Repor T Resumes

Total Page:16

File Type:pdf, Size:1020Kb

Repor T Resumes REPOR TRESUMES ED 017.492 TE 000 295 CONCEPTS OF HAN, A CURRICULUM FARAVERAGE STUDENTS. EUCLID ENGLIS4 DEMONSTRATION CENTER,OHIO EDRS PRICE MF-$1.25 HC-S11.69 290P. DESCRIPTORS- *AVERAGE STUDENTS, *CURRICULUMGUIDES, *ENGLISH INSTRUCTION, *JUNIOR HIGH SCHOOL STUDENTS,*LITERATURE, CURRICULUM DESIGN, COMPOSITION (LITERARY),DRAMA, LANGUAGE, LITERARY ANALYSIS, POETRY, SECONDARYEDUCATION; "ERVIIIIIM DEVELOPMENT, FICTION, EUCLID ENGLISHDEMONSTRATION CENTER, PROJECT ENGLISH, THIS ENGLISH GUIDE FOR AVERAGESTUDENTS IN GRACES 7, 8, AND 9 CONTAINS A RATIONALE FORSTRUCTURING A LITERATURE CURRICULUM AS WELL AS SPECIFIC TEACHINGUNITS DESIGNED TO DEVELOP THE STUDENTS' PERCEPTION OF VARIOUSCONCEPTS OF MAN AND TO TEACH THEM TO INDEPENDENTLYANALYZE LITERATURE. UNITS ARE (1) "MAN AND HIS PHYSICAL ENVIRONMENT,"GRADE 7, (2) 'JUSTICE," GRADE 7,(3) 'COURAGE," TWO GRADE 7 UNITS(AVERAGE AND HONORS), (4) "COMING OF AGE," GRADE 8, (5) 'CHARACTERIZATION," GRADE 8, AND (6) "MAN ANDCULTURE," GRADE 9. EACH UNIT CONTAINS (1)A BRIEF OVERVIEW, (2) SPECIFIC LESSON PLANS (INCLUDING INDUCTIVEQUESTIONS, LANGUAGE EXERCISES, AND CREATIVE WRITING ASSIGNMENTSBASED ON REQUIRED READING MATERIALS) ,(3) STUDY GUIDES THAT STUDENTS ARE ENCOURAGED TO USE IN SMALL-GROUP DISCUSSIONS,AND (4) BIBLIOGRAPHIES OF POEMS, PLAYS, PROSESELECTIONS, AUDIOVISUAL MATERIALS, AND WORKBOOKS. COPIES OF THESEVEN UNITS ARE ALSO AVAILABLE (LIMITED SUPPLY) FR ""M CHARLESC. ROGERS, PROJECT UPGRADE, DISTRICT OF AIKEN COUNTY, P.O.BOX T71, AIKEN, SOUTH kC CAROLINA 29801, $0.50 PER UNIT. (J8) '..may z ., ,. ' ' ,...i FILMED FROM B ..., - amoomodza, ,,,,rotntrISITI.MMEMOIRWIDIROMPAimemaximielle11110111MMIIIIIRI THE EUCLID ENGLISH DEMONSTRATICVCENTER PROJECT ENGLISH MATERIALS U.S. DEPARTMENT Of HEALTH, EDUCATION& WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPROPMEDotaill AS RECEIVED FROM THE POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATINGIT. OFFICIAL OFFICE OF EDUCATION STATED 00 NOT NECESSARILY REPRESENT POSITION OR POLICY. CONCEPTS OF MAN A Curriculum for Average Students Distributed by The School District of Aiken County Office of Superintendent "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN RID Charles C. Rogers Project Upgrade BY 12.000 Drawer 771 TO M AND ORGANIZATIONS OPERITIO Aiken) S.C. 29801 UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE ME ERIC SYSTEM REOUIRESPERMIZION OF 13f. COPYRIGHT OWNER." TABLE OF CONTENTS A CURRICULUM IN LITERATURE AND COMPOSITION FOR AVERAGE STUDENTS IN GRADES SEVEN, EIGHT, AND NINE by George Hillocks, jr..... 1 A UNIT ON COURAGE by Jack L Granfield.. .. .... 10 A UNIT ON CHARACTERIZATION by James F. McCampbell.. ....14 A UNIT ON COMING OF AGE by Michael C. Flanigan. ... 19 A UNIT ON MAN AND CULTURE by Betty Lou Miller.... .. .22 A UNIT ON MAN'S VIEW OF NATURE by Lynn Reppa 26 A CURRICULUM IN LITERATURE AND COMPOSITION FOR AVERAGE STUDENTS IN GRADES SEVEN, EIGHT, AND NINE byO Hillocks, Jr. 0.- .. The major objectives of "any curiiculUm.inin 'Englisharegenerally to improve the reading, writing, an.d language skiitiof thestudent and to familiarize him with aspects of literature and language which are irajoided by those writing thecurriculum as im- iwortont to our culturol heritos'e.te second phase af these objective.:je which dears with conveying our,cultural heritagePresents serious difficulties.in the first place conveying cultural heritage in mast English daises generally means reading certain worksthat the individual teacher and the ant.hologist regard as "good" for the student or ipiportant t his heritage o-.0"ansequently focuses the. attention of the student oncontifht in a cont.... centered cum,. ,m.Even if it were possible for teachers and,scholars to agree upon a list of titles that contained "our cultural heritage,' we would still be confrontedwith Tae question, "Whet gotr.idoes it do?" If the ObjeCtive oftonveyingicultural heritage is accomplished by familiarizing' the tudentifith imp-ortant literary -wor.