...So Much Water So Close To Home Raymond Carver This short story by Raymond Carver is about this man called Stuart. Stuart lives with his wife Claire. The story is told from Claire, and her perspective. In the start, the story takes place at a river, some miles away from Stuart and Claire’s home. At this river Stuart and some of his friends, is out for a real man trip. They are fishing, drinking and doing all, of such things men does on a trip like this. In the middle of this trip, one of the men finds a dead body of a girl, in the river. They do not call the police, because they will not ruin the trip. So they decide to call the police after the trip when they was about to go home. Stuart comes home and telling this story to Claire, and that’s really where the story takes start and the action first begins. Shortly after this we can see, that the real action, is about, Stuart and Claire’s relationship, and how Claire is. The settings in the start are at a river, miles away from Stuart’s home. It’s not described very well, but I have an imagination, at how this place the men is at, is a normally place in a forest near a river. Maybe there is a bonfire place, with some stones around it, and they are sitting there in a circle. Otherwise the story takes place several different locations, there isn’t described very much in this short story. A characterization of Claire: In the text, it appears that Claire is mentally ill. It is only, if you read the whole story, it makes sense...
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...Examine the endings (with close attention to the last ‘scene’ and the last paragraph) of at least three 20c. short stories and consider how the author handles them and their relation to the story as a whole. The art of ending short stories has been hotly contested for centuries. As humans we naturally desire firm conclusions that tie up the story’s various loose threads and leave us with a sense of satisfaction. Many writers, in modern times, have tried to challenge this convention, preferring to leave endings open for interpretation and development of thought. This is connected with the developing idea that a short story is, in essence, a brief glimpse into a character’s life. In this sense, there is a future outside of the ending, which negates the requirement for an effective conclusion. Flannery O’Connor is an example of a modern writer who sought to challenge the conventions of a story’s ending. Her tale, ‘Everything That Rises Must Converge,’ is told from the perspective of Julian, a college graduate who is being supported by his mother while he seeks employment. The plot revolves around a ride on an integrated bus, and the crisis point comes in the form of a confrontation between Julian’s mother and a black woman wearing the same hat. Julian repeatedly conveys his wish to be rid of his mother, going so far as to dream about her being seriously ill. Despite this, his reaction upon her stroke shows exactly how dependant he is on her: ‘His voice was thin, scarcely a...
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...gaudy wings. Rivers are pleasant, and of course trees. A waterfall, or if that’s not possible, a fountain rising and falling. A person wants to stand in a happy place, in a poem. When the woman turned I could not answer her face. Her beauty and her embarrassment struggled together, and neither could win. She smiled and I smiled. What kind of nonsense is this? Everybody needs a job. Yes, a person wants to stand in a happy place, in a poem. But first we must watch her as she stares down at her labor, which is dull enough. She is washing the tops of the airport ashtrays, as big as hubcaps, with a blue rag. Her small hands turn the metal, scrubbing and rinsing. She does not work slowly, nor quickly, like a river. Her dark hair is like the wing of a bird. I don’t doubt for a moment that she loves her life. And I want her to rise up from the crust and the slop and fly down to the river. This probably won’t happen. But maybe it will. If the world were only pain and logic, who would want it? Of course, it isn’t. Neither do I mean anything miraculous, but only the light that can shine out of a life. I mean the way she unfolded and refolded the blue cloth, The way her smile was only for my sake; I mean the way this poem is filled with trees, and birds. About these ads Share this: PrintEmail Related Reckless Poem by Mary Oliver In "Mary Oliver" Sunrise by Mary Oliver In "Mary Oliver" I Want to Write Something So Simply by Mary Oliver ...
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...critique of the American Dream and the idillic materialistic nature of American society in the 1940’s. In the play suffering can be seen through the thoughts and opinions of the protagonist Willy Loman, we can see this in Millers use of stage directions, language and time-shifts. Suffering can also be seen in Raymond Carver’s “Short Cuts” which contains stories such as “So Much Water So Close To Home”, “Neighbours” and “They’re Not Your Husband”. Carver’s work was heavily influenced by his upbringing and focuses and blue-collar workers, like his mother and father. Although Miller’s writing style is poetic and metaphorical shown in the opening stage directions “A melody is heard, played upon a flute. It is small and fine, telling of grass and trees and the horizon.” This shows a romanticised pastoral idyll as well as a metaphorical stage setting. Carver’s style has been referred to as “minimalistic” and “cinematic” as seen in “Will You Please Be Quiet, Please?” whilst describing Marian’s aura on their honeymoon “her hair was long and hung down in front over her shoulders, and she was looking away from him, staring at something in the distance.” Graham Clarke said Carver is “the quintessential minimalist, seemingly reducing to an absolute spareness both his subject matter and the treatment of it” (2) showing that like Carver’s mentor Hemingway, his minimalism is of the highest quality when sparse of descriptions. We can see both writers present suffering as a result of...
