Villains, Victims, and Heroes in Character Theory and Affect Control
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AP English Literature Required Reading
Kerr High School AP English Literature Summer Reading 2019 Welcome to AP Literature! I’m fairly certain you are parched and thirsty for some juicy reading after a year of analyzing speeches and arguments, so let us jump right in. After months of deliberation and careful consideration, I have chosen several pieces from as far back as 429 BC Athens, to 1200 AD Scotland, venturing on to Africa 1800s, and finishing up in 20th century Chicago. Grab your literary passport and join me as we meet various tragic heroes and discover their tragic flaws and tragic mistakes. You will learn the difference between an Aristotelian tragic hero and a Shakespearean tragic hero, not to mention gain a whole bunch of insight into the human condition and learn some ancient Greek in the process. I made sure each piece is available in PDF online. If you choose to use the online documents, be certain you are able to annotate and have quick access to the annotated text for class discussions. The only AP 4 summer writing you will do is five reading record cards. Four of your reading record cards could include all of the required summer reading pieces. It is my expectation that you earnestly read, annotate, and ponder each of the required pieces and be ready to launch into discussion after your summer reading exam. Heavily annotated notes on the four attached tragic hero articles and your handwritten reading record cards will count as one major grade and are due Thursday, August 15, by 3:00 pm. Instructions for the reading record cards are attached. -
Vaclav Havel's “The Power of the Powerless”
Vaclav Havel’s “The Power of the Powerless” "The Power of the Powerless" (October 1978) was originally written as a discussion piece for a projected joint Polish Czechoslovak volume of essays on the subject of freedom and power. All the participants were to receive Havel's essay, and then respond to it in writing. Twenty participants were chosen on both sides, but only the Czechoslovak side was completed. Meanwhile, in May 1979, some of the Czechoslovak contributors, including Havel, were arrested, and it was decided to go ahead and "publish" the Czechoslovak contributions separately. Havel's essay has had a profound impact on Eastern Europe. Zbygniew Bujak, a Solidarity activist, said: "This essay reached us in the Ursus factory in 1979 at a point when we felt we were at the end of the road. Inspired by KOR [the Polish Workers' Defense Committee], we had been speaking on the shop floor, talking to people, participating in public meetings, trying to speak the truth about the factory, the country, and politics. There came a moment when people thought we were crazy. Why were we doing this? Why were we taking such risks? Not seeing any immediate and tangible results, we began to doubt the purposefulness of what we were doing. Shouldn’t we be coming up with other methods, other ways? Then came the essay by Havel. Reading it gave us the theoretical underpinnings for our activity. It maintained our spirits; we did not give up, and a year later - in August 1980 - it became clear that the party apparatus and the factory management were afraid of us. -
William H. Hall High School
WILLIAM H. HALL HIGH SCHOOL WARRIORS Program of Studies 2016-2017 WILLIAM HALL HIGH SCHOOL 975 North Main Street West Hartford, Connecticut 06117 Phone: 860-232-4561 Fax: 860-236-0366 CENTRAL OFFICE ADMINISTRATION Mr. Thomas Moore – Superintendent Mr. Paul Vicinus - Assistant Superintendent Dr. Andrew Morrow – Assistant Superintendent BOARD OF EDUCATION Dr. Mark Overmyer-Velazquez – Chairperson Ms. Tammy Exum – Vice-Chair Ms Carol A Blanks – Secretary Dr. Cheryl Greenberg Mr. Dave Pauluk Mr. Jay Sarzen Mr. Mark Zydanowicz HALL HIGH SCHOOL ADMINISTRATION Mr. Dan Zittoun – Principal Mr. John Guidry - Assistant Principal Dr. Gretchen Nelson - Assistant Principal Ms. Shelley A. Solomon - Assistant Principal DEPARTMENT SUPERVISORS Mrs. Lucy Cartland – World Languages Mr. Brian Cohen – Career & Technical Education Lisa Daly – Physical Education and Health Mr. Chad Ellis – Social Studies Mr. Tor Fiske – School Counseling Mr. Andrew Mayo – Performing Arts Ms. Pamela Murphy – Visual Arts Dr. Kris Nystrom – English and Reading Mr. Michael Rollins – Science Mrs. Patricia Susla – Math SCHOOL COUNSELORS Mrs. Heather Alix Mr. Ryan Carlson Mrs. Jessica Evans Mrs. Amy Landers Mrs. Christine Mahler Mrs. Samantha Nebiolo Mr. John Suchocki Ms. Amanda Williams 1 Table of Contents Administration ............................................................................................................................................. 1 Table of Contents ....................................................................................................................................... -
The Scientist: Hero Or Villain?
