...represent aspects of history and memory to give the responders a deeper understanding of people or events in the text. Do you agree? In your response make detailed reference to Smithsonian September 11 Website and at least ONE other related text of your own choosing. (2012 Independent Trial) Composers in this elective do indeed represent aspects of history and memory to give responders a deeper understanding of people or events. Once the dichotomous extremities of history and memory are viewed from a symbiotic perspective, responders gain an enlightened awareness of the representation. History’s objectivity lets it fail to give to give a voice to individual experiences, while the subjectivity of memory enables it to encompass an emotional connection. The varied representation of the Smithsonian September 11 Website and Michael Moore’s 2004 documentary film Fahrenheit 9/11 consciously represents the interplay between history and memory to give responders a deeper understanding of the event while indicating how the composer’s purpose and perspective affects representation, and thus meaning. The multimedia textual form of the Smithsonian Website enables it to uniquely represent history through the interactivity of the site whereby hyperlinks display the webbed nature of memory. This is furthered as the artefacts are uniquely placed in a non-chronological order allowing responders to freely navigate through the collection and create their own memory of the event, providing...
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...MODULE C – History and Memory Sample 1 How has your understanding of events, personalities or situations been shaped by their representations in the texts you have studied. Refer to your prescribed text and at least TWO other related texts of your own choosing. History can be defined as “the methodical record of public events” where memory is defined as “the faculty by which events are recalled or kept in mind”. Thus history and memory interrelate as history can be seen as the contextual justification for memory. “The Fiftieth Gate” is a poignant interweaving of history and memory. The text follows protagonist, Mark Baker an historian, son of Holocaust survivors Genia and Yossl (Joe), on an historical journey through memory, to uncover the origins of his past and act as a catalyst for future generations to also connect with their history. Mark Baker’s journey through history and memory is also executed through his conventional ideas that memory is biased and less valid than history. There are numerous references to the discrepancies between the personal memories of his parents and the documented history Mark as an historian believes. In this way it is apparent that Mark is on a quest for verification, “my facts from the past are different”. This displays the flaw Mark traditionally notes in memory and his need for historical evidence. As responders accompany Mark on his journey, they also encounter the complexity of simultaneously being a son and an historian. This...
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...Analyse the ways history and memory generate compelling and unexpected insights. In your response, you must make detailed reference to your prescribed text and at least one other related text. Through history, documented evidence of past events, and memory, personal recollections of the past, a representation is conveyed. The perspective of the representation of the history and memory of events ultimately shapes the responder’s understanding of the event. This is evident on the Smithsonian website of American History, ‘Bearing Witness to History’ and Richard Drew’s photograph, ‘The Falling Man’, where the responders are exposed to different language forms and features that generate compelling and unexpected insights into the events of September 11. The Smithsonian website of American History, ‘Bearing Witness to History’, allows the responders to develop compelling and unexpected insights into the events of September 11 through a perspective built on American values. The homepage of the website adopts a muted and neutral colour scheme, creating a sensitive atmosphere to memorialise those who lost their lives. The respect created for those affected suggests that even now, more than a decade later after the event, individuals are still suffering and the pain and anguish created by the event is enduring. The title of the website September 11: Bearing Witness to History’ is in present tense, which implies that the history of this specific event is an ongoing process that is...
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...shaina The 9/11 memorial has received different visitors from the entire world and the 50 states of United States since its creation ranging from dignitaries to the meek in the society. It provides a sense of serenity, and reflection to those who understand its deep symbolic meaning. It is situated at the location of the former World Trade Center, and sits on 8 acres of land. The Memorial comprises of two big waterfalls and pools that provide reflection, with each waterfall occupying an acre. The pools are set at the original Twin Towers footprints. The 9/11 Memorial has been described as “one of the most eco-friendly plazas ever constructed”. The memorial was designed to provide a sense of revival and spirit of hope creating a contemplative social space that is separated from the ordinary scenes and noise of the busy New York City. The White Oak trees surrounding the memorial, aesthetically provide a canopy through it rustling leaves. Blair,...
