...criminality is psychological or biological, have had a long standing debate. Which path has the correct answer to this question or at least the most promising evidence and where does it all start? Although there are many good cases arguing for both there is no clear answer to this question. In the fictional realm of superheroes and supervillains, there are numerous reasons as to why the latter of the two chooses a life of crime. The psychological ramifications of nature versus nurture are an everpresent idea that shapes the hero versus villain dynamic as we know it. In the article “Does Cartoon Violence Beget Aggressive Behavior in Real Life? An Opposing View” by Fran Blumberg et.al, states that showing younger people violence in a way that can be considered to be funny, changes the way that they think about crime concluding that criminality starts at a younger age. For example, Krcmar and Hight (2007) found that “preschoolers who watched an action cartoon or super-hero image…were more likely to...
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...would enjoy talking defenseless creatures such as cats, dogs and squirrels to the top of tall buildings and throwing them to the ground. As a teenager, Ivan would seek joy in killing people. Ivan soon loved to kill and torture his enemies. Once he became the Tsar, he developed paranoid and believed that he was constantly in danger. Ivan destroyed hundreds of villages, towns, and cities. In the Novgorod Massacre, 60,000 were tortured to death. He had his own personal torture chamber. Ivan died in 1584 during a chess game probably from poisoning. He was emperor of Japan from 1926 to 1989. He was responsible for killing hundreds Chinese, Indonesians, Koreans, Filipinos, and Indochinese. He ordered every Chinese war prisoner to be killed. Over 10 million Chinese became slaves, were tortured or were even eaten. Some of the ways he killed included being shot, beheaded, stabbed, burned, boiled, roasted, buried alive, and impaled. People were sometimes killed by gas, aid, military dogs and being hanged by their tongues on iron hooks. Hirohito died in 1989 from...
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...Durham, Carolyn A.. "Medea: Hero or Heroine?" Frontiers: A Journal of Women Studies 8.1 (1984): 54-59. JSTOR. Web. 2 Nov. 2015. . In her writing “Medea: Hero or Heroine,” Carolyn Durham analyzes Euripides’ “The Medea” through the lens of feminist criticism. Her main argument is that women protagonists are always “societal facts” as opposed to “tragic heroes.” She utilizes the character Medea as an example of this claim, stating “the treatment of Medea in the play of Euripides suggests that the limitations associated with women somehow never seem to be those inherent in being human.” The bulk of Durham’s feminist criticism deals with how Medea is depicted before and after Jason leaves her for a new wife. She claims Euripides “uses Medea to illustrate by contrast the Greek ideal of moderation,” but does so by describing her as a “treacherous...
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...Act 1 Scene 1 BENEDICK That a woman conceived me, I thank her; that she brought me up, I likewise give her most humble thanks: but that I will have a recheat winded in my forehead, or hang my bugle in an invisible baldrick, all women shall pardon me. Because I will not do them the wrong to mistrust any, I will do myself the right to trust none; and the fine is, for the which I may go the finer, I will live a bachelor. DON PEDRO I shall see thee, ere I die, look pale with love. BENEDICK With anger, with sickness, or with hunger, my lord, not with love: prove that ever I lose more blood with love than I will get again with drinking, pick out mine eyes with a ballad-maker's pen and hang me up at the door of a brothel-house for the sign of blind Cupid. DON PEDRO Well, if ever thou dost fall from this faith, thou wilt prove a notable argument. BENEDICK If I do, hang me in a bottle like a cat and shoot at me; and he that hits me, let him be clapped on the shoulder, and called Adam. DON PEDRO Well, as time shall try: 'In time the savage bull doth bear the yoke.' BENEDICK The savage bull may; but if ever the sensible Benedick bear it, pluck off the bull's horns and set them in my forehead: and let me be vilely painted, and in such great letters as they write 'Here is good horse to hire,' let them signify under my sign 'Here you may see Benedick the married man.' Act 2 Scene 1 ANTONIO In faith, she's too curst. BEATRICE Too curst is more than...