-6, :henrAie_e1 ,em---'s-- ably the success of the program can be measured in 'terms of the ",mount" offamiliarity achieved by the student, that is, by the extent of thestudent'splitention of plot',char- oeters,symbols, ideas, and themes developed-in the particular *ork. Studies of ye- tention force us to predict that as the student becomesfarther/ and farther removed from the curriculu%he will retain less and less' of this cultural 4eritage.BUtsVen if the student's retention of content is one hundred per cent ove!ia longivriod ofFL t me, we must ask, "What use has his retention of plot; character `ideas, and e,once ?". The student's familiarity with some of the major themes of v./Asternliteraiuni,asideveloped in the particular works readwill certainly place him ati a social levelgenerally con- sidered above those who do not possess suth familiarity He-will be al,Llle4a,converse about puritanism and symbolism if he has read The Scarlet Letterand Dick. He will recall the content of these works and understim'ariTiliirniTc7therri.; In reality there is grave doubt thct the reading of el.few.specific.works will accomplish these objectives. The probability is rhat 'Ile dude4will be- vaguel _ familiar with a few ideas' in a few works by a few authors -acerttlinly. rather narrow knowledge te pass off as "cultural heritage.'` The most important defifienCyof the content centered curriculum Whose objective is to conveyculturalheritageis that it fails to prepare the student to read indeperniently. His experiencein-reading ci few specific titieiwithoUt.regardto applying the learning ga7ned i.'reading those titlestoa new butsimilar reciding:situation.offersno carry over--no assurances that a particularreading-experience will be of bvnefitInthe next. Thus the curriculum tends to beia be-all and end -ail as far=os Cultural heritage goes.hihe- contentof the works is slot used as a basis to promote the continued growth of t student.% knowledg.' The typical skills-pro46am On the other hand tends to neglect ideasand content, perhes because the concept of skills has no developed beyondword °truck, reading for lain ideas and important.details, inference making,and reading for relationships. usual skills program does notrecognizethe value of ideas inmaking inferences. Itis necessary, for instance., tO knoW something aboUtclass structure before making inferences &Out u character's class. Standing and theproblems he faces:because ofH. ' A content prograin has-as its -objective. Hos reading of-a-givennumber of short 2. toriese poem, plays, and rxivels.theitticher's attention centers in each individual'. eorkand the student begins to realize Attit the best way to pass the ccurse is toknow N'et specific works. On the other hand, the skills programutilizes exorcises aridrill develop specific reading skills without making a conscious effort toapply the ideas and concepts underlying one work to those underlying another. The curriculum in literature developed at Euclid CentralJunior High School attempts to integrate the two points of view.It views aspects of literary intespreta- Hon as skills to be applied in later reading.It utilizes the thematic andconceptual content of a particular work in the analysts of mother. Thus contentis of prime im- portance only as it provides background for 'ater readhlgand contributes to the devel- opment of skill. The teacher is not concerned so muchwith the content of specific works as he is with the student's, ability to make certain interpretativestatements and to solve problems in connection with each succeedingwork. Perhaps thedifferent' is nowhere more apparent than in the tizt: otint:nietered ineach program In the content program the rays are concerned with