rapid societal, cultural, and theological change in nineteenth Europe. Works written in this time focused on the representation of fear in the face of dissolution of traditional structures, gender roles and religion. The resurgence of vampire fiction in the late twentieth century presents a different image of the vampire figure, appropriate to the changing societal values and nature of our world. Bram Stokers novel “Dracula” (1897) is compared to the Catherine Hardwicke’s film “Twilight” (2008) to display the development of conventional archetypes and tropes of the vampire into a more contemporary context....
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...“The role of women in the gothic genre is as victims, always subject to male authority.” By comparing the presentation of women in your three chosen texts, say how far you would agree with this view.” Women are central to the narrative of Angela Carter’s The Bloody Chamber, Bram Stoker’s Dracula and within Christina Rossetti’s poetry. All three texts were written during significant times in history: Rossetti and Stoker’s works during the infamous reign of Queen Victoria, and Carter’s collection during the year Margaret Thatcher became the first female prime minister of Britain. As a genre, the gothic is often regarded as being dominated by men, with women featuring in the role of victim subject to patriarchy. Many early gothic texts feature women in the role of victim under the authority of predatory men, perhaps most notably in Horace Walpole’s The Castle of Otranto and Matthew Lewis’ The Monk. However, Stoker, Rossetti and Carter all at times break with this convention by characterising some of their females as strong, independent and liberated. As writers, they experiment with the characteristic features of the gothic genre, particularly Carter and Rossetti who challenge the traditional conceptions by presenting many of their female characters in dominant, authoritative roles which break convention. There are occasions in all three texts when the passivity traditionally associated with femininity in the gothic genre can be perceived to be a direct result of oppression...
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...This program follows the career of Doctor Temperance ‘Bones’ Brennan as she works as Forensic Anthropologist alongside her team and the FBI. By using her knowledge of the human skeletal system, Temperance identifies the gender, race, and age of the victims. Bones holds the title of one of the most factual—yet fictional— television program on the T.V;however, not everything that appears remains factual. One of the most obvious mistakes appears in how fast Temperance deduces the majority of the characteristics of a victim. “As the show is written by a forensic anthropologist (Kathy Reichs) all of the procedures and methodologies Dr. Brennan uses are real, HOWEVER, she is usually able to assess a victim age and sex from a quick look at the bones at the crime scene, this is simply not true” (Calmon, “How Realistic is...
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...Some definitions of literary devices, techniques and style from searching via http://www.ferretsoft.com/ LITERARY DEVICES http://mrbraiman.home.att.net/lit.htm Literary devices refers to any specific aspect of literature, or a particular work, which we can recognize, identify, interpret and/or analyze. Both literary elements and literary techniques can rightly be called literary devices. Literary elements refers to aspects or characteristics of a whole text. They are not “used,” per se, by authors; we derive what they are from reading the text. Most literary elements can be derived from any and all texts; for example, every story has a theme, every story has a setting, every story has a conflict, every story is written from a particular point-of-view, etc. In order to be discussed legitimately, literary elements must be specifically identified for that text. Literary techniques refers to any specific, deliberate constructions of language which an author uses to convey meaning. An author’s use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present in every text. Literary terms refers to the words themselves with which we identify and describe literary elements and techniques. They are not found in literature and they are not “used” by authors. Allegory:...
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...Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples...
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...Frankenstein by Mary Shelley Key facts full title · Frankenstein: or, The Modern Prometheus author · Mary Wollstonecraft Shelley type of work · Novel genre · Gothic science fiction language · English time and place written · Switzerland, 1816, and London, 1816–1817 date of first publication · January 1, 1818 publisher · Lackington, Hughes, Harding, Mavor, & Jones narrator · The primary narrator is Robert Walton, who, in his letters, quotes Victor Frankenstein’s first-person narrative at length; Victor, in turn, quotes the monster’s first-person narrative; in addition, the lesser characters Elizabeth Lavenza and Alphonse Frankenstein narrate parts of the story through their letters to Victor. climax · The murder of Elizabeth Lavenza on the night of her wedding to Victor Frankenstein in Chapter 23 protagonist · Victor Frankenstein antagonist · Frankenstein’s monster setting (time) · Eighteenth century setting (place) · Geneva; the Swiss Alps; Ingolstadt; England and Scotland; the northern ice point of view · The point of view shifts with the narration, from Robert Walton to Victor Frankenstein to Frankenstein’s monster, then back to Walton, with a few digressions in the form of letters from Elizabeth Lavenza and Alphonse Frankenstein. falling action · After the murder of Elizabeth Lavenza, when Victor Frankenstein chases the monster to the northern ice, is rescued by Robert Walton, narrates his story, and dies tense · Past foreshadowing · Ubiquitous—throughout...
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...VOLUME EDITOR S. WALLER is an Associate Professor of Philosophy at Montana State University Bozeman. Her areas of research are philosophy of neurology, philosophy of cognitive ethology (especially dolphins, wolves, and coyotes), and philosophy of mind, specifically the parts of the mind we disavow. SERIES EDITOR FRITZ ALLHOFF is an Assistant Professor in the Philosophy Department at Western Michigan University, as well as a Senior Research Fellow at the Australian National University’s Centre for Applied Philosophy and Public Ethics. In addition to editing the Philosophy for Everyone series, Allhoff is the volume editor or co-editor for several titles, including Wine & Philosophy (Wiley-Blackwell, 2007), Whiskey & Philosophy (with Marcus P. Adams, Wiley, 2009), and Food & Philosophy (with Dave Monroe,Wiley-Blackwell, 2007). P H I L O S O P H Y F O R E V E RYO N E Series editor: Fritz Allhoff Not so much a subject matter, philosophy is a way of thinking.Thinking not just about the Big Questions, but about little ones too.This series invites everyone to ponder things they care about, big or small, significant, serious … or just curious. Running & Philosophy: A Marathon for the Mind Edited by Michael W. Austin Wine & Philosophy: A Symposium on Thinking and Drinking Edited by Fritz Allhoff Food & Philosophy: Eat,Think and Be Merry Edited by Fritz Allhoff and Dave Monroe Beer & Philosophy: The Unexamined Beer Isn’t Worth Drinking Edited by Steven D. Hales Whiskey & Philosophy:...
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...THE PLAYER Good game design is player-centric. That means that above all else, the player and her desires are truly considered. Rather than demanding that she do something via the rules, the gameplay itself should inherently motivate the player in the direction the designer wants her to go. Telling players they must travel around the board or advance to the next level is one thing. If they don’t have a reason and a desire to do it, then it becomes torture. In creating a game, designers take a step back and think from the player’s viewpoint: What’s this game about? How do I play? How do I win? Why do I want to play? What things do I need to do? MEANINGFUL DECISIONS Distilled down to its essence, game design is about creating opportunities for players to make meaningful decisions that affect the outcome of the game. Consider a game like a boxing match. So many decisions lead up to the ultimate victory. How long will I train? Will I block or will I swing? What is my opponent going to do? Where is his weakness? Jab left or right? Even those few, brief questions don’t come close to the myriad decisions a fighter must make as he progresses through a match. Games invite players into similar mental spaces. Games like Tetris and Chess keep our minds busy by forcing us to consider which one of several possible moves we want to take next. In taking these paths, we know that we may be prolonging or completely screwing up our entire game. The Sims games and those in...
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