How Are Moral Conversions Possible?
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Textual Analysis Film: Do the Right Thing (1989) Director: Spike Lee Sequence Running Time: 00:50:55 - 00:55:55 Word Count: 1745
Student sample Textual Analysis Film: Do The Right Thing (1989) Director: Spike Lee Sequence Running Time: 00:50:55 - 00:55:55 Word Count: 1745 In this paper I will analyze an extract from Spike Lee's Do The Right Thing (1989) that reflects the political, geographical, social, and economical situations through Lee's stylistic use of cinematography, mise-en-scene, editing, and sound to communicate the dynamics of the characters in the cultural melting pot that is Bedford-Stuyvesant,Brooklyn in New York City. This extract manifests Lee's artistic visions that are prevalent in the film and are contemplative of Lee's personal experience of growing up in Brooklyn. "This evenhandedness that is at the center of Spike Lee's work" (Ebert) is evident through Lee's techniques and the equal attention given to the residents of this neighborhood to present a social realism cinema. Released almost thirty years ago, Lee's film continues to empower the need for social change today with the Black Lives Matter movement and was even called "'culturally significant'by the U.S. Library of Congress" (History). Do The Right Thing takes place during the late 1980s in Bed-Stuy, Brooklyn and unravels the "bigotry and violence" (Lee) in the neighborhood of a single summer day, specifically one of the hottest of the season. Being extremely socially conscious, Do The Right Thing illustrates the dangers of racism against African Americans and was motivated by injusticesof the time--especially in New York--such as the death of Yusef Hawkins and the Howard Beach racial incident. -
A Concept of the Development of Riverside Embankment in the Context of Cracow (A Local Centre)
buildings Article A Concept of the Development of Riverside Embankment in the Context of Cracow (A Local Centre) Beata Majerska-Pałubicka and El˙zbietaLatusek * Faculty of Architecture, Silesian University of Technology, Akademicka 7, 44—100 Gliwice, Poland; [email protected] * Correspondence: [email protected]; Tel.: +48-608-035-396 Received: 27 December 2019; Accepted: 4 March 2020; Published: 13 March 2020 Abstract: The subject of this article is the presentation of site conditions and the authors’ concept of the development of the degraded riverside area located in the city of Cracow-Kraków Zabłocie. The concept transforms the above-named area into a multifunctional complex including museum, coworking, business and hotel functions. The area subject to development borders three important districts of Cracow: Old Town (Stare Miasto), Grzegórzki and Podgórze on the bank of the Vistula (Wisła) river. In the land development and urban planning documents of the city of Cracow this area has been marked as the public space which is to become a local focal point or a local centre. The main objective of this work was to find answers to the posed research questions concerning the historic context, formal and legal state, significance for the community as well as economic and ecological implications of the area to be developed. The main purpose was to properly develop the degraded riverside embankment in the downtown environment. The research method was based on own mixed method which encompassed the studies of historical literature and the legal–formal status as well as in situ examinations, including the analyses of the condition of the built and natural environment, traffic and circulation as well as photographic documentation. -
Argentina Commemorates the International Day in Memory of the Victims of the Holocaust Within the Framework of the International
Argentina commemorates the International Day in memory of the victims of the Holocaust Within the framework of the International Day of Commemoration in memory of the victims of the Holocaust – which was settled by the United Nations in 2005 in remembrance of the anniversary of the liberation of Auschwitz on January 27, 1945- yesterday the national government organized its ceremony, which was attended by members of the national government, authorities of the City of Buenos Aires, survivors and members of different organizations of the Jewish community and the civil society committed with the Holocaust remembrance. The ceremony was organized by the Argentinean Chapter of the IHRA (International Holocaust Remembrance Alliance), the main international organization dedicated to the research, remembrance and education on the Holocaust. The IHRA is currently integrated by 31 member countries: States of Europe, Israel, United States, Canada and Argentine (which is the only full member of Latin America). The IHRA Local Chapter is formed by the Ministry of Foreign Affairs and Worship, the Ministry of Education, the Ministry of Justice and Humans Rights (represented by the Secretary of Humans Rights and Cultural Pluralism) and organizations of the civil society. It has an annual rotating Chairmanship among the Ministries, being in 2016 Chaired by the Secretary of Humans Rights and Cultural Pluralism from the Ministry of Justice and Humans Rights. In this opportunity, the ceremony was held together with the inauguration of the National Monument to honor Holocaust Survivors and also with the inauguration of the “Paseo de los Justos” (The Righteous Square). The Monument consists of a concrete wall composed by 114 cubes with impressions of objects of everyday life, emphasizing the absence of the human being through these marks carved on stone. -
