...Nilson Carroll ART 353 Research Paper The Dada Text In July 1916, as the Great War raged across Europe, Hugo Ball read aloud the first Dada manifesto at the Cabaret Voltaire (Ades, Caberet 16). In typical Dada hyperbole, the manifesto made wild claims about the power of the word Dada and how it indicated a new tendency in art and literature. The manifesto, and the many that were written after it, identified and combated what the Dadaists saw as the bourgeois corruption that had caused the war and diluted art into something worthless. Through written manifestos, Dada poetry and collage, wild forms of theater and new ideas on visual art, Dada found a common voice among several different groups of artists from across Europe and in New York. Today, Dada is understood as an art movement, chronologically somewhere in between Futurism and Surrealism. Yet, Dada cannot be understood simply as a visual art movement, but instead as a literary movement. Rather than through painting or sculpture, Dada is best understood through the text, manifestos, poetry, and magazines produced by the Dadaists. Dada visual art by artists like Francis Picabia, Marcel Duchamp, or Hans Arp do not rely on traditional formal elements of art, but rather on the titles of the works. Dadaists have more in common with their contemporary, poet Guillaume Apollinaire, than with any painter, and they are more concerned with Symbolist poets Arthur Rimbaud and Comte de Lautréamont than with modern painters Édouard Manet...
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...In “Where Are You Going, Where Have You Been?” Joyce Carol Oates illustrates an adolescent 15 years old girl called Connie. A typical teenager who thinks she has the world in her hands, converting this girl in the perfect prospect for a murder. Critic Clifford J. Kurkowski finds this a “significant issue in literary criticism because it questions Connie’s values and morals, and the author’s intent.” It was easy for these girls to be a victim of a forced sexual encounter or a violation because they were immature, innocent, and their parents did not pay attention to them. Making Connie the perfect victim for the murderer Arnold Field Introducing herself as a teenager, Connie is looking for attention and love regardless of the consequences this may bring. By behaving and dressing like an adult woman she walks around creating sexual attention in the light of older men. This leads her to be part of this number of girls who try to find love and attention on the hands of the wrong person. Apparently Connie is becoming increasingly alienated from her family. “Her parents and sister were going to a barbecue at an aunt's house and Connie said no, she wasn't interested” (340). This shows the relationship between Connie and her family, it was very unstable; there were lack of love, and a contribution to the fact that her parents did not care about their children. This shows how Connie contributed to her own demise because she was not even trying to spend quality time with her family and...
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...Naomi Summary Summary (Literary Essentials: World Fiction) Naomi is an ironic account of a seemingly proper gentleman in his mid-twenties who meets a young girl named Naomi, who is working as a waitress in a cafe. The story is told by its protagonist, Joji Kawai. Fascinated by her Western-sounding name and her sensuous beauty, which reminds him of American silent film star Mary Pickford (highly popular in Japan in the 1920’s), Joji decides that he intends to marry Naomi; soon he falls into a Pygmalion-like relationship as he attempts to tame this selfish and willful creature. Joji gives Naomi money for English and voice lessons, only to learn that she is less talented than he had first supposed. She refuses to do any work in the house, buys extravagant clothes, and manipulates Joji into borrowing money under false pretenses from his doting mother, who lives in the country. Naomi next takes up Western dancing and forces Joji to accompany her to her lessons and to Tokyo dance halls. There he realizes that she has developed a whole coterie of younger male friends unknown to him. The young student Kumagai in particular speaks with Naomi in a fashion which suggests that they have been intimate. Joji’s illusions shatter; his work suffers, and he begins to lose control of himself. At Naomi’s suggestion, Joji decides to rent a cottage for the summer in the resort town of Kamakura, south of Tokyo. He commutes from there to his job in Tokyo. Naomi seems happy with this arrangement,...
