Seminar paper from the year 2012 in the subject English Language and Literature Studies - Literature, grade: 2.7, University of Osnabrück (Anglistik), course: "Hully Gee"! Understanding the "Yellow Kid" Newspaper Comics, language: English, abstract: “Though many of Pekar’s short pieces look very much like gag comic strips, they usually end on a reflective or ambiguous note.” (Witek 133). This quotation is an apposite remark on Harvey Pekar’s oeuvre as well as it describes Richard Felton Outcault’s comic series The Yellow Kid. His detailed pictures do not only offer the obvious facts, but often carry an underlying meaning. With that said, I want to discuss the issue of representations of class and war in the comic page The War Scare in Hogan’s Alley printed on March 15, 1896 in the New York World (appendix A). By answering the following questions “Which kinds of war does Outcault depict in his comic page? How does he portray these variations of war? In what kind of range do the different immigrant representations enact a part for the interpretation of the war issue?” I argue that Outcault presents the war in a very positive way.
Seminar paper from the year 2012 in the subject American Studies - Culture and Applied Geography, grade: 3.0, University of Osnabrück (Anglistik), course: Linguistics@schools, language: English, abstract: In 1937 when Walt Disney released his first movie Snow White and the Seven Dwarfs, a completely new era of language acquisition started. The former fairy tales were turned into movies and instead of old complicated language, easier and child friendly language was established. The former, sometimes brutal, fairy tales were changed to convey a different message, the core of the story often stayed the same but the plot around the central issue was changed. The same is true for Beauty and the Beast. By supporting his films with music and accents, Walt Disney invented a new kind of storytelling. By answering the questions: How do Disney and the fairy tale present the female main character? Is it easier for children to understand the character traits of a person by only hearing about them or by simultaneously seeing the character act? Which cultural representations can be found in movie and fairy tale and what influence do they have on the language of the main character? Which kinds of stereotypes appear and how are they presented? Is the presentation of Bella in the fairy tale still current today or is it too old-fashioned? I will compare the fairy tale Beauty and the Beast (La Belle et la Bête) of 1740 by Gabrielle-Suzanne Barbot, Dame de Villeneuve, with the same-titled movie by Walt Disney.
Seminar paper from the year 2012 in the subject Didactics for the subject English - Literature, Works, grade: 1,3, University of Osnabrück, language: English, abstract: You shall not steal. You shall not lie, neither shall any man deceive his neighbour. (Leviticus 19, Douay-Rheims Bible) This concept has not only long been a convention for religion but also a canon for society. Children have always been taught early that stealing is illegal. Representations can be found in several literary works as for example in Aesop’s fables. The issue of moral education was also a current subject during the Victorian era. Especially in the end of the century, when education was made available for nearly all social classes (“Children”), it came to special interest again. As Eric Hopkins argues, religious and moral education was needed “if the ever-growing numbers of boys and girls were to be disciplined and turned into conforming members of the new urban society” (Hopkins 37). Many books were used to convey a moral sense and works, which did not offer certain moral aspects or which dealt with “obscene” matters were censored or even banned (cp. Edelstein 1). Although there were no specified rules for censorship of all media, as Robert Justin Goldstein shows by the following quotation, “There are no principles that can be defined. I follow precedent.” (Goldstein 274), the government went on censoring books if they rated them immoral. So far, most researchers, like Jane Darcy or Lois R. Kuznet, only deal with representations of nature or with nostalgia in Grahame’s The Wind in the Willows and like David J. Earp with genetic engineering of plants in The Tale of Peter Rabbit. With my research I want to look from a different angle on his literary work. To investigate further in the research of moral education in books during the late Victorian era, I compare the stealing scene in The Wind in the Willows (Grahame 110-114) to The Tale of Peter Rabbit by Beatrix Potter since both extracts are of special interest for the subject of moralization. During the analysis of the stealing scenes, I want to work on what motivation the characters Peter Rabbit and Toad have to steal and which consequences the characters have to face for their behavior. This was not only an issue of great interest during the end of the 19th century but is still a current subject because just as Pollock and Rainwater quote Ouida (Maria Louise Ramé) “The treatment of animals in our power, [...] both reflects and affects the depths of our collective moral being.” (8).