theparticular works read anddiscussed in class and frequently test kr4wledge of only main ideasand important and unfro- portunt detail'.In the sElls program the tests are concernedwith ability to recl for main ideas, important details and inferences which require nospecific litersbeak- ground. But in.the Euclid Central program thefests presentoroblems and tions similar to those dealt with in a particular unit but inrelaticti to Material which has not previously beer. read by the class. Such a testevaluate4 not only the students but the unit of work.If the students perform well, the tearker, may assumethat the unit has been successful.. Naturally there will bedifferent goals for studentsof different abilities, but all goals will be concerned with puttinglearning into action and not with, recall. if the major objective of the literotuie program is tobuild the student's ability to understand and interpret literature, the curriculum maker mustdecide how tilis objective can be most effectively achieved.. He,mustdecide A) hew to stmc- ture the curriculum and B) how to structurethe teaching unit. Theremainder of this article will be concerned with eccli of these in turn.Part A suggest; a struc- ht.-e for the curriculum while part B suggests astructure for the teachingunit. A) The structure of any curricultirt in literatureshould be tietermined by the endeavor to. fulfill the objectives of thecurriculum.If the objective for the student is to understand and interpret ire meaningof literature, we mustask what is essential to such meaning. A knowledge of the structureof literatureghat is, the integrated use of character, plot, form,connotation, andsymbol to create a literary work--is necessary to understanding. Toread a work meaningfully,the reader at the minimum must understendcharacter and plot. He muetbe able to deal with the literal
Recommended publications
  • 2 Religions and Religious Movements
    ISBN 978-92-3-103654-5 Introduction 2 RELIGIONS AND RELIGIOUS MOVEMENTS H.-J. Klimkeit, R. Meserve, E. E. Karimov and C. Shackle Contents Introduction ....................................... 62 RELIGIONS IN THE CENTRAL ASIAN ENVIRONMENT ............. 67 Turkic and Mongol beliefs, the Tibetan Bon religion and shamanism ......... 67 Religion among the Uighurs, Kyrgyz, Kitan ...................... 69 MANICHAEISM AND NESTORIAN CHRISTIANITY ............... 71 Manichaeism ...................................... 71 Nestorian Christianity .................................. 75 Zoroastrianism ..................................... 78 Hinduism ........................................ 82 THE ADVENT OF ISLAM: EXTENT AND IMPACT ................ 83 NON-ISLAMIC MYSTIC MOVEMENTS IN HINDU SOCIETY .......... 88 The Hatha-yoga movement ............................... 89 The bhakti movement .................................. 90 Birth of the Sikh religion ................................ 91 Introduction (H.-J. Klimkeit) Although cultural and religious life along the Central Asian Silk Route was determined both by various indigenous traditions, including Zoroastrianism, and by the world 62 ISBN 978-92-3-103654-5 Introduction religions that expanded into this area from India and China as well as from Syria and Per- sia, we can detect certain basic patterns that recur in different areas and situations.1 Here we mainly wish to illustrate that there were often similar geopolitical and social conditions in various oasis towns. The duality of such towns and the surrounding deserts, steppes and mountains is characteristic of the basic situation. Nomads dwelling in the steppes had their own social structures and their own understanding of life, which was determined by tra- ditions that spoke of forefathers and heroes of the past who had created a state with its own divine orders and laws. The Old Turkic inscriptions on the Orkhon river in Mongolia are a good case in point.