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...Howley and Bernstein illustrate the idea of Lester being a fish, this is first shown after Lester murders his wife when you see the poster that sais ‘what if you are right and they are wrong’. This is appearing as Lester is shown up until this point as a cowardly fish, with his wife threatening to leave him and even saying that she would have been better off without him. This leads him to crack in which you see him accidently kill his wife and call the mysterious man he met at the hospital, who then became Lester’s idol of sorts with him being Lester’s image of the perfect man, when this happens you can feel his change from cowardly to his sudden surge of uncontrollable anger, similarly to a shark. With Fargo always playing with the idea of the food chain, this shows the evolution of his character from goldfish to a shark, which illustrates the idea that Lester could only ever be one of two kinds of men, a dimwitted small man who was a failure in his partner's eyes, or a smart strong crazed murderer, both of these are tragically relatable to the common viewer and also allows them to feel sorry for Lester as they have often met people or family members who feel like no matter what they...
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...trade with its neighbors, Mesopotamia grew to become a powerful empire. Life in Mesopotamia Prehistory The settlement of humans in the Near East began with the movement of Homo erectus off the African continent roughly 2 million years ago during the Paleolithic period. Over the course of several thousand years, Homo erectus spread rapidly throughout the Near East and then into Europe and Southeast Asia. The first three phases of the Paleolithic period (Lower, Middle, and Upper) extend from roughly 2.5 million years BC through 14,000 BC. Each phase is defined by changes in human habitat, stone tool technology, and diet. During most of that time, humans lived in open-air campsites and in small natural caves. They hunted wild animals and fished, gathered wild plants, and wandered over a large geographic area. During the Epipaleolithic period, between 14,000 BC and 9000 BC, humans lived in circular or semi-circular structures called pit houses. These houses often had hearths and plaster floors and sometimes several pits were linked together to form various rooms. Plants and animals were domesticated in the Near East roughly between 11,000 and 6500 BC. By 9000 BC, modern humans (Homo sapiens sapiens) were...
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...The Last Leaf by O. Henry from The Gift of the Magi and Other Stories This Level 1 ELLSA lesson can be accessed on the internet at http://www.rdlthai.com/ellsa_lastleaf1.html Lesson plan and text: Jeffrey Taschner, 1999 Print and web-adaptation: John Morgan, 1999 © USIA, 1999. All rights reserved 1. SYNOPSIS 1a) Synopsis Johnsy and Sue are artists who move into Greenwich Village in New York City. As Winter approaches and the weather gets colder, Johnsy becomes ill with pneumonia. She gets so sick that she believes that when the last leaf falls from the vine outside her window, she will die. An old artist, named Behrman, who lives in the same building as the girls, braves a storm one night to paint a leaf on the wall — a leaf that will never fall. Cold and wet from painting in the icy rain, he catches pneumonia and dies. This gives Johnsy the hope to survive her illness, and it also creates the masterpiece Behrman had always dreamed of painting. 1b) Vocab checkpoint • approaches (verb) To approach is to move towards. It is often used with seasons and special occasions (New Year, Christmas, birthdays) as in the example here, as well as with people and moving objects (vehicles, etc). • becomes (verb) In this example, becomes has the same meaning as "gets". With illnesses, we often use "to fall", or "to be taken": Johnsy fell ill/Johnsy was taken ill • pneumonia (noun) Pneumonia is a serious illness of the lungs. • vine (noun) A vine is like a...
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...The Last Leaf by O. Henry from The Gift of the Magi and Other Stories This Level 1 ELLSA lesson can be accessed on the internet at http://www.rdlthai.com/ellsa_lastleaf1.html Lesson plan and text: Jeffrey Taschner, 1999 Print and web-adaptation: John Morgan, 1999 © USIA, 1999. All rights reserved 1. SYNOPSIS 1a) Synopsis Johnsy and Sue are artists who move into Greenwich Village in New York City. As Winter approaches and the weather gets colder, Johnsy becomes ill with pneumonia. She gets so sick that she believes that when the last leaf falls from the vine outside her window, she will die. An old artist, named Behrman, who lives in the same building as the girls, braves a storm one night to paint a leaf on the wall — a leaf that will never fall. Cold and wet from painting in the icy rain, he catches pneumonia and dies. This gives Johnsy the hope to survive her illness, and it also creates the masterpiece Behrman had always dreamed of painting. 1b) Vocab checkpoint • approaches (verb) To approach is to move towards. It is often used with seasons and special occasions (New Year, Christmas, birthdays) as in the example here, as well as with people and moving objects (vehicles, etc). • becomes (verb) In this example, becomes has the same meaning as "gets". With illnesses, we often use "to fall", or "to be taken": Johnsy fell ill/Johnsy was taken ill • pneumonia (noun) Pneumonia is a serious illness of the lungs. • vine (noun) A vine is like...