A Historical Guide to the German Camp in Płaszów 1942–1945
a historical guide to the german camp in płaszów 1942 płaszów in camp german the to guide historical a Ryszard Kotarba A HISTORICAL GUIDE TO THE GERMAN CAMP in płaszów 1942–1945 A map with a visiting route inside – 1945 Ryszard Kotarba A HISTORICAL GUIDE TO THE GERMAN CAMP in płaszów 1942–1945 © Copyright by Institute of National Remembrance – Commission of the Prosecution of Crimes against the Polish Nation, 2014 REVIEVER dr Joanna Lubecka EDITING Rafał Dyrcz TRANSLATION AND PROOFS Kamil Budziarz, Language Link Dorota Plutecka, Language Link PROOFREADING Tytus Ferenc GRAPHIC DESIGN, TYPESETTING AND PRINT Studio Actiff / www.actiff.pl Photos from the collection of the Institute of National Remembrance (1-6, 10, 12-15, 17-27, 29, 31-37, 42-43, 45-46, 48, 52, 55-57, 59), the National Archives in Kraków (7, 9, 11, 16) and Ryszard Kotarba (8, 28, 30, 38-41, 44, 47, 49-51, 53-54, 58). Photo on the cover from the collection of the Institute of National Remembrance. ISBN 978-83-932380-8-8 Foreword In 1939, the Republic of Poland was attacked by Germany (supported by Slovakia) and the Soviet Union. Although France and the UK declared war on Germany, they did not pursue any activities to provide their Polish ally with any real assistance. Despite its total defeat and its entire territory being occupied, Poland did not surrender. Escaping to France and then to the UK, the authorities of the Republic of Poland demonstrated legalism and maintained the continuity of the Polish state. Poland as a state continued to be an actor of international law, and within the Allied bloc, it was the legal representative of all the citizens of the Republic of Poland – regardless of their nationality, religion or political views. -
Schindler's List シンドラーのリスト 以下を翻訳してください。
Schindler’s List シンドラーのリスト 以下を翻訳してください。 [https://www.yadvashem.org/righteous/stories/schindler.html] 竹内君 Oskar Schindler was born on April 28, 1908 at Zwittau/Moravia (today in the Czech Republic). His middle-class Catholic family belonged to the German-speaking community in the Sudetenland. The young Schindler, who attended German grammar school and studied engineering, was expected to follow in the footsteps of his father and take charge of the family farm-machinery plant. Some of Schindler’s schoolmates and childhood neighbors were Jews, but with none of them did he develop an intimate or lasting friendship. Like most of the German-speaking youths of the Sudetenland, he subscribed to Konrad Henlein’s Sudeten German Party, which strongly supported the Nazi Germany and actively strove for the dismemberment of Czechoslovakia and their annexation to Germany . When the Sudetenland was incorporated into Nazi Germany in 1938, Schindler became a formal member of the Nazi party. 浅井君 Shortly after the outbreak of war in September 1939, thirty-one-year-old Schindler showed up in occupied Krakow. The ancient city, home to some 60,000 Jews and seat of the German occupation administration, the Generalgouvernement, proved highly attractive to German entrepreneurs, hoping to capitalize on the misfortunes of the subjugated country and make a fortune. Naturally cunning and none too scrupulous, Schindler appeared at first to thrive in these surroundings. In October 1939, he took over a run-down enamelware factory that had previously belonged to a Jew. He cleverly maneuvered his steps- acting upon the shrewd commercial advice of a Polish-Jewish accountant, Isaak Stern - and began to build himself a fortune. -
Holocaust Glossary
Holocaust Glossary A ● Allies: 26 nations led by Great Britain, the United States, and the Soviet Union that opposed Germany, Italy, and Japan (known as the Axis powers) in World War II. ● Antisemitism: Hostility toward or hatred of Jews as a religious or ethnic group, often accompanied by social, economic, or political discrimination. (USHMM) ● Appellplatz: German word for the roll call square where prisoners were forced to assemble. (USHMM) ● Arbeit Macht Frei: “Work makes you free” is emblazoned on the gates at Auschwitz and was intended to deceive prisoners about the camp’s function (Holocaust Museum Houston) ● Aryan: Term used in Nazi Germany to refer to non-Jewish and non-Gypsy Caucasians. Northern Europeans with especially “Nordic” features such as blonde hair and blue eyes were considered by so-called race scientists to be the most superior of Aryans, members of a “master race.” (USHMM) ● Auschwitz: The largest Nazi concentration camp/death camp complex, located 37 miles west of Krakow, Poland. The Auschwitz main camp (Auschwitz I) was established in 1940. In 1942, a killing center was established at Auschwitz-Birkenau (Auschwitz II). In 1941, Auschwitz-Monowitz (Auschwitz III) was established as a forced-labor camp. More than 100 subcamps and labor detachments were administratively connected to Auschwitz III. (USHMM) Pictured right: Auschwitz I. B ● Babi Yar: A ravine near Kiev where almost 34,000 Jews were killed by German soldiers in two days in September 1941 (Holocaust Museum Houston) ● Barrack: The building in which camp prisoners lived. The material, size, and conditions of the structures varied from camp to camp. -