    [Show full text]
  • Hole a Remediative Approach to the Filmmaking of the Coen Brothers
    University of Dundee DOCTOR OF PHILOSOPHY Going Down the 'Wabbit' Hole A Remediative Approach to the Filmmaking of the Coen Brothers Barrie, Gregg Award date: 2020 Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 24. Sep. 2021 Going Down the ‘Wabbit’ Hole: A Remediative Approach to the Filmmaking of the Coen Brothers Gregg Barrie PhD Film Studies Thesis University of Dundee February 2021 Word Count – 99,996 Words 1 Going Down the ‘Wabbit’ Hole: A Remediative Approach to the Filmmaking of the Coen Brothers Table of Contents Table of Figures ..................................................................................................................................... 2 Declaration ............................................................................................................................................
    [Show full text]
  • Commonwealth of Australia Gazette ASIC 16/02, Tuesday, 9 April 2002
    = = `çããçåïÉ~äíÜ=çÑ=^ìëíê~äá~= = Commonwealth of Australia Gazette No. ASIC 16/02, Tuesday, 9 April 2002 Published by ASIC ^^ppff``==dd~~òòÉÉííííÉÉ== Contents Notices under the Corporations Act 2001 00/2496 01/1681 01/1682 02/0391 02/0392 02/0393 02/0394 02/0395 02/0396 02/0397 02/0398 02/0399 02/0400 02/0401 02/0402 02/0403 02/0404 02/0405 02/0406 02/0408 02/0409 Company deregistrations Page 43 Change of company status Page 404 Company reinstatements Page 405 ISSN 1445-6060 Available from www.asic.gov.au © Commonwealth of Australia, 2001 Email [email protected] This work is copyright. Apart from any use permitted under the Copyright Act 1968, all rights are reserved. Requests for authorisation to reproduce, publish or communicate this work should be made to: Gazette Publisher, Australian Securities and Investment Commission, GPO Box 5179AA, Melbourne Vic 3001 Commonwealth of Australia Gazette ASIC Gazette ASIC 16/02, Tuesday, 9 April 2002 Company deregistrations Page 43= = CORPORATIONS ACT 2001 Section 601CL(5) Notice is hereby given that the names of the foreign companies mentioned below have been struck off the register. Dated this nineteenth day of March 2002 Brendan Morgan DELEGATE OF THE AUSTRALIAN SECURITIES AND INVESTMENTS COMMISSION Name of Company ARBN ABBOTT WINES LIMITED 091 394 204 ADERO INTERNATIONAL,INC. 094 918 886 AEROSPATIALE SOCIETE NATIONALE INDUSTRIELLE 083 792 072 AGGREKO UK LIMITED 052 895 922 ANZEX RESOURCES LTD 088 458 637 ASIAN TITLE LIMITED 083 755 828 AXENT TECHNOLOGIES I, INC. 094 401 617 BANQUE WORMS 082 172 307 BLACKWELL'S BOOK SERVICES LIMITED 093 501 252 BLUE OCEAN INT'L LIMITED 086 028 391 BRIGGS OF BURTON PLC 094 599 372 CANAUSTRA RESOURCES INC.
