Catch-22, Joseph Heller Was Working in New York City in Advertising, Serving Three Large Publi- Cations from 1952 to 1961
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EVALUATING PEACE OPERATIONS: the CASE of CAMBODIA Jeni
EVALUATING PEACE OPERATIONS: THE CASE OF CAMBODIA Jeni Whalan* For Colonel Cathcart, Joseph Heller’s ambitious group commander in the novel Catch-22, policy evaluation is an exercise in binary simplicity: outcomes are either ‘feathers in his cap’ or ‘black eyes’.1 His purpose for evaluation is clear: to ascertain whether a particular endeavor would reflect well or poorly on him in the eyes of his superiors. Heller’s example serves to remind us that evaluation is not a neutral exercise. The purposes – and consequences – of evaluating a peace opera- tion are the cause of much contestation. In organizational terms, who deserves the ‘black eye’ of failure: the UN or its member states; the Secretariat in New York or the field operation; or particular agencies or components within an operation? Or, indeed, is it agents within the con- flict environment: parties to the conflict, political leaders, or spoilers? Who deserves the ‘feather’ of success? And as Colonel Cathcart so tragi- cally discovers, when might a feather by one standard turn out to be a black eye by another? In a practical sense, the outcomes of evaluation can have real policy effects. Success has a legitimizing function for peace operations and fail- ure a delegitimizing one. In the field, an operation’s ability to point to success may help peacekeepers to gain the local support they need to achieve further goals. Internationally, evaluations of success help to justify particular acts of intervention, courses of action and, perhaps most important, the expenditure of resources. While independent academic analysis can more often stand back from the sharp end of such contestation and apply a seemingly neutral evalua- tive framework, here too we must be mindful of our purpose. -
Catch.22.Pdf
CATCH-22 JOSEPH HELLER Copyright (c) Joseph Heller, 1955, 1961 The island of Pianosa lies in the Mediterranean Sea eight miles south of Elba. It is very small and obviously could not accommodate all of the actions described. Like the setting of this novel, the characters, too, are fictitious. TO MY MOTHER AND TO SHIRLEY, AND MY CHILDREN, ERICA AND TED CONTENTS: CHAPTER 1 - THE TEXAN CHAPTER 2 - CLEVINGER CHAPTER 3 - HAVERMEYER CHAPTER 4 - DOC DANEEKA CHAPTER 5 - CHIEF WHITE HALFOAT CHAPTER 6 - HUNGRY JOE CHAPTER 7 - McWATT CHAPTER 8 - LIEUTENANT SCHEISSKOPF CHAPTER 9 - MAJOR MAJOR MAJOR MAJOR CHAPTER 10 - WINTERGREEN CHAPTER 11 - CAPTAIN BLACK CHAPTER 12 - BOLOGNA CHAPTER 13 - MAJOR - DE COVERLEY CHAPTER 14 - KID SAMPSON CHAPTER 15 - PILTCHARD & WREN CHAPTER 16 - LUCIANA CHAPTER 17 - THE SOLDIER IN WHITE CHAPTER 18 - THE SOLDIER WHO SAW EVERYTHING TWICE CHAPTER 19 - COLONEL CATHCART CHAPTER 20 - CORPORAL WHITCOMB CHAPTER 21 - GENERAL DREEDLE CHAPTER 22 - MILO THE MAYOR CHAPTER 23 - NATELY'S OLD MAN CHAPTER 24 - MILO CHAPTER 25 - THE CHAPLAIN CHAPTER 26 - AARFY CHAPTER 27 - NURSE DUCKETT CHAPTER 28 - DOBBS CHAPTER 29 - PECKEM CHAPTER 30 - DUNBAR CHAPTER 31 - MRS. DANEEKA CHAPTER 32 - YO-YO'S ROOMIES CHAPTER 33 - NATELY'S WHORE CHAPTER 34 - THANKSGIVING CHAPTER 35 - MILO THE MILITANT CHAPTER 36 - THE CELLAR CHAPTER 37 - GENERAL SCHEISSKOPF CHAPTER 38 - KID SISTER CHAPTER 39 - THE ETERNAL CITY CHAPTER 40 - CATCH-22 CHAPTER 41 - SNOWDEN CHAPTER 42 - YOSSARIAN APPENDIX CHAPTER 1 - THE TEXAN It was love at first sight. The first time Yossarian saw the chaplain he fell madly in love with him. Yossarian was in the hospital with a pain in his liver that fell just short of being jaundice. -
Describe Catch 22 As Doc Daneeka Explains It
Catch 22 Question Answers Describe Catch 22 as Doc Daneeka explains it. § It is a doctor’s duty to ground anyone who’s crazy. § BUT the doc cannot ground any pilot for reasons of insanity unless the pilot first asks him. § YET if a pilot asks to be grounded because he’s crazy, then he must be sane. Who doesn’t want to fight? § A soldier who doesn’t want to fight is sane (it’s impossible to want to fight). § Therefore, it’s impossible for a soldier to be excused from battle on the grounds of insanity. Describe the growth and expansion of M & M Enterprises. § This brainchild of Milo’s grows from a small operation into an international syndicate. § Within two weeks, Milo convinces Major de Coverley to name him mess officer and put squadron planes at his disposal for transactions and acquisitions. Milo’s ambition § As milo tries to get the best food for his mess hall and as he makes the best deals for the highest profit, his operations expand beyond the local level. § His operation becomes large enough to be considered a syndicate in which everyone supposedly has a share. Syndicate’s Success § Milo’s planes are everywhere. § Milo makes big deals all over the world. § Milo’s status at the head of the syndicate earns him respect-even fame- wherever he goes. § Mayor of Palermo § Assistant governor-general of Malta § Vice-shah of Oran § Caliph of Baghdad § Sheik of Araby Explain the significance of the character’s names. Yossarian § Colonel Cathcart’s reaction to the name suggests the trouble and rebellion we see in the character. -
