...that she appeared to be practically naked. She attempted to hide out in a well with her children so that they could have water. An Arab man came by and helped Varter out of the well, saying that they could both help her children out after she was rescued. Instead of helping her, the man decided to kidnap Varter, leaving her children behind to die in the well. This haunting story is confirmed through the last remaining image of the family, prior to the genocide. The caption explains that out of the nine people in the family picture, Varter was the only survivor. This story is immensely important because it is one vey specific example of the afflictions that nearly one million people faced during the Armenian Genocide. This one photograph and story...
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...Jose Luis Herrera Castillo. Foun 101. Aly Covington. Personal Narrative. 22nd October 2015. “Every day we are one step closer to filmmaking being as easy as taking out the brush and oils for a painting” (Veneruso, 1998). I was born in Barquisimeto, Venezuela on June 21, 1994. I grew up believing in self-expression, showing yourself and never hiding who you really are from others, part of my envelopment as a child and a teenager has been surrounded by political issues, involving my country into sad and hard situations, destroying our culture, education and economy, forcing and scaring the people who decided to trust into a different opinion against the government, those ones will be recognized as “Traitors” and “Enemies of the nation” at least that was the way they used to call them. The visual arts means to me as a way to escape from reality and open our minds to others, to make them understand that there’s a another world outside complete different as the one who we live in now. At the age of seven, my father took me into a Father-son trip to the beach, where he gave me my first camera, an Instant water proof Kodak, one of the most beautiful gifts that i’m still appreciating from hem. Since then I have been feeling a passion for the Films and Photography a passion who becomes an intuitive path that guides me through life. For me films are about romance, adventures, tears, laughs and smiles, more than recording with a video camera, doing a film involves...
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...Name Professor Class Date Unit 3: Values and Worldviews- A Raisin in the Sun Essay Structure Template Introduction Lawrence, D.H. The Rocking Horse winner. 1st English Edition. Harper Collins Canada According to the book of “The Rocking-Horse Winner" by D.H. Lawrence” talks about a young boy named Paul. Thus, Paul acknowledges that there is never sufficient money in his folks; he goes out to search for money through luck. Therefore, he notices that if he rides his rocking horse speedy enough, he will some way “discover” the label of the captivating horse in the subsequent race. Among the subtopics derived from this book do include of; lust for money, lack as well as the obsession for material items. BGS: Broad general statement The book mainly describes lack as the general topic because it is seen that Paul is normally lucky in the” Rocking-Horse Winner”. Thus, to be triumphant in the community Paul as well his mother dwells in; Paul wishes to have a definite quantity of luck to survive presently and after. Subtopics 1. Lust for money: the paper tries to augment on how Paul’s mother was soo obsessed with the money issues. 2. Lack: the paper will augment more concerning how lucky Paul was when it came to the “Rocking-Horse Winner”. 3. Obsession for material Items: the paper augments on how Paul’s mother is obsessed with material wealth as well as items. Thesis Regarding the thesis...
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...Art and Audio Highlights The game don’t not have any art as its all shapes and font, to us the art style of the game is retro with a clash of minimalistic Hardware As in the high-concept document, state your target platform. If it is a personal computer rather than a console, also state the minimum configuration required to play the game. Production Details If you’re writing a treatment as part of a pitch to a publisher, it’s essential to say not only what the game will be like, but who will develop it and when, and what it will cost to develop. Good game ideas might be common, but good development teams are rare; the publisher will want to see evidence that you have the resources and experience to get the job done. Current Status Start by letting the publisher know where you are now. If you have actually begun some prototype work or proof-of-concept work, say so and indicate what features it contains. If the game is still no more than a gleam in your eye, leave this section out. Completed prototype demonstrating military (but not psychic) game features. Includes: 3D landscape with moving water and foliage, bridges, buildings, vehicles. Player characters with visible differences, motion-captured animations, variety of movement modes. Development Team List the names and qualifications of your key people. Indicate what role each will play in the project. Don’t include their entire résumés; nobody will read all that. Instead, give a one-paragraph synopsis of each person’s...