    [Show full text]
  • Ice Businesses at Turners Falls, Massachusetts Turners Falls Reporter
    Ice Businesses at Turners Falls Ice Businesses at Turners Falls, Massachusetts Reported in the Turners Falls Reporter for the years in this compilation. August, 2017 Page 1 of 24 Ed Gregory Ice Businesses at Turners Falls Ice Businesses at Turners Falls, Massachusetts Reported in the Turners Falls Reporter for the years in this compilation Pages of the Turners Falls Reporter given in this compilation are verbatim. Grammar, Punctuation and Spelling are as in the archetype. Evident edits are displayed via [sic]1 Composed, printed & bound by Ed Gregory August, 2017 1 Thus; so. Used to indicate that a quoted passage, especially one containing an error or unconventional spelling, has been retained in its original form or written intentionally. August, 2017 Page 2 of 24 Ed Gregory Ice Businesses at Turners Falls Content - Year 1873 4 1913 18 1874 4 1914 19 1875 4 1915 19 1876 No editions available for 1876 or, from January,1877 to April, 1877 1877 4 1916 19 1878 4 1917 20 1879 5 1918 20 1880 No ice info. 1919 21 1881 5 1920 21 1882 5 1921 22 1883 6 1922 22 1884 7 -end- 1885 7 1886 7 1887 8 1888 8 1889 9 1890 9 1891 9 1892 9 1893 10 1894 10 1895 10 1896 11 1897 11 1898 11 1899 12 1900 12 1901 13 1902 13 1903 14 1904 14 1905 14 1906 14 1907 15 1908 15 1909 16 1910 17 1911 17 1912 17 August, 2017 Page 3 of 24 Ed Gregory Ice Businesses at Turners Falls Ice Businesses at Turners Falls, Massachusetts as reported in the Turners Falls Reporter for the years 1872 to 1922.
    [Show full text]
  • Midsummer Storybooks
    Description Magic Items Pick 2: Subtract your Popularity from 3 and choose that little coat, pretty, plump, rosy cheeks, youngest, many magic items from the following: smallest, willful, hair of gold, hair of silver, lovely, magic stones (2) Child clad in leaves, hooded, thick brows, humble, joyful, bread crumbs (1) conceited, curly hair, loveable, blue coat, red shoes, horn of waking (1) “All children, except too spoiled, headstrong, polite, frills, patched, little, wooden horse (2) sometimes good, sometimes bad, fond of good lamp of seven kingdoms (1) one, grow up.” things singing quilt (1) - Peter Pan and Wendy, James M. Barrie pan pipes (2) Mundane Life cursed mirror shards (2) Pick 1: treasure map (1) babysitter, paperboy, thief, runaway, foster child, silver knife (1) (magical weapon 1) hacker, volunteer, scout, child singer, child star, little black casket (2) abductee, skateboarder, busker, dog walker, student, wooden sword (2) (magical weapon 2) assistant, urchin, bellhop, dish washer, assembly any wealth 1 trinket line worker, bagger, caretaker, gardener, juvenile delinquent Experience Improve Stats Improvements You are filled with the pure wonder Choose one set: Add +1 to your Courage (maximum of +3). Courage +1, Brawn 0, Cunning +2, Wisdom -2 Add +1 to your Brawn (maximum of +3). and innocence of childhood, for you Courage 0, Brawn +1, Cunning +2, Wisdom -2 Add +1 to your Cunning (maximum of +3). Courage +2, Brawn -2, Cunning +2, Wisdom -1 Add +1 to your Wisdom (maximum of +3). are an eternal child. Tricks and tales Courage -1, Brawn -1, Cunning +2, Wisdom +1 Choose a new Child move.
