...The Things They Carried by Tim O’Brien ENG 1300 W5A2 Andrea Carr South University Online The Things They Carried by Tim O’Brien “The Things They Carried” is one of several short stories written by Tim O’Brien that brilliantly portrays a squad of young American soldiers in the Vietnam War. Each of the short stories builds on the last but in The Things They Carried the author places focus on how immature boys cope and their transformation into young men and responsible leaders. O’Brien is not a character in the story but the fact that he is fluent with military lingo and conveys great passion and a working knowledge of the military suggests that he was a soldier. He tells his war story of soldiers’ experiences with obsession, duty, regret, burden, comradely and maturing. He achieves this by describing every facet of the items they carried with great accuracy and detail. The things they carried as they are depicted in the story represent literal things, emotional things, psychological things and symbolic things all weighing in at different levels of importance. There were physical as well as emotional things they carried on their missions, both were equally burdensome. O’Brien states that during missions many of these items were discarded no regardless of their importance to achieve a higher level of comfort. The author further states that the choppers would effortlessly replace the discarded items. In research conducted by Michael Tavel Clarke he implies...
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...SECRET LANGUAGE of • HOW LEADERS INSPIRE ACTION THROUGH NARRATIVE The LEADERSHIP STEPHEN DENNING John Wiley & Sons, Inc. More Praise for The Secret Language of Leadership “Out of the morass of strategies leaders are given to transform organizations, Denning plucks a powerful one—storytelling— and shows how and why it works.” —Dorothy Leonard, William J. Abernathy Professor of Business, Emerita, Harvard Business School, and author, Deep Smarts: How to Cultivate and Transfer Enduring Business Wisdom “The Secret Language of Leadership shows why narrative intelligence is central to transformational leadership and how to harness its power.” —Carol Pearson, director, James MacGregor Burns Academy of Leadership, University of Maryland, and coauthor, The Hero and the Outlaw “The Secret Language of Leadership is not only the best analysis I have seen of how and why leaders succeed or fail, it’s highly readable, as well as downright practical. It should be mandatory reading for anyone interested in engaging a company with big ideas who understands that leaders live and die by the quality of what they say.” —Richard Stone, story analytics master, i.d.e.a.s “A primary role of leaders is to create and maintain meaning for their organizations. Denning clearly demonstrates that meaningmaking comes from stories well told.” —Thomas Davenport, President’s Distinguished Professor of I.T. and Management, Babson College, and author, The Attention Economy “Steve...
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...Arts and the 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?……………………………………...
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...Urban Modernity in NY (1908) and Ash Can artists General: The thrills of technology, such as coney island, city of wonders, also had the nitty gritty, more poverty and realistic side of the city with the ash can artists • Song Slide: nickelodeon o Diversity, adults children white black o Let the audience feel as a presence w/in performance o Act of watching was also entertainment • Coney Island at Night- film frame o Electricity changing what nighttime meant in urban setting • Before it was to be avoided and now it is not. Led to growth of nightlife • Footlight flirtation o Vaudeville established itself from burlesque/cheap entertainment • Create a form of entertainment that could be viewed by all, no vulgarity • Movies: five cents o Films mixed with live acts, broadened nighttime environment (attended by unescorted women, creating unsupervised encounters b/w men and women) • Started consumer culture- break down Victorian gender • Mixed audience represented experience of urban life (black/white, men/women) Exciting, instability, city new visual experience • Lone Tenement (George Bellows) o Wanted to facec the ugly in city as well as beautiful o Worked against Whistler (avoided aesheticism) • Rawness of city, depicted vaudeville (which is like mixture of acts such as burlesque, comedians, music, etc) o Liked to show economic conditions of urban poor • Ash Can painting style: thick and messy, meant to look like it was applied slap-dash...