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...Hill, and the Miz was feeling nervous. I didn’t pick up on this at the time—I mean, I couldn’t tell. To me he looked like he’s always looked, like he’s looked since his debut season, back when I first fell in love with his antics: all bright-eyed and symmetrical-faced, fed on genetically modified corn, with the swollen, hairless torso of the aspiring professional wrestler he happened to be and a smile you could spot as Midwestern American in a blimp shot of a soccer stadium. Late in 1998 or early in ’99—during the winter that straddled the two—I spent a night on and off the telephone with a person named John Fahey. The first moves with the courteous lento of one of Peter Taylor’s stories; the last has the directness of something by Raymond Carver; the second, more placeless and more contemporary, could be by lots of writers—Jennifer Egan, or maybe Sam Lipsyte. Actually, all are the opening sentences of essays by John Jeremiah Sullivan, from his second book, “Pulphead” (Farrar, Straus & Giroux; $16). It is obvious enough that they are by a talented storyteller, who has learned from fiction (as well as from the essayistic tradition) how to structure and ration his narratives. He seems to have in abundance the storyteller’s gifts: he is a fierce noticer, is undauntedly curious, is porous to gossip, and has a memory of childlike tenacity. Anecdotes fly off the wheels of his larger narratives. In a touching piece about the near-death of his brother (who electrocuted himself with a...
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...English 175-‐02: Introduction to Literary Genres Instructor: Aaron Schab aschab@uidaho.edu 209 Brink Hall Department of English University of Idaho Course Meets: Life Sciences South 163 Monday/Wednesday/Friday 9:30 am – 10:20 am January 9, 2013 – May 10, 2013 Course Description In this class, we will learn about the basic conventions and terms used to understand and discuss the three major genres of literature: fiction, poetry, and drama. This class will help you understand the sometimes baffling world of literature, and is intended to provide the general student with basic experience in literary analysis. Additionally, I hope this class will lead you to a lifelong appreciation for (and engagement with) reading literature. Although this class features extensive reading and writing, it is not necessary for you to be a bookworm or a writing superstar to succeed in this class – if you ...
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...Analysis. The author of this text is Jerome K. Jerome. He is a popular English writer. The most famous works are Three Men in a Boat, The Idle Thoughts of an Idle Fellow, Novel Notes and Three Men on the Bummel which belong to the end of 19th century and the beginning of 20th century. He is famous for his art of story-telling and his humour which is based on misunderstanding. He is good at revealing the weak sides of human nature. This extract is about three men who decided to cook an Irish stew. They began cooking from peeling the potatoes. They threw another products which they wished to get rid of and mixed all carefully. At the end Montmorency bought fresh caught water-rat. After some discussions these three men decided to try something new and added the rat. Eventually, they were very happy by their cook masterpiece. By this text the author wanted to tell us that it had better to try something new than to be indifferent and do everything as usual. People ought to develop in this case world progress would go ahead. Jerome presents his story as 1st-person narration with descriptive passages. This extract may be divided into the following parts. The first one is a description of Sonning. The second is decision of cooking an Irish stew. The third is Montmorency’s contribution to the dinner. The last one is about great success of Irish stew. This text is written with the cheerful, humorous, emotional and optimistic prevailing mod. The...
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...eBooks blog and email newsletter. Chapter 1 M y father’s family name being Pirrip, and my Christian name Philip, my infant tongue could make of both names nothing longer or more explicit than Pip. So, I called myself Pip, and came to be called Pip. I give Pirrip as my father’s family name, on the authority of his tombstone and my sister - Mrs. Joe Gargery, who married the blacksmith. As I never saw my father or my mother, and never saw any likeness of either of them (for their days were long before the days of photographs), my first fancies regarding what they were like, were unreasonably derived from their tombstones. The shape of the letters on my father’s, gave me an odd idea that he was a square, stout, dark man, with curly black hair. From the character and turn of the inscription, ‘Also Georgiana Wife of the Above,’ I drew a childish conclusion that my mother was freckled and sickly. To five little stone lozenges, each about a foot and a half long, which were arranged in a neat row beside their grave, and were sacred to the memory of five little brothers of mine - who gave up trying to get a living, exceedingly early in that universal struggle - I am indebted for a belief I religiously entertained that they had all been born on their backs with their hands in their trousers-pockets, and had never taken them out in this state of existence. Ours was the marsh country, down by the river, within, Great Expectations as the river wound, twenty miles of the sea. My first...