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...Fieldnotes: "The observations written by a researcher at a research site, during an interview, and throughout the data collection process" (FW, 501). I. REQUIREMENTS Much of the hard work of ethnography happens in the observations and fieldnotes. At times, you’ll feel as though it’s tedious to take fieldnotes; however, taking detailed notes gives you a set of data from which to look for patterns and ideas. In order to complete your field notes successfully, you will need to: General Requirements Spend at least one hour a week observing your community; While you’re observing, write substantial (3+ pages of observation weekly) field notes. Take time after you’ve observed to write meaningful, thoughtful questions and reflections on the “analysis” side of your double-entry field notes (explained in “Strategies” below). Date each entry, and number each page (This is vital! If you fail to date and number each page of your fieldnotes, you will be lost when it comes time to write up your research and prepare your Research Portfolio for the Celebration of Student Writing) Write legibly enough that someone else could read them. Keep them organized (in your Research Portfolio, among your artifacts and other fieldwork) Taking good fieldnotes requires that to divide the process into two phases: (1) notes you take while you are in the field (Observational/Descriptive fieldnotes) and (2) notes you take after you return from the field (Expanded/Reflective/Analytical...
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... REQUIREMENTS[1] | Much of the hard work of ethnography happens in the observations and fieldnotes. At times, you’ll feel as though it’s tedious to take fieldnotes; however, taking detailed notes gives you a set of data from which to look for patterns and ideas. In order to complete your field notes successfully, you will need to: General Requirements ? Spend at least one hour a week observing your community; ? While you’re observing, write substantial (3+ pages of observation weekly) field notes. ? Take time after you’ve observed to write meaningful, thoughtful questions and reflections on the “analysis” side of your double-entry field notes (explained in “Strategies” below). ? Date each entry, and number each page (This is vital! If you fail to date and number each page of your fieldnotes, you will be lost when it comes time to write up your research and prepare your Research Portfolio for the Celebration of Student Writing) ? Write legibly enough that someone else could read them. ? Keep them organized (in your Research Portfolio, among your artifacts and other fieldwork) Taking good fieldnotes requires that to divide the process into two phases: (1) notes you take while you are in the field (Observational/Descriptive fieldnotes) and (2) notes you take after you return from the field (Expanded/Reflective/Analytical...
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...Essay According to Blight, Fredrick Douglas fought hard to protect the memory of the war. What was Douglas’s memory of the war and why did he try to protect it? North vs. South, Confederates vs. The Union. Rifles were fired… brother vs. brother. Men were named heroes for seemingly valiant acts in battle. We learn many things from the past. A nation was literally ripped in half in what was called the bloodiest conflict in American History. History is not an obsolete thing. Rather, it teachers valuable lessons. It can’t be denied how tragic the Civil War really was in American History. “It is not well to forget the past. Memory was given to man for some wise purpose. The past is the mirror in which we discern the dim outlines of the future and by which we may make them”(97). Prominent American Figure Fredrick Douglas was born a slave, educated, freed himself then became an accomplished author that fought for equality for blacks and many other groups in America. In the text Beyond the Battlefield: Race, Memory, and the American Civil War, author David W. Blight describes Douglas’s memory of the Civil War as something beyond the battlefield. Fredrick Douglas recognized the heroism and the death that happened on the battlefield. However there was much more than the combat and battle happenings that Douglas remembered. Douglas remembered what it was to be a slave; this very insight was the key to his memory of the Emancipation Proclamation and the Civil War. Douglass fought “using...