Intertext Volume 25 Issue 1 Article 9 2017 The Scientist: Hero or Villain? Charlotte Oestrich Syracuse University Follow this and additional works at: https://surface.syr.edu/intertext Part of the Nonfiction Commons Recommended Citation Oestrich, Charlotte (2017) "The Scientist: Hero or Villain?," Intertext: Vol. 25 : Iss. 1 , Article 9. Available at: https://surface.syr.edu/intertext/vol25/iss1/9 This Article is brought to you for free and open access by SURFACE. It has been accepted for inclusion in Intertext by an authorized editor of SURFACE. For more information, please contact [email protected]. Oestrich: The Scientist: Hero or Villain? Charlotte Oestrich s prevalent as the scientist is in modern cinema and culture, depictions of the character A have not changed much since its earliest introduction. Sometimes good, but usually por- trayed as “mad,” scientists work to uncover the unknown and are not afraid to accept the con- sequences of their theories. As Christopher Frayling writes, the scientist is usually depicted as a “very intelligent [person]–a genius or almost a genius… [They know their] subject… [They are] prepared to work for years without getting results and face the possibility of failure with- INTERTEXT 2017 | 17 Published by SURFACE, 2017 1 Intertext, Vol. 25 [2017], Iss. 1, Art. 9 out discouragement; [They] will try again” ies of knowledge and styles of knowl- (12). When we are asked to describe a sci- edge. The gap has usually been filled by entist, our minds often move to stereotypical stereotypical representations of one depictions gathered from films; rarely do we kind or another. -
The Effects of Sacred Value Networks Within an Evolutionary, Adversarial Game
J Stat Phys (2013) 151:673–688 DOI 10.1007/s10955-012-0678-4 The Effects of Sacred Value Networks Within an Evolutionary, Adversarial Game Scott G. McCalla · Martin B. Short · P. Jeffrey Brantingham Received: 24 August 2012 / Accepted: 14 December 2012 / Published online: 11 January 2013 © Springer Science+Business Media New York 2013 Abstract The effects of personal relationships and shared ideologies on levels of crime and the formation of criminal coalitions are studied within the context of an adversarial, evo- lutionary game first introduced in Short et al. (Phys. Rev. E 82:066114, 2010). Here, we interpret these relationships as connections on a graph of N players. These connections are then used in a variety of ways to define each player’s “sacred value network”—groups of individuals that are subject to special consideration or treatment by that player. We explore the effects on the dynamics of the system that these networks introduce, through various forms of protection from both victimization and punishment. Under local protection, these networks introduce a new fixed point within the game dynamics, which we find through a continuum approximation of the discrete game. Under more complicated, extended protec- tion, we numerically observe the emergence of criminal coalitions, or “gangs”. We also find that a high-crime steady state is much more frequent in the context of extended protection networks, in both the case of Erdos-Rényi˝ and small world random graphs. Keywords Crime dynamics · Sacred values · Evolutionary game theory 1 Introduction The members of gangs and insurgent networks—which we shall simply refer to as “criminals”—are usually well known within their local communities, and are often shel- tered from authorities by non-criminal community members. -
Heroes (TV Series) - Wikipedia, the Free Encyclopedia Pagina 1 Di 20
Heroes (TV series) - Wikipedia, the free encyclopedia Pagina 1 di 20 Heroes (TV series) From Wikipedia, the free encyclopedia Heroes was an American science fiction Heroes television drama series created by Tim Kring that appeared on NBC for four seasons from September 25, 2006 through February 8, 2010. The series tells the stories of ordinary people who discover superhuman abilities, and how these abilities take effect in the characters' lives. The The logo for the series featuring a solar eclipse series emulates the aesthetic style and storytelling Genre Serial drama of American comic books, using short, multi- Science fiction episode story arcs that build upon a larger, more encompassing arc. [1] The series is produced by Created by Tim Kring Tailwind Productions in association with Starring David Anders Universal Media Studios,[2] and was filmed Kristen Bell primarily in Los Angeles, California. [3] Santiago Cabrera Four complete seasons aired, ending on February Jack Coleman 8, 2010. The critically acclaimed first season had Tawny Cypress a run of 23 episodes and garnered an average of Dana Davis 14.3 million viewers in the United States, Noah Gray-Cabey receiving the highest rating for an NBC drama Greg Grunberg premiere in five years. [4] The second season of Robert Knepper Heroes attracted an average of 13.1 million Ali Larter viewers in the U.S., [5] and marked NBC's sole series among the top 20 ranked programs in total James Kyson Lee viewership for the 2007–2008 season. [6] Heroes Masi Oka has garnered a number of awards and Hayden Panettiere nominations, including Primetime Emmy awards, Adrian Pasdar Golden Globes, People's Choice Awards and Zachary Quinto [2] British Academy Television Awards. -
