...In Aesop’s fable, “The Wolf and the Lamb,” the moral of the story asks the reader to examine the desire for an object—and how we justify our behavior if we cannot obtain that object. This moral is graphically presented through the repeated use of key words to describe the fox’s repeated failure to get what he wants. The fox’s first attempt is foiled as he “just missed” the grapes (35). He attempts “again and again”, running and jumping repeatedly, but has “no greater success” (35). He then becomes disgusted and walks away. These successive descriptions of his failure build to his disdainful comment that the grapes are probably sour (35). The repeated demonstration of fox’s failures and his self-rationalization of why is he walking away—not that he has failed but because he has decided that the grapes are sour and he does not want them anyway—cleverly portrays the moral of the fable: if you can’t get it, blame something else, not yourself. It therefore asks the readers to Aesop’s Fables 3 of 93 The Wolf and the Lamb Once upon a time a Wolf was lapping at a spring on a hillside, when, looking up, what should he see but a Lamb just beginning to drink a little lower down. ‘There’s my supper,’ thought he, ‘if only I can find some excuse to seize it.’ Then he called out to the Lamb, ‘How dare you muddle the water from which I am drinking?’ ‘Nay, master, nay,’ said Lambikin; ‘if the water be muddy up there, I cannot be the cause of it, for it runs down from you to me.’ ‘Well...
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...The 1992 Disney film Aladdin represents an analysis of the social inequalities. Human society is demonstrated to be discriminatory, and unequal. Society ranks individuals consciously into certain class statuses such as being rich or poor. The class status acts as a barrier or a wall, preventing the individuals from escaping the social norms of what class they were placed in. Every individual is placed into one of the classes through appearances, skills and wealth. The individual is given a title and they must then comply with the norms according to the class they have been assigned to. There is a clear distinction between the two class status that separates one from another. The film demonstrates an understanding of how each class are represented in the eyes of society. There are limitations to each class, society creates norms for people and classes are restricted to them. Each class has their own roles in society and are bound to specific social and legal rules. Aladdin is not just a fairytale story for kids, but shows the struggles and delightful life of both upper and lower class. Human nature has created the hierarchy of social class, institutions and structures. These social entities have forced human society to separate themselves from one another. There is a representation of a large gap between the classes in Aladdin. In the city of Agrabah, the distinction between the upper and lower class has pushed society with the battle between poverty and crime. The desperate...
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...Film Music in Pirates of the Caribbean: The Curse of the Black Pearl Name Professor Institution Course Date Introduction The movie ‘the curse of the Black Pearl’ is a fiction film that was produced in 2003. This movie saw the establishment of jack sparrow the principal character in the movie. This movie took the historical setting of colonialism and explained the adventure of rescue (MacDonald 56). The film talks about a quest where jack sparrow wants to form an act of revenge to a rival captain who had left him for dead. Jerry Bruckheimer produced the film, and the film director was Verbinski Gore. The two have worked consistently and made sure that the movie has been a success in the world. The movie curse of the black pearl had two music composers who were Hans Zimmer, who was the producer and Klaus Badelt, who was the composer. In this document, we are going to look at only two personalities that include the writer and the director in the play. These people are Verbinski Gore and Klaus. Klaus was of the German nationality and composer of the movie Pirates of the Caribbean: The Curse of the Black Pearl. He was born in 1968 in Frankfurt. He was an original music composer. His first works were in the film industry back at is original home ground. His work received admirable attention, and soon he became a super rising star. He contributed to some of the major Hollywood movies. His first work was when he made the movie ‘time...
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...Even at its most ecstatically upward-rushing, it is troubled by passing dissonances, undercut by harmonic rootlessness. All of it is the music of Scottie's mind, and this character is, in the last analysis, completely mad. Mr. Stewart delays that realization with all his practiced reasonableness; the final tableau atop the San Juan Bautista Mission tower is all the more stunning in its finality. Herrmann, steeped in Victorian melodrama, gets to write a fanfare for the triumph of Fate. With all dialogue finally out of the way, the whole orchestra rises to its feet to proclaim, ''This man is...