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...theologians who profess this theology, “deny all forms of traditional ontology and allow for no sovereign and unconditioned Being but only a ‘God’ who at some point in the dialectic wills His own self-annihilation” and that, “man must learn to live without God.”[1] The lack of universal truth in our lives in this 21st century can be directly attributed to the lack of morals and moral values begun in the 19th century; and which took root in the 20th century; and might be the death of man in the 22nd century. In stating that God is dead, it has to be shown that: * Is God dead? * Science and technology can solve the world’s problems * God died as a transcendent God when Christ died * The Bible is narrative (i.e. myth) This review of the God-Is-Dead theology focuses on these four questions. Is God Dead? In an article written in the Chicago Tribune in 1963 it is stated that two men (Thomas Altizer and William Hamilton) experienced the death of God. Upon this statement, a “theology” was born. This is very unusual as both of these men happen to be atheist. This then begs the question, if you are an atheist and profess to not believe in God then, how could you have experienced the death of that which you state does not exist in the first place? Secondly, this is very unusual due to the understanding that atheists had never called...
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...physical world, the world outside the book...As our ancestors imbued their minds with the discipline to follow a line of argument or narrative through a succession of printed pages, they became more contemplative, reflective, and imaginative.” 75 The speaker uses detailed language to support his ideas. Without the “in books” it could've been left broad as almost anything has words, same goes for “physical world”. The word “world” can mean different things to different people, he needed to be more specific to get his message across better. Instead of just saying that they're ancestors were simply reading, the speaker used something more descriptive, and used imagery. With the use of imagery, it compliments the next sentence when it says, “become more contemplative, reflective, and imaginative.” It supports his argument, by using the result of the last sentence throughout the passage. “When a printed book-whether a recently published scholarly history or a two-hundred-year-old Victorian novel- is transferred to an electronic device connected to the Internet, it turns into something very like a Web site. Its words become wrapped in all the distractions of the networked computer. Its links and other digital enhancements propel the reader hither and yon. It loses what the late John Updike called its ‘edges’ and dissolves into the vast, rolling waters of the Net. The linearity of the printed book is shattered, along with the calm attentiveness it encourages in the reader.” 104 It doesn't...
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...to compare and contrast the way Transocean and BP describe the incidents, is that BP or Transocean do not take ownership of the incident nor do either want to not acknowledge wrongdoing of any aspect of event. Transocean points the finger at BP and BP’s chronology seems to minimize their part. Transocean chronology begins on 4/14/2013, and ends 4/20/2013, while BP’s chronology begins on 10/6/2009, and ends 5/5/2013. The obvious differences in the incident chronologies are the BP incident chronology is longer, but does not have as much finger pointing and is not as interesting as Transocean’s. BP makes up for this in their “Accident Analysis” sections, but their chronology sticks to logs and facts compared to Transocean’s more narrative approach. BP uses bullet points at the beginning of their chronology and a dressed up spreadsheet with short descriptions of each timeline event. Transocean chronology is more descriptive and colorful. They use their incident chronology as a sounding board for all of BP’s shortcomings during the entire project. The use this section to minimize their involvement in the project. They use the chronology express “BP’s direction” and “BP’s poor decisions” during their involvement with them during the project. The Deepwater Horizon, which was owned and operated by Transocean and had been under contract to BP, proves they were in this together, yet both want to distance themselves from the catastrophe. BP’s Deepwater Horizon Accident...
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...ANCIENT NEAR EASTERN THOUGHT AND THE OLD TESTAMENT BOOK SUMMARY by JOE VALENTI Old Testament Introduction OBST 590 B06 Dr. Randy Haney March 1, 2013 TABLE OF CONTENTS CHAPTER 1 1 CHAPTER 2 2 CHAPTER 3 3 CHAPTER 4 5 CHAPTER 5 7 CHAPTER 6 9 CHAPTER 7 11 CHAPTER 8 12 CHAPTER 9 14 CHAPTER 10 15 CHAPTER 11 17 CHAPTER 12 19 CHAPTER 13 20 CHAPTER 14 22 POSTSCRIPT 23 WORKS CITED i CHAPTER 1 The opening chapter begins by orienting the reader to the idea of "comparative study," or the area of study that strives to understand things within their broader cultural context. 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...