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...(Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed plot, elements of the occult, modern characterizations, and themes of import to today's world make Macbeth an excellent choice for teaching to high school students. This study guide offers ideas for presenting Macbeth to a high school class. The activities have been divided into sections: 1. 2. 3. 4. a brief literary overview, including a synopsis and commentary on the play; suggestions...
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...some degree – the analysis of a chosen literary work. Thus, when the name of Marquez is evoked, the very first thing to come to one’s mind is probably ‘One Hundred Years of Solitude’ and – for some readers – the term of ‘magic realism’. Every other Marquez’s work must ‘take into an account’ such inevitable context. Then, the title also determines reader’s expectations. In the case of ‘Love in the Time of Cholera’ – the subject of this essay – all enormous tradition of love literature passes in the background, due to the novel’s title. To what degree these associations help in the understanding of Marquez’s famous book it is to be discovered. To begin with, obviously not all of the Colombian writer’s works have been created in the magic realist mode. In ‘In Evil Hour’ (1961) or ‘The General in His Labyrinth” (1989) there are hardly any magic realist elements. On the other hand, ‘One Hundred Years of Solitude’ still functions as the main and most eminent example of magic realism in the world literature, and the one best recognised by an average reader, too. As to ‘Love in the Time of Cholera’, it seems to lie somewhere in between a purely magic realist fiction and a realistic one, with some supernatural elements present in the text, but seeming not to be of fundamental importance. To interpret the novel in the context of magic realism, some definitions of that writing technique (or of that literary movement, as some critics prefer to call it) should be shortly presented hereon...
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...not be afraid and that the doctor would not hurt her (Williams 80). In another instance, Williams writes, “As I moved my chair a little nearer suddenly with one catlike movement both her hands clawed instinctively for my eyes and she almost reached them too” (81). Williams uses the girl’s actions to further convey his message that she was frightened. It is easy to assume that a grown man having to deal with this would get frustrated. Williams chose to demonstrate the doctor’s irritation through his narration. “Look here, I said to the child, we’re going to look at your throat. You’re old enough to understand what I am saying. Will you open it now by yourself or shall we gave to open it for you” (Williams 81). William Carlos Williams used techniques such as the voice of a minor character, the narration and even the actions of the main characters...
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...organizational visits 6 3. Professional development from PALS 7 3.1 Commercial awareness 8 3.2 Communication skills 8 3.3 Leadership 9 3.4 Foreign language 10 4. Help in the future 10 Conclusion 11 Reference 12 LEARNING LOG 13 Introduction In this text, I will retrospect to the period doing the assignment and reflect how I developed professionally and personally. The first chapter gives a review of the group assignment and presentation. We took DHL call centre as the development subject, and analyzed the importance of establishing a new call centre based on the theories about the reasons of building call centre. Based on existing literature about call centres, we summered up the advantages of call centres and examine the current status of DHL, thus our analysis gives a theoretical and practical ground of building DHL new call centre (Bruce et al, 2010). Latter analyzed the factors influencing the success of call centres so that we can adapt right strategy and avoid big failure (Chiara et al, 2006). The main concern is to promote service quality in all dimensions and by scientific means. In the second chapter, I draw a line between what I noticed and perceived from visiting and interviewing activities and what I’ve learned in the module before. Besides, I will explain my understanding of PALS in the aspects of learning skills, practice, introspection, interaction, sharing and equal. A new participant like me who has never...
