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Major-General Jennie Carignan Enlisted in the Canadian Armed Forces (CAF) in 1986
MAJOR-GENERAL M.A.J. CARIGNAN, OMM, MSM, CD COMMANDING OFFICER OF NATO MISSION IRAQ Major-General Jennie Carignan enlisted in the Canadian Armed Forces (CAF) in 1986. In 1990, she graduated in Fuel and Materials Engineering from the Royal Military College of Canada and became a member of Canadian Military Engineers. Major-General Carignan commanded the 5th Combat Engineer Regiment, the Royal Military College in Saint-Jean-sur-Richelieu, and the 2nd Canadian Division/Joint Task Force East. During her career, Major-General Carignan held various staff Positions, including that of Chief Engineer of the Multinational Division (Southwest) in Bosnia and Herzegovina, and that of the instructor at the Canadian Land Forces Command and Staff College. Most recently, she served as Chief of Staff of the 4th Canadian Division and Chief of Staff of Army OPerations at the Canadian Special OPerations Forces Command Headquarters. She has ParticiPated in missions abroad in Bosnia and Herzegovina, the Golan Heights, and Afghanistan. Major-General Carignan received her master’s degree in Military Arts and Sciences from the United States Army Command and General Staff College and the School of Advanced Military Studies. In 2016, she comPleted the National Security Program and was awarded the Generalissimo José-María Morelos Award as the first in her class. In addition, she was selected by her peers for her exemPlary qualities as an officer and was awarded the Kanwal Sethi Inukshuk Award. Major-General Carignan has a master’s degree in Business Administration from Université Laval. She is a reciPient of the Order of Military Merit and the Meritorious Service Medal from the Governor General of Canada. -
Hemingway & Faulkner English 423, Fall 2016 Dr. David Swerdlow 405
Hemingway & Faulkner English 423, Fall 2016 Dr. David Swerdlow 405 Thompson-Clark, x7345 Office Hours: MWF 11-12 and by appt. Ernest Hemingway and William Faulkner are among the United States’ most celebrated writers. Nobel laureates and icons of the modernist era, these two writers may be most known for their easily recognizable and radically different styles that surface in everything they write. In many ways, however, they are kindred spirits in terms of theme and ambition. Consider their Nobel Prize acceptance speeches. (Please note that Hemingway, because of illness, was not able to give his speech himself. It was delivered by the U.S. Ambassador to Sweden.) Having no facility for speech-making and no command of oratory nor any domination of rhetoric, I wish to thank the administrators of the generosity of Alfred Nobel for this Prize. No writer who knows the great writers who did not receive the Prize can accept it other than with humility. There is no need to list these writers. Everyone here may make his own list according to his knowledge and his conscience. It would be impossible for me to ask the Ambassador of my country to read a speech in which a writer said all of the things which are in his heart. Things may not be immediately discernible in what a man writes, and in this sometimes he is fortunate; but eventually they are quite clear and by these and the degree of alchemy that he possesses he will endure or be forgotten. Writing, at its best, is a lonely life. -
Download Lesson
EPISODE 9 LESSON PLAN TEACHER SYNOPSIS Since ancient times, people around the world have used fairy tales, fables, and folktales to capture the imagination of and entertain an audience. However, these tales were meant to do more than entertain: they were used to teach morals. Fairy tales, fables, and folktales share other elements, such as talking animals, mythical creatures, and/or inanimate objects that think or feel emotions. Such tales are still being written and enjoyed today. Listen to hear how a professional writer transformed one boy’s story seed into a fantastic fable, complete with three edible houses and one hungry wolf. WHIP UP A FAIRYTALE with Bil Lepp STUDENT SYNOPSIS Want more resources? Download our activity- Do you have a favorite fairy tale, fable, or folktale? You might packed companion kits remember the characters and plot, but do you recall what you for Episode 9 Look Before learned from the story? A lesson you could apply to your every- You Eat! on our website. day life? Fairy tales, fables, and folktales are some of the oldest types of stories known, and while the stories may differ, all share common elements. Listen to hear a modern fable created by a professional writer and an eleven-year-old boy. LITERATURE CONNECTIONS Aesop’s Fables: The Classic Edition - Aesop Fairy Tales, Fables, Legends, and Myths - Bette Bosma Grimm’s Fairy Tales - Jacob and Wilhelm Grimm How to Tell a Folktale - Carol Alexander The Illustrated Anansi: Four Caribbean Folk Tales - Philip M. Sherlock Weblinks are EXTERNAL WEB MATERIALS embedded into this PDF. -
The Power of Short Stories, Novellas and Novels in Today's World