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...Native American History John Houston HIS204: American History since 1865 Prof. Gregory Scott August 21, 2013 Thesis statement: Native American history Introduction It has been seen that Native American history extents thousands of thousands of years and two continents. This is a versatile narrative of full of life cultures that in turn generated complicated financial associations and multifaceted political unions. In the course of it all, an association of First Peoples to the earth has stay behind a fundamental subject. Despite the fact that Native Americans of the area nowadays recognized like New England share identical languages and civilizations, recognized like Eastern Algonquian, we can say that they are not one political or societal cluster. To a certain extent, history comprises and still comprises numerous sub-groups. For instance, the Wampanoag reside in southeastern Massachusetts, the Pequot’s and Mohegan’s live in Connecticut at the same time as the Pocumtucks dwelt in the middle Connecticut River Valley close to today's Deerfield, Massachusetts (Bourne, 1990). Similar to the elders of other Native society, Algonquian elders have conventionally conveyed significant civilizing information to the younger age group in words. Such information, passed on in the structure of tales, take in the group's record, information on beginning, viewpoint as well asethical lessons. Verbal ritual communicates formal procedure, supporting...
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...to compare and contrast the way Transocean and BP describe the incidents, is that BP or Transocean do not take ownership of the incident nor do either want to not acknowledge wrongdoing of any aspect of event. Transocean points the finger at BP and BP’s chronology seems to minimize their part. Transocean chronology begins on 4/14/2013, and ends 4/20/2013, while BP’s chronology begins on 10/6/2009, and ends 5/5/2013. The obvious differences in the incident chronologies are the BP incident chronology is longer, but does not have as much finger pointing and is not as interesting as Transocean’s. BP makes up for this in their “Accident Analysis” sections, but their chronology sticks to logs and facts compared to Transocean’s more narrative approach. BP uses bullet points at the beginning of their chronology and a dressed up spreadsheet with short descriptions of each timeline event. Transocean chronology is more descriptive and colorful. They use their incident chronology as a sounding board for all of BP’s shortcomings during the entire project. The use this section to minimize their involvement in the project. They use the chronology express “BP’s direction” and “BP’s poor decisions” during their involvement with them during the project. The Deepwater Horizon, which was owned and operated by Transocean and had been under contract to BP, proves they were in this together, yet both want to distance themselves from the catastrophe. BP’s Deepwater Horizon Accident...
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...The Real Ebonics Debate What Should Teachers Do? By Lisa Delpit The "Ebonics Debate" has created much more heat than light for most of the country. For teachers trying to determine what implications there might be for classroom practice, enlightenment has been a completely non-existent commodity. I have been asked often enough recently, "What do you think about Ebonics? Are you for it or against it?" My answer must be neither. I can be neither for Ebonics or against Ebonics any more than I can be for or against air. It exists. It is the language spoken by many of our African-American children. It is the language they heard as their mothers nursed them and changed their diapers and played peek-a-boo with them. It is the language through which they first encountered love, nurturance and joy. On the other hand, most teachers of those African-American children who have been least well-served by educational systems believe that their students' life chances will be further hampered if they do not learn Standard English. In the stratified society in which we live, they are absolutely correct. While having access to the politically mandated language form will not, by any means, guarantee economic success (witness the growing numbers of unemployed African Americans holding doctorates), not having access will almost certainly guarantee failure. So what must teachers do? Should they spend their time relentlessly "correcting" their Ebonics-speaking children's language so that it might...