Seminar paper from the year 2011 in the subject American Studies - Miscellaneous, grade: 2.0, University of Osnabrück (Anglistik), course: Study Skills, language: English, abstract: The term ‘hero’ cannot definitely be defined. Every society has other standards for this expression. A hero can be a person who gave his life for other persons, he can be a person who saved the lives of many people or he can be someone who is a symbol for a whole generation because of his life style. A social revolutioner can change life for generations and make daily routine more livable. This definition applies especially to the American Nation. Trough history, several people ameliorated communal life and their achievements stand for the attitude towards life called the American dream. To explain the extent of this assumption, I will analyze the role of Barney Stinson on the TV show ‘How I met your mother’. Assuming that every unmarried man in America wants to be Barney Stinson, I want to demonstrate the meaning of identity, independence and sexual latitude in the American society.
Seminar paper from the year 2004 in the subject English Language and Literature Studies - Literature, grade: 1,7, University of Cologne (Englisches Seminar), course: The Great Depression in American and Canadian Literature, 21 entries in the bibliography, language: English, abstract: Since its reprint in 1957 Sinclair Ross's As for Me and My House has been considered to be one of Canada's most important literary works and has been honoured with great attention amongst numerous critics. The discussion ranges from gay / lesbian approaches over biographical comparisons of the characters with historical figures to psychoanalytical approaches to the protagonists' personalities. The subjective point of view of the fictional diary of Mrs. Bentley has always been an obstacle for the critics. As the diarist she slips into the roles of author, actor and reader, which leads to a constant shifting of her position as subject, object, observer, or third person. John H. Ferres has pointed out three capital themes in Sinclair Ross's works, which are of special relevance for As for Me and My House: the difficulty of communication, the strive for authenticity and the struggle against the harsh Canadian prairie. Being categorized as a "Künstlerroman", artistic expression of any kind plays a major role in the novel. Thus, art is also functioning as a medium for the expression of the characters' personalities, for coping with the hostile natural environment and finally for the constant try to carry their inner concerns outside. Based on As For Me and My House the volume of poems by Lorna Crozier, named A Saving Grace give further insights into Mrs. Bentley' nature. The poems pick up the topics of Mrs. Bentley's diary as a kind of fictional continuation in the form of very personal and intimate poems dealing with the same themes of nature, art and communication. This essay will discuss the relevance of the three mentioned themes and their reappearing in the different art genres t
Since the 1990s, economic and cultural globalization has propelled the transnational mobility of managers and fueled cross-border careers. Some scholars have argued for the emergence of a new global business elite with cosmopolitan mind-sets and homogeneous lifestyles, while others have highlighted their disconnection from the local surroundings and their everyday life within national expatriate ‘bubbles’. Thus, the question of whether today’s mobile professionals can be described as interculturally open and competent cosmopolitans, or as pronounced anti-cosmopolitans, is still unanswered. Expatriate Managers and the Paradoxes of Working and Living Abroad considers a core protagonist of economic globalization and the management of MNCs through the lens of a practice-based theoretical approach whilst seeking to address this question by building on intensive ethnographic case studies of expatriate managers, most of them high-ranking executives, from two comparative different home countries, the US and Germany. These managers, together with their families, have been assigned to China, Germany, or the US to perform demanding coordination tasks within their multinational corporations (MNCs). Based on detailed accounts of expatriate managers’ experiences and everyday practices, the book reveals the multiple and sometimes paradoxical ways in which they deal with cultural differences as they build up new forms of working, belonging and dwelling. The findings suggest that the newly emerging mind-sets and lifestyles of expatriate managers transcend the polarized images of mobile elites as either cosmopolitan ‘global managers’ or parochial anti-cosmopolitans. Expatriate Managers and the Paradoxes of Working and Living Abroad examines the global elite from an everyday perspective, showing that understanding the dynamics of a global economy requires probing into the lifeworld’s agency and everyday arrangements of the social actors who are putting globalization into practice.
