...day, our family and friends, are the ones directly connected to us. We meet someone new, another new connection in the web. We are even connected to people we have never met. Friends of friends, and people who we may never meet but have some indirect effect on us, form the outer circle of the web. We are all connected in some way to every other person. Susan Griffin explores this theory of a complex matrix of connections in her essay “Our Secret”. She employs a style of writing that uses several different threads of stories from her own experiences and the life of Heinrich Himmler, Chief of the Nazi SS, as well as references to seemingly unrelated topics such as missile production and cells to weave the fabric of her theory of universal interconnectedness. At first glance, each passage seems unrelated to the next, but after thorough reading a juxtaposition of the threads is evident. Through her entire essay, Griffin uses underlying themes that connect each thread and anecdote to one another. One of the main themes that is interwoven through her essay is child rearing and the effect that different styles of parenting have on the child later in life. One relationship between father and son she explores is Heinrich Himmler and his father Gebhard. Gebhard was a tyrannical father, not uncommon in Germany in the 1900s, who strove to instill a complete perfection into his son at a young age. “Crush the will. Establish dominance. Permit no disobedience. Suppress everything in the child...
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...intelligence. Their actions allow the Soviet Union to get access to vital intelligence and created rift between the British and the Americans. This essay will look at the background of each member and how they joined the Soviet intelligence services, their operations and its impact in the world of espionage. In addition, this essay will evaluate the significance of each individual’s actions and how it affected intelligence services. Origin of Cambridge Five Cambridge Five refers to a spy ring which the members were all part of Cambridge University. It is unclear there were more than five men, regardless the five individuals are Guy Burgess, Donald Maclean, Kim Philby, Anthony Blunt and John Cairncross. They all attended Cambridge University between 1926 and 1934 studying in different disciplines with a strong belief in Communism. They were all good friends with each other with the exception of Cairncross who was never really part of the circle. The first of the Cambridge Five group and probably the most famous was Harold Adrian Russell Philby, also known as Kim codenamed Sohnchen, then Tom and Stanley. He was born in India on January 1, 1912. His father is St John Bridger Philby who worked in the Indian Civil Service as a civil servant. He later became a Muslim, married a Saudi slave girl as his second wife, and lives in Mecca as an Arab. St John spoke seven different languages, wrote for The Times, stood for parliament twice, won international honour as an explorer, and was a member...
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...Youth & and the future of the Church The question of how to attract and keep our young people close to the Church is one of major concern in our troubled age. To remain indifferent to this problem can only be regarded as a grave sin and is an indication of soul-destroying self-love. The proposed solutions to this problem are many and varied, but unfortunately most succumb to the easy allure of gimmicks, i.e. the attempt to use methods popular in our fallen society, but sadly distant from the true aim of our salvation. Among these we find an exaggerated call to social action, distraction through social activities, appeals to the intellect, and outright distortions of the Gospel message to accommodate each individual appetite. Let us briefly examine each of these methods, beginning with the call to social action. This approach plays upon what are basically positive and as surely Christian virtues such as mercy, loving-kindness and brotherly concern. Apostles of social action exaggerate the human aspect of Christ's message, stressing it over and above all other considerations. Thus, the primary functions of our Lord's Incarnation are understood to be feeding the hungry, clothing the naked, healing the sick, etc. Far different is the Orthodox concept which recognizes as above all these things the "freedom from the slavery of sin" wrought by the Passion, Death, and Resurrection of our Savior. Therein lies the fullness and the perfection of love. However, to belittle the previously...
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...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 Storylines………………………………………………………………………………… Bozenna Wisniewsak SECTION SIX: Art and Identity Two Late Crisis Paintings by Van Gogh………………………………………………….. Robert Wauhkonen Personal Stories and the Intransigent Critic…………………………………………….. Charles S. Mayer The Role or Story in the Development of a...
