Mimesis and Violence -An Introduction to the Thought of Rene Girard
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FIVE ELEMENTS of PLOT CONFLICT Melissa Voelker - Updated March 23, 2017
FFSSWW 002 FIVE ELEMENTS OF PLOT CONFLICT Melissa Voelker - Updated March 23, 2017 The plot structure, also called the dramatic structure, of a story, novel or script includes the events that make up the idea of the writing. These are often laid out as a series of beginning, middle and end details and include five basic elements as well as a conflict. Conflict is necessary to the plot of any story, novel or script, and comes in two types: internal or external, and four kinds: man vs. man, man vs. circumstances, man vs. society and man vs. self. The idea of a plot containing these five elements first originated in 1863 in the "Technique of the Drama" by Gustav Freytag, who was building on the ideas of Aristotle from "The Poetics." 1. Introduction or Exposition The introduction is where the basic characters and plot elements such as setting are revealed. In most cases the major conflict of the story, novel or script is also hinted at in the introduction, though smaller conflicts in the plot may be introduced later. In a shorter work, the introduction happens within the first few paragraphs, while in a longer work such as a novel it will happen within the first few chapters. The narrative hook or point in the story where the author truly catches the reader's attention, is often presented within the introduction. 2. Rising Action Taking place within the first third of a story, novel or script, the rising action is also the part of the work where the problem or conflict central to the plot is truly introduced. -
Anthropology 522 Sacrifice, Violence, Immortality
Anthropology 522 Sacrifice, Violence, Immortality Department of Anthropology, Rutgers University Instructor: Parvis Ghassem-Fachandi Class time: Fri 12:35-3:35 o’clock. Email: [email protected] Office: RAB 309, Hours: Fri. 10-12:00. Phone: (732) 932 11 39 Location of course: RAB 305 Credits: 3 Semester: Spring 2008 Pre-requisites: 101 This course explores the significance of sacrifice as a variation on the theme of death in modern formations such as the nation. In diverse forms such as ritual exchange, renunciation, memory and national identification, sacrifice is either a rhetorical device, or, a deep structure of human symbolic action. Sacrifice is minimally defined as the constitution of a loss in order to constitute the sacred of a community. What is the value of sacrifice as an analytical concept? The course will engage classic formative texts in anthropological theory of ritual and investigate three ethnographic examples in the contemporary world—anti-Jewish pogroms in Poland, anti-Tamil violence in Sri Lanka, and anti-Tutsi genocide in Rwanda--where a sacrificial logic comes into play, often connected to the search for immortality. Books for Purchase Agamben Giorgio.1995. Homo Sacer: Sovereign Power and Bare Life. Stanford University Press. Bloch, Maurice. 1992. Prey into Hunter: The politics of Religious Experience. Cambridge University Press Gourevitch, Philip. 1999 “We wish to inform you that tomorrow we will be killed with our families.” Stories from Rwanda. Picador USA, Farrar, Straus, and Giroux, New York Gross, Jan. 2001 Neighbors. The Destruction of the Jewish Community in Jedwabne, Poland. Princeton University Press. Hubert, Henri and Marcel Mauss. -
A Comparative Analysis of Hate Crime Legislation
A Comparative Analysis of Hate Crime Legislation A Report to the Hate Crime Legislation Review James Chalmers and Fiona Leverick University of Glasgow, July 2017 i A Comparative Analysis of Hate Crime Legislation: A Report to the Hate Crime Legislation Review July 2017 CONTENTS INTRODUCTION ________________________________________________ 1 1. WHAT IS HATE CRIME? ________________________________________ 4 2. HATE CRIME LEGISLATION IN SCOTLAND __________________________ 7 3. JUSTIFICATIONS FOR PUNISHING HATE CRIME MORE SEVERELY ______ 23 4. MODELS OF HATE CRIME LEGISLATION __________________________ 40 5. CHOICE OF PROTECTED CHARACTERISTICS _______________________ 52 6. HATE SPEECH AND STIRRING UP OFFENCES _______________________ 68 7. HATE CRIME LEGISLATION IN SELECTED JURISDICTIONS _____________ 89 8. APPROACHES TAKEN IN OTHER JURISDICTIONS RELEVANT TO THE OFFENSIVE BEHAVIOUR AT FOOTBALL AND THREATENING COMMUNICATIONS (SCOTLAND) ACT 2012 ____________________________________________________ 134 ii INTRODUCTION In January 2017, the Scottish Government announced a review of hate crime legislation, chaired by Lord Bracadale.1 Lord Bracadale requested that, to assist the Review it its task, we produce a comparative report detailing principles underpinning hate crime legislation and approaches taken to hate crime in a range of jurisdictions. Work on this report commenced in late March 2017 and the final report was submitted to the Review in July 2017. Chapter 1 (What is Hate Crime?) explores what is meant by the term “hate crime”, noting that different definitions may properly be used for different purposes. It notes that the legislative response to hate crime can be characterised by the definition offered by Chakraborti and Garland: the creation of offences, or sentencing provisions, “which adhere to the principle that crimes motivated by hatred or prejudice towards particular features of the victim’s identity should be treated differently from ‘ordinary’ crimes”. -