International Journal of Language and Literature June 2016, Vol. 4, No. 1, pp. 21-35 ISSN: 2334-234X (Print), 2334-2358 (Online) Copyright © The Author(s). 2015. All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/ijll.v4n1a3 URL: https://doi.org/10.15640/ijll.v4n1a3 The Power of Short Stories, Novellas and Novels in Today’s World Suhair Al Alami1 Abstract The current paper highlights the significant role literature can play within EFL contexts. Focusing mainly on short stories, novellas and novels, the paper seeks to discuss five points. These are: main elements of a short story/novella/novel, specifications of a short story/novella/novel-based course, points for instructors to consider whilst dealing with a short story/novella/novel within EFL contexts, recommended approaches which instructors may employ in the EFL classroom whilst discussing a short story/novella/novel, and language assessment of EFL learners using a short story/novella/novel-based course. Having discussed the aforementioned points, the current paper proceeds to present a number of recommendations for EFL teaching practitioners to consider. Keywords: Short Stories; Novellas; Novels Abbreviation: EFL (English as a Foreign Language) 1. Introduction In an increasingly demanding and competitive world, students need to embrace the four Cs: communication, collaboration, critical thinking, and creativity. Best practices in the twenty-first century education, therefore, require practical tools that facilitate student engagement, develop life skills, and build upon a solid foundation of research whilst supporting higher-level thinking. With the four Cs in mind, the current paper highlights the significant role literature can play within EFL contexts. -
Henryson's Fables: "The Subtell Dyte of Poetry" Gregory Kratzmann
Studies in Scottish Literature Volume 20 | Issue 1 Article 6 1985 Henryson's Fables: "the subtell dyte of poetry" Gregory Kratzmann Follow this and additional works at: https://scholarcommons.sc.edu/ssl Part of the English Language and Literature Commons Recommended Citation Kratzmann, Gregory (1985) "Henryson's Fables: "the subtell dyte of poetry"," Studies in Scottish Literature: Vol. 20: Iss. 1. Available at: https://scholarcommons.sc.edu/ssl/vol20/iss1/6 This Article is brought to you by the Scottish Literature Collections at Scholar Commons. It has been accepted for inclusion in Studies in Scottish Literature by an authorized editor of Scholar Commons. For more information, please contact [email protected]. Gregory Kratzmann Henryson's Fables: "the subtell dyte of poetry" Henryson's Fables were once discussed almost exclusively as documents of social realism, or as humorous poems which at their best might be designated "Chaucerian." In an important article in 1962, Denton Fox urged "that it might be helpful to look at the Fables from a more severely literary viewpoint, and to examine them as poems"; further, he pleaded the necessity to examine the poems "as wholes," that is, as fables consisting of two carefully related parts, story and moralization.1 Although there has been some stimulating criticism of the Fables during the past twenty years, commentary has been neither as prolific nor as wide-ranging as that directed at The Testament of Cresseid, and there is room for more discussion of those two closely-related critical issues raised in Fox's article. This essay has two concerns. -
Chinese Fables and Folk Stories
.s;^ '^ "It--::;'*-' =^-^^^H > STC) yi^n^rnit-^,; ^r^-'-,. i-^*:;- ;v^ r:| '|r rra!rg; iiHSZuBs.;:^::^: >» y>| «^ Tif" ^..^..,... Jj AMERICMJ V:B00lt> eOMI^^NY"' ;y:»T:ii;TOiriai5ia5ty..>:y:uy4»r^x<aiiua^^ nu,S i ;:;ti! !fii!i i! !!ir:i!;^ | iM,,TOwnt;;ar NY PUBLIC LIBRARY THE BRANCH LIBRARIES 3 3333 08102 9908 G258034 Digitized by the Internet Arciiive in 2007 with funding from IVIicrosoft Corporation http://www.archive.org/details/chinesefablesfolOOdavi CHINESE FABLES AND FOLK STORIES MARY HAYES DAVIS AND CHOW-LEUNG WITH AN INTRODUCTION BY YIN-CHWANG WANG TSEN-ZAN NEW YORK •:• CINCINNATI •: CHICAGO AMERICAN BOOKCOMPANY Copyright, 1908, by AMERICAN BOOK COMPANY Entered at Stationers' Hall, London Copyright, 1908, Tokyo Chinese Fables W. p. 13 y\9^^ PROPERTY OF THE ^ CITY OF MW YOBK G^X£y:>^c^ TO MY FRIEND MARY F. NIXON-ROULET PREFACE It requires much study of the Oriental mind to catch even brief glimpses of the secret of its mysterious charm. An open mind and the wisdom of great sympathy are conditions essential to making it at all possible. Contemplative, gentle, and metaphysical in their habit of thought, the Chinese have reflected profoundly and worked out many riddles of the universe in ways peculiarly their own. Realization of the value and need to us of a more definite knowledge of the mental processes of our Oriental brothers, increases wonder- fully as one begins to comprehend the richness, depth, and beauty of their thought, ripened as it is by the hidden processes of evolution throughout the ages. To obtain literal translations from the mental store- house of the Chinese has not been found easy of accom- plishment; but it is a more difficult, and a most elusive task to attempt to translate their fancies, to see life itself as it appears from the Chinese point of view, and to retell these impressions without losing quite all of their color and charm. -
