Cinema Studies (CINE) 1
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Grade 5 Workbook © Copyright Oxford University Press Contents
Janet Hardy-Gould English Plus Grade 5 Workbook © Copyright Oxford University Press Contents page Unit 1 Home and away 4 Unit 2 Sports 10 Unit 3 Fantasy world 18 Unit 4 Living things 26 Unit 5 Values 34 Unit 6 World of work 42 Unit 7 Holidays 50 Unit 8 Creativity 58 Unit 9 Reading for pleasure 60 Language focus reference and practice 62 Pronunciation bank 80 Wordlist 83 Arts and STEM 94 © Copyright Oxford University Press 1 Home and away VOCABULARY Familiar words 1 Find nine more words. 3 Complete the dialogue with the words BICYCLEAG in the box. OKPHONEC L a Bye English later OPGQVUWOT poster thanks this yes KOTAB L EME ZSLUESHPA Anna Hi Jack. How are you? WTMG I R L UC Jack Fine, thanks . CETBONPTH Anna What’s this in 1 ? ARQHRDKEE 2 RVUZBOYRR Jack It’s a . Anna And what’s 3 ? b o o k 1 c r Jack It’s 4 pencil. 2 p s e 3 c mp e Anna Oh, 5 . Thanks. 4 t ch 5 b c l Jack See you 6 . 6 p n 7 t bl Anna 7 ! 8 gi l 9 b y 2 Look at the pictures and complete the 4 Look at the pictures and write sentences with the words in the box. questions and answers. Draw your own picture for numbers 4 and 5. bag bicycle boy car pen pencil 1 2 3 It’s a car . 1 It’s a . 4 5 What’s this in English? It’s a book. 2 It’s a . -
Beneath the Surface *Animals and Their Digs Conversation Group
FOR ADULTS FOR ADULTS FOR ADULTS August 2013 • Northport-East Northport Public Library • August 2013 Northport Arts Coalition Northport High School Sunday Monday Tuesday Wednesday Thursday Friday Saturday Courtyard Concert EMERGENCY Volunteer Fair presents Jazz for a Yearbooks Wanted GALLERY EXHIBIT 1 Registration begins for 2 3 Friday, September 27 Children’s Programs The Library has an archive of yearbooks available Northport Gallery: from August 12-24 Summer Evening 4:00-7:00 p.m. Friday Movies for Adults Hurricane Preparedness for viewing. There are a few years that are not represent- *Teen Book Swap Volunteers *Kaplan SAT/ACT Combo Test (N) Wednesday, August 14, 7:00 p.m. Northport Library “Automobiles in Water” by George Ellis Registration begins for Health ed and some books have been damaged over the years. (EN) 10:45 am (N) 9:30 am The Northport Arts Coalition, and Safety Northport artist George Ellis specializes Insurance Counseling on 8/13 Have you wanted to share your time If you have a NHS yearbook that you would like to 42 Admission in cooperation with the Library, is in watercolor paintings of classic cars with an Look for the Library table Book Swap (EN) 11 am (EN) Thursday, August 15, 7:00 p.m. and talents as a volunteer but don’t know where donate to the Library, where it will be held in posterity, (EN) Friday, August 2, 1:30 p.m. (EN) Friday, August 16, 1:30 p.m. Shake, Rattle, and Read Saturday Afternoon proud to present its 11th Annual Jazz for emphasis on sports cars of the 1950s and 1960s, In conjunction with the Suffolk County Office of to start? Visit the Library’s Volunteer Fair and speak our Reference Department would love to hear from you. -
The Roots of Middle-Earth: William Morris's Influence Upon J. R. R. Tolkien
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 12-2007 The Roots of Middle-Earth: William Morris's Influence upon J. R. R. Tolkien Kelvin Lee Massey University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Literature in English, British Isles Commons Recommended Citation Massey, Kelvin Lee, "The Roots of Middle-Earth: William Morris's Influence upon J. R. R. olkien.T " PhD diss., University of Tennessee, 2007. https://trace.tennessee.edu/utk_graddiss/238 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Kelvin Lee Massey entitled "The Roots of Middle-Earth: William Morris's Influence upon J. R. R. olkien.T " I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in English. David F. Goslee, Major Professor We have read this dissertation and recommend its acceptance: Thomas Heffernan, Michael Lofaro, Robert Bast Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Kelvin Lee Massey entitled “The Roots of Middle-earth: William Morris’s Influence upon J. -
Screening Trauma in Waltz with Bashir and Lebanon
Anna Ball 1 ‘Looking the Beast in the Eye’: Screening Trauma in Waltz With Bashir and Lebanon Published in The Ethics of Representation in Literature, Art and Journalism: Transnational Responses to the Siege of Beirut, ed. Caroline Rooney and Rita Sakr (London: Routledge, 2013), pp.71-85. PRE-PRINT PROOF: PLEASE REFER TO PRINTED VERSION FOR CITATION Anna Ball, [email protected] Having looked the beast of the past in the eye, having asked and received forgiveness and made amends, let us shut the door on the past – not in order to forget it but in order not to allow it to imprison us. - Archbishop Desmond Tutu, South African Truth and Reconciliation Commission Report.i [Figure 1: Image from Waltz With Bashir, dir. Ari Folman (London: Artificial