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...Samora Nyamongo Nyangau-C50/CE/24046/2013 Dr.J.K.S Makokha ALT811 Drama in Africa Drama as a criticism of social systems with reference to selected plays of Efua Sutherland and Tewfik Al Hakims. Criticism is the expression of disapproval of someone or something based on perceived faults or mistakes and also the analysis and judgment based on the merits and demerits of a particular system .In this essay the first definition will be appropriate considering the plays under scrutiny. Therefore, criticism of social systems refers to the exposition of how various entities whether cultural or political in a society have flawed hence need restructuring to have morality and sanity prevail. Poor leadership systems and barbaric cultural systems will be dissected with ample illustrations from four African plays revealing social injustices and oppressive cultures. Social injustice is a relative concept concerning unfairness in a society in regard to the manner in which the leadership divides rewards and burdens .Tewfik Al Hakims’ plays The Sultans’ Dilemma and Song of Death will be used together with Mohammed Ben Abdallah’s The Verdict of the Cobra and Trial of Mallam Ilya. At the beginning of Sultan’s dilemma we learn that a stake has been set up to which a man condemned to death is tied. The Condemned Man is eager to know the hour of his execution as he refers to his execution as a joyous event to the executioner. The executioner tells the Condemned Man when the Muezzin climbs to the...
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...Once Upon A Time Once Upon a Time by Gabriel Okara Once upon a time, son, they used to laugh with their hearts and laugh with their eyes: but now they only laugh with their teeth, while their ice-block-cold eyes search behind my shadow. There was a time indeed they used to shake hands with their hearts: but that’s gone, son. Now they shake hands without hearts while their left hands search my empty pockets. ‘Feel at home!’ ‘Come again’: they say, and when I come again and feel at home, once, twice, there will be no thrice- for then I find doors shut on me. So I have learned many things, son. I have learned to wear many faces like dresses – homeface, officeface, streetface, hostface, cocktailface, with all their conforming smiles like a fixed portrait smile. And I have learned too to laugh with only my teeth and shake hands without my heart. I have also learned to say,’Goodbye’, when I mean ‘Good-riddance’: to say ‘Glad to meet you’, without being glad; and to say ‘It’s been nice talking to you’, after being bored. But believe me, son. I want to be what I used to be when I was like you. I want to unlearn all these muting things. Most of all, I want to relearn how to laugh, for my laugh in the mirror shows only my teeth like a snake’s bare fangs! So show me, son, how to laugh; show me how I used to laugh and smile once upon a time when I was like you. BIOGRAPHY- Gabriel Imomtimi Gbaingbain Okara, the son of an Ijọ chief...
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...has influenced his fantasies about the fabled land of Middle-earth: Iceland’s Poetic Edda and Beowulf. Some tales in Norse mythology can also be analyzed to apply to Tolkien’s novel. Based on a biographically and historically opinion, one might talk about the World Wars’ effect on Tolkien and his novels. Another approach that could be taken is one based on the archetypes seen in The Hobbit; the hero, Bilbo Baggins, and the villain, the dragon Smaug. One could connect the archetypes and events of The Hobbit to those of Beowulf. The Hobbit could also be seen as a novel of the genre bildungsroman, which means “coming-of-age” and focuses on the emotional and physical development of the main character. The use of mythological criticism in the analysis of J.R.R Tolkien’s first novel The Hobbit is by far the most popular among renowned literature critics – one of whom was CS Lewis, an author of children’s fantasy novels himself. It is easy to explain the story from a mythological point of view; many ancient texts have themes similar to those of The Hobbit, including those of both a physical and emotional journey. The first of many works that are said to have influenced Tolkien’s work on The Hobbit is the Elder Edda from ancient Norse mythology. Tolkien got many of the names for his dwarf characters from the Poetic Edda, and he even named the mountain range over which the company had to cross to get to the dwarves’...