On Violence: a Mimetic Perspective *
On Violence: A Mimetic Perspective * Wolfgang Palaver Ten years ago a violent tragedy happened in this town that still causes us to think about the problem of human violence. This period of ten years coincides exactly with the period since the end of the cold war and its significant change of the international political landscape. The first chapter of my paper will focus on the problem of civil wars that followed the end of the cold war and gave us a new insight into the complex nature of human violence. My second chapter will give a short introduction into René Girards mimetic theory that seems to me one of the most efficient analytical tools to understand violence, especially if we look at civil wars. A third chapter will address some of those questions that arise when we are confronted with tragedies like the Montréal Massacre. I will turn to the work of Dostoevsky to understand what may cause a man to run amok and kill other people - fourteen young women - cruelly, indiscriminately and without knowing them. In a concluding chapter I will give a short summary of possible answers to the problem of violence. 1. From the Cold War to Civil War During the eighties, optimistic members of the peace movement like me thought that if the cold war would ever end it would be followed by a period of peace and harmony. We were, however, quite wrong and had to learn our lesson when we were confronted with an increase of civil wars since 1989. In 1993 the German poet and essayist Hans Magnus Enzensberger published his book Civil Wars: From L.A. -
Reading Unit 2 – Character Conflict Lit. Circle
Newburyport Public Schools Draft Curriculum Unit: November 2013 2013-2014 Grade Level: 8 Trimester 1 Length 4 weeks Reading Unit 2 – Character Conflict Lit. Circle Unit Overview What is the nature of conflict? How do authors reveal characters? In this unit students will read a realistic fiction novel of their choice and participate in literature circles. Students will also write a literature analysis piece comparing and contrasting the protagonist’s internal/external conflict with It’s a Wonderful Life’s George Bailey’s internal/external conflict. Students will watch the movie version and read the play version. Focus Standards Bold = assessment included 8 RL 1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 8 RL 2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 8 RL 3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 8 RL 4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 8 W 1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -
Teaching Speculative Fiction in College: a Pedagogy for Making English Studies Relevant
Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English Summer 8-7-2012 Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant James H. Shimkus Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Shimkus, James H., "Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant." Dissertation, Georgia State University, 2012. https://scholarworks.gsu.edu/english_diss/95 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. TEACHING SPECULATIVE FICTION IN COLLEGE: A PEDAGOGY FOR MAKING ENGLISH STUDIES RELEVANT by JAMES HAMMOND SHIMKUS Under the Direction of Dr. Elizabeth Burmester ABSTRACT Speculative fiction (science fiction, fantasy, and horror) has steadily gained popularity both in culture and as a subject for study in college. While many helpful resources on teaching a particular genre or teaching particular texts within a genre exist, college teachers who have not previously taught science fiction, fantasy, or horror will benefit from a broader pedagogical overview of speculative fiction, and that is what this resource provides. Teachers who have previously taught speculative fiction may also benefit from the selection of alternative texts presented here. This resource includes an argument for the consideration of more speculative fiction in college English classes, whether in composition, literature, or creative writing, as well as overviews of the main theoretical discussions and definitions of each genre. -
Harassment and Victimisation Introduction