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...HUL 231: INTRODUCTION TO LITERATURE History and its representation in literature * The Holocaust Name: Pooja Nath Entry No: 2009CH10087 Group No: 1 Contents | Chapter | Page Number | | | | 1. | Literature from the Holocaust: An Introduction | 3 | 2. | Piecing Together History: Stories of Survival | 4 | | Map: Nazi Concentration Camps | 4 | 2.a | Before the war | 4 | 2.b | During the war | 5 | 2.c | After the war | 6 | 3 | Maus: Graphics and Symbolism | 6 | 4 | Comparative Analysis: Understanding the Characters | | 4.a | Sophie and Vladek | 8 | 4.b | Sophie and Anja | 9 | 4.c | Nathan Landau and Holocaust survivors | 10 | 4.d | Stingo and Art as narrators | 10 | 5 | Bibliography | 11 | Literature from the Holocaust: An Introduction “The Jews are undoubtedly a race, but they are not human.” Adolf Hitler Official figures tell that six million Jews, two million Poles, one million Serbs, five million Russians were exterminated during World War II – the actual toll of executions by the Nazi Government, can never be estimated. Holocaust was a period of unspeakable horror and infernal ramifications which were not only felt across Europe but also in places like Laos. When I began this term paper, it was meant to be a study of the literature pertaining to this period of Nazi regime in Poland during World War II. What it turned out to be was a account of implacable and starkly real evil. A subject that has inspired countless movies...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...AS/A2 English Literature B Student Guide A-LEVEL STUDENT HANDBOOK CONTENTS PAGE | | | |What we Expect of A-Level Students |3 | |Overview of the AS and A2 Course |4 | |Assessment Objectives |5 | |AS Marking Criteria |6 | |A2 Marking Criteria |7 | |Selecting and Studying Texts |8 | |Approaching Essays – coursework |9 | |Punctuation Guide |11 | |Glossary of Literary Terms |12 | |Reading List ...
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...the century of cinema, by what criteria do we determine its masterworks? BY PAU L SC H RA D E R Top guns (and dogs): the #1 The Rules of the Game September-October 2006 FILM COMMENT 33 Sunrise PREFACE THE BOOK I DIDN’T WRITE I n march 2003 i was having dinner in london with Faber and Faber’s editor of film books, Walter Donohue, and several others when the conversation turned to the current state of film criticism and lack of knowledge of film history in general. I remarked on a former assistant who, when told to look up Montgomery Clift, returned some minutes later asking, “Where is that?” I replied that I thought it was in the Hollywood Hills, and he returned to his search engine. Yes, we agreed, there are too many films, too much history, for today’s student to master. “Someone should write a film version of Harold Bloom’s The Western Canon,” a writer from The Independent suggested, and “the person who should write it,” he said, looking at me, “is you.” I looked to Walter, who replied, “If you write it, I’ll publish it.” And the die was cast. Faber offered a contract, and I set to work. Following the Bloom model I decided it should be an elitist canon, not populist, raising the bar so high that only a handful of films would pass over. I proceeded to compile a list of essential films, attempting, as best I could, to separate personal favorites from those movies that artistically defined film history. Compiling was the easy part—then came the first...
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...JOURNAL OF SCIENTIFIC EXPLORATION A Publication of the Society for Scientific Exploration Instructions to Authors (Revised February 2013) All correspondence and submissions should be directed to: JSE Managing Editor, EricksonEditorial@gmail.com, 151 Petaluma Blvd. So., #227, Petaluma CA 94952 USA, (1) 415/435-1604, fax (1) 707/559-5030 Please submit all manuscripts at http://journalofscientificexploration.org/index.php/jse/login (please note that “www” is NOT used in this address). This website provides directions for author registration and online submission of manuscripts. Full Author Instructions are posted on the Society for Scientific Exploration’s website at http://www.scientificexploration.org/documents/instructions_for_authors.pdf for submission of items for publication in the Journal of Scientific Exploration (including “Writing the Empirical Journal Article.” Before you submit a paper, please familiarize yourself with the Journal by reading JSE articles. (Back issues can be browsed in electronic form with SSE membership login at http://journalofscientificexploration.org, click on Archive link; issues before 2008 are freely accessible at http://www.scientificexploration.org/journal/articles.html) Electronic files of text, tables, and figures at resolution of a minimum of 300 dpi (TIF or PDF preferred) will be required for online submission. You will also need to attest to a statement online that the article has not been previously published and is not...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF GEORGE ORWELL’S ANIMAL FARM By HAZEL K. DAVIS, Federal Hocking High School, Stewart, OH S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of George Orwell’s Animal Farm 2 INTRODUCTION Animal Farm is an excellent selection for junior and senior high students to study. Although on one level the novel is an allegory of the 1917 Russian Revolution, the story is just as applicable to the latest rebellion against dictators around the world. Young people should be able to recognize similarities between the animal leaders and politicians today. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., they should be interested in exploring how language can control thought and behavior. Animal Farm is short and contains few words that will hamper the reader’s understanding. The incidents in the novel allow for much interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches, and to work out alternative endings. The novel can be taught collaboratively with the history department as an allegory of the Russian Revolution, allowing students to draw parallels...