FEMA's Be a Hero! Youth Emergency Preparedness Curriculum
cy Preparedness Emergen Youth Grades 1-2 TM http://www.ready.gov/kids 1 Dear Educator, Welcome to FEMA’s Be a Hero curriculum, an empowering educational journey into emergency preparedness! This standards-based, cross-curricular program is designed to provide students in grades 1 and 2 with the knowledge, awareness, and life-saving skills needed to prepare for a variety of emergencies and disasters. By engaging in three inquiry-based lessons, students will gain a personal and meaningful understanding of disaster preparedness in the context of real-world hazards. All learning activities lead to important learning through collaborative fact-finding and sharing. By the final lesson, students will become “heroes” as they develop their ownReady Books on emergency preparedness. Using communication skills and creativity, they will generate awareness of emergency preparedness among friends, families, and the school community. Knowledge empowers! We hope this program will help you, your students, and their families feel prepared. Sincerely, Your Friends at FEMA Table of Contents Lesson 1: Lesson 2: Lesson 3: Super Mission: Find the Facts 5 Superheroes, Ready! 16 We Know What To Do! 22 Essential Questions: Essential Questions: Essential Questions: What is an emergency? What is a How can I/my family prepare for an What should I do in an emergency? What are natural disaster? What are different emergency or disaster? Am I/is my safe actions in different emergency situations? kinds of emergencies that can family prepared? impact me? Learning Objectives: -
Heroes of Normandie Rulebook
1 p.3 BOX CONTENTS p.5 SETUP p.5 ARMY CREATION p.6 ACTION! p.6 Order Phase p.7 Activation Phase p.7 Movement p.8 Assault p.9 Firing p.10 Supply Phase p.10 Action Cards TERRAIN AND p.11 TERRAIN OVERLAYS p.13 RECRUITMENT OPTIONS p.13 Equipment p.14 Character Traits p.15 Orders p.16 SPECIAL ABILITIES p.19 MULTIPLAYER RULES Heroes of Normandie, Heroes System (tactical scale) is a game system designed by Yann & Clem. Graphics & illustrations: Yann, Clem, Alex, & Olivier Rules: Clem & Fred Rereading: Axel and the community (Thank you!) Scenarios: Yann, Clem, Fred, & Laurent Translation: Nathan Morse Editing: Jeff Quick Thanks: Fred de l’Oeuf Cube, Eric de Starplayer, Charles Borral, Mekon, G. Uitz, la mère à JC, Esquinox, Expectral, johan hermans, Omphalos, Pierre Rousseil, Neil (meeples miniatures), Gabriel Stetchi, MOSHIN’ JOSH, Mark Mackin, Jeremiah Terry, our wives for their patience, our kids for their lack of patience... and a huge thanks to all the people who supported us during this amazing Kickstarter campaign! A huge thanks to the community too! Version 1.2b, August 2014 Heroes system tactical scale™, Heroes of Normandie™, all images and illustrations, and the Devil Pig Games™ logo are properties of Devil Pig Games Ltd. No commercial use is allowed without Devil Pig Games authorization. © Devil Pig Games 2014 2 BOX CONTENTS 6 Terrain boards 1 US officer recruitment tile (Cdt. John Marvin) 3 Buildings 2 US recruitment tiles (4th Infantry Division) 4 One-space Defensive positions 11 Infantry unit counters (8th Infantry Regiment) 1 Two-space -
The Dark Side of the Tune: a Study of Villains
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2008 The Dark Side Of The Tune: A Study Of Villains Michael Biggs University of Central Florida Part of the Theatre and Performance Studies Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Biggs, Michael, "The Dark Side Of The Tune: A Study Of Villains" (2008). Electronic Theses and Dissertations, 2004-2019. 3811. https://stars.library.ucf.edu/etd/3811 THE DARK SIDE OF THE TUNE: A STUDY OF VILLAINS by MICHAEL FREDERICK BIGGS II B.A. California State University, Chico, 2004 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts in the Department of Theatre in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Fall Term 2008 © 2008 Michael Biggs ii ABSTRACT On “championing” the villain, there is a naïve quality that must be maintained even though the actor has rehearsed his tragic ending several times. There is a subtle difference between “to charm” and “to seduce.” The need for fame, glory, power, money, or other objects of affection drives antagonists so blindly that they’ve no hope of regaining a consciousness about their actions. If and when they do become aware, they infrequently feel remorse. -
On Ash Wednesday, Pope Preaches on Humility, Christian Unity