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...HISTORY AND THEORY STUDIES FIRST YEAR Terms 1 and 2 Course Lecturers: CHRISTOPHER PIERCE / BRETT STEELE (Term 1) Course Lecturer: PIER VITTORIO AURELI (Term 2) Course Tutor: MOLLIE CLAYPOOL Teaching Assistants: FABRIZIO BALLABIO SHUMI BOSE POL ESTEVE Course Structure The course runs for 3 hours per week on Tuesday mornings in Terms 1 and 2. There are four parallel seminar sessions. Each seminar session is divided into parts, discussion and submission development. Seminar 10.00-12.00 Mollie Claypool, Fabrizio Ballabio, Shumi Bose and Pol Esteve Lecture 12.00-13.00 Christopher Pierce, Brett Steele and Pier Vittorio Aureli Attendance Attendance is mandatory to both seminars and lectures. We expect students to attend all lectures and seminars. Attendance is tracked to both seminars and lectures and repeated absence has the potential to affect your final mark and the course tutor and undergraduate coordinator will be notified. Marking Marking framework adheres to a High Pass with Distinction, High Pass, Pass, Low Pass, Complete-toPass system. Poor attendance can affect this final mark. Course Materials Readings for each week are provided both online on the course website at aafirstyearhts.wordpress.com and on the course library bookshelf. Students are expected to read each assigned reading every week to be discussed in seminar. The password to access the course readings is “readings”. TERM 1: CANONICAL BUILDINGS, PROJECTS, TEXTS In this first term of...
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...from The tempest) This article is about the Shakespeare play. For other uses, see The Tempest (disambiguation). The shipwreck in Act I, Scene 1, in a 1797 engraving by Benjamin Smith after a painting by George Romney The Tempest is a play by William Shakespeare, believed to have been written in 1610–11, and thought by many critics to be the last play that Shakespeare wrote alone. It is set on a remote island, where Prospero, the rightful Duke of Milan, plots to restore his daughter Miranda to her rightful place using illusion and skilful manipulation. He conjures up a storm, the eponymous tempest, to lure his usurping brother Antonio and the complicit King Alonso of Naples to the island. There, his machinations bring about the revelation of Antonio's lowly nature, the redemption of the King, and the marriage of Miranda to Alonso's son, Ferdinand. There is no obvious single source for the plot of The Tempest, but researchers have seen parallels in Erasmus's Naufragium, Peter Martyr's De orbe novo, and eyewitness reports by William Strachey and Sylvester Jordain of the real-life shipwreck of the Sea Venture on the islands of Bermuda, and the subsequent conflict between Sir Thomas Gates and Sir George Somers. In addition, one of Gonzalo's speeches is derived from Montaigne's essay Of the Canibales, and much of Prospero's renunciative speech is taken word for word from a speech by Medea in Ovid's poem Metamorphoses. The masque in Act 4 may have been a later addition, possibly...
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...learnatest.com About the Author Lauren Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 Getting to Know the Writing Section of the New SAT Old versus New Strategies for Test Taking Scoring SAT Study Timetable 1 1 2 4 5 11 12 32 45 55 56 58 59 59 65 68 69 CHAPTER 2 The Multiple-Choice Section Identifying Sentence Errors Improving Sentences Improving Paragraphs CHAPTER 3 The Essay Strategies for Timed Essays Understanding the Prompts The Art of Persuasion Anatomy of an Essay Planning Your Essay Drafting Your Essay Essay Writing Workshop vii – CONTENTS – CHAPTER 4 CHAPTER 5 CHAPTER 6 Practice Test 1 Practice Test 2 Practice Test 3 75 103 133 viii SAT WRITING ESSENTIALS C H A P T E R 1 Old versus New Getting to Know the Writing Section of the New SAT For over 80 years, high school...
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...Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 1 Old versus New 1 Strategies for Test Taking 2 Scoring 4 SAT Study Timetable CHAPTER 2 Getting to Know the Writing Section of the New SAT 5 11 Identifying Sentence Errors 12 Improving Sentences 32 Improving Paragraphs CHAPTER 3 The Multiple-Choice Section 45 The Essay 55 Strategies for Timed Essays 56 Understanding the Prompts 58 The Art of Persuasion 59 Anatomy of an Essay 59 Planning Your Essay 65 Drafting Your Essay 68 Essay Writing Workshop 69 vii – CONTENTS – CHAPTER 4 Practice Test 1 75 CHAPTER 5 Practice Test 2 103 CHAPTER 6 Practice Test 3 133 viii SAT WRITING...
