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David Foster Wallace on the Good Life
10/31/2014Forthcoming in Freedom & Self: The Philosophy of David Foster Wallace 124 6 David Foster Wallace on the Good Life Nathan Ballantyne and Justin Tosi Dostoevsky wrote fiction about the stuff that’s really important. He wrote fiction about identity, moral value, death, will, sexual vs. spiritual love, greed, freedom, obsession, reason, faith, suicide. And he did it without ever reducing his characters to mouthpieces or his books to tracts. His concern was always what it is to be a human being—that is, how to be an actual person, someone whose life is informed by values and principles, instead of just an especially shrewd kind of self-preserving animal. —David Foster Wallace, “Joseph Frank’s Dostoevsky” David Foster Wallace thought that the point of writing fiction was to explore what it is to be a 1 human being. In this essay, we argue that his writings suggest a view about what philosophers would call the good life . Wallace’s perspective is subtle and worthy of attention. We’ll contrast what Wallace says with some popular positions from moral philosophy and contemporary culture. Wallace said much about ethical matters even though he didn’t write on them formally or systematically. How then shall we distill views from his writings? Our strategy is to present Wallace’s reactions, as found in his fiction and some essays, to three positions about the good life. We will ask what Wallace would make of those positions and thus try to triangulate his own view by reference to them. The first position we’ll explore is sometimes called ironism . -
Degrees of Freedom
February 2015 D of F EXPANDING COLLEGE OPPORTUNITIES for Currently and Formerly Incarcerated Californians Stanford Criminal Justice Center Chief Justice Earl Warren Stanford Law School Institute on Law and Social Policy UC Berkeley School of Law DEGREES OF FREEDOM: Expanding College Opportunities for Currently and Formerly Incarcerated Californians February 2015 A report of the Renewing Communities Initiative Acknowledgements This report was co-written by Debbie Mukamal, Rebecca Silbert, and Rebecca M. Taylor. This report is part of a larger initiative – Renewing Communities – to expand college opportunities for currently and formerly incarcerated students in California. Nicole Lindahl was a contributing author; Nicole Lindahl and Laura Van Tassel also provided research assistance for this report. The research and publication of this report has been supported by the Ford Foundation. The authors thank Douglas Wood of the Ford Foundation for his vision and leadership which catapulted this report. The authors are grateful to the many people who provided information, experience, and guidance in the development of this report. These individuals are listed in Appendix A. Any errors or misstatements in this report are the responsibility of the authors; the recommendations made herein may, or may not, be supported by the individuals listed in Appendix A. Founded in 2005, the Stanford Criminal Justice Center serves as a research and policy institute on issues related to the criminal justice system. Its efforts are geared towards both generating policy research for the public sector, as well as providing pedagogical opportunities to Stanford Law School students with academic or career interests in criminal law and crime policy. -
Melvette Melvin Davis
The Pennsylvania State University The Graduate School College of the Liberal Arts DAUGHTERS READING AND RESPONDING TO AFRICAN AMERICAN YOUNG ADULT LITERATURE: THE UMOJA BOOK CLUB A Dissertation in English by Melvette Melvin Davis © 2009 Melvette Melvin Davis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2009 The dissertation of Melvette Melvin Davis was reviewed and approved* by the following: Keith Gilyard Distinguished Professor of English Dissertation Advisor Chair of Committee Linda Selzer Assistant Professor of English Julia Kasdorf Associate Professor of English and Women’s Studies Jeanine Staples Assistant Professor of Education Robert Edwards Distinguished Professor of