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...“Although terrifying, many of the stories are also darkly comic.” Consider at least two of the stories from The Bloody Chamber in the light of this comment. * candidates must consider at least two stories here – they may consider more * exploration of the ways in which the stories may be considered terrifying, an aspect of the gothic – likely reference to the numerous instances of horrific violence, sexual depravity, supernatural powers, psychological fear etc * exploration of the ways in which some of the stories may be considered comic – “Puss-in-Boots” is obviously comic – other stories have moments of sardonic humour, often created by surprise or defiance of our expectations * Response to the word “darkly” in the question and its implications of black comedy – laughing at things which are not normally considered funny – expect some personal response here – sense of humour is very individual! * some candidates may discuss Carter’s language – her intermingling of the poetic and literary with the bluntly crude may be seen as a source of dark humour, equally her choice of structure may make her writing darkly comic – her use of juxtaposition – some readers have seen the absurd brevity of “The Snow Child” as comic and it is unquestionably “dark” Carter’s ‘The Bloody Chamber’ certainly embeds an element of terror within the collection. However, despite claims of horror apparent in the Marquis from the very start, it is also reasonable to argue that...
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...witches for he met with them again to be enlightened once more (Mabillard). The witches elaborate on more prophecies (Bevington). They say, “Be bloody, bold, and resolute./Laugh to scorn/The power of man, for none of woman born/Shall harm Macbeth (Anderson).“ It appears that every time Macbeth pays a visit to the witches, his mental state noticeably worsens. The witches predictions disfigure Macbeth’s thoughts so much so that he believes he is invincible. The weird witches are the initial reason for Macbeth’s deterioration for they plant a wrongful seed in his mind. The beginning of his mental decline starts here, however, another factor to this tragedy is his own wife, Lady Macbeth. Macbeth’s desire to become king causes him to forget what is good and enter the life of a villain. But, the person who formed this idea of eagerness into his head is Lady Macbeth and her twisted mind (Mabillard). Her desire to become queen drives him into this sinful lifestyle. She convinces Macbeth that he is not manly enough to commit a crime such as murdering King Duncan (Bevington). She says, “As thou art in desire? Wouldst thou have that/Which thou esteem’st the ornament of life,/And live a coward in thine own esteem,/Letting “I dare not” wait upon “I would,”/Like the poor cat i' th' adage (Anderson)?“ In this act, the mental collapse of Macbeth begins. Macbeth clearly states that “We will proceed no further in this business./He hath honored me of late, and I have bought/Golden opinions from...
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...THE COST OF ARTISTIC FREEDOM: CENSORSHIP vs. LIBERALISM IN HOLLYWOOD, 1940 – 1960 Destiny Adams History 734 – Seminar in American History Dr. Wintz – Texas Southern University Spring 2009 Table of Contents Part One 1.1 – Introduction – p. 3 1.2 – Social and Political Climate pp. 3-11 1.3 – Production Code Resolutions pp.11-15 Part Two 2.1- Production Codes – I, II, III and IV pp.16 2.2 – Production Codes V, VI, VII and VIII pp.17-18 2.3 - Production Codes IX, X, XI and XII pp.18 Part Three 3.1- Hollywood and Film making – 1940-1949 pp.18-21 3.2- Movies – Awarded, Nominated, Not Nominated pp.21 Part Four 4.1- Hollywood and Film making – 1950-1959 pp.22-26 4.2- Movies – Awarded, Nominated, Not Nominated pp.26 Part Five 5.1- Synopsis of Film making in the 1960’s – New Era pp. 27-28 5.2- Conclusion pp.28-29 The Red Scare of 1917-1920, was the primary influence for the emergence of censorship through McCarthyism and Anti- Socialist sentiments in filmmaking during 1940-1960. McCarthyism and three international wars enhanced Anti – Communist resentments within the United States. A brief emergence of Socialist organizations in America heightened the fervor of conservative versus liberal views within cinematography. Motion Movie producers and Distributors, in Hollywood, California were heavily encouraged to influence film directors, screenwriters and actors by incorporating strict codes within their artistic expression...