In the royal and princely courts of Europe, artworks made of multicolored semiprecious stones were passionately coveted objects. Known as pietre dure, or hardstones, this type of artistic expression includes?paintings in stone,? which were composed of intricately cut separate pieces that were made into magnificent tabetops, cabinets, and wall decorations. Other works included vessels and ornaments carved with virtuosic skill from a single piece of rare and brilliant lapis lazuli, chalcedony, jasper, or similarly prized substance; exquisite objects such as boxes, clocks, and jewelry; and portraits of nobles sculpted in variously colored stones. Derived from ancient Roman decorative stonework, the art of pietre dure was developed in Renaissance Florence, where the manufacture of such objects was enthusiastically sponsored by Medici princes. Ideally suited for ostentatious display, the works sent an unmistakable message of wealth and political might that was understood in centers of power everywhere. From Italy the medium spread across Europeto Prague, Madrid, Naples, Paris, and later Saint Petersburg. Precious and fragile, pietre dure objects are rarely brought together in large numbers. This richly illustrated catalogue contains more than 150 masterworks from across Europe, dating from five centuries, including almost every artistic use of semiprecious stone during this time as well as some of the finest examples of the medium. Eight essays by European and American experts discuss the individualized development of pietre dure in every European region, the latest developments in scholarship, the interrelationships between art and dynastic politics and between cultures, and a variety of techniques used to produce these luxurious masterworks."--Metropolitan Museum of Art website.
Seminar paper from the year 2012 in the subject American Studies - Culture and Applied Geography, grade: 3.0, University of Osnabrück (Anglistik), course: Linguistics@schools, language: English, abstract: In 1937 when Walt Disney released his first movie Snow White and the Seven Dwarfs, a completely new era of language acquisition started. The former fairy tales were turned into movies and instead of old complicated language, easier and child friendly language was established. The former, sometimes brutal, fairy tales were changed to convey a different message, the core of the story often stayed the same but the plot around the central issue was changed. The same is true for Beauty and the Beast. By supporting his films with music and accents, Walt Disney invented a new kind of storytelling. By answering the questions: How do Disney and the fairy tale present the female main character? Is it easier for children to understand the character traits of a person by only hearing about them or by simultaneously seeing the character act? Which cultural representations can be found in movie and fairy tale and what influence do they have on the language of the main character? Which kinds of stereotypes appear and how are they presented? Is the presentation of Bella in the fairy tale still current today or is it too old-fashioned? I will compare the fairy tale Beauty and the Beast (La Belle et la Bête) of 1740 by Gabrielle-Suzanne Barbot, Dame de Villeneuve, with the same-titled movie by Walt Disney.
Seminar paper from the year 2004 in the subject English Language and Literature Studies - Literature, grade: 1,7, University of Cologne (Englisches Seminar), course: The Great Depression in American and Canadian Literature, 21 entries in the bibliography, language: English, abstract: Since its reprint in 1957 Sinclair Ross's As for Me and My House has been considered to be one of Canada's most important literary works and has been honoured with great attention amongst numerous critics. The discussion ranges from gay / lesbian approaches over biographical comparisons of the characters with historical figures to psychoanalytical approaches to the protagonists' personalities. The subjective point of view of the fictional diary of Mrs. Bentley has always been an obstacle for the critics. As the diarist she slips into the roles of author, actor and reader, which leads to a constant shifting of her position as subject, object, observer, or third person. John H. Ferres has pointed out three capital themes in Sinclair Ross's works, which are of special relevance for As for Me and My House: the difficulty of communication, the strive for authenticity and the struggle against the harsh Canadian prairie. Being categorized as a "Künstlerroman", artistic expression of any kind plays a major role in the novel. Thus, art is also functioning as a medium for the expression of the characters' personalities, for coping with the hostile natural environment and finally for the constant try to carry their inner concerns outside. Based on As For Me and My House the volume of poems by Lorna Crozier, named A Saving Grace give further insights into Mrs. Bentley' nature. The poems pick up the topics of Mrs. Bentley's diary as a kind of fictional continuation in the form of very personal and intimate poems dealing with the same themes of nature, art and communication. This essay will discuss the relevance of the three mentioned themes and their reappearing in the different art genres t