    [Show full text]
  • Ruth Prawer Jhabvala's Adapted Screenplays
    Absorbing the Worlds of Others: Ruth Prawer Jhabvala’s Adapted Screenplays By Laura Fryer Submitted in fulfilment of the requirements of a PhD degree at De Montfort University, Leicester. Funded by Midlands 3 Cities and the Arts and Humanities Research Council. June 2020 i Abstract Despite being a prolific and well-decorated adapter and screenwriter, the screenplays of Ruth Prawer Jhabvala are largely overlooked in adaptation studies. This is likely, in part, because her life and career are characterised by the paradox of being an outsider on the inside: whether that be as a European writing in and about India, as a novelist in film or as a woman in industry. The aims of this thesis are threefold: to explore the reasons behind her neglect in criticism, to uncover her contributions to the film adaptations she worked on and to draw together the fields of screenwriting and adaptation studies. Surveying both existing academic studies in film history, screenwriting and adaptation in Chapter 1 -- as well as publicity materials in Chapter 2 -- reveals that screenwriting in general is on the periphery of considerations of film authorship. In Chapter 2, I employ Sandra Gilbert’s and Susan Gubar’s notions of ‘the madwoman in the attic’ and ‘the angel in the house’ to portrayals of screenwriters, arguing that Jhabvala purposely cultivates an impression of herself as the latter -- a submissive screenwriter, of no threat to patriarchal or directorial power -- to protect herself from any negative attention as the former. However, the archival materials examined in Chapter 3 which include screenplay drafts, reveal her to have made significant contributions to problem-solving, characterisation and tone.
    [Show full text]
  • Tamarkan Convalescent Camp Sears Eldredge Macalester College
    Macalester College DigitalCommons@Macalester College Book Chapters Captive Audiences/Captive Performers 2014 Chapter 5. "The aT markan Players Present ": Tamarkan Convalescent Camp Sears Eldredge Macalester College Follow this and additional works at: http://digitalcommons.macalester.edu/thdabooks Recommended Citation Eldredge, Sears, "Chapter 5. "The aT markan Players Present ": Tamarkan Convalescent Camp" (2014). Book Chapters. Book 17. http://digitalcommons.macalester.edu/thdabooks/17 This Book is brought to you for free and open access by the Captive Audiences/Captive Performers at DigitalCommons@Macalester College. It has been accepted for inclusion in Book Chapters by an authorized administrator of DigitalCommons@Macalester College. For more information, please contact [email protected]. 152 Chapter 5: “The Tamarkan Players Present” Tamarkan Convalescent Camp It was early December 1943 when Brigadier General Arthur Varley and the first remnants of A Force from Burma arrived at their designated convalescent camp in Tamarkan, Thailand, after a long journey by rail. As their train traversed the wooden bridges and viaducts built by their counterparts, they passed the construction camps where the POWs in Thailand anxiously awaited their own redeployment back to base camps. When they entered Tamarkan, they found a well-ordered camp with a lean-to theatre left by the previous occupants. Backstory: October 1942–November 1943 Tamarkan was “the bridge camp”—the one made famous by David Lean’s film The Bridge on the River Kwai, based on the novel by Pierre Boulle.i There were, in fact, two bridges built at Tamarkan: first a wooden one for pedestrian and motor vehicle traffic that served as a temporary railway trace until the permanent concrete and steel railway bridge could be completed just upriver of it.
    [Show full text]
  • Ice Harvesting Dollars Per Day
    3 Volume 14 Issue 2 Winter 2020/21 ISSN 1913-8660 Ice Harvesting A man and his team earned an average of eight dollars per day. The ice was uniformly piled on the large bobsleds and pulled by horses up the banks near the end One of our volunteers suggested we write about a of Rankin Avenue.” The most popular areas to harvest bygone industry that was once a big business in from were from north of the current Navy Yard Park to Amherstburg. This previously essential trade has since Alma Street, and in Callam’s Bay south of town. been entirely abandoned. Many men were employed in the natural ice business. The harvesting of ice from the Detroit River in the Some of the local ice men over the years were John winter was for many years relied upon for food Stokes, Edward Crimmins, Si Bertrand, Arthur Kemp, preservation in the warm summer months. The annual ice Remi Primeau, Samuel McGee, George Girardin, and harvest was a major event not only for the local ice Henry Florey. John Hamilton Sr. was the biggest ice dealers and butchers, but for the many restaurants and dealer. In 1908, it was announced in The Echo that the ice private residences needing to cool their ice boxes holding business in town would be centralized the coming season meats, fruits, ice cream, and other perishables. Each year, under Mr. Hamilton who was purchasing all existing ice the ice men would wait for favourable weather conditions businesses in town. In 1909, high temperatures resulted to produce thick ice on the river.