AP English Lit and Comp 4 .Pages
Brittnee Ward [email protected] AP English Literature and Composition (Grade 12) How to Read Literature Like a Professor by Thomas C. Foster Catch 22 by Joseph Heller The books can be purchased from iBooks, Amazon, Books-A-Million, etc. Any version is acceptable, electronic or hard copy, however, I prefer hard copy to take notes in the margin. Make sure the version you purchase for Catch 22 has a blue cover. My version’s ISBN: 9781451626650 Summer Reading Requirements 1. How to Read Literature Like a Professor Notebook: 100-pt. quiz grade turned in at the beginning of class on the first day of school (Aug 12). (Instructions attached below) Objective: Reading and annotating this work will allow students to easily recognize patterns in literature to use with each novel, play, or poem. Symbols, themes, stereotypical characters, etc., will become familiar and aid in analyzing the deeper meaning of literature as it relates to a particular culture or society. The notebook will serve as a guide for all future works of literature read in class. 2. Reading Guide for Catch 22 (questions will be divided equally among students): 150-pt. daily grade emailed to Mrs. Ward by 8 a.m. on first day of school (Aug 12). You must answer in complete sentences to get credit. No Bullet Points! (Instructions attached below) (Once school starts, you will copy and paste your answers into a Google document shared for class discussion/review before the test.) Objective: Analysis of this novel will help students become familiar with the use of satire and third person point of view. -
THOUGHT EXPERIMENTS Thispage Intentionally !Efi Blank THOUGHT EXPERIMENTS
ROY A. SORENSEN THOUGHT EXPERIMENTS Thispage intentionally !efi blank THOUGHT EXPERIMENTS ROY A. SORENSEN OXFORD UNIVERSITY PRESS New York Oxford Oxford University Press Oxford New York Athens Auckland Bangkok Bogota Buenos Aires Calcutta Cape Town Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris Săo Paulo Singapore Taipei Tokyo Toronto Warsaw and associated companies in Berlin lbadan Copyright © 1992 by Roy A. Sorensen First published in 1992 by Oxford University Press, Inc. 198 Madison Av enue, New York, New York 10016 First Issued as an Oxford University Press paperback, 1998 Oxford is a registered trademark of Oxford University Press, !ne. AU rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Sorensen, Roy A. Thought expriments Roy A. Sorensen p. cm. Includes bibliographica1 references and index. ISBN 0-19-507422-X ISBN 0-19-512913-X (pbk.) 1 Thought and thinking. 2. Logic 3. Philosophy and science 1. Title B105.T54S67 1992 !01-dc20 9136760 1357 986 42 Printed in the United States of America on acid-free paper For Julia, a woman of fine distinctions Thispage intentionally !efi blank ACKNOWLEDG MENTS This book has indebted me to many people. The first group consists of the individuals who attended colloquia given at the Graduate Center of the City University of New Yo rk, Columbia University, Dartmouth College, Rutgers University, the State University of New Yo rk at Stony Brook, Virginia Tech, and the 1990 lnter-University Conference for Philosophy of Science in Du brovnik. -
Michael C. Scoggins Joseph Heller's Combat Experiences in Catch-22
Michael C. Scoggins Joseph Heller’s Combat Experiences in Catch-22 n the forty-one years since the initial publication of Catch-22, Joseph Heller’s best-selling 1961 novel about World War II, the book has been a favorite subject for analysis and commentary, and an enormous bodyI of literary criticism on the work has been published. There have been numerous essays on the novel’s structure, its debt to other works of literature, its humor and logic, its moral and ethical values, and its religious themes and mythical overtones (Nagel 4). However, Heller’s treat- ment of the war itself has received scant attention by most critics. A few writers have compared Catch-22 to other war novels, especially the novels of Ernest Hemingway (Nolan 77-81; Aubrey 1-5), and David M. Craig has written two essays for War, Literature and the Arts demonstrating how Catch-22 incorporated some of Heller’s own combat experiences (Craig “Revisited,” 33-41; Craig “Avignon,” 27-54). But the majority of Heller’s crit- ics have taken the stance that Catch-22 has very little to do with World War II and is in fact not a war novel at all (Kiley and McDonald v; Merrill Joseph Heller, 11). Heller himself consistently minimized the war’s influence on the novel in many of his statements and interviews. For instance, in a 1970 speech in New York City, he told his audience that “Catch-22 is not really about World War II” (Heller “Translating,” 357), and in a 1975 interview he reiterated those sentiments: “As I’ve said, Catch-22 wasn’t really about World War Two. -