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...His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment by remaining cautious in his charges and demands. Privately he worked tirelessly to undo the effects of institutional and cultural racism. Although he seemed to have made a grand compromise, first with the white south and then with white America, he worked in deepest secret to undermine the compromise and advance the social and economic position of blacks. No doubt exists as to his greatness....
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...STUDY GUIDE OFFICE ADMINISTRATION LEARNING HOURS |Course Materials |Lecture |Tutorial |Self-study|Library |Exam |Assignment|Total SLT | | | | | |Search | | |(hours) | |Planning, organising and monitoring of work |3 |4 |7 |2 |1 |10 |27 | |Identify and apply methods to ensure an efficient workflow. | | | | | | | | |Identify and describe legal requirements relating to the | | | | | | | | |workplace. | | | | | | | | |Maintenance of a healthy, safe and secure environment |6 |4 |6 | |1 |6 |23 | |Describe methods of encouraging the maintenance of a healthy,| | | | | | | | |and safe working environment. | | | | | | | | |Identify and explain methods used to maintain secure | | | | | | | | |workplace...
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...AS English Language [pic] [pic] [pic] Fiction style models and tasks – 2012/2013 Style Model Workbook Style models are examples of a type of writing used to give you an idea of the features used when adapting a particular style and form. As you will be required to include a fiction and non-fiction annotated style model as part of your coursework folder we have compiled a selection of materials to give you a head start. The two booklets (one fiction, one non-fiction) will contain the type of extracts you should be looking for and the questions that accompany them will help you to annotate the materials appropriately. You will be given some of the extracts to study in class and some to complete as homework tasks. There may be some materials that you haven’t been directed to by your teachers, these will make very good additional preparation and you should look at these in your own time. All the resources, and some additional style models, can be found in the AS Language section of Moodle. AS LANGUAGE COURSEWORK You must keep all work during the production of the coursework in your folder. You will need all drafts and style models for part of your final grade. Criteria • Two pieces of your own writing • Each piece must have a different audience and purpose • You should write with a specific genre in mind • Pieces should be designed with a real publication in mind • Two...
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...Recently more research has focused on the relationship between color and psychological functioning. _____ (Q) Two further experiments establish the link between red and avoidance motivation as indicated by behavioral (i.e., task choice) and psychophysiological (i.e., cortical activation) measures. _____ (R) Four experiments, in fact, demonstrate that the brief perception of red prior to an important test (e.g., an IQ test) impairs performance, and this effect appears to take place outside of participants' conscious awareness. _____ (S) Red impairs performance on achievement tasks, because red is associated with the danger of failure in achievement contexts and evokes avoidance motivation. _____ (T) All of these findings suggest that care must be taken in how red is used in achievement contexts and illustrate how color can act as a subtle environmental cue that has important influences on behavior. _____ (U) Indeed, startling findings occurred in regard to the relationship between red and performance attainment. 2,5,3,1,4 Recently more research has focused on the relationship between color and psychological functioning. _____ (Q) Two further experiments establish the link between red and avoidance motivation as indicated by behavioral (i.e., task choice) and psychophysiological (i.e., cortical activation) measures. _____ (R) Four experiments, in fact, demonstrate that the brief perception of red prior to an important test (e.g., an IQ test)...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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