Schindler's Learning Guide
RIGHTEOUS AMONG THE NATIONS "The universe exists on the merit of the righteous among the nations of the world, and they are privileged to see the Divine Presence." -- The Talmud THE GOOD SAMARITAN And who is my neighbor? And Jesus answering said, A certain man went down from Jerusalem to Jericho, and fell among thieves which stripped him of his raiment, and wounded him, and departed, leaving him half dead. And by chance there came down a certain priest that way: and when he saw him, he passed by on the other side. And likewise a Levite, when he was at the place, came and looked on him, and passed by on the other side. But a certain Samaritan, as he journeyed, came where he was: and when he saw him, he had compassion on him. And went to him, and bound up his wounds, pouring in oil and wine, and set him on his own beast, and brought him to an inn, and took care of him. And on the morrow when he departed, he took out two pence, and gave them to the host, and said unto him, Take care of him; and whatsoever thou spendest more, when I come again, I will repay thee. Which now of these three, thinking thou, was neighbor unto him that fell among the thieves? And he said, He that showed mercy on him. Then said Jesus unto him, Go, and do thou likewise. --St. Luke 10: 30 “He [Schindler] was fortunate to have people in that short fierce era who summoned forth his deeper talents.” --Emilie Schindler Introduction There have been many attempts to tell the story of the Holocaust to the general public in a comprehensible, yet historically accurate manner. -
Schindler, Oskar
Schindler, Oskar (1908--1974), Czech businessman who protected Jews during the Holocaust. Schindler was designated as Righteous among the Nations by Yad Vashem, and made famous by Steven Spielberg's award-winning film, Schindler's List. Oskar Schindler was born in Sudetenland, Czechoslovakia. After Germany invaded Poland in 1939, Schindler went to Cracow to take over two enamelware factories which had previously been owned by Jews. Both were successful ventures, and he operated one as an agent for the German occupiers. Schindler later opened a third factory outside Cracow, in which he employed mainly Jews, saving them from deportation. The Cracow Ghetto was liquidated in early 1943 - many of its Jews were sent to the Plaszow labor camp nearby. Schindler, greatly affected by the Jews' plight, used his good connections with important German officials in the Armaments Administration to establish a branch of the Plaszow camp inside his factory compound. 900 Jewish workers, some unfit for hard labor, were employed in the factory. They were thus rescued from the conditions at Plaszow. By October 1944, Schindler's factory was no longer in use, and the Russian army was advancing towards Poland. Schindler acquired permission to move his factory to Sudetenland and reestablish it as an armaments production company. Once again, Schindler used his contacts to arrange to take his Jewish workers with him. He successfully transferred 700--800 men from the concentration camp at Gross-Rosen and about 300 women from Auschwitz. The names of these workers were recorded on a list, earning the name "Schindler's List." Schindler's Jews were treated in the most humane way possible. -
How They Lived to Tell 1939-1945 Edith Ruina
How They Lived to Tell 1939-1945 Together members of a Jewish youth group fled from Poland to Slovakia, Austria, Hungary, Romania and Palestine Edith Ruina Including selections from the written Recollection of Rut Judenherc, interviews and testimonies of other survivors. © Edith Ruina May 24, 2005 all rights reserved Printed in the United States of America Published 2005 Mixed Media Memoirs LLC Book design by Jason Davis [email protected] Green Bay,Wisconsin CONTENTS Acknowledgment ..............................................................................v Chapter 1 Introduction ......................................................................1 Chapter 2 1939-1942 ......................................................................9 1. The People in this Story 2. The Situation of Jews in Poland Chapter 3 1939-1942 Poland..........................................................55 Before and After the German Occupation Chapter 4 1943 Poland ..................................................................87 Many Perished—Few Escaped Chapter 5 1943-44 Austria............................................................123 Chapter 6 1944 Hungary..............................................................155 Surviving in Hungary Chapter 7 1944-1945 ..................................................................205 Romania en route to Palestine Chapter 8 Palestine ......................................................................219 They Lived to Tell v Chapter 9 ....................................................................................235 -
Reading in the Dark: Using Film As a Tool in the English Classroom. INSTITUTION National Council of Teachers of English, Urbana, IL