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...The 2012 The Cathedral & John Connon Alumni Magazine Founders’ Day Brunch 2011 EVENTS Rumble in the Jungle OFF THE SHELF Amish Tripathi and Akash Shah OUT OF THE BOX Dhanya Pilo Contents 9 President’s Message Events Founders’ Day 2011 Rumble in the Jungle Memories and Mayhem School Update Summer School Spotlight Keshav Desiraju Sudha Shah Off the Shelf Amish Tripathi and Akash Shah Out of the Box Vijaya Pastala Dhanya Pilo Nostalgia Reunions First Citizen In Memoriam Mrs. Irene Saldanha Mr. Anthony Dias Class Notes The Quiz 2 5 7 9 10 13 15 17 18 21 22 25 27 29 31 33 36 68 15 13 18 Editorial Team Udita Jhunjhunwala (ICSE 1984) Miel Sahgal (ISC 1989) Shyla Boga Patel (ISC 1969) Mukeeta Jhaveri (ISC 1983) Mitali Anand Kalra (ISC 1989) Business Rohita Chaganlal Doshi (ISC 1975) Editorial support, Design and Printing 22 Kirtana Shetty Minaal Pednekar and Nikunj Parikh Spenta Multimedia This magazine is not for sale and is intended for internal circulation only. Any material from this magazine may not be reproduced in part or whole without written consent. Views and opinions expressed in this magazine are those of the individual authors and not necessarily those of the Publishers. Published by The Cathedral and John Connon Alumni Association, 6, P.T. Marg, Mumbai 400 001 and printed at Spenta Multimedia, Peninsula Spenta, Mathuradas Mill Compound, Lower Parel, Mumbai 400 013. www.spentamultimedia.com 21 36 Special...
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...STALIN, THE GREAT PURGE, AND RUSSIAN HISTORY: A NEW LOOK AT THE ~EW by MARSHALL SHATZ Paper No. 305 1984 CLASS' STALIN, THE GREAT PURGE, AND RUSSIAN HISTORY: A NEW LOOK AT THE 'NEW CLASS' ~ MARSHALL SHATZ Paper No. 305 1984 Marshall S. Shatz received his B.A. from Harvard College and his M.A., Certificate of the Russian Institute, and Ph.D. from Columbia University. He edited The Essential Works of Anarchism (New York: Bantam Books, 1971; Quadrangle Books, 1972) and is the author of Soviet Dissent in Historical ¥erspective (Cambridge and New York: Cambridge University Press, 1980). He is Professor of History, University of Massachusetts at Boston. 1 STALIN; THE GREAT PURGE; AND RUSSIAN HIsroRY: A NEW IOOK AT '!HE • NEW CLASS' Though nearly fifty years in the past; Stalin •s Great Purge of the 1930s still loans as one of the nost enigmatic events of the twentieth century. Whether we think of the Great Purge as a IOOre or less continuous process fran the assassination of Kirov in 1934 to Ezhov's replacement by Beria as head of the secret police at the em of 1938; or limit it to the EzhoVshchina of 1937 and 1938; When the terror reached its peak; operation is astounding. the sheer nagnitude of the The nuniber of arrests; deportations; imprisonments; and lives lost in these years is impossible to measure; and attempts to do so have varied wildly. Even the lOi/est estimates; however; are staggering.l It ...
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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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...ENGLISH LITERATURE ITS HISTORY AND ITS SIGNIFICANCE FOR THE LIFE OF THE ENGLISH-SPEAKING WORLD A TEXT-BOOK FOR SCHOOLS BY WILLIAM J. LONG, PH.D. (Heidelberg) TO MY FRIEND C H T IN GRATITUDE FOR HIS CONTINUED HELP IN THE PREPARATION OF THIS BOOK CANTERBURY PILGRIMS From Royal MS., 18 D.ii, in the British Museum PREFACE This book, which presents the whole splendid history of English literature from Anglo-Saxon times to the close of the Victorian Era, has three specific aims. The first is to create or to encourage in every student the desire to read the best books, and to know literature itself rather than what has been written about literature. The second is to interpret literature both personally and historically, that is, to show how a great book generally reflects not only the author's life and thought but also the spirit of the age and the ideals of the nation's history. The third aim is to show, by a study of each successive period, how our literature has steadily developed from its first simple songs and stories to its present complexity in prose and poetry. To carry out these aims we have introduced the following features: (1) A brief, accurate summary of historical events and social conditions in each period, and a consideration of the ideals which stirred the whole nation, as in the days of Elizabeth, before they found expression in literature. (2) A study of the various literary epochs in turn, showing what each gained from...