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...Facet. “Explanation is defined as sophisticated and apt theories and illustrations, which provide knowledgeable and justified accounts of events, actions, and idea” (Wiggins & McTighe, 2005). Activity 1: Students will use red and black checkers, to use to understand positive and negative integers. Students will use the checkers to help them visually see how many positive or negative checkers when performing problems. Activity2: Students will create a picture on a piece of graph paper in quadrant one the students will then rotate the picture 180 degrees. Activity 3: Student will use graphs to answer questions on a work sheet. Interpretation is the second Facet. “Interpretation is defined as interpretations, narratives, and translations that provide meaning” (Wiggins & McTighe, 2005). The goal is to find the meaning of readings, activities and other types of media. Interpretation can leads to gray area. There is not definite right or wrong answer. Activity 1: This activity is works with PEMDAS and why it is important. Students will receive a work sheet with math equation. There will be multiple-choice answers. The student will have to figure out which answer correctly goes with PEMDAS. Activity 2: Students will interpret graphs to calculate future results of student growth in Rochester City school district. Activity 3: Students will be given a worksheet with pictures that are rotated, reflected and translated. It...
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...Graded Assignments 4 Unit 1 Journal 1: Personal Narrative 4 Unit 1 Journal 1: Personal Narrative Handout 6 Unit 1 Journal 2: Civic Narrative 9 Unit 1 Journal 2: Civic Narrative Handout 11 Unit 1 Assignment 1: What Would You Do? 12 Unit 2 Journal 1: Personal Narrative 13 Unit 2 Journal 1: Personal Narrative Handout 15 Unit 2 Journal 2: Civic Narrative 19 Unit 2 Journal 2: Civic Narrative Handout 20 Unit 2 Journal 3: Article Response 22 Unit 2 Assignment 1: What Would You Do? 23 Unit 2 Assignment 2: Declaration of Independence and Public Safety 25 Unit 3 Journal 1: Car Commercials 26 Unit 3 Journal 2: Personal Narrative 27 Unit 3 Journal 2: Personal Narrative Handout 28 Unit 3 Journal 3: Civic Narrative 31 Unit 3 Journal 3: Civic Narrative Handout 32 Unit 3 Journal 4: Taste vs. Judgment 34 Unit 3 Presentation 1: What Would You Do? 35 Unit 3 Assignment 1: Habits That Hinder Thinking 36 Unit 4 Journal 1: Invention Exercise 37 Unit 4 Journal 1: SWOT Analysis Template 38 Unit 4 Journal 2: Personal Narrative 39 Unit 4 Journal 2: Personal Narrative Handout 41 Unit 4 Journal 3: Civic Narrative 43 Unit 4 Journal 3: Civic Narrative Handout 44 Unit 4 Assignment 1: What Would You Do? 46 Unit 4 Assignment 2: Invention White Paper 47 Unit 5 Journal 1: Personal Narrative 48 Unit 5 Journal 1: Personal Narrative Handout 49 Unit 5 Journal 2: Civic Narrative 51 Unit 5 Journal 2: Civic Narrative Handout 53 Unit 5 Assignment 1: What Would...
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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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...ETHICAL AND RELIGIOUS LANGUAGE ‘Good’ is difficult to define. The dictionary defines good in a great many different ways: 'having the right or desired qualities; satisfactory, adequate. (of a person) efficient, competent. (of a thing) reliable, efficient. (of health etc) strong. kind, benevolent. morally excellent; virtuous. charitable. well-behaved. enjoyable, agreeable. thorough, considerable.' Moral philosophy also uses the word 'good' in a variety of ways, sometimes as a noun, sometimes as an adjective. GOOD CAN MEAN: A. An inherent quality which is widely beneficial.. B. The opposite of bad or evil. C. Something one person (or more) approves of. D. Useful, in that the good action/concept/attitude enriches human life. E. God-like, or what God wants. For each of these five types of usage (and the list is not exhaustive) it is possible to see room for differences of interpretation. Usage A will vary, depending on how 'widely' and' beneficial' are defined. 'Widely' could mean anything from 'often in the life of one person' to 'universal, to every being'. 'Beneficial' could mean any of pleasant, healthy, productive, useful, life-enhancing/ enriching. Usage B depends entirely on the person's view of what is evil. Usage C will probably be different in detail for every single individual, and will be dependent .on the background of the person concerned. Usage D depends on the long-term and ultimate goals that a person has in life. A person aiming...
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