Harassment and victimisation Introduction Stockholm University is to be characterised by its excellent environment for work and study. All employees and students shall be treated equally and with respect. At Stockholm University we shall jointly safeguard our work and study environment. A good environment enables creative development and excellent outcomes for work and study. At Stockholm University, victimisation, harassment associated with discrimination on any grounds and sexual harassment are unacceptable and must not take place. Victimisation, harassment and sexual harassment all jeopardise the affected person's job satisfaction and chances of success in work or study. As soon as the university becomes aware that someone has been affected, action will be taken immediately. In this brochure, Stockholm University explains • the forms that victimisation, harassment and sexual harassment may take, • what you can do if you or someone else becomes subjected to such behaviour, • the university's responsibilities, • the sanctions faced by those subjecting a person to victimisation, harassment or sexual harassment. Astrid Söderbergh Widding Vice-Chancellor Production: Human Resources Office, Student Services, Council for Equal Opportunities and Equality, and Matador kommunikation. Illustrations: Jan Ed. Printing: Ark-Tryckaren, 2015. 3 What is victimisation? All organisations experience occasional differences of opinion, conflicts and difficulties in working together. However, these occasional conflicts are not considered victimisation or bullying. Victimisation is defined as recurrent reprehensible or negative actions directed against individuals and that may lead to the person experiencing it being marginalised. Examples include deliberate insults, demeaning treatment, ostracism, withholding of information, persecution or threats. Victimisation brings with it the risk that individuals as well as entire groups will be adversely affected, in both the short and long terms. -
Narrative Conflict Coaching
California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 6-2014 Narrative Conflict Coaching Ashley J. Pangborn California State University - San Bernardino Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the School Psychology Commons Recommended Citation Pangborn, Ashley J., "Narrative Conflict Coaching" (2014). Electronic Theses, Projects, and Dissertations. 100. https://scholarworks.lib.csusb.edu/etd/100 This Thesis is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. NARRATIVE CONFLICT COACHING A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Science in Counseling and Guidance by Ashley June Pangborn June 2014 NARRATIVE CONFLICT COACHING Project Presented to the Faculty of California State University, San Bernardino by Ashley June Pangborn June 2014 Approved by: Dr. John Winslade, Ph.D., Committee Chair Dr. Lorraine Hedtke, Ph.D., Committee Member Copyright © 2014 Ashley June Pangborn ABSTRACT Narrative conflict coaching is a counseling technique which focuses on separating clients from their problems and encouraging them to see their lives and futures from new perspectives. It has been used in a variety of arenas and is consistent with other practices within the field of narrative conflict resolution, such as narrative mediation. In this project I utilized qualitative research methods to analyze the immediate effectiveness of conflict coaching questioning techniques within the setting of a counseling conversation. -
Glossary of Literary Terms
Glossary of Critical Terms for Prose Adapted from “LitWeb,” The Norton Introduction to Literature Study Space http://www.wwnorton.com/college/english/litweb10/glossary/C.aspx Action Any event or series of events depicted in a literary work; an event may be verbal as well as physical, so that speaking or telling a story within the story may be an event. Allusion A brief, often implicit and indirect reference within a literary text to something outside the text, whether another text (e.g. the Bible, a myth, another literary work, a painting, or a piece of music) or any imaginary or historical person, place, or thing. Ambiguity When we are involved in interpretation—figuring out what different elements in a story “mean”—we are responding to a work’s ambiguity. This means that the work is open to several simultaneous interpretations. Language, especially when manipulated artistically, can communicate more than one meaning, encouraging our interpretations. Antagonist A character or a nonhuman force that opposes, or is in conflict with, the protagonist. Anticlimax An event or series of events usually at the end of a narrative that contrast with the tension building up before. Antihero A protagonist who is in one way or another the very opposite of a traditional hero. Instead of being courageous and determined, for instance, an antihero might be timid, hypersensitive, and indecisive to the point of paralysis. Antiheroes are especially common in modern literary works. Archetype A character, ritual, symbol, or plot pattern that recurs in the myth and literature of many cultures; examples include the scapegoat or trickster (character type), the rite of passage (ritual), and the quest or descent into the underworld (plot pattern). -
PARATEXTUALITY and the LOST URTEXT Anthony Enns the Term