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...Hamlet Notes Tragedy is the downfall of a man because of a weakness in his personality. This weakness leaves him unable to negotiate successfully the conflict that he experiences in the outside world. Consequently, when he encounters evil, he is unable to make the right decision. A tragic hero has a moment of insight in which he realises his error. However, this insight comes too late for him to address his sillinesses/error. The tragic hero always dies. The key to understanding this play is a close and insightful study of the soliloquies in the play. Act 1 Scene 1( pg 3-13) Horatio will be the fall for the mercurial Hamlet. Horatio is quiet and well balanced and becomes a notable witness. At the beginning of the play, Denmark is not only socially, morally and culturally questionable but politically unstable. Norway, lead by Fortenbras is leading a campaign to reclaim the lands lost to Norway as a consequence of the Danish King Hamlet. At the end of this scene, the appearance if the ghost. King Hamlet. He was poisoned by Claudius. He was married to Gertrude, Claudius was Gertrude's brother-in-law—-> affair Act 1 Scene 2(pg 13-31) Set against the splendour of the court, scene 2 juxtaposes the mysteries and frightening opening scene. The court of Denmark represents hypocrisy and excess. We are introduced immediately to Claudius. He is suave and worldly wise. His idiom, register and tone of speech will create a suspicion. He is of course the antithesis of Hamlet as...
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...An Analysis of Shylock's Speech in Shakespeare's The Merchant of Venice By Hamada Shehdeh Abid Dawood Discourse Analysis English Department Faculty of Arts Hebron University 2010/2011 Abstract This paper aims at examining, analyzing and revealing Shylock's utterances in Shakespeare's The Merchant of Venice, by relating his words to the power, ideology, value, and etc. in the play. What is found in this study is that Shylock, the Jew merchant, lacks power and ideology, but when he seeks to find these elements, he loses all of them. In addition, Shylock's language varies from both situations. When he is the weaker, he is the source where Christians used to evacuate their insults. Introduction William Shakespeare (1564-1616) was born in Stratford-upon-Avon and was the son of a glove maker. When he was 18, he married Anne Hathaway, and had three children. At the age of 20, he left Stratford and went to London where he became an actor and playwright. William Shakespeare wrote The Merchant of Venice around 1596. It is regarded by some scholars as the strongest and most successful of Shakespeare's early comedies (Encarta Encyclopedia, 2002). Shakespeare’s portrayal of Shylock has long been fodder for debate among scholars. By Shakespeare’s time, Jews had been officially banned from England for centuries. Because of this, they had come to represent to many citizens of the time a sinister unknown. Shylock’s inability to grant mercy to Antonio and his tendency to value...
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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...LACAN AND CONTEMPORARY FILM EDITED BY TODD McGOWAN and SHEILA KUNKLE OTHER Other Press New York Copyright © 2004 Todd McGowan and Sheila Kunkle Production Editor: Robert D. Hack This book was set in 11 pt. Berkeley by Alpha Graphics, Pittsfield, N.H. 10 9 8 7 6 5 4 3 2 1 Allrightsreserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from Other Press LLC, except in the case of brief quotations in reviews for inclusion in a magazine, newspaper, or broadcast. Printed in the United States of America on acid-free paper. For information write to Other Press LLC, 307 Seventh Avenue, Suite 1807, New York, NY 10001. Or visit our website: www.otherpress.com. Library of Congress Cataloging-in-Publication Data McGowan, Todd. Lacan and contemporary film / by Todd McGowan & Sheila Kunkle. p. cm. Includes bibliographical references and index. ISBN 1-59051-084-4 (pbk : alk. paper) 1. Motion pictures-Psychological aspects. 2. Psychoanalysis and motion pictures. 3. Lacan, Jacques, 1901- I. Kunkle, Sheila. II. Title. PN1995 .M379 2004 791.43'01 '9-dc22 2003020952 Contributors Paul Eisenstein teaches literature and film in the English department at Otterbein College, Columbus, Ohio, and is the author of Traumatic Encounters: Holocaust Representation and the Hegelian Subject (SUNY Press, 2003). Anna Kornbluh...