Directions: the Following Questions Are Here to Help Guide Your Understanding of Catch-22 As You Make Your Way Through the Novel for the First Time
Directions: The following questions are here to help guide your understanding of Catch-22 as you make your way through the novel for the first time. While you are not expected to submit written responses to any of these questions, please refer to them as you read each chapter in order to help you focus on key sections and to assess your own understanding of the material before class. For the complete reading schedule for the novel, please see swcta.net/orapello. Chapter 1: The Texan 1. Why does Yossarian “fall in love” with the chaplain? Consider both the opening sentence as well as Yossarian’s specific actions/task at the time of the chaplain’s arrival. 2. How is antithesis used to introduce the idea of an inefficient medical establishment within the military? How are they described on the opening page? 3. What reaction do the soldiers in the ward have to the Texan? 4. What details suggest the balance of power in the relationship between Yossarian and the chaplain? Chapter 2: Clevinger 5. With regard to the dispute between he and Clevinger, is Yossarian paranoid, or are his fears justified? 6. Near the end of this chapter, how are the conventions of normal language twisted to express Yossarian’s difference from the archetypal soldier? Chapter 3: Havermeyer 7. What is ironic about the initial battles for turf between General Dreedle and General Peckem? 8. Explain the comparison between the pilots who have finished fifty missions and “useless young men in a depression.” 9. Explain how you know that General Peckem chose the wrong person to generate enthusiasm for the USO visits. -
Catch‐22 Reading Guide
Catch‐22 Reading Guide ‘Catch‐22 n. 1. a situation in which a person is frustrated by a paradoxical rule or set of circumstances that preclude any attempt to escape from them. 2 a situation in which any move that a person can make will lead to trouble (C20: from the title of a novel (1961) by J. Heller)’ (Collins) Synopsis Joseph Heller began work on Catch-22, the story of a US airman’s attempts to survive the madness of the Second World War, shortly after returning from the conflict himself. The son of Russian Jewish immigrants to the United States, Heller had joined the US Air Force in 1942 at the age of nineteen, going on to fly sixty bombing missions against enemy targets over southern Europe. After the war, while working as an advertising copywriter, he spent seven years writing a novel that reflected his experience, and what he saw as the insanity of military life. The book - which was originally titled Catch-18 - tells the story of Captain Joseph Yossarian, a member of a US bomber crew stationed on the Mediterranean island of Pianosa. Yossarian is convinced that the military is trying to get him killed, and that those around him are insane, and he spends the course of book trying to get out of flying any more seemingly suicidal missions. Yossarian is surrounded by a cast of bizarre characters, including Colonel Scheisskopf, who is obsessed with military parades at the expense of just about everything else, the newly promoted Major Major, Major, Major, who spends most of the war trying to hide from his men, and the profiteer Lieutenant Milo Minderbinder, a pure capitalist whose only ambition is to make money out of the war, and who ends up charging a commission on every military engagement. -
Catch-22: Man in an Alien Society
CATCH-22: MAN IN AN ALIEN SOCIETY by MICHAEL MCKAY BARBOUR B.A. , University of British Columbia, 1967 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in the Department of English We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA April, 1969 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and Study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the Head of my Department or by his representatives. It is understood that copying or publication of this thes,is for financial gain shall not be allowed without my written permission. Department of The University of British Columbia Vancouver 8, Canada ABSTRACT This paper examines social relationships and pressures of con• temporary society as shown in Joseph Heller's novel Catch-22. Through a brief study of conceptual limitations within Heller's characters it demonstrates that they exist within a totally self-enclosed system di• vorced from reality but supported by complex justifications. Within this social matrix is seen the heroic strivings of Yossarian to save a world he believes to have gone mad. As the study progresses, it shows that Yossarian and his friends do not in fact share the same conceptual basis as their apparent society. Their satiric efforts are seen to be useless to a society convinced of its own justifications for evil, and destructive to their own potential• ities for human-beingness. -