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...com/action/journalInformation?journalCode=rjpw20 Download by: [Indiana University Libraries] Date: 24 February 2016, At: 16:43 Journal of Postcolonial Writing Vol. 46, No. 1, February 2010, 65–75 “He does not understand our customs”: Narrating orality and empire in Chinua Achebe’s Things Fall Apart Jarica Linn Watts* University of Utah, Salt Lake City, USA Downloaded by [Indiana University Libraries] at 16:43 24 February 2016 jarica.watts@utah.edu Jarica 0 100000February 46 2010 &Article OriginalofFrancis 1744-9855 (print)/1744-9863 JournalandPostcolonial 10.1080/17449850903478189(online) RJPW_A_448194.sgm TaylorLinnWatts 2010 Writing Francis This article delineates different strains of Achebe’s narrative technique in Things Fall Apart, arguing that earlier critics have failed to account fully for two fundamental principles in Achebe’s narrative: the myriad phrases that are repeated throughout the first part of the work; and the formative shift, the poetic volta, that takes place between parts one and two of the novel. Drawing on Achebe’s assertion that “anyone seeking an...
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...motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically tragic themes: the role of fate and fortune, the inevitable nature of tragedy, and the isolation of the tragic hero. This teacher’s guide will be divided into several parts: (1) a brief literary overview, including a synopsis and commentary on the play; (2) suggestions for teaching the play, including activities, discussion questions, and essay topics to be used before, during, and...
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...To Build a Fire Summary A man travels in the Yukon (in Alaska) on an extremely cold morning with a husky wolf-dog. The cold does not faze the man, a newcomer to the Yukon, who plans to meet his friends by six o'clock at an old claim. As it grows colder, he realizes his unprotected cheekbones will freeze, but he does not pay it much attention. He walks along a creek trail, mindful of the dangerous, concealed springs; even getting wet feet on such a cold day is extremely dangerous. He stops for lunch and builds a fire. The man continues on and, in a seemingly safe spot, falls through the snow and wets himself up to his shins. He curses his luck; starting a fire and drying his foot-gear will delay him at least an hour. His feet and fingers are numb, but he starts the fire. He remembers the old-timer from Sulphur Creek who had warned him that no man should travel in the Klondike alone when the temperature was fifty degrees below zero. The man unties his icy moccasins, but before he can cut the frozen strings on them, clumps of snow from the spruce tree above fall down and snuff out the fire. Though building a fire in the open would have been wiser, it had been easier for the man to take twigs from the spruce tree and drop them directly below on to the fire. Each time he pulled a twig, he had slightly agitated the tree until, at this point, a bough high up had capsized its load of snow. It capsized lower boughs in turn until a small avalanche had blotted out the fire. The man is...
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...The Decline and Fall of Literature November 4, 1999 ANDREW DELBANCO E-mail Print [pic]Share [pic] [pic]In Plato’s Cave[pic] by Alvin Kernan A couple of years ago, in an article explaining how funds for faculty positions are allocated in American universities, the provost of the University of California at Berkeley offered some frank advice to department chairs, whose job partly consists of lobbying for a share of the budget. “On every campus,” she wrote, “there is one department whose name need only be mentioned to make people laugh; you don’t want that department to be yours.”1 The provost, Carol Christ (who retains her faculty position as a literature professor), does not name the offender—but everyone knows that if you want to locate the laughingstock on your local campus these days, your best bet is to stop by the English department. The laughter, moreover, is not confined to campuses. It has become a holiday ritual for The New York Times to run a derisory article in deadpan Times style about the annual convention of the Modern Language Association, where thousands of English professors assemble just before the new year. Lately it has become impossible to say with confidence whether such topics as “Eat Me; Captain Cook and the Ingestion of the Other” or “The Semiotics of Sinatra” are parodies of what goes on there or serious presentations by credentialed scholars.2 At one recent English lecture, the speaker discussed a pornographic “performance artist”...
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