DOCUMENT RESUME ED 456 446 CS 217 685 AUTHOR Golden, John TITLE Reading in the Dark: Using Film as a Tool in the English Classroom. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-3872-1 PUB DATE 2001-00-00 NOTE 199p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 38721-1659: $19.95, members; $26.95, nonmembers). Tel: 800-369-6283 (Toll Free); Web site http://www.ncte.org. PUB TYPE Books (010) Guides Non-Classroom (055) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Classroom Techniques; *Critical Viewing; *English Instruction; *Film Study; *Films; High Schools; Instructional Effectiveness; Language Arts; *Reading Strategies; Units of Study IDENTIFIERS *Film Viewing; *Textual Analysis ABSTRACT To believe that students are not using reading and analytical skills when they watch or "read" a movie is to miss the power and complexities of film--and of students' viewing processes. This book encourages teachers to harness students' interest in film to help them engage critically with a range of media, including visual and printed texts. Toward this end, the book provides a practical guide to enabling teachers to ,feel comfortable and confident about using film in new and different ways. It addresses film as a compelling medium in itself by using examples from more than 30 films to explain key terminology and cinematic effects. And it then makes direct links between film and literary study by addressing "reading strategies" (e.g., predicting, responding, questioning, and storyboarding) and key aspects of "textual analysis" (e.g., characterization, point of view, irony, and connections between directorial and authorial choices) .The book concludes with classroom-tested suggestions for putting it all together in teaching units on 11 films ranging from "Elizabeth" to "Crooklyn" to "Smoke Signals." Some other films examined are "E.T.," "Life Is Beautiful," "Rocky," "The Lion King," and "Frankenstein." (Contains 35 figures. -
Stallbaumer-Beishline on Schindler, 'Where Light and Shadow Meet: a Memoir'
H-German Stallbaumer-Beishline on Schindler, 'Where Light and Shadow Meet: A Memoir' Review published on Saturday, August 1, 1998 Emilie Schindler. Where Light and Shadow Meet: A Memoir. New York and London: W.W. Norton & Company, 1996. xii + 162 pp. $22.00 (cloth), ISBN 978-0-393-04123-1. Reviewed by L. M. Stallbaumer-Beishline (Bloomsburg University of Pennsylvania) Published on H- German (August, 1998) "To be Emilie again, simply Emilie," is one of Emilie Schindler's goals in writing a memoir about her life both with and without Oskar Schindler, whose life has been made famous by Steven Spielberg's cinematic version of Schindler's List. In addition, Emilie seeks to explain events as they "actually took place," to desanctify the heroic image of her husband, not out of bitterness but for the sake of "truth." The story begins with Emilie's childhood in Bohemia, an innocence brought to an end with Oskar, whose marriage proposal provided an opportunity to leave behind a family life which was becoming oppressive. Once married, it did not take long for Emilie to learn her husband's many faults and attributes. Oskar Schindler was a generous and kind man, but his many infidelities, his immaturity, and his opportunistic, work-shy, hedonistic, self-indulgent lifestyle strained their relationship nearly from the beginning of their marriage. Discussing the war years, Emilie gives priority to topics related to Oskar's spying activities for theAbwehr and how it affected her, his acquisition ofDeutsche Emailwaren Fabrik (DEF), their relations with Nazi officials, and their mutual efforts to save Jews working at DEF as well as at the munitions factory at Bruennlitz. -
Spike Lee and Commentaries on His Work. Occasional Papers Series 2, No.1
DOCUMENT RESUME ED 353 622. CS 508 049 AUTHOR Hudson, Herman C., Ed. TITLE Spike Lee and Commentaries on His Work. Occasional Papers Series 2, No.1. INSTITUTION Indiana Univ., Bloomington. Afro-American Studies. PUB DATE 92 NOTE 92p.; A Martha C. Kraft Professorship Publication. PUB TYPE Collected Works General (020) Reports Evaluative /Feasibility (142) Reference Materials Bibliographies (131) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Auteurism; *Black Community; *Black Culture; Black History; Cultural Images; Film Criticism; *Film Production Specialists; *Film Study; Popular Culture; Racial Relations; Urban Culture IDENTIFIERS *African Americans; *Lee (Spike) ABSTRACT This monograph presents a critical essay and a comprehensive 454-item bibliography on the contemporary African-American filmmaker, Spike Lee. The essay, entitled "African-American Folklore and Cultural History in the Films of Spike Lee" (Gloria J. Gibson-Hudson), analyzes Lee's filmmaking approach from a cultural and historical perspective. The essay identifies Lee as a contemporary storyteller weaving his tales with the aid of a camera and demonstrates how his film narratives draw on both the historic and contemporary experiences of African Americans. The essay discusses five of Lee's films (made between 1984 and 1991) thematically, categorizing them under intra-racal issues and inter-racial issues. The bibliography (by Grace Jackson-Brown) provides citations from both scholarly and popular literature, encompassing newspaper articles, journal and magazine articles, chapters or sections from books, and reviews of films (most of the citations date from the last 5 years). The extensive 49-page bibliography is intended to be a comprehensive guide to literature that will assist students and researchers with an interest in Spike Lee.