ENGLISH 110, ESSAY PROMPT #3
Bogeymen in fairytales represent our fears, and the protagonists, often represented by children, face any
number of obstacles and challenges in order to defeat them. This narrative arc—moving from a state of
innocence to a state of experience, or moving from the naivety of childhood to the skepticism of
adulthood—is ultimately about gaining knowledge, specifically knowledge about ourselves, and this
newfound experience is what defeats the bogeys in the end: by facing the unknown head on, the
protagonists take away the bogeys’ power (fear) and achieve their goals.
This might be why fairytales so prominently highlight the dangers of curiosity: curiosity to learn and
experience is what initially sets the hero on her journey; it’s what drives her past the threshold of her
comfort (her youth) in order to learn more about her fears (adulthood). The journey is dangerous, the path
is uncertain, and the outcome is different for each hero. However, while knowledge is simply given to the
protagonist in some stories—or given to the reader in the form of a moral—we know that being told to
overcome our fear is never enough. In order to truly succeed, the protagonist must face challenges herself,
and while this path may prove rocky, the long-term benefits, the battle scars she collects on the way,
make the experience more poignant.
Angela Carter’s stories in The Bloody Chamber remix fairytales to capitalize on the hero’s journey from
innocence to experience. We meet the protagonists at the threshold of their youth, fearful about the
transition into adulthood, curious, specifically, about the forbidden knowledge of experienced women
(knowledge, say, of marriage, sex, menstruation and childbirth). This curiosity sets the protagonists on
their journey to defeat the unknown in order to become