    [Show full text]
  • ROCHESTER HISTORY Edited by BLAKE MCKELVEY, City Historian
    ROCHESTER HISTORY Edited by BLAKE MCKELVEY, City Historian VoL. XV JANUARY, 1953 No. 1 The Weather in Rochester's History By BLAKE MCKELVEY Many have repeated Charles Dudley Warner's adage (generally attributed to Mark Twain), "Everybody talks about the weather but nobody does anything about it," yet the fact is that we have done a great deal about the weather. We have striven, from the beginning, to adjust our life habits and our domestic arrangements in order to safe­ guard against its extremes; we have devised methods for predicting its variations; and we have developed new industries to ease the hardships its rigors cause. Our opinions of the weather, as well as our reactions to it, have changed from time to time and from place to place. The history of Rochester, like that of most other communities, has been influenced by its weather experience and potential. Moreover, we have been as a community keenly interested in this subject from our very first days. And since 1952 has broken many records and seemed, as it progressed, to be breaking more, perhaps it will be fitting at its close to review the history of Rochester's weather and to assess its continuing influence on our city. We do a great deal of griping about the weather these days, more about its inconveniences than its extremes for the latter seldom hit us as severely as in former times. A protracted dry spell with recurrent heat waves, such as we experienced this past summer, may burn up the lawn, temporarily, but, unlike our fathers, few of us know more than we read in the papers about the more important effects on local crops.
    [Show full text]
  • Comparative Analysis of Epic Helpers in English and Uzbek Folklore
    Scientific eporr ts of Bukhara State University Volume 5 Issue 3 BSU 2021 (3) Article 9 7-2-2021 COMPARATIVE ANALYSIS OF EPIC HELPERS IN ENGLISH AND UZBEK FOLKLORE Sarvinoz Khikmatovna Akhmedova doctoral student, BSU, [email protected] Follow this and additional works at: https://uzjournals.edu.uz/buxdu Part of the Comparative Literature Commons Recommended Citation Akhmedova, Sarvinoz Khikmatovna (2021) "COMPARATIVE ANALYSIS OF EPIC HELPERS IN ENGLISH AND UZBEK FOLKLORE," Scientific eporr ts of Bukhara State University: Vol. 5 : Iss. 3 , Article 9. DOI: 10.52297/2181-1466/2021/5/3/8 Available at: https://uzjournals.edu.uz/buxdu/vol5/iss3/9 This Article is brought to you for free and open access by 2030 Uzbekistan Research Online. It has been accepted for inclusion in Scientific eporr ts of Bukhara State University by an authorized editor of 2030 Uzbekistan Research Online. For more information, please contact [email protected]. LITERARY CRITICISM UDC: 82-1/-9:821.111;(575.1) COMPARATIVE ANALYSIS OF EPIC HELPERS IN ENGLISH AND UZBEK FOLKLORE Akhmedova Sarvinoz Khikmatovna doctoral student, BSU [email protected] Abstract: Introduction. Uzbek and English people live in different continents, however the similarity in subjects, classification and representation of heroes can be observed in their folklore. Fairy tales, myths, legends, epics reflect the lifestyle, culture, beliefs and worldview of each nation. They embody national aspects for sure. National identities are reflected in images of protagonists and helpers in any genre of folklore. Research methods. Awareness of other cultures demands investigations in many spheres, including literature and folklore. Comparative-typological and historical- comparative analysis of the image of epic helper are the main methods used in our research.