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...Ansari Memorial Series DREAMS IN ISLAM - A WINDOW TO TRUTH AND TO THE HEART Imran N. Hosein MASJID DARUL QUR’AN LONG ISLAND NEW YORK USA Copyright @ Imran N. Hosein Published by Masjid Darul Qur’an, 1514 East Third Avenue, Bayshore, NY 11706, USA. Tel: (516)665-9462 First published 1997 This new edition 2001 For my beloved daughter Hira May Allah bless her with good dreams Ameen! CONTENTS Preface Introduction Dreams in Pagan Arabia Dreams in Christian Arabia Dreams in the Qur’an: 1st. Dream: Dream of Joseph in which sun, moon, and eleven stars bow to him 2nd. Dream: Dream to King’s Butler in prison in which he pours wine for King 3rd. Dream: Dream to King’s Baker in prison of birds picking from basket of bread on his 4th. Dream: Dream to Egyptian King of seven fat cows etc. 5th. Dream: Dream to Abraham to sacrifice his son, Ishmael 6th. Dream: Wahi (perhaps as a dream) to the mother of Moses to put her baby in a basket in the river Nile 7th. Dream: Dream of Prophet Muhammad the night before the battle of Badr 8th. Dream: Dream of Prophet Muhammad concerning making a pilgrimage to the House of Allah in Makkah Dreams and Prophethood Classification of Dreams in Islam: First kind of Dream: A good true dream - like seeing the Prophet in a dream How to qualify for good and true dreams? How to respond if a believer says he has seen a dream head Second kind of Dream: Evil dreams Third kind of Dream: from the nafs Implication of false claim concerning...
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...8/6/2014 Print Property: Personal, Intellectual, and Real Learning Objectives 11 After studying this chapter, you will be able to: 1. Distinguish between personal, intellectual, and real property. 2. Explain how personal property is acquired. 3. Discuss the definition and significance of bailments. 4. Define different types of tenancies in real property. 5. Discuss the concept of eminent domain. Ryan McVay/Photodisc/Thinkstock The concept of property and ownership is one that has long been important in both society in general and law in particular. English philosopher and political theorist John Locke saw it as "the reason why men enter into society," and Walter Lippmann, the American journalist, described it as "the only dependable foundation of personal liberty." Some have gone so far as to say that the main reason for law is to protect property rights. Even if one does not subscribe to such a narrow purpose, there is no doubt that the law is much concerned with property and rights of ownership. Property can be defined as the right of an individual to exclusively possess, use, and dispose of anything that is capable of being owned. Broadly speaking, property can be divided into three separate types: personal property, intellectual property, and real property. Personal property is characterized by its portable nature; it can be carried from place to place. Furthermore, personal property can be either tangible or intangible. Tangible personal property encompasses...
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...In Other Words This book addresses the need for a systematic approach to the training of translators and provides an explicit syllabus which reflects some of the main intricacies involved in rendering a text from one language into another. It explores the relevance of some of the key areas of modern linguistic theory and illustrates how an understanding of these key areas can guide and inform at least some of the decisions that translators have to make. It draws on insights from current research in such areas as lexical studies, text linguistics and pragmatics to maintain a constant link between language, translation, and the social and cultural environment in which both language and translation operate. In Other Words examines various areas of language, ranging from the meaning of single words and expressions to grammatical categories and cultural contexts. Firmly grounded in modern linguistic theory, the book starts at a simple level and grows in complexity by widening its focus gradually. The author explains with clarity and precision the concepts and theoretical positions explored within each chapter and relates these to authentic examples of translated texts in a variety of languages, although a knowledge of English is all that is required to understand the examples presented. Each chapter ends with a series of practical exercises which provide the translator with an opportunity to test the relevance of the issues discussed. This combination of theoretical discussion and...
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...Cultural Moves AMERICAN CROSSROADS Edited by Earl Lewis, George Lipsitz, Peggy Pascoe, George Sánchez, and Dana Takagi 1. Border Matters: Remapping American Cultural Studies, by José David Saldívar 2. The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture, by Neil Foley 3. Indians in the Making: Ethnic Relations and Indian Identities around Puget Sound, by Alexandra Harmon 4. Aztlán and Viet Nam: Chicano and Chicana Experiences of the War, edited by George Mariscal 5. Immigration and the Political Economy of Home: West Indian Brooklyn and American Indian Minneapolis, by Rachel Buff 6. Epic Encounters: Culture, Media, and U.S. Interests in the Middle East,1945–2000, by Melani McAlister 7. Contagious Divides: Epidemics and Race in San Francisco’s Chinatown, by Nayan Shah 8. Japanese American Celebration and Conflict: A History of Ethnic Identity and Festival, 1934–1990, by Lon Kurashige 9. American Sensations: Class, Empire, and the Production of Popular Culture, by Shelley Streeby 10. Colored White: Transcending the Racial Past, by David R. Roediger 11. Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico, by Laura Briggs 12. meXicana Encounters: The Making of Social Identities on the Borderlands, by Rosa Linda Fregoso 13. Popular Culture in the Age of White Flight, by Eric Avila 14. Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom, by Tiya Miles 15. Cultural Moves: African Americans and the Politics of...