Eye, 2008).] It is the kind of place that we have all visited in our dreams: somewhere that at first seems drearily familiar, a nocturnal cityscape perhaps, streets littered and rain-sodden. Until you see the sky. Not black but a lurid yellow: a sickly light, the colour of phosphorous, an unnatural illumination of the darkness. Then, as you knew they would, they come, all twenty-six of them, snarling and slathering, sleek black coats gleaming in the rain, eyes bright as flares. All Anna Ball 2 night, they circle beneath your window, howl at you through your restless sleep, and though in the morning they will be gone, as dreams always are, you know that they will return – for this is what it is to be hunted by this particular kind of beast. -
2021 International Day of Commemoration in Memory of the Victims of the Holocaust
Glasses of those murdered at Auschwitz Birkenau Nazi German concentration and death camp (1941-1945). © Paweł Sawicki, Auschwitz Memorial 2021 INTERNATIONAL DAY OF COMMEMORATION IN MEMORY OF THE VICTIMS OF THE HOLOCAUST Programme WEDNESDAY, 27 JANUARY 2021 11:00 A.M.–1:00 P.M. EST 17:00–19:00 CET COMMEMORATION CEREMONY Ms. Melissa FLEMING Under-Secretary-General for Global Communications MASTER OF CEREMONIES Mr. António GUTERRES United Nations Secretary-General H.E. Mr. Volkan BOZKIR President of the 75th session of the United Nations General Assembly Ms. Audrey AZOULAY Director-General of UNESCO Ms. Sarah NEMTANU and Ms. Deborah NEMTANU Violinists | “Sorrow” by Béla Bartók (1945-1981), performed from the crypt of the Mémorial de la Shoah, Paris. H.E. Ms. Angela MERKEL Chancellor of the Federal Republic of Germany KEYNOTE SPEAKER Hon. Irwin COTLER Special Envoy on Preserving Holocaust Remembrance and Combatting Antisemitism, Canada H.E. Mr. Gilad MENASHE ERDAN Permanent Representative of Israel to the United Nations H.E. Mr. Richard M. MILLS, Jr. Acting Representative of the United States to the United Nations Recitation of Memorial Prayers Cantor JULIA CADRAIN, Central Synagogue in New York El Male Rachamim and Kaddish Dr. Irene BUTTER and Ms. Shireen NASSAR Holocaust Survivor and Granddaughter in conversation with Ms. Clarissa WARD CNN’s Chief International Correspondent 2 Respondents to the question, “Why do you feel that learning about the Holocaust is important, and why should future generations know about it?” Mr. Piotr CYWINSKI, Poland Mr. Mark MASEKO, Zambia Professor Debórah DWORK, United States Professor Salah AL JABERY, Iraq Professor Yehuda BAUER, Israel Ms. -
Feature Films
NOMINATIONS AND AWARDS IN OTHER CATEGORIES FOR FOREIGN LANGUAGE (NON-ENGLISH) FEATURE FILMS [Updated thru 88th Awards (2/16)] [* indicates win] [FLF = Foreign Language Film category] NOTE: This document compiles statistics for foreign language (non-English) feature films (including documentaries) with nominations and awards in categories other than Foreign Language Film. A film's eligibility for and/or nomination in the Foreign Language Film category is not required for inclusion here. Award Category Noms Awards Actor – Leading Role ......................... 9 ........................... 1 Actress – Leading Role .................... 17 ........................... 2 Actress – Supporting Role .................. 1 ........................... 0 Animated Feature Film ....................... 8 ........................... 0 Art Direction .................................... 19 ........................... 3 Cinematography ............................... 19 ........................... 4 Costume Design ............................... 28 ........................... 6 Directing ........................................... 28 ........................... 0 Documentary (Feature) ..................... 30 ........................... 2 Film Editing ........................................ 7 ........................... 1 Makeup ............................................... 9 ........................... 3 Music – Scoring ............................... 16 ........................... 4 Music – Song ...................................... 6 .......................... -
Congratulations to the Class of 2016
the magazine of notre dame academy Also: Congratulations to the Class of 2016 summer 2016 | volume 12 | issue 2 vita! summer 2016 | volume 12 | issue 2 Message from the President inside this issue contributors “ NDA is a recipe for success, and our flavors are so bold and Editor complex, that they keep you coming back for more.” Kathryn Quinn Miller ’97 Contributing Writers Ashley Simmons ’08 Many of you know that I love to cook, and it should not shock you that working Design Amanda Quintin Design in education is also very special to me. Both cooking and teaching have a lot in Printing common. The culinary influences that make up my recipes are French, Italian, Reynolds DeWalt Mexican, and Vietnamese. Fusion cooking excites me and I find the key to a tasty Photography dish is a balance of flavors – sweet, salt, spice, and crunch. Similarly, at the heart Ryan Hutton 6 11 of Catholic education is balance. At first, this seems strange, because when you Lifetouch look at the structure of a school it is built upon compartmentalization. Students Michael Russo study math in their math class and social studies in their social studies class. The Published by the Office of Institutional Advancement classroom is a mini fiefdom that is fortified by a cavalcade of teachers who want Notre Dame Academy to rightfully protect their space. 