English and Comparative Literature Director of Graduate Studies, Department of English *Signatures are on file in the Graduate School. ii ABSTRACT This dissertation details efforts undertaken by the researcher to address a group of African American adolescent girls’ need for positive role models and Black female-centered spaces where discussions of issues such as Black female identity, voice, and relationships could take place. During the 2005-2006 school year, I facilitated a book club with ninth and tenth grade girls participating in the Umoja Youth Empowerment Program. This book club provided an opportunity for teen girls to read and discuss with peers and adult mentors issues in young adult texts written by African American female authors. This book club aimed to examine how African American female readers discussed African American young adult literature (AAYAL) in an out-of-school context. In Chapter One, I outline the theoretical framework that undergirds this study. It is largely informed by feminist and Black feminist/womanist theories that offer a way to discuss social, personal, cultural, and literacy issues concerning African American adolescent girls and women. -
4Th Grade - DRA 40-50 First Title Last Name Name Sounder William Armstrong All About Owls Jim Arnosky Mr
4th Grade - DRA 40-50 First Title Last Name Name Sounder William Armstrong All About Owls Jim Arnosky Mr. Popper's Penguins Richard Atwater American Girl (series of books) various authors 39 Clues various authors Poppy (series) Avi Lynne The Indian in the Cupboard Banks Reid Lynne Mystery of the Cupboard Banks Reid The House With a Clock in Its Walls John Bellairs A Gathering of Days Joan Blos Fudge-a-Mania Judy Blume Superfudge Judy Blume Iggie's House Judy Blume Toliver's Secret Esther Brady Caddie Woodlawn Carol Ryrie Brink Nasty Stinky Sneakers Eve Bunting After the Goat Man Betsy Byars The Computer Nut Betsy Byars Dear Mr. Henshaw Beverly Cleary Henry and the Paper Route Beverly Cleary Strider Beverly Cleary Frindle Andrew Clements The Landry News Andrew Clements Jake Drake: Teacher's Pet Andrew Clements Aliens Ate My Homework Bruce Coville The Monster's Ring Bruce Coville My Teacher is an Alien (series) Bruce Coville Fantastic Mr. Fox Roald Dahl James and the Giant Peach Roald Dahl Twits Roald Dahl Charlie and the Chocolate Factory Roald Dahl Charlie and the Great Glass Elevator Roald Dahl Matilda Roald Dahl Danny, the Champion of the World Roald Dahl Nothing's Fair in Fifth Grade Barthe DeClements Morning Girl Michael Dorros Barefoot: Escape on the Pamela Edwards Underground… Zinnia and Dot Lisa Ernst The Great Brain (series) John Fitzgerald Harriet the Spy Louise Fitzhugh Jim Ugly Sid Fleischman The Ghost on Saturday Night Sid Fleischman Whipping Boy Sid Fleischman Seedfolks Paul Fleischman Flying Solo Ralph Fletcher And Then What -
Accelerated Reader Book List Report by Reading Level
Accelerated Reader Book List Report by Reading Level Test Book Reading Point Number Title Author Level Value -------------------------------------------------------------------------- 27212EN The Lion and the Mouse Beverley Randell 1.0 0.5 330EN Nate the Great Marjorie Sharmat 1.1 1.0 6648EN Sheep in a Jeep Nancy Shaw 1.1 0.5 9338EN Shine, Sun! Carol Greene 1.2 0.5 345EN Sunny-Side Up Patricia Reilly Gi 1.2 1.0 6059EN Clifford the Big Red Dog Norman Bridwell 1.3 0.5 9454EN Farm Noises Jane Miller 1.3 0.5 9314EN Hi, Clouds Carol Greene 1.3 0.5 9318EN Ice Is...Whee! Carol Greene 1.3 0.5 27205EN Mrs. Spider's Beautiful Web Beverley Randell 1.3 0.5 9464EN My Friends Taro Gomi 1.3 0.5 678EN Nate the Great and the Musical N Marjorie Sharmat 1.3 1.0 9467EN Watch Where You Go Sally Noll 1.3 0.5 9306EN Bugs! Patricia McKissack 1.4 0.5 6110EN Curious George and the Pizza Margret Rey 1.4 0.5 6116EN Frog and Toad Are Friends Arnold Lobel 1.4 0.5 9312EN Go-With Words Bonnie Dobkin 1.4 0.5 430EN Nate the Great and the Boring Be Marjorie Sharmat 1.4 1.0 6080EN Old Black Fly Jim Aylesworth 1.4 0.5 9042EN One Fish, Two Fish, Red Fish, Bl Dr. Seuss 1.4 0.5 6136EN Possum Come a-Knockin' Nancy VanLaan 1.4 0.5 6137EN Red Leaf, Yellow Leaf Lois Ehlert 1.4 0.5 9340EN Snow Joe Carol Greene 1.4 0.5 9342EN Spiders and Webs Carolyn Lunn 1.4 0.5 9564EN Best Friends Wear Pink Tutus Sheri Brownrigg 1.5 0.5 9305EN Bonk! Goes the Ball Philippa Stevens 1.5 0.5 408EN Cookies and Crutches Judy Delton 1.5 1.0 9310EN Eat Your Peas, Louise! Pegeen Snow 1.5 0.5 6114EN Fievel's Big Showdown Gail Herman 1.5 0.5 6119EN Henry and Mudge and the Happy Ca Cynthia Rylant 1.5 0.5 9477EN Henry and Mudge and the Wild Win Cynthia Rylant 1.5 0.5 9023EN Hop on Pop Dr. -