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...UNIVERSITY DEPARTMENTS ANNA UNIVERSITY CHENNAI : : CHENNAI 600 025 REGULATIONS - 2009 CURRICULUM I TO IV SEMESTERS (FULL TIME) MASTER OF BUSINESS ADMINISTRATION (MBA) SEMESTER – I |Code No. |Course Title |L |T |P |C | |BA9101 |Statistics for Management |3 |1 |0 |4 | |BA9102 |Economic Analysis for Business |4 |0 |0 |4 | |BA9103 |Total Quality Management |3 |0 |0 |3 | |BA9104 |Organizational Behaviour |3 |0 |0 |3 | |BA9105 |Communication Skills |3 |0 |0 |3 | |BA9106 |Accounting for Management |3 |1 |0 |4 | |BA9107 |Legal Aspects of Business |3 |0 |0 |3 | |BA9108 |Seminar I – Management Concept |0 |0 |2 |1 | | |Total | | | |25...
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...Personality Theory Course : Organizational Behaviour Course Code: MBA507 Section: 1 Submitted To: Dr. Nasreen Wadud Adjunct Faculty, Business Administration Department East West University Submitted By: Md. Faysal Ahmed ID: 2013-1-95-110 Mahmudul Hasan ID: 2013-1-95-031 Niaj Mahmud ID: 2013-1-95-055 Md. Samiul Islam Chowdhury ID: 2013-1-95-076 Submission Date: 24.08.2013 TABLE OF CONTENTS Front Matter 2-5 Preface 2 Learning Objectives 3 Scope of the Project 3 Methodology 4 Limitations 5 I. Introduction 6-12 Introduction to Personality Theory 6 What is a Theory 7 Why Different theories 11 II. Theories of Personality 12-116 Psychoanalytic Theory 12-25 Humanistic Theory 25-43 Trait and Factor Theories- Big Five Factors 43-57 Biological and Genetic Theories 58-62 Social Cognitive Theory 62-87 Holistic-Dynamic Theory 88-116 III. Conclusion 116-117 Final Thoughts 116 Summary ...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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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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...International Relations Theory The new edition of International Relations Theory: A critical introduction introduces students to the main theories in international relations. It explains and analyzes each theory, allowing students to understand and critically engage with the myths and assumptions behind each theory. Key features of this textbook include: • discussion of all of the main theories: realism and (neo)realism, idealism and (neo)idealism, liberalism, constructivism, postmodernism, gender, and globalization two new chapters on the “clash of civilizations” and Hardt and Negri’s Empire innovative use of narratives from films that students will be familiar with: Lord of the Flies, Independence Day, Wag the Dog, Fatal Attraction, The Truman Show, East is East, and Memento an accessible and exciting writing style which is well-illustrated with boxed key concepts and guides to further reading. • • • This breakthrough textbook has been designed to unravel the complexities of international relations theory in a way that allows students a clearer idea of how the theories work and the myths that are associated with them. Cynthia Weber is Professor of International Studies at the University of Lancaster. She is the author of several books and numerous articles in the field of international relations. International Relations Theory A critical introduction Second edition Cynthia Weber First published 2001 by Routledge Second edition published 2005 by Routledge...
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...COLLAPSE HOW S O C I E T I E S CHOOSE TO FAIL OR S U C C E E D JARED DIAMOND VIK ING VIKING Published by the Penguin Group Penguin Group (USA) Inc., 375 Hudson Street, New York, New York 10014, U.S.A. Penguin Group (Canada), 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 (a division of Pearson Penguin Canada Inc.) Penguin Books Ltd, 80 Strand, London WC2R ORL, England Penguin Ireland, 25 St. Stephen's Green, Dublin 2, Ireland (a division of Penguin Books Ltd) Penguin Books Australia Ltd, 250 Camberwell Road, Camberwell, Victoria 3124, Australia (a division of Pearson Australia Group Pty Ltd) Penguin Books India Pvt Ltd, 11 Community Centre, Panchsheel Park, New Delhi—110 017, India Penguin Group (NZ), Cnr Airborne and Rosedale Roads, Albany, Auckland 1310, New Zealand (a division of Pearson New Zealand Ltd) Penguin Books (South Africa) (Pty) Ltd, 24 Sturdee Avenue, Rosebank, Johannesburg 2196, South Africa Penguin Books Ltd, Registered Offices: 80 Strand, London WC2R ORL, England First published in 2005 by Viking Penguin, a member of Penguin Group (USA) Inc. 13579 10 8642 Copyright © Jared Diamond, 2005 All rights reserved Maps by Jeffrey L. Ward LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Diamond, Jared M. Collapse: how societies choose to fail or succeed/Jared Diamond. p. cm. Includes index. ISBN 0-670-03337-5 1. Social history—Case studies. 2. Social change—Case studies. 3. Environmental policy— Case studies. I. Title. HN13. D5 2005 304.2'8—dc22...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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