...after the deaths of her father and Piquette, she realizes that the loons are no longer there. The loons become associated with death and loss, and while symbolic of Piquette, they are also an allegory of Canadian history. 4. What does Vanessa mean by the last sentence of the story? When Vanessa encounters Piquette as a young woman, she recognizes in Piquette what she hears in the loons' cries—“self-pity” (192) and “terrifying hope” (193); when Vanessa learns of Piquette's death soon after, she responds with silence. Vanessa's personal loss—of her father and of Piquette—is connected through the symbol of the loons with the Metis' loss of their land and their culture. Vanessa's realization at the end of the story, that only Piquette “had heard the crying of the loons” (194), signals the loss of her political innocence. Vanessa faces the reality of Canadian history at a direct personal level. 5. How does Laurence connect the personal with the political in “The Loons”? 6. How does Laurence...
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...| The Evolution of Historiography in Greek Society | American Public University August 3, 2014 Rena Reynolds HIST501 Summer 2014 Although at first Greek historians had difficulties grasping the concepts of time and that ideas of the past could influence those of the present, through trial and error the development of Greek chronology help achieve the documentation of the Greek experience. Greek historians grew from works of fiction with some historical significance to the systematic study of people and culture as their society progressed through wars and cultural change. War is a universal experience which has occurred since the birth of the human race. It is also the muse of historians around the world. In early Greek society war provided a gateway to heroes, glory, and gods. The famous Trojan War described in Homer’s Iliad epic gave descriptions of Achilles, Hector, Paris and Helen of Troy which were intertwined with the gods Athena, Apollo and Hephaestus. Homer entertained the populace with the “actions of gods and the deed, passions, glories, and defeats of a few heroes,” but also cataloged a few historical significant items. Subsequent the Great Persian War (in 490 and 480/79 BC) inspired Herodotus in writing his Histories migrating from heroes and gods to a more common cultural history. His descriptions still held a dramatic flair which was pleasing to the populace but held a more chronological account of events. Following the Great Persian War was the Peloponnesian...
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...Postmodern Approach to Social Constructivism Laura Romine Liberty University Abstract As the world looks at the reality of communal exchange, thumbing back to historical debates of empirical and rational schools of thought, delineations from dualism to social interchange and collaboration refine hypothesis’ of undisputable truth. Reminiscent of the psychoanalytic movement with greats such as Freud, Jung and Adler, therapy, more of an art than science, and current day philosophies drive which models influence today’s truth. Reality is fashioned by language, how we feel, act and think, revealing “stories” we tell the self as contextual meanings. These beliefs now evolve one’s creation and truth. The therapist, joining in recognition of new perspectives, empowers and helps the client see that forward progress is strength within oneself. In a social constructivist point of view, the therapist detaches from the expert status of defining the problem. From family therapy and the multicultural lens, therapists now challenge cultural factors that, in turn, shape the client’s perceptions in the format of brief therapies. Keywords: brief therapies, collaborative, family therapy, social constructionism Postmodern Approach to Social Constructivism In the 21st century a paradigm shift motivated the field of psychology to unlock a fresh world view revealing the objet d'art of collective exchange. Referring to the modernistic creation of self, it is said that the anthropological...
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...Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch SECTION FIVE: Memory Does The History of Western Art Tell a Grand Story?…………………………………… Eugene E. Selk...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...War plays an essential part in maintaining the freedom that was bestowed upon us many years ago, although, along the way to liberty, many lives are lost and some are changed forever. In the narrative, The Things They Carried, written by author Tim O’Brien as well as other war related articles and speeches, soldiers do what it takes to survive the brutal fatality of war through both honorable and dishonorable gestures. The concept of sacrificing their own lives to fight for freedom in the name of their country is an honorable act, but the gruesome idea of murdering and damaging innocent lives on the way is the dishonor that comes along with war. Murdering and violence can be just as dishonorable even when doing so in an honorable manner. Through...