1073 Main Street Hingham, MA 02043 The reason I love fusion cooking is because when you take the elegance of French cuisine and meld it with 781.749.5930 www.ndahingham.com the colors and flavors of Mexico, something transformative happens, and the palate dances to the beat of the mariachi. -
Pennsylvania State Dept. of Educatin, Harrisburg. Div. of Adult Basic and Literacy Kucation Programs
DOCUMENT RESUME ED 342 901 CE 060 428 AUTHOR Molek, Carol TITLE Together We Learn: Family Literacy. INSTITUTION TIU Adult Education and Job Training Center, Lewistown, PA. SPONS AGENCY Pennsylvania State Dept. of Educatin, Harrisburg. Div. of Adult Basic and Literacy Kucation Programs. PUB DATE 91 NOTE 114p. PUB TYPE Reports - Descriptive (141) -- Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Adult Basic Education; Adult Literacy; *Adult Programs; *Basic Skills; Child Development; Curriculum Development; Individual Differences; Individualized Instruction; Instructional Materials; *Intergenerational Programs; Language Skills; Lesson Plans; *Literacy Education; Mathematics Skills; *Parent Child Relationship; Preschool Education; Reading Skills; Writing Skills IDENTIFIERS 353 Project; *Family Literacy ABSTRACT A project provided family literacy services in Lewistown, Pennsylvania. TAe "Together We Learn" project had four objectives:(1) promoting family literacy by using the Project PACT (Parents and Children Together) model in two 10-week sessions; (2) improving parents' basic skills so they can work better with their children; (3) assisting parents in learning appropriate expectations for children and understanding individual differences; and (4) encouraging enrolled parents to seek out other adult education training opportunities to plan the next step of their development. Success of the project was measured in the following ways: modification of the PACT curriculum; results of pre-post questionnaires; service provided to 32 adult basic education parents; favorable feedback from participating groups; and the continuation of 18 parents into other adult training. (The bulk of the document, an appendix, contains the following: sample schedule; pre-post test; public relations material; sample PACT reading lessons; and the summer curriculum. -
The Inventory of the Richard Roud Collection #1117
The Inventory of the Richard Roud Collection #1117 Howard Gotlieb Archival Research Center ROOD, RICHARD #1117 September 1989 - June 1997 Biography: Richard Roud ( 1929-1989), as director of both the New York and London Film Festivals, was responsible for both discovering and introducing to a wider audience many of the important directors of the latter half th of the 20 - century (many of whom he knew personally) including Bernardo Bertolucci, Robert Bresson, Luis Buiiuel, R.W. Fassbinder, Jean-Luc Godard, Werner Herzog, Terry Malick, Ermanno Ohni, Jacques Rivette and Martin Scorsese. He was an author of books on Jean-Marie Straub, Jean-Luc Godard, Max Ophuls, and Henri Langlois, as well as the editor of CINEMA: A CRITICAL DICTIONARY. In addition, Mr. Roud wrote extensive criticism on film, the theater and other visual arts for The Manchester Guardian and Sight and Sound and was an occasional contributor to many other publications. At his death he was working on an authorized biography of Fran9ois Truffaut and a book on New Wave film. Richard Roud was a Fulbright recipient and a Chevalier in the Legion of Honor. Scope and contents: The Roud Collection (9 Paige boxes, 2 Manuscript boxes and 3 Packages) consists primarily of book research, articles by RR and printed matter related to the New York Film Festival and prominent directors. Material on Jean-Luc Godard, Francois Truffaut and Henri Langlois is particularly extensive. Though considerably smaller, the Correspondence file contains personal letters from many important directors (see List ofNotable Correspondents). The Photographs file contains an eclectic group of movie stills. -
Visual Ethnography of Everyday Life (01:070:373) Tuesday 2:15-5:15Pm BIO 205 -- 3 Credits Pilar K