Civil Rights in Brooklyn Primary Source Packet
CIVIL RIGHTS IN BROOKLYN PRIMARY SOURCE PACKET Student Name Civil Rights in Brooklyn Primary Source Packet INTRODUCTORY READING Murphy, Brendan. “Civil Rights Professional Development Packet for Teachers.” Brooklyn Collection, Brooklyn Public Library. The Civil Rights Movement in Brooklyn The Civil Rights Movement is typically associated with the Black Freedom Movement from the mid- 1950s through the 1960s. However, the movement started much earlier than that. In the early twentieth century, African Americans organized groups such as the Urban League and the National Association for the Advancement of Colored People (NAACP). Though these groups were incredibly important, it was the experiences of African American men and women during World War II that reshaped how they viewed their opportunities and rights. The Congress of Racial Equality (CORE), the Student Nonviolent Coordinating Committee (SNCC) and the Black Panthers were among the important civil rights organizations born from that experience. CORE played a major role in transforming what began as a movement for racial equality just in the military into a broader social movement for racial equality. CORE was a national, interracial organization with a commitment to nonviolent direct action, which became a major force in the struggle to end discrimination in the United States from 1942 through the 1960s. While the group raised awareness of civil rights campaigns in the south to end segregation, CORE also made clear that the problem of discrimination was equally a northern problem. Chapters of CORE were established in New York including: Bronx CORE, Harlem CORE, Lower East Side CORE, Queens CORE, and Brooklyn CORE. Ministers from black churches and local Brooklynites also joined the effort. -
Writing the Nation: a Concise Introduction to American Literature
Writing the Nation A CONCISE INTRODUCTION TO AMERIcaN LITERATURE 1 8 6 5 TO P RESENT Amy Berke, PhD Robert R. Bleil, PhD Jordan Cofer, PhD Doug Davis, PhD Writing the Nation A CONCISE INTRODUCTION TO AMERIcaN LITERATURE 1 8 6 5 TO P RESENT Amy Berke, PhD Robert R. Bleil, PhD Jordan Cofer, PhD Doug Davis, PhD Writing the Nation: A Concise Introduction to American Literature—1865 to Present is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. This license allows you to remix, tweak, and build upon this work, even commercially, as long as you credit this original source for the creation and license the new creation under identical terms. If you reuse this content elsewhere, in order to comply with the attribution requirements of the license please attribute the original source to the University System of Georgia. NOTE: The above copyright license which University System of Georgia uses for their original content does not extend to or include content which was accessed and incorporated, and which is licensed under various other CC Licenses, such as ND licenses. Nor does it extend to or include any Special Permissions which were granted to us by the rightsholders for our use of their content. Image Disclaimer: All images and figures in this book are believed to be (after a reasonable investigation) either public domain or carry a compatible Creative Commons license. If you are the copyright owner of images in this book and you have not authorized the use of your work under these terms, please contact the University of North Georgia Press at [email protected] to have the content removed. -
The Classical Bildungsroman As an Ontological Dimension of the Novel of Counter-Development in England from Jane Austen to Ford Madox Ford (1813–1924)