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...10000 quiz questions and answers www.cartiaz.ro 10000 general knowledge questions and answers 10000 general knowledge questions and answers www.cartiaz.ro No Questions Quiz 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Carl and the Passions changed band name to what How many rings on the Olympic flag What colour is vermilion a shade of King Zog ruled which country What colour is Spock's blood Where in your body is your patella Where can you find London bridge today What spirit is mixed with ginger beer in a Moscow mule Who was the first man in space What would you do with a Yashmak Who betrayed Jesus to the Romans Which animal lays eggs On television what was Flipper Who's band was The Quarrymen Which was the most successful Grand National horse Who starred as the Six Million Dollar Man In the song Waltzing Matilda - What is a Jumbuck Who was Dan Dare's greatest enemy in the Eagle What is Dick Grayson better known as What was given on the fourth day of Christmas What was Skippy ( on TV ) What does a funambulist do What is the name of Dennis the Menace's dog What are bactrians and dromedaries Who played The Fugitive Who was the King of Swing Who was the first man to fly across the channel Who starred as Rocky Balboa In which war was the charge of the Light Brigade Who invented the television Who would use a mashie niblick In the song who killed Cock Robin What do deciduous...
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...Romeo and Juliet | Shakespeare homepage | Romeo and Juliet | Entire play | ACT I PROLOGUE Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend. SCENE I. Verona. A public place. Enter SAMPSON and GREGORY, of the house of Capulet, armed with swords and bucklers SAMPSON Gregory, o' my word, we'll not carry coals. GREGORY No, for then we should be colliers. SAMPSON I mean, an we be in choler, we'll draw. GREGORY Ay, while you live, draw your neck out o' the collar. SAMPSON I strike quickly, being moved. GREGORY But thou art not quickly moved to strike. SAMPSON A dog of the house of Montague moves me. GREGORY To move is to stir; and to be valiant is to stand: therefore, if thou art moved, thou runn'st away. SAMPSON A dog of that house shall move me to stand: I will take the wall of any man or maid of Montague's. GREGORY That shows thee a weak slave; for the weakest goes to the...
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...A STUDY OF FULVIA by Allison Jean Weir A thesis submitted to the Department of Classics In conformity with the requirements for The degree of Master of Arts Queen’s University Kingston, Ontario, Canada December 2007 copyright © Allison Jean Weir 2007 Abstract Who was Fulvia? Was she the politically aggressive and dominating wife of Mark Antony as Cicero and Plutarch describe her? Or was she a loyal mother and wife, as Asconius and Appian suggest? These contrasting accounts in the ancient sources warrant further investigation. This thesis seeks to explore the nature of Fulvia’s role in history to the extent that the evidence permits. Fulvia is most famous for her activities during Antony’s consulship (44 BC) and his brother Lucius Antonius’ struggle against C. Octavian in the Perusine War (41-40 BC). But there is a discrepancy among the authors as to what extent she was actually involved. Cicero, Octavian and Antony, who were all key players in events, provide their own particular versions of what occurred. Later authors, such as Appian and Dio, may have been influenced by these earlier, hostile accounts of Fulvia. This is the first study in English to make use of all the available evidence, both literary and material, pertaining to Fulvia. Modern scholarship has a tendency to concentrate almost exclusively on events towards the end of Fulvia’s life, in particular the Perusine War, about which the evidence is much more abundant in later sources such as Appian and...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and 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...
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