February 24, 2013 Think Green 50¢ Recycle Volume 87, No. 8 Go Green todayscatholicnews.org Serving the Diocese of Fort Wayne-South Bend Go Digital TTODAYODAY’’SS CCATHOLICATHOLIC Quilts and casseroles Finding fulfillment with On Ash Wednesday, pope preaches interests, service to others Pages 8-10 on humility, Christian unity In Truth and Charity BY FRANCIS X. ROCCA The Chair of St. Peter VATICAN CITY (CNS) — ing the vast basilica. Page 2 Celebrating what was expected The Ash Wednesday liturgy, tra- to be the last public liturgy of his ditionally held in two churches on pontificate two weeks before his Rome’s Aventine Hill, was moved to resignation, Pope Benedict XVI St. Peter’s to accommodate the great- preached on the virtues of humil- est possible number of faithful. Indiana healthcare ity and Christian unity and heard At the end of the Mass, Cardinal his highest-ranking aide pay trib- Tarcisio Bertone, who as secretary of legislation ute to his service to the Church. state is the Vatican’s highest official, Jesus “denounces religious hypoc- voiced gratitude for Pope Benedict’s Indiana Catholic Conference risy, behavior that wants to show pontificate of nearly eight years. update off, attitudes that seek applause and “Thank you for giving us the lumi- approval,” the pope said in his homily nous example of a simple and humble Page 5 during Mass in St. Peter’s Basilica laborer in the vineyard of the Lord,” Feb. 13. “The true disciple does not Cardinal Bertone said, invoking the serve himself or the ‘public,’ but his same metaphor Pope Benedict had Lord, in simplicity and generosity.” used in his first public statement fol- Coming two days after Pope lowing his election in 2005. -
Myth, the Marvelous, the Exotic, and the Hero in the Roman D'alexandre
Myth, the Marvelous, the Exotic, and the Hero in the Roman d’Alexandre Paul Henri Rogers A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Romance Languages (French) Chapel Hill 2008 Approved by: Dr. Edward D. Montgomery Dr. Frank A. Domínguez Dr. Edward D. Kennedy Dr. Hassan Melehy Dr. Monica P. Rector © 2008 Paul Henri Rogers ALL RIGHTS RESERVED ii Abstract Paul Henri Rogers Myth, the Marvelous, the Exotic, and the Hero in the Roman d’Alexandre Under the direction of Dr. Edward D. Montgomery In the Roman d’Alexandre , Alexandre de Paris generates new myth by depicting Alexander the Great as willfully seeking to inscribe himself and his deeds within the extant mythical tradition, and as deliberately rivaling the divine authority. The contemporary literary tradition based on Quintus Curtius’s Gesta Alexandri Magni of which Alexandre de Paris may have been aware eliminates many of the marvelous episodes of the king’s life but focuses instead on Alexander’s conquests and drive to compete with the gods’ accomplishments. The depiction of his premature death within this work and the Roman raises the question of whether or not an individual can actively seek deification. Heroic figures are at the origin of divinity and myth, and the Roman d’Alexandre portrays Alexander as an essentially very human character who is nevertheless dispossessed of the powerful attributes normally associated with heroic protagonists. -
Heroes and Villains M/W 1:00-2:15 Spring 2018 Texas A&M University
English 4317: Heroes and Villains M/W 1:00-2:15 Spring 2018 Texas A&M University - Central Texas Instructor: Dr. Jeff Kirchoff Office: Founder’s Hall 217O Email: [email protected] (this is the best way to reach me) Office Hours: M/W 2:30-4:00; other times may be available by appointment UNILERT (The Emergency Warning System for Texas A&M University–Central Texas) UNILERT is an emergency notification service that gives Texas A&M University-Central Texas the ability to communicate health and safety emergency information quickly via email, text message, and social media. All students are automatically enrolled in UNILERT through their myCT email account. Connect at www.TAMUCT.edu/UNILERT to change where you receive your alerts or to opt out. By staying enrolled in UNILERT, university officials can quickly pass on safety-related information, regardless of your location. COURSE OVERVIEW AND DESCRIPTION Official Catalog Description An in-depth study of one major theme in literary history. Topics vary and the course can be repeated for credit if taken under a different emphasis. A Note from Dr. Kirchoff This reading-intensive class is an exercise in thinking about the role characters play in (and outside of) a text, paying particular attention to the rather flexible notions of heroism and villainy. Scholars have been fascinated by the notion of heroes and villains as far back as Aristotle (as he writes about this in his Poetics), and scholarly journals, conferences, and books remain devoted to the subject today; in fact, the notion of heroism has become particularly in vogue with the rebirth the superhero, thanks to a seemingly endless parade of superhero blockbuster films.