Genre and Subgenre
Genre and Subgenre Categories of Writing Genre = Category All writing falls into a category or genre. We will use 5 main genres and 15 subgenres. Fiction Drama Nonfiction Folklore Poetry Realistic Comedy Informational Fiction Writing Fairy Tale Tragedy Historical Persuasive Legend Fiction Writing Tall Tale Science Biography Fiction Myth Fantasy Autobiography Fable 5 Main Genres 1. Nonfiction: writing that is true 2. Fiction: imaginative or made up writing 3. Folklore: stories once passed down orally 4. Drama: a play or script 5. Poetry: writing concerned with the beauty of language Nonfiction Subgenres • Persuasive Writing: tries to influence the reader • Informational Writing: explains something • Autobiography: life story written by oneself • Biography: Writing about someone else’s life Latin Roots Auto = Self Bio = Life Graphy = Writing Fiction Subgenres • Historical Fiction: set in the past and based on real people and/or events • Science Fiction: has aliens, robots, futuristic technology and/or space ships • Realistic Fiction: has no elements of fantasy; could be true but isn’t • Fantasy: has monsters, magic, or characters with superpowers Folklore Subgenres Folklore/Folktales usually has an “unknown” author or will be “retold” or “adapted” by the author. • Fable: short story with personified animals and a moral Personified: given the traits of people Moral: lesson or message of a fable • Myth: has gods/goddesses and usually accounts for the creation of something Folklore Subgenres (continued) Tall Tale • Set in the Wild West, the American frontier • Main characters skills/size/strength is greatly exaggerated • Exaggeration is humorous Legend • Based on a real person or place • Facts are stretched beyond nonfiction • Exaggerated in a serious way Folklore Subgenres (continued) Fairytale: has magic and/or talking animals. -
English, American Nobel Prize Winners in Literature. INSTITUTION Kansas Univ., Lawrence
DOCUMENT RESUME ED 058 196 TE 002 709 AUTHOR Phillips, James A. TITLE Modular Curriculum: English, American Nobel Prize Winners in Literature. INSTITUTION Kansas Univ., Lawrence. Extramural Independent Study Center. PUB DATE 70 NOTE 54p. AVAILABLE FROMUniversity of Kansas, Extramural Independent Study Center, Coordinator of Secondary Education, Lawrence, Kansas 66044 ($2.00) EDRS PRICE MF-$0.65 HC Not Available from EDRS. DESCRIPTORS *American Literature; *Authors; College Curriculum; Creative Writing; Curriculum Design; *English Curriculum; Guides; Independent Study; *Literary Genres; *Secondary Education; University Extension IDENTIFIERS *Nobel Prize in Literature ABSTRACT This independent study module treats those Americans who have been awarded the Nobel Prize in Literature. They include Sinclair Lewis, Eugene O'Neill, T. S. Eliot, William Faulkner, Ernest Hemingway, John Steinbeck, and Pearl Buck. Selections from the writings of these authors are included. Their works represent many literary genres and also encompass much that man has had to say about his fellow man. (Editor/CK) I. THE UNIVERSITY OF KANSAS / AT LAWRENCE "PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL BY MICRDFICHE ONLY 1-14$PEEN GRANTED BY/I NAAJ uo IL)Q U.N/i 14rdS4-S. TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U S OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER MISSION OF THE COPYRIGHT OWNER OF HEALTH. U.S. DEPARTMENT EDUCATION & WELFARE OFFICE OF EOUCATION HAS BEEN REPRO- THIS DOCUMENT MODULAR CURRICULUM: AS RECEIVEDFROM DUCED EXACTLYORGANIZATION ORIG- THE PERSON OR OPIN- ENGLISH INATING IT. POINTSOF VIEW OR NOT NECESSARILY American Nobel Prize Winners IONS STATEO DO OFFICE OF EDU- REPRESENT OFFICIAL OR POLICY. -
Faulkner & Morrison
William Faulkner and Toni Morrison are generally understood as two of the most important writers of the twentieth century, and, indeed, the work of each is integral to American literature. But why are Morrison and Faulkner so often Faulkner & mentioned in the same breath—he, born in the South, white and wealthy, she, the Morrison daughter of a working-class black family in the Midwest? Perhaps it is because in a country that works hard to live without a racial past, both Morrison’s and Faulkner’s work bring deep articulation to the often unseen, and more commonly, English 95.03 the unspeakable. This class will make some explorations across each author’s work, Prof. Parham looking for where their texts converge and diverge. As well, we will learn how to [email protected] talk and write about the visions, dreams, and nightmares—all represented as daily life—that these authors offer. Workload & Attendance This is a discussion driven class, and its greatest requirement is that you pay close attention—in class as well as while reading. This also means that we might make changes to the syllabus, adjusting according to our progress through the texts. You will complete 5 three page papers, of which I will drop the lowest grade. You may choose to skip paper #5, but you may not skip papers 1-4. For your final grade, you must submit at least four papers, revised if you like, as a portfolio. I do not give paper topics, but we can build one for you during office hours in 10 Johnson Chapel. -