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...night Garden and Swallows and Amazons How do ‘the lure of the real’ (Bogan,A.2006) and the ‘power of the fantastic’ (EA300,Block 4) work together in any two of the set texts in Block 4? ‘The lure of the real’ (Bogan,A.2006) and the ‘power of the fantastic’ (EA300,Block 4) are used to create dramatic effect and depth to narratives, in interesting and diverse ways. The two concepts are not mutually exclusive. When the real and the fantastic combine, truly delightful and often informative, stories are created. Novels differ in their proportional use of realism and fantasy. Realism is commonly used to convey a sense of believability, to give gravitas to characters and to enable a child reader to understand through the presentation of the familiar and recognisable. Fantasy can be viewed as a “departure from consensus reality.” (Hume cited in EA300. Block4.p169). This could exist in the form of imaginary play, dreams, unworldly creations or literal impossibility. This essay will concentrate on Swallows and Amazons and Tom’s Midnight Garden. Each text has different approaches to the use of reality and fantasy. However, they convey similar themes and messages through various presentations of ‘the real’ and ‘the fantastic.’ Ransome and Pearce anchor their stories in reality by creating a “powerful sense of place and” a “celebration of freedom underpinned by family security.” (EA300, Block4) Ransome achieves this by distinct geographical representation of the Lake District...
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...The paper will discuss the history of cognitive-learning theories and how they shaped the way one perceives, organizes, stores, and retrieves information. The main focus will be on Jean Piaget’s theory of cognitive development, however, it will include theorists such as Wilhelm Wundt, William James, Edward Tolman and Frederic Bartlett. It will start off with the definition of cognitive theory and move on to the history of psychological theorists, ending with the conclusion. Keywords: Defining Cognitive Theory Cognitive theory is an approach to psychology that attempts to explain human behavior by understanding the thought processes (Fritscher, 2014). The main facet of cognitive theory involves the communications between mental components and the information that is processed through this intricate system. As individuals learn, they vigorously generate cognitive arraignments which determine their perceptions of environment and self. Concepts of Cognitive Theorists Cognitive theorists think that learning consists of the incorporation of events into an operating storage system contained within the organizational structures called schemata. This concept of schemata was introduced by Frederic C. Bartlett in the early 1930’s. We will discuss more about Frederic C. Bartlett later. Readers use schemata to make sense of events and descriptions by providing default background information for comprehension, as it is rare and often unnecessary for texts to contain all the detail...
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...student in consultation with the Director of Graduate Studies and a departmental faculty member of their choice. This list will be based on the much larger Comprehensive M.A. Reading List (available from the Graduate Student Officer). The chosen faculty member will chair and help form the M.A. exam committee, composed of three members, all Italian ladder faculty or, with approval of the Graduate Director, of ladder faculty and visiting faculty. The reading list must be submitted for approval to all members of the M.A. exam committee at least one month prior to the exam. The individualized list will follow these guidelines: • It must include between 15 and 25 texts, depending on length and complexity, chosen from the comprehensive list. Students can substitute texts not on that list with individual approval. • The chosen texts must be distributed among at least seven centuries and present a balance of genres. • The list must be organized into three general categories on the following model: A literary genre (e.g., the lyric, the novel, epic, comedy, tragedy, autobiography, etc.) A critical problem or interpretive question (e.g., realism and representation, symbol, myth, allegory, point of view, irony, parody, romanticism,...
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...She calls this experimentation "a prosthetic culture" in which "the subject as individual passes beyond the mirror stage of self-knowledge, of reflection of self, into that of self-extension" (3). She further explains: In adopting/adapting a prosthesis, the person creates (or is created by) a self-identity that is no longer defined by the edict 'I think, therefore I am'; rather, he or she is constituted in the relation 'I can, therefore I am'. In the mediated extension of capability that ensues, the relations between consciousness, memory and the body that had defined the possessive individual as a legal personality are experimentally dis- and re-assembled....