CATCH-22 Study Guide
CATCH-22 Study Guide Chapter 1: The Texan 1. Why does Yossarian “fall in love” (Pg. 1) with the chaplain? 2. How is antithesis used to introduce the idea of an inefficient medical establishment within the military? 3. What is the effect of the simile comparing the Texan to “someone in Technicolor”? (Pg. 17) 4. What reaction do the soldiers in the ward have to the Texan? 5. What words express the lifelessness of the soldier in white on page 18? 6. What details suggest the balance of power in the relationship between Yossarian and the chaplain? Chapter 2: Clevinger 1. Is it a paradox when the narrator says that the Texan is “really very sick”? (Pg. 25) Why or why not? 2. Pages 25 and 26 contain the dispute between Yossarian and Clevinger about whether Yossarian is insane. Is Yossarian paranoid, or are his fears justified? 3. How are the conventions of normal language twisted on pages 26 and 27 to express Yossarian’s difference from the archetypal soldier? Chapter 3: Havermeyer 1. How is repetition used to foreshadow Orr’s eventual fate on page 34? 2. What is ironic about the initial battles for turf between General Dreedle and General Peckem? 3. Explain the comparison between the pilots who have finished fifty missions and “useless young men in a depression.”(Pg. 36) 4. Explain how you know that General Peckem chose the wrong person to generate enthusiasm for the USO visits. 5. What details show Havermeyer’s insanity? How do these characteristics help him as a bombardier? 6. -
WILLIAM STYRON and JOSEPH HELLER William
r\c». ñ TRAGIC AND COMIC MODES IN TWENTIETH CENTURY AMERICAN LITERATURE: WILLIAM STYRON AND JOSEPH HELLER William Luttrell A Dissertation Submitted to the Graduate School of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY June 1969 Approved by Doctoral Committee /»í J Adviser Dg$artment of English Graduate School Representative ABSTRACT William Styron and Joseph Heller are important contemporary American writers who can be associated with a certain "climate of opin ion" in the twentieth century. The intellectual basis for this climate of opinion is that the world we know today, metaphysically, historical ly, scientifically, and socially, is one that does not admit to a secure and stable interpretation. Within such a climate of opinion one hesi tates to enumerate metaphysical truths about the universe; one doubts historical eschatology, except perhaps in a diabolical sense; one speaks scientifically in terms of probability and the statistics of randomness rather than absolute order; and one analyzes social problems in terms of specific values in specific situations rather than from an unchanging and absolute frame of reference. Indeed, it is because of a diminishing hope of achieving an absolute or even satisfying control over the world that many have come to live with contingency as a way of life, and have little reason to believe that their partially articulated values rever berate much beyond themselves. Through their fictional characters William Styron and Joseph Heller are contemporary observers of this climate of opinion. Styron reveals in his novels a vision of man separated from his familiar values and unable to return to them. -
Smith-Jones 1 Richard Smith-Jones Mr. Burbage Humanities, Pd. H May
Heading Running header with author’s Smith-Jones 1 last name and page number Richard Smith-Jones Mr. Burbage Original title (no punctuation added) Humanities, Pd. H May 23, 2007 Signal Joseph Heller’s Catch-22: From Satire to Protest phrase (introducing In his poem “An Irish Airman Foresees His Death,” W.B. Yeats writes, “Those quotation) that I fight I do not hate, / Those that I guard I do not love.” This statement, apparently a contradiction, opposes the notion that war is supposed to be the ultimate form of patriotism. Nonetheless, the statement accurately describes the views of the novelist Joseph Heller, best known for his World War II novel Catch-22. Written as a satire Thesis statement against the insanity of war, the novel became an ideal expression of the anti-war protests of the 1960s. Joseph Heller, born in Brooklyn, New York, grew up in a working-class Jewish neighborhood during the Great Depression. At the age of nineteen, after graduating Signal phrase from high school, Heller joined the Air Force. The year was 1941. Throughout World War II, Heller was stationed on the island of Corsica where, according to The Dictionary of Literary Biography, he flew sixty combat missions as a wing bombardier (Kutt 231). His experiences during World War II would be used later to write Catch-22. The process of writing Catch-22, however, took sixteen years and it was not published until 1961. Parenthetical citation During these years Heller took advantage of the G.I. Bill of Rights and enrolled in the University of California.