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2020 The Remnants of Harmonious Bildungs: The Classical Bildungsroman as an Ontological Dimension of the Novel of Counter-Development in England from Jane Austen to Ford Madox Ford (1813–1924) Anne E. McFadden The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/3579 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE REMNANTS OF HARMONIOUS BILDUNGS: THE CLASSICAL BILDUNSROMAN AS AN ONTOLOGICAL DIMENSION OF THE NOVEL OF COUNTER-DEVELOPMENT IN ENGLAND FROM JANE AUSTEN TO FORD MADOX FORD (1813-1924) By ANNE E. MCFADDEN A dissertation submitted to the graduate faculty in English in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2020 ©2020 Anne E. McFadden iii The Remnants of Harmonious Bildungs: The Classical Bildungsroman as an Ontological Dimension of the Novel of Counter-Development in England from Jane Austen to Ford Madox Ford (1813-1924) By Anne E. McFadden This manuscript has been read and accepted for the Graduate Faculty in English in satisfaction of the dissertation requirements for the degree in English ____________________ ___________________________________ Date Chair of Examining Committee ____________________ ____________________________________ Date Executive Officer Supervisory Committee: Richard Kaye Alan Vardy Tanya Agathocleous The City University of New York iv ABSTRACT The Remnants of Harmonious Bildungs: The Classical Bildungsroman as an Ontological Dimension of the Novel of Counter-Development in England from Jane Austen to Ford Madox Ford (1813-1924) By Anne E. -
All-Bright Court, Imani All Mine by Connie Rose Porter
A Reader's Guide All-Bright Imani All Mine by Court Connie Rose Porter by Connie Rose Porter • All-Bright Court • Imani All Mine • Both Books • About the Author • A Conversation with Connie Rose Porter www.houghtonmifflinbooks.com 1 of 7 Copyright (c) 2003 Houghton Mifflin Company, All Rights Reserved All-Bright Court In the upstate New York mill town of Lackawanna, the company-built housing project known as All-Bright Court represents everything its residents have dreamed of — jobs, freedom, and a future. The outcome of those dreams is the stuff of Connie Porter's acclaimed debut novel. Through twenty years, as the promises of the 1960s give way to hardship and upheaval, Porter chronicles the loves, hopes, troubles, triumphs, and ambitions of Mississippi-born Sam and Mary Kate Taylor and their neighbors. As the late 1970s fade the Court's bright colors and a people’s optimism, young Mikey Taylor — gifted, ambitious, and proud — comes to embody an entire community's dreams and disappointments. For Discussion 1. Porter has said that in this novel, "The reader can see the impact of the political life of this country on a group of people." What impact do the major events and issues in American "political life" have on the people of All-Bright Court? How are some of these political and social issues still important? 2. What arguments do the characters present for and against playing by the white man’s rules — for example: getting an education, paying taxes, working hard? In what circumstances are those arguments voiced? What are the desired and actual results of each way of acting? In what ways do the same arguments apply today for black Americans, Hispanic Americans, and Asian- Americans? 3. -
The Domestic Bildungsroman and the American City, 1830-1900
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2016 Idling Women: The omesD tic Bildungsroman and the American City, 1830-1900 Jordan L. Von Cannon Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the English Language and Literature Commons Recommended Citation Von Cannon, Jordan L., "Idling Women: The omeD stic Bildungsroman and the American City, 1830-1900" (2016). LSU Doctoral Dissertations. 1677. https://digitalcommons.lsu.edu/gradschool_dissertations/1677 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. IDLING WOMEN: THE DOMESTIC BILDUNGSROMAN AND THE AMERICAN CITY, 1830-1900 A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of English by Jordan L. Von Cannon B.A., Palm Beach Atlantic University, 2008 M.A., University of Kansas, 2011 August 2016 “When a girl leaves her home at eighteen, she does one of two things. Either she falls into saving hands and becomes better, or she rapidly assumes the cosmopolitan standard of virtue and becomes worse.” “She gazed and gazed, wondering, delighting, longing, and all the while the siren voice of the unrestful was whispering in her ear.” - Theodore Dreiser, Sister Carrie ii ACKNOWLEDGMENTS Throughout this dissertation, I have found myself to be an idling woman at various points. -