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...Collective Memory. A Methodological Reflection. François-Xavier Lavenne, Virginie Renard, François Tollet1 Introduction In the writing of their fictional works, novelists often have to reflect on the functioning of memory, for memory lies at the heart both of inner life and of human experience in general. It is indeed in the works of writers such as Marcel Proust or Jorge Luis Borges that the best exemplifications of the subjective experience of memory are to be found. However, from a strictly mnemonic point of view, literature provides more than a means of reflecting on memory: it is also the site of the rebirth and construction of individual and collective memories, which can then serve as a foundation for the writing of fictional works. Creative writing has a meiotic function and is as such a powerful tool capable of rescuing memories from oblivion and bringing them back to life, thus reconciling the past with the present. The present article seeks to bring to bear new perspectives on the relationship between a novelist’s personal memories, collective memory, and the fictional narratives partially inspired by these two types of memory. In the first section we briefly examine the distinction traditionally made between individual memory and collective memory, which we then try to reconcile so as to arrive at an approach to the mnemonic phenomenon that best fits the needs of literary scholars. In the second section we challenge the conventional distinction made between memory and...
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...mass, volume, materials, and pragmatic elements such as keeping in mind cost, technology, an architect has to be creative to make the building or structures very pleasurable to view. This is because architecture, in essence, fulfills all the roles of an artist. I believe architecture primarily reflects the history, time, culture of the people, technology, and is very symbolic of that time in several different ways. Several examples can be attributed to the artistic roles of architecture. I personally love the fig 494 on page 370 of our text. It is structure called Turning Torso Residential Tower in Sweden. This particular building reflects the third and fourth role of artists of making the structure pleasurable and give hidden meaning of stronger powers. Another impressive building is the Burj Khalifa (fig 501, pg 373, name changed in 2010) in Dubai that is the tallest building in the world as of now demonstrating again third and fourth role of artists demonstrating pleasurable views and giving meaning of freedom. Both of the above examples also show second role of artists which is creating a visual record. These buildings create history and become important part of history and reflect the technology. The real world architecture I...
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...School Aged Child Assessment Report The following assessment case study describes a 7 year-old girl in the second grade presenting with academic difficulties. Reason for Referral Amy, was referred by her mother, Stella, for a cognitive and educational assessment. Stella referred her in the context of Amy appearing to learn at a slower pace than her peers and her apparent word finding difficulties. An initial interview with Stella was carried out on 03/08/2015, and Amy was first seen on 05/08/2015 for assessment. Three forms of assessment were administered to Amy: Cognitive (Wechsler Intelligence Scale for Children: Fourth Edition; WISC-IV), educational (Wechsler Individual Achievement Test: Second Edition; WIAT-II), and memory and learning (Children’s Memory Scale; CMS). Amy was assessed over three sessions and a fourth session was organised with Amy’s parents to provide them with feedback regarding the assessments. Presenting Problem Based on information gathered from school reports, Stella, and Amy’s teacher, Amy appeared to display a slow work pace and distractibility. She is disorganised with her room, gets lost with instructions and often has difficulty finding the correct word to communicate what she would like to say. Amy is able to mask her word finding difficulties by stating a definition of the word or an alternative word. Since commencing schooling she has disliked it and struggled academically, evidenced by low marks received on report cards. The beginning of each...
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...them, blurred by sand, rows of barracks that seemed to spread for miles across this plan… I opened a window, landed out, and yelled happily. “Hey! This whole bus is full of Wakatsukis.” Both of these texts grasp the common theme of darkness and light. In Adams’ black and white photograph, the image is contrasted by the darkness which includes people and barracks while the light comes from the mountains and sky in the background. This contrast shows the inside of Manzanar as a dark, evil and depressing center with the bright and gleaming mountains, outside of the gates where freedom lies. In Houston’s Farewell to Manzanar, the theme of darkness and light continues as she describes the entrance into her new residence. Her descriptions of the heavy cloud of sand dust created from the winds coming from the mountain was her first view of rows of poorly made housing barracks surrounded by barbed-wire fence show the immense darkness and foreshadowing of how their lives will be. However, through this journey to her new home, she finds the light in this devastating act brought on by the United States government, by realizing that her whole family is together, except for Papa at this moment, and this is a chance to make the must of the opportunity given to them. Between the two texts, Adams and Houston were able to capture the thematic similarities of the darkness and light of their situation. Adams’ assignment was to illustrate Manzanar as a lovely place. However, through his ability...
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