On the morning of 7 November 2011, Tracey Marceau lived every mother's worst nightmare. A young man entered her home, pushing Tracey to the side before kicking and repeatedly stabbing her daughter. Christie died in her mother's arms. Christie's killer, Akshay Chand, was released on bail just a month earlier for kidnapping Christie, during which he threatened to rape and kill her. Christie had begged the courts to keep him in custody, fearing for her life. Her death was entirely preventable. Christie is the story of her life, the events leading up to her killing, and previously untold details of what happened that day. Tracey shares how she and the family pulled together amid unthinkable tragedy and got their lives back on track. Importantly, this book questions how a calculating, cold-blooded killer could be found not guiltily on grounds on insanity, and how our country's bail laws could let an ordinary family down so disastrously. Raw, moving and thought-provoking, Christie is a tribute to a daughter taken too soon. 'Christie will never be able to tell her story herself. But as the mum of such a bright star, I will ensure she is heard. I will never give up because I know that she never would have.' Tracey Marceau Royalties from the sale of this book go to The Christie Marceau Charitable Trust
This title was first published in 2003. Since the late 1970s there has been considerable interest in the role of small firms in economic development in general and employment generation in particular. Throughout the developed world, governments have introduced a range of measures to encourage small firm growth and development in an attempt to stimulate economic growth, generate employment and foster innovation. Though not all measures have been successful many policies have transferred to the transition economies of Central and Eastern Europe where, since 1989, small firm growth and development has achieved considerable importance in economic restructuring. Accordingly, this volume presents the leading research on the role of small firms in economic development and employment generation in both transition and developed countries. Setting itself in a wider theoretical context, the book also considers the implications for both policy and theory and suggests directions for future research.
The heroic story of the "Hungarian Oscar Schindler" who saved thousands of Hungarian Jews from certain death at the hands of the Nazis, only to be accused of collaboration and assassinated in Israel twelve years after WWII ended. Oscar Schindler's and Raoul Wallenberg's efforts to save people from Nazi extinction are legendary; Rezso Kasztner, by contrast, is practically unknown, even though he may have been the greatest rescuer of Jews during World War II. He was also the most controversial, and that, along with the relative lack of focus on events in Hungary toward the end of the war, has no doubt led to his anonymity. Now, with the publication of Anna Porter's remarkable chronicle, Kasztner's achievements are in full view. Based on interviews with those who were on the train and with family members of those denied a place on it, as well as documents and correspondence not previously published, Anna Porter tells the dramatic full story of one of the heroes of the twentieth century.
Coordination between different United Nations (UN) entities has become an issue of increasing concern for scholars and practitioners. With the UN taking on ever more ambitious roles in countries emerging from conflict, no single unit can master the task of post-conflict reconstruction alone. However, efforts at reorganizing the way the UN works in peacebuilding have not yielded the desired result of ensuring a more effective UN presence. To offer fresh inputs for the debate, Organizing Peacebuilding looks at coordination from a theoretical perspective. It develops a framework for interorganizational coordination and applies it to the UN and to two selected case examples, the UN missions in Kosovo and Afghanistan. The research suggests that in order to improve coordination, the UN should acknowledge its network character and cultivate those social and structural control mechanisms which facilitate coordination in networks.
No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in socially established and culturally, politically, and economically justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela tions between the teacher and the taught, and other general problems in the inter face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts.
This book investigates a host of primary sources documenting the Calvinist Reformation in Geneva, exploring the history and epistemology of religious listening at the crossroads of sensory anthropology and religion, knowledge, and media. It reconstructs the social, religious, and material relations at the heart of the Genevan Reformation by examining various facets of the city’s auditory culture which was marked by a gradual fashioning of new techniques of listening, speaking, and remembering. Anna Kvicalova analyzes the performativity of sensory perception in the framework of Calvinist religious epistemology, and approaches hearing and acoustics both as tools through which the Calvinist religious identity was constructed, and as objects of knowledge and rudimentary investigation. The heightened interest in the auditory dimension of communication observed in Geneva is studied against the backdrop of contemporary knowledge about sound and hearing in a wider European context.