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...LICENCE LANGUES, LITTÉRATURES ET CULTURES ÉTRANGÈRES ET RÉGIONALES SPÉCIALITÉ ANGLAIS DESCRIPTIF DES ENSEIGNEMENTS Année universitaire 2014-2015 Page 1 SOMMAIRE L1—PREMIERE ANNÉE SEMESTRE 1 CULTURE DES PAYS ANGLOPHONES 1 E11 AN5 (6 ECTS) LANGUE 1 E12 AN5 (4 ECTS) CIVILISATION 1 E13 AN5 (4 ECTS) VERSION 1 ET LITTÉRATURE AMÉRICAINE 1 E14 AN5 (4 ECTS) PROJET PROFESSIONNEL PERSONNALISÉ (P.P.P.) E1P AN5 (1 ECTS) 5 5 6 8 10 13 SEMESTRE 2 CULTURE DES PAYS ANGLOPHONES 2 E21 AN5 (5 ECTS) LANGUE 2 E22 AN5 (4 ECTS) LITTÉRATURE BRITANNIQUE 2 E 23 AN5 (4 ECTS) CIVILISATION BRITANNIQUE 2 ET TRADUCTION (VERSION) 2 E24 AN5 (5 ECTS) PROJET PROFESSIONNEL PERSONNALISÉ (P.P.P.) E2P AN5 (1 ECTS) 14 15 17 18 20 2 L2—DEUXIEME ANNÉE SEMESTRE 3 LANGUE 3 E31 AN5 (6 ECTS) CIVILISATION AMÉRICAINE 3 E32 AN5 (5 ETCS) LITTÉRATURE BRITANNIQUE 3 E33 AN5 (5 ECTS) TRADUCTION (VERSION) 3 ET PRISE DE PAROLE EN CONTINU 3 E34 AN5 (6 ECTS) PREPROFESSIONNALISATION : MÉTIERS DE L’ENSEIGNEMENT DES LANGUES VIVANTES ÉTRANGÈRES ET RÉGIONALES 3 21 21 23 24 26 29 E3PF12L5 (6 ECTS) SEMESTRE 4 LANGUE 4 E41 AN5 (5 ECTS) CIVILISATION BRITANNIQUE 4 E42 AN5 (6 ECTS) LITTÉRATURE AMÉRICAINE 4 E43 AN5 (5 ECTS) TRADUCTION (VERSION) 4 ET PRISE DE PAROLE EN CONTINU 4 E44 AN5 (6 ECTS) PREPROFESSIONNALISATION : MÉTIERS DE L’ENSEIGNEMENT DES LANGUES VIVANTES ÉTRANGÈRES ET RÉGIONALES 4 30 32 34 36 39 E4PF12L5 (6 ECTS) 3 L3—TROISIEME...
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...------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- A2 Religious Studies ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- A2 PHILOSOPHY REVISION NOTES ------------------------------------------------- ------------------------------------------------- The Body and Soul Introduction * Materialism is the view that the mind cannot be separated from the body * Idealism is the view that the mind is the only reality and the body is unreal. * Dualism is the view that the mind and body both exist and are linked in some way. Plato Review Plato’s distinction between body and soul in the foundation unit so that you can make comparisons with the thinking of Hick and of Dawkins. John Hick Philosophy of Religion (1973); Death and Eternal Life (1976) * The soul is a name for the moral, spiritual self formed by the interaction of genes and environment. The human is a psychophysical person with a divine purpose. * The person shall be resurrected through a divine act of recreation or reconstitution in resurrection, rather than reincarnation...
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...------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- A2 Religious Studies ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- A2 PHILOSOPHY REVISION NOTES ------------------------------------------------- ------------------------------------------------- The Body and Soul Introduction * Materialism is the view that the mind cannot be separated from the body * Idealism is the view that the mind is the only reality and the body is unreal. * Dualism is the view that the mind and body both exist and are linked in some way. Plato Review Plato’s distinction between body and soul in the foundation unit so that you can make comparisons with the thinking of Hick and of Dawkins. John Hick Philosophy of Religion (1973); Death and Eternal Life (1976) * The soul is a name for the moral, spiritual self formed by the interaction of genes and environment. The human is a psychophysical person with a divine purpose. * The person shall be resurrected through a divine act of recreation or reconstitution in resurrection, rather than reincarnation...
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