    [Show full text]
  • Cinematic Contextual History of High Noon (1952, Dire Fred Zinnemann) J. M. CAPARROS-LERA SERGIO ALEGRE
    Cinematic Contextual History of High Noon (1952, dire Fred Zinnemann) J. M. CAPARROS-LERA SERGIO ALEGRE Cinema must be seen as one of the ways of ideologies of our Century because it shows very well the mentality of men and women who make films. As well as painting, literature and arts, it helps us to understand our time. (Martin A. JACKSON) 0. T.: High Noon. Production: Stanley Kramer Productions, Inc./United Artists (USA,1952). Producers: Stanley Kramer & Carl Foreman. Director: Fred Zinnemann. Screenplay: Carl Foreman, from the story The Tin Star, by John W. Cunningham. Photography: Floyd Crosby. Music: Dimitri Tiomkin. Song: Do Not Forsake Me Oh My Darlin', by Dimitri Tiomkin and Ned Washington; singer: Tex Ritter. Art Director: Rudolph Sternad. Editor: Elmo Williams. Cast: Gary Cooper: (Will Kane), Thomas Mitchell (Jonas Henderson), Lloyd Bridges (Harvey Pell), Katy Jurado (Helen Ramirez), Grace Kelly (Amy Kane), Otto Kruge: (Percy Metrick), Lon Chaney, Jr. (Martin Howe), Henry Morgan (Sam Fuller), Ian MacDonald (Frank Miller), Eve McVeagh (Milfred Fuller) Harry Shannon (Cooper), Lee Van Cleef (Jack Colby), Bob Wilke (James Pierce), Sheb Wooley (Ben Miller), Tom London (Sam), Larry Blake (Gillis), Jeanne Blackford (Mrs: Henderson), Guy Beach (Fred), Virginia Christine (Mrs. Simpson), Jack Elam (Charlie), Virginia Farmer (Mrs. Fletcher), Morgan Farley (Priest),Paul Dubov (Scott), Harry Harvey (Coy), Tin Graham (Sawyer), Nolan Leary (Lewis), Tom Greenway (Ezra), Dick Elliot (Kibbee), John Doucete (Trumbull). B/W -85 min. Video distributor: Universal. The post-war American atmosphere and the never well-seen social problem cinema -especially thriller film noir- are the major reasons to understand why during the Forties Hollywood was purged by the self- called the most liberal and democratic government of the world.* Truman's executive order was published in May 12, 1947.
    [Show full text]
  • A Collection of Ballads
    A COLLECTION OF BALLADS INTRODUCTION When the learned first gave serious attention to popular ballads, from the time of Percy to that of Scott, they laboured under certain disabilities. The Comparative Method was scarcely understood, and was little practised. Editors were content to study the ballads of their own countryside, or, at most, of Great Britain. Teutonic and Northern parallels to our ballads were then adduced, as by Scott and Jamieson. It was later that the ballads of Europe, from the Faroes to Modern Greece, were compared with our own, with European Märchen, or children’s tales, and with the popular songs, dances, and traditions of classical and savage peoples. The results of this more recent comparison may be briefly stated. Poetry begins, as Aristotle says, in improvisation. Every man is his own poet, and, in moments of stronge motion, expresses himself in song. A typical example is the Song of Lamech in Genesis— “I have slain a man to my wounding, And a young man to my hurt.” Instances perpetually occur in the Sagas: Grettir, Egil, Skarphedin, are always singing. In Kidnapped, Mr. Stevenson introduces “The Song of the Sword of Alan,” a fine example of Celtic practice: words and air are beaten out together, in the heat of victory. In the same way, the women sang improvised dirges, like Helen; lullabies, like the lullaby of Danae in Simonides, and flower songs, as in modern Italy. Every function of life, war, agriculture, the chase, had its appropriate magical and mimetic dance and song, as in Finland, among Red Indians, and among Australian blacks.
    [Show full text]