This book addresses practical issues in connoisseurship and authentication, as well as the legal implications that arise when an artwork’s authenticity is challenged. In addition, the standards and processes of authentication are critically examined and the legal complications which can inhibit the expression of expert opinions are discussed. The notion of authenticity has always commanded the attention of art market participants and the general art-minded public alike. Coinciding with this, forgery is often considered to be the world’s most glamorous crime, packed with detective stories that are usually astonishing and often bizarre. The research includes findings by economists, sociologists, art historians, lawyers, academics and practitioners, all of which yield insights into the mechanics and peculiarities of the art business and explain why it works so differently from other markets. However, this book will be of interest not only to academics, but to everyone interested in questions of authenticity, forgery and connoisseurship. At the same time, one of its main aims is to advocate best practices in the art market and to stress the importance of cooperation among all disciplines with a stake in it. The results are intended to offer guidance to art market stakeholders, legal practitioners and art historians alike, while also promoting mutual understanding and cooperation.
What is working in education in the UK - and what isn't? This book offers a highly readable guide to what the latest research says about improving young people's outcomes in pre-school, primary and secondary education. Never has this issue been more topical as the UK attempts to compete in the global economy against countries with increasingly educated and skilled work-forces. The book discusses whether education policy has really been guided by the evidence, and explores why the failings of Britain's educational system have been so resistant to change, as well as the success stories that have emerged. Making a Difference in Education looks at schooling from early years to age 16 and entry into Further Education, with a special focus on literacy, numeracy and IT. Reviewing a large body of research, and paying particular attention to findings which are strong enough to guide policy, the authors examine teacher performance, school quality and accountability, and the problematically large social gap that still exists in state school education today. Each chapter concludes with a summary of key findings and key policy requirements. As a comprehensive research review, Making a Difference in Education should be essential reading for faculty and students in education and social policy, and of great interest to teachers and indeed to anyone who wants to know about the effectiveness of UK education policy and practice, and where they should be going.
The definitive guide to safe, effective care of older adults—updated with important new content and streamlined for quick access Doody's Core Titles for 2023! Covers the complete range of topics in geriatric care, including theory and fundamentals, assessment, conditions, diseases, symptoms, policies, and societal issues that affect older patients Provides a framework for using the functional and cognitive status, prognosis, and social context of patients to guide diagnosis and treatment of medical conditions Delivers essential information on important topics such as delirium, cognitive impairment, dementia, falls and mobility disorders, Parkinson disease and other movement disorders, sleep disorders, and arthritis Includes guidance on care in all settings – clinic, home, hospital, and long-term care, as well as pre- and post-operative settings New content on technology to enhance geriatric care, caregiving support, the unique needs of older immigrants, Medicare and Medicaid, legal issues and conservatorship, aid in dying, assisted living care, short-stay rehabilitation, prostate cancer, marijuana use, syncope, and driving safety
Conversations in Context: Identity, Knowledge, and College Writing invites students to learn about and participate in a series of related conversations about student identities, the aims of the university, and the conventions of academic writing. Rather than seeing academic writing as consisting of objective statements of truth, the editors of this textbook view it as a social construction of knowledge that requires rhetorical choices as well as empirical research. This book represents academic writing as a sequence of continuing conversations within discourse communities provides a variety of oppotunities to engage with and participate in these converstaions.
In 1921, a young female doctor started analysis with Sigmund Freud. In a diary, she recorded what moved her. The present volume not only contains a full translation of these records, but also collects four essays by two psychoanalysts and two analytical historians who take their cue from the young doctor's notes to think about Freud and his methods. The discovery of the diary marks a small sensation for the history of social science. Three factors make the document unique: first, it records not a training analysis, but the analysis of an actual patient, second, the analysis took place before Freud fell ill with cancer, and third, the analysand obviously noted down what was said in the practice word by word.
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