Pathways to Freedom: Brooklyn Stories of Struggle and Protest
Prof. Bokor/Campbell/Mutnick English Composition 16C.001, 002, 003 Office: MW 10-11:15; 11:15-12:50* Email: Fall 2011 Office Hours: Room H Pathways to Freedom: Brooklyn Stories of Struggle and Protest Course Description Welcome to English 16C, a composition course that will introduce you to key aspects of academic writing (inquiry, analysis, synthesis, and argument); critical thinking (abstract reasoning, evaluation, thesis development); information literacy and research skills (use of library resources, electronic databases, and MLA-style documentation); and various rhetorical elements and strategies (purpose, audience, voice) that help constitute effective writing. Throughout the course, you will develop reflective writing processes and knowledge of technical aspects of writing such as quoting, paraphrasing, summarizing, citing sources, and crafting good, cohesive sentences. You have opted to register for a special section of English 16, which is part of a learning community called Pathways to Freedom and a larger project sponsored by the Brooklyn Historical Society called Students and Faculty in the Archives (SAFA). In English 16C, you will work with primary sources and archival materials in the BHS library; conduct oral history interviews; and gain digital literacy skills. This fall, you will also be taking History 1 and Orientation Seminar as part of Pathways to Freedom; next spring, you will take Core Seminar 50, History 2, and Coop 1. These courses will be linked and 60 students altogether will participate throughout the year. We hope you will get to know one another, the LIU faculty, and the BHS staff over the next several months and that Pathways to Freedom will be a rich entrée for you into your college career. -
Jonathan Franzen
Friday, April 29, 2016, 8pm Zellerbach Hall Jonathan Franzen In Conversation with Chancellor Nicholas B. Dirks Cal Performances’ ><=?–><=@ season is sponsored by Wells Fargo. BERKELEY TALKS BERKELEY TALKS is a new series of conversations that brings together international thought leaders, public scholars, creators, and innovators to examine the distinctive issues of our time. These luminaries will engage in dialogue at the sometimes surprising nexus between their area of expertise and the University’s core mission, celebrating the Chancellor’s vision of a vi - brant, engaged, and forward-looking campus culture. When The Corrections was published in 2001, graduated from Swarthmore College in 1981. Jonathan Franzen was probably better known His most recent novel, Purity, was published in for his nonfiction than for his two earlier September 2015 by Farrar, Straus and Giroux. novels— The Twenty-Seventh City (1988) and Strong Motion (1992). In an essay he had writ - Nicholas B. Dirks be - ten for Harper’s in 1996, Franzen lamented the came the 10th chancellor declining cultural authority of the American of the University of novel and described his personal search for Cali for nia, Berkeley, on reasons to persist as a fiction writer. “The novel - June 1, 2013. An interna - ist has more and more to say to readers who have tionally renowned histo - less and less time to read,” he wrote.“Where to rian and anthropologist, find the energy to engage with a culture in crisis he is a leader in higher when the crisis consists in the impossibility of education and is well- engaging with the culture?” known for his commitment to and advocacy Five years later, Franzen became fully engaged for accessible, high-quality undergraduate edu - with his culture.