Visual Ethnography of Everyday Life (01:070:373) Tuesday 2:15-5:15pm BIO 205 -- 3 credits Pilar K. Rau – [email protected] Office: RAB 308 Office hours: Tuesday 1:00-2:00pm or by appointment Course Description This course explores the poetics and politics of producing ethnographic images using commonly-owned digital media. Students will analyze ethnographic, documentary, vernacular and fine art media and gain competence in the aesthetic and technical dimensions of digital image production. The course explores narrative, observational and anti-narrative experimental shooting and editing, as well as the ethical, political, ethnographic, semiotic, and philosophical concerns such decisions entail Learning Outcomes Students will be able to: • Analyze the relationship of innovations in film and digital media on the production of vernacular, documentary and ethnographic visual representations • Identify and critically analyze different approaches to creating visual representations of cultural difference • Critically asses ethical, political, semiotic and philosophical consequences of technological, formal, and aesthetic choices in ethnographic image production • Learn basic technical skills of film and video production that are applicable to a variety of media • Produce short ethnographic videos Department Learning Goals - http://anthro.rutgers.edu/undergrad-program/department-learning-goals 1. Students gain knowledge that will allow them to identify, explain, and historically contextualize the primary objectives, fundamental concepts, modes of analysis, and central questions in Cultural and Visual Anthropology and demonstrate proficiency in their use of this knowledge 2. Students are able to demonstrate proficiency in the use of critical thinking skills 3. Students are able to demonstrate proficiency using current methods in Cultural and Visual anthropology, including library research skills 4. -
The American Nightmare, Or the Revelation of the Uncanny in Three
The American Nightmare, or the Revelation of the Uncanny in three documentary films by Werner Herzog La pesadilla americana, o la revelación de lo extraño en tres documentales de DIEGO ZAVALA SCHERER1 Werner Herzog http://orcid.org/0000-0002-7362-4709 This paper analyzes three Werner Herzog’s films: How Much Wood Would a Woodchuck Chuck (1976), Huie’s Sermon (1981) and God´s Angry Man (1981) through his use of the sequence shot as a documentary device. Despite the strong relation of this way of shooting with direct cinema, Herzog deconstructs its use to generate moments of filmic revelation, away from a mere recording of events. KEYWORDS:Documentary device, sequence shot, Werner Herzog, direct cinema, ecstasy. El presente artículo analiza tres obras de la filmografía de Werner Herzog: How Much Wood Would a Woodchuck Chuck (1976), Huie´s Sermon (1981) y God´s Angry Man (1981), a partir del uso del plano secuencia como dispositivo documental. A pesar del vínculo de esta forma de puesta en cámara con el cine directo, Herzog deconstruye su uso para la generación de momentos de revelación fílmica, lejos del simple registro. PALABRAS CLAVE: Dispositivo documental, plano secuencia, Werner Herzog, cine directo, éxtasis. 1 Tecnológico de Monterrey, México. E-mail: [email protected] Submitted: 01/09/17. Accepted: 14/11/17. Published: 12/11/18. Comunicación y Sociedad, 32, may-august, 2018, pp. 63-83. 63 64 Diego Zavala Scherer INTRODUCTION Werner Herzog’s creative universe, which includes films, operas, poetry books, journals; is labyrinthine, self-referential, iterative … it is, we might say– in the words of Deleuze and Guattari (1990) when referring to Kafka’s work – a lair. -
An Anguished Self-Subjection: Man and Animal in Werner Herzog's Grizzly
An Anguished Self-Subjection: Man and Animal in Werner Herzog’s Grizzly Man Stefan Mattessich Santa Monica College Do we not see around and among us men and peoples who no longer have any essence or identity—who are delivered over, so to speak, to their inessentiality and their inactivity—and who grope everywhere, and at the cost of gross falsifications, for an inheritance and a task, an inheritance as task? Giorgio Agamben The Open erner herzog’s interest in animals goes hand in hand with his Winterest in a Western civilizational project that entails crossing and dis- placing borders on every level, from the most geographic to the most corporeal and psychological. Some animals are merely present in a scene; early in Fitzcarraldo, for instance, its eponymous hero—a European in early-twentieth-century Peru—plays on a gramophone a recording of his beloved Enrico Caruso for an audience that includes a pig. Others insist in his films as metaphors: the monkeys on the raft as the frenetic materializa- tion of the conquistador Aguirre’s final insanity. Still others merge with characters: subtly in the German immigrant Stroszek, who kills himself on a Wisconsin ski lift because he cannot bear to be treated like an animal anymore or, literally in the case of the vampire Nosferatu, a kindred spirit ESC 39.1 (March 2013): 51–70 to bats and wolves. But, in every film, Herzog is centrally concerned with what Agamben calls the “anthropological machine” running at the heart of that civilizational project, which functions to decide on the difference between man and animal.