Soldiers and Statesmen
, SOLDIERS AND STATESMEN For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 - Price $2.65 Stock Number008-070-00335-0 Catalog Number D 301.78:970 The Military History Symposium is sponsored jointly by the Department of History and the Association of Graduates, United States Air Force Academy 1970 Military History Symposium Steering Committee: Colonel Alfred F. Hurley, Chairman Lt. Colonel Elliott L. Johnson Major David MacIsaac, Executive Director Captain Donald W. Nelson, Deputy Director Captain Frederick L. Metcalf SOLDIERS AND STATESMEN The Proceedings of the 4th Military History Symposium United States Air Force Academy 22-23 October 1970 Edited by Monte D. Wright, Lt. Colonel, USAF, Air Force Academy and Lawrence J. Paszek, Office of Air Force History Office of Air Force History, Headquarters USAF and United States Air Force Academy Washington: 1973 The Military History Symposia of the USAF Academy 1. May 1967. Current Concepts in Military History. Proceedings not published. 2. May 1968. Command and Commanders in Modem Warfare. Proceedings published: Colorado Springs: USAF Academy, 1269; 2d ed., enlarged, Washington, D.C.: Government Printing Office, 1972. 3. May 1969. Science, Technology, and Warfare. Proceedings published: Washington, b.C.: Government Printing Office, 197 1. 4. October 1970. Soldiers and Statesmen. Present volume. 5. October 1972. The Military and Society. Proceedings to be published. Views or opinions expressed or implied in this publication are those of the authors and are not to be construed as carrying official sanction of the Department of the Air Force or of the United States Air Force Academy. -
English 200, Microfiction: an Introduction to the Very Short Story
Dr William Nelles [email protected] English 200, Microfiction: An Introduction to the Very Short Story Description Narrative fiction is traditionally divided into two major categories, the novel and the short story, with the transitional category of the novella serving to cover very long short stories or very short novels. But over the last thirty years or so there has been a publishing boom in what some critics consider a new genre of the very short story, variously labeled as “microfiction,” “flash fiction,” or “sudden fiction.” This new form seems to be an indirect descendant of such ancient literary types as the parable, fable, fabliau, and myth, on the one hand, and a relative of such nonliterary modern forms as the pop song, music video, TV commercial, cartoon, and comic strip, on the other. We will read, discuss, and write about a series of critical essays on the topic and a large number of very short stories (most of them under one page in length) to analyze their characteristics and to consider their relationship to some of these other very short forms. Texts Steve Moss, ed. The World’s Shortest Stories (0762403004) Steve Moss and John M. Daniel, eds. World's Shortest Stories of Love and Death (0762406984) Jerome Stern, ed. Micro Fiction: An Anthology of Really Short Stories (0393314328) The texts are available from the UMD campus bookstore, but can usually be found even cheaper at online stores. Please use the ISBN numbers to be sure you’re getting the right books. We will also be reading a series of critical essays on microfiction: these will be made available online through the course site. -
Ernest Hemingway Global American Modernist
Ernest Hemingway Global American Modernist Lisa Tyler Sinclair Community College, USA Iconic American modernist Ernest Hemingway spent his entire adult life in an interna- tional (although primarily English-speaking) modernist milieu interested in breaking with the traditions of the past and creating new art forms. Throughout his lifetime he traveled extensively, especially in France, Spain, Italy, Cuba, and what was then British East Africa (now Kenya and Tanzania), and wrote about all of these places: “For we have been there in the books and out of the books – and where we go, if we are any good, there you can go as we have been” (Hemingway 1935, 109). At the time of his death, he was a global celebrity recognized around the world. His writings were widely translated during his lifetime and are still taught in secondary schools and universities all over the globe. Ernest Hemingway was born 21 July 1899, in Oak Park, Illinois, also the home of Frank Lloyd Wright, one of the most famous modernist architects in the world. Hemingway could look across the street from his childhood home and see one of Wright’s innovative designs (Hays 2014, 54). As he was growing up, Hemingway and his family often traveled to nearby Chicago to visit the Field Museum of Natural History and the Chicago Opera House. Because of the 1871 fire that destroyed structures over more than three square miles of the city, a substantial part of Chicago had become a clean slate on which late nineteenth-century and early twentieth-century architects could design what a modern city should look like.