ANTHONY ENNS PARATEXTUALITY AND THE LOST URTEXT Anthony Enns The term “paratext” refers to the elements of a literary work that ac- company the text but are not considered part of the text itself, such as title pages, introductions, annotations, appendices, etc. Gérard Genette famously described the paratext as the “threshold…between the inside and the outside” of a text, and this threshold represents “a privileged place of a pragmatics and a strategy, of an influence on the public, an influence that…is at the service of a better reception for the text and a more pertinent reading of it” (2). In other words, the contextual information and critical commentary provided in the paratext ultimately serves the author’s own interests by ensuring that the text is interpreted correctly: “The way to get a proper reading is…to put the (definitely assumed) reader in possession of information the author considers necessary for this proper reading…[such as information] about the way the author wishes to be read” (209). Genette also noted that paratextual elements have expanded over time in order to satisfy “the educated public’s growing curiosity about the ‘making’ of the text and about the unearthing of versions the author had abandoned” (339). Paratexts were thus increasingly seen as necessary “supplements” or “acces- sories” to a literary work, and a text without a paratext is now viewed as “a power disabled…like an elephant without a mahout” (410). If a text without a paratext is “an elephant without a mahout,” then a “paratext without its text is a mahout without an elephant,” which Gen- ette dismissed as “a silly show” (410). -
Research Into Cyberbullying and Cyber Victimisation
Australasian Journal of Educational Technology 2007, 23(4), 435-454 Bullying in the new playground: Research into cyberbullying and cyber victimisation Qing Li University of Calgary This study examines the nature and extent of adolescents’ cyberbullying experiences, and explores the extent to which various factors, including bullying, culture, and gender, contribute to cyberbullying and cyber victimisation in junior high schools. In this study, one in three adolescents was a cyber victim, one in five was a cyberbully, and over half of the students had either experienced or heard about cyberbullying incidents. Close to half of the cyber victims had no idea who the predators were. Culture and engagement in traditional bullying were strong predictors not only for cyberbullying, but also for cyber victimisation. Gender also played a significant role, as males, compared to their female counterparts, were more likely to be cyberbullies. Cyberbullying and cyber victimisation School bullying has been widely recognised as a serious problem and it is particularly persistent and acute during junior high and middle school periods (National Center for Educational-Statistics, 1995). In the USA, “up to 15% of students … are frequently or severely harassed by their peers. … Only a slim majority of 4th through 12th graders … (55.2%) reported neither having been picked on nor picking on others” (Hoover & Olsen, 2001). Universally, bullying is reported as a significant problem in many countries of the world including European countries, North America, and Japan (Smith et al., 1999), suggesting that bullying may play a important role in adolescents’ life in many societies. More importantly, it is reported that in many cases of school shootings, the bully played a major role (Dedman, 2001; Markward, Cline & Markward, 2002). -
Victimisation from Physical Punishment and Intimate Partner Aggression in South Africa: the Role of Revictimisation
Victimisation from Physical Punishment and Intimate Partner Aggression in South Africa: The Role of Revictimisation Master’s Thesis in Peace, Mediation and Conflict Research Developmental Psychology Magret Tsoahae, 1901696 Supervisor: Karin Österman Faculty of Education and Welfare Studies Åbo Akademi University, Finland Spring 2021 Magret Tsoahae Abstract Aim: The aim of the study was to investigate victimisation from physical punishment during childhood, victimisation from an intimate partner as an adult, and psychological concomitants. Method: A questionnaire was completed by 190 females, 32 males, and three who did not state their sex. The respondents where from South Africa. The mean age was 40.0 years (SD 12.2) for females, and 29.7 years (SD 9.9) for males. Results: For females, victimisation from physical punishment correlated significantly with victimisation from intimate partner controlling behaviours. For females, but not for males, victimisation from physical punishment during childhood correlated positively with depression and anxiety later in life. For both females and males, a high significant correlation was found between victimisation from intimate partner physical aggression and controlling behaviours, intimate partner physical aggression also correlated significantly with depression and anxiety. For males, victimisation from controlling behaviours correlated significantly with anxiety. Respondents who had been victimised more than average from physical punishment scored significantly higher than others on victimisation from controlling behaviours, intimate partner physical aggression, depression, and anxiety. Conclusions: It was concluded that victimisation from intimate partner aggression was associated with previous victimisation from physical punishment during childhood and could therefore constitute a form of revictimisation. Key Words: Controlling behaviours by a partner, physical intimate partner aggression, physical punishment during childhood, depression, anxiety, South Africa.