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...Кухаренко В. А. Практикум з стилістики англійської мови: Підручник. — Вінниця: Нова книга, 2000. — 160 с. Кухаренко Валерия Андреевна, д.ф.н., проф., кафедра лексикологии и стилистики английского языка факультетеа РГФ ОНУ им. И. И. Мечникова CONTENTS FOREWORD...............................................................................…………………………………………... 2 PRELIMINARY REMARKS.....................................................………………………………………….. 3 CHAPTER I. PHONO-GRAPHICAL LEVEL. MORPHOLOGICAL LEVEL…............................... 13 Sound Instrumenting. Graphon. Graphical Means…………………………………………………………...6 Morphemic Repetition. Extension of Morphemic Valency………………………………………………….11 CHAPTER II. LEXICAL LEVEL..............................................……………………………………….…14 Word and its Semantic Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics...
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...Кухаренко В.А. Практикум з стилістики англійської мови: Підручник. – Вінниця. «Нова книга», 2000 - 160 с. CONTENTS FOREWORD...............................................................................…………………………………………... 2 PRELIMINARY REMARKS.....................................................………………………………………….. 3 CHAPTER I. PHONO-GRAPHICAL LEVEL. MORPHOLOGICAL LEVEL…............................... 13 Sound Instrumenting. Craphon. Graphical Means…………………………………………………………...6 Morphemic Repetition. Extension of Morphemic Valency………………………………………………….11 CHAPTER II. LEXICAL LEVEL..............................................……………………………………….…14 Word and its Semantic Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics of the Sentence. Syntactical SDs. Sentence Length…………………………………..38 One-Word Sentences. Sentence Structure. Punctuation. Arrangement...
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...The Oxford 3000™ The keywords of the Oxford 3000 have been carefully selected by a group of language experts and experienced teachers as the words which should receive priority in vocabulary study because of their importance and usefulness. The selection is based on three criteria. The words which occur most frequently in English are included, based on the information in the British National Corpus and the Oxford Corpus Collection. (A corpus is an electronically held collection of written or spoken texts, often consisting of hundreds of millions of words.) However, being frequent in the corpus alone is not enough for a word to qualify as a keyword: it may be that the word is used very frequently, but only in a narrowly defined area, such as newspapers or scientific articles. In order to avoid including these restricted words, we include as keywords only those words which are frequent across a range of different types of text. In other words, keywords are both frequent and used in a variety of contexts. In addition, the list includes some very important words which happen not to be used frequently, even though they are very familiar to most users of English. These include, for example, words for parts of the body, words used in travel, and words which are useful for explaining what you mean when you do not know the exact word for something. These words were identified by consulting a panel of over seventy experts in the fields of teaching and language study. The words of the Oxford...
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...Manual for the GMAT*Exam version 8.0 All rights reserved. No part of this manual may be reproduced for distribution to a third party in any form or by any means, electronic or mechanical, including photocopying, recording, or any information retrieval system, without the prior consent of the publisher, The Princeton Review. This Manual is for the exclusive use of Princeton Review course students and is not legal for resale. GMAT is a registered trademark of the Graduate Management Admission Council. The Princeton Review is not affiliated with Princeton University or the Graduate Management Admission Council. Permission to reprint this material does not constitute review or endorsement by the Educational Testing Service or the Graduate Management Admission Council of this publication as a whole or of any other sample questions or testing information it may contain. Copyright © 2003 by Princeton Review Management, L.L.C. All Rights Reserved. 800.2Review/ www.princetonreview.com ACKNOWLEDGMENTS Thanks to the following for their many contributions to this course manual: Tariq Ahmed, Kristen Azzara, Shon Bayer, John Bergdahl, Marie Dente, Russ Dombrow, Tricia Dublin, Dan Edmonds, Julian Fleisher, Paul Foglino, Alex Freer, John Fulmer, Joel Haber, Effie Hadjiioannou, Sarah Kruchko, Mary Juliano, Jeff Leistner, Sue Lim, Michael Lopez, Stephanie Martin, Chas Mastin, Elizabeth Miller, Colin Mysliwiec, Magda Pecsenye, Dave Ragsdale, “GMAT” Jack Schieffer...
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