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...The Narrative Art of The Great Gatsby Introduction The Great Gatsby was written in 1925. The author, Francis Scott Fitzgerald (1896-1940) is one of the most outstanding writers in America. As a member of the “lost generation”, Fitzgerald made the short life of Gatsby epitome of the rise, boom and decline of the “American Dream” in “Jazz Age”. This novel shows us unusually rich literary and aesthetic connotation is has by its unique narrative perspective, the ups and downs of plot, superb accurate language, various rhetorical devices and vivid character images. To some extent, the reason why The Great Gatsby can become a famous classic work is that the author uses extraordinary narrative techniques in it. All the techniques are employed skillfully by Fitzgerald. The study of narrative art in this work has been highlighted in the research area in these years. Zhang Jinfeng(2001) analyzes the role of Nick in the novel from the its structure, themes and other aspects. Cheng Xilin(2009) uses the spatial narrative theory to discussed the space narrative art in The Great Gatsby from three aspects: the geography space, social space and the text space. Xiao Dongbo(2009) starts with the analysis on author and characters and expound the connotation of "American dream" and profoundly reveals the historical process of the formation, development and burst of the "American dream". Shang Guanghui(2011) analyzes The Great Gatsby from the narrators of the role and argues that the communication...
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...use cases won't get read. Work breadth-first, from lower precision to higher precision. Precision Level 1: Primary actor’ name and goal s Precision Level 2: The use case brief, or the main success scenario Precision Level 3: The extension conditions Precision Level 4: The extension handling steps For each step: Show a goal succeeding. Highlight the actor's intention, not the user interface details. Have an actor pass information, validate a condition, or update state. Write between-step commentary to indicate step sequencing (or lack of). Ask ’ why’ to find a next-higher level goal. For data descriptions: Only put precision level 1 into the use case text. Precision Level 1: Data nickname Precision Level 2: Data fields associated with the nickname Precision Level 3: Field types, lengths and validations Icons Design Scope Organization (black-box) Organization (white-box) System (black box) System (white box) Component Goal Level 1 Very high summary Summary User-goal Subfunction too low For Goal Level, alternatively, append one of these characters to the use case name: Append "+" to summary use case names . Append "!" or nothing to user-goal use case names. Append "-" to subfunction use case names. The Writing Process 1. Name the system scope and boundaries. Track changes to this initial context diagram with the in/out list. 2. Brainstorm and list the primary actors. Find every human and non-human primary actor, over the life of the system. 3. Brainstorm and exhaustively list...
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... In the case of this book, the goal is to understand the Old Testament within the context of the Ancient Near Eastern milieu. Walton explains that over the years there has been much debate on the issue of comparative study and the way in which it is to be exercised. Scholars, always biased by their presuppositions, tend to enter the argument negating the importance of the Old Testament on the one side, or defending the inerrancy of Scripture so vehemently that the cultural context is lost. Walton poses a better way, namely, accepting the study of the Ancient Near Eastern cultures as important and academic in their own right while attempting to comprehend the Old Testament in light of what modern scholarship is learning about the ancient world. Studies of this time period often center around who borrowed what literature from whom, but Walton insists that this is not the main issue that ought to be dealt with. Rather, studies of the literature and literary genres of the ANE should assist in the broader understanding of the society. Walton observes several areas that the text will deal with in further details. He first puts...
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...ACKNOWLEDGEMENT First and foremost, I would like to thank God for his infinite love and guidance throughout my practicum. For giving me the strength and knowledge so I have completed my practicum hours. To Pearl Farm for the support and permission to render my On-the-job training to their Luxurious Beach Resort. And to all staff of Pearl Farm who had played a major part in the acquisition of my training, for imparting their skills, knowledge, and for treating me not as an employee but as a part of their family. A word of appreciation to Mr, Ronnie Mark Batoon our Academic Head at STI Tagum Campus, for the knowledge, support, and for those inspirational words that they had shared with us especially to our Food and beverage servicing and production instructor Sir Jerwin Luisen and Mam Jeanette Rabia. And also of course Mr, Nebur L. Go who extend his arms to develop my skills and interest. Thank you for believing in my skills and capabilities. Especially to my very loving Classmates who’s now I considered as my family who had been a big part of this endeavor, for giving me the courage to do what I need to. For all the hardships, patience, love and support on my everyday decisions. You guys raise me up from getting drown, lifted me to see what’s really below, waken me up what is the right thing what to do. Thank you for always being there for me. And also for my family for the expenses. To my co-trainees for helping me face this challenge. For giving me the knowledge...
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...If deserts _have_ a fault (which their present biographer is far from admitting), that fault may doubtless be found in the fact that their scenery as a rule tends to be just a trifle monotonous. Though fine in themselves, they lack variety. To be sure, very few of the deserts of real life possess that absolute flatness, sandiness and sameness, which characterises the familiar desert of the poet and of the annual exhibitions--a desert all level yellow expanse, most bilious in its colouring, and relieved by but four allowable academy properties, a palm-tree, a camel, a sphinx, and a pyramid. For foreground, throw in a sheikh in appropriate drapery; for background, a sky-line and a bleaching skeleton; stir and mix, and your picture is finished. Most practical deserts one comes across in travelling, however, are a great deal less simple and theatrical than that; rock preponderates over sand in their composition, and inequalities of surface are often the rule rather than the exception. There is reason to believe, indeed, that the artistic conception of the common or Burlington House desert has been unduly influenced for evil by the accessibility and the poetic adjuncts of the Egyptian sand-waste, which, being situated in a great alluvial river valley is really flat, and, being the most familiar, has therefore distorted to its own shape the mental picture of all its kind elsewhere. But most deserts of actual nature are not all flat, nor all sandy; they present a considerable diversity...
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...specialization, while making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in...
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... Part III Why do people go and who are actually leaving? 3.1 Inducements for migration 3.1.1 The “explorer” and the “escapist” 3.1.2 Migration seen as sacrifice 3.2 Preconditions for migration 3.2.1 Preconditions for migration on a structural level 3.2.2 Preconditions for migration at a family level 19 20 21 23 31 32 34 Part IV How they actually go – the broker 4.1 The patron and the compadre 4.2 The returned migrant 4.3 The private recruiter 4.4 The broker – some general and concluding remarks 38 40 43 45 52 Part V Life at sea 5.1 What characterizes a ship in the merchant marines? 5.2 The seafaring experience 5.2.1 The ship seen as a prison 5.2.2 The total institution 55 57 66 67 72 5.2.2.1 A total institution is a secluded place 75 5.2.2.2 A total institution follow a certain pace 77 5.2.2.3 Some running themes in the inmate culture 86 ii Part VI Cultural repercussions caused by the life at sea 6.1 The seafarer sees as a local, technical expert 6.2 The seafarer sees as a local cosmopolitan 100 101 107 Part VII Economic repercussions caused by overseas employment 116 7.1 The migration industry 7.2 Effects on a family and individual level 7.2.1 Gifts from the “outside” – pasalubongs 7.2.2 Long-term investments in family welfare 7.2.2.1 Education 7.2.2.2 Housing 7.2.2.3 Small-scale business 117 126 128 152 154 161 169 Part VIII The Filipino seafarer – a life between sacrifice...
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...of Education Region IV – A CALABARZON Division of Lipa City LIPA CITY NATIONAL HIGH SCHOOL Lipa City Q3W4 Day 1 - 4 : Duration : 1 hour Resources : chalkboard, pentel pen, cartolina, chalk, copy Reading Reference : I’m Glad a Little Guy by Carlos P. Romulo, I am a Filipino by Carlos P. Romulo Objectives : At the end of the lesson, the students are expected to: Employ a variety of cohesive devices in composing short written personal discourse. Organize information gathered from primary and secondary reference. Compose a capsule biography of person interviewed using appropriate literary and cohesive device. Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic reading/viewing selection. Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative form. Arrange words in clusters. Use variety of expressions to affirm, to negate, to see further clarification and to summarize points in a dialogue or interview. Note specific details of text listened to. Formulate assumptions and predictions about the content of the narrative text. Prepare a list of available primary and secondary information resources concerning...
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...6/9/13 10 - A History of English Literature Classic Literature Read about A History of English Literature. More E-texts A History of English Literature 1918 by Robert Huntington Fletcher Education Share Preface | How to Study | Tabular View | Chapters: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | Assignments Chapter X. Period VIII. The Romantic Triumph, 1798 To About 1830 The Great Writers of 1798-1830 | Samuel Taylor Coleridge | William Wordsworth | Robert Southey | Walter Scott | Last Group of Romantic Poets | Percy Bysshe Shelley | John Keats | Summary | Lesser Writers | THE GREAT WRITERS OF 1798-1830. THE CRITICAL REVIEWS. As we look back to-day over the literature of the last three quarters of the eighteenth century, here just surveyed, the progress of the Romantic Movement seems the most conspicuous general fact which it presents. But at the, death of Cowper in 1800 the movement still remained tentative and incomplete, and it was to arrive at full maturity only in the work of the great writers of the following quarter century, who were to create the finest body of literature which England had produced since the Elizabethan period. All the greatest of these writers were poets, wholly or in part, and they fall roughly into two groups: first, William Wordsworth, Samuel Taylor Coleridge, Robert Southey, and Walter Scott; and second, about twenty years younger, Lord Byron, Percy Bysshe Shelley, and John Keats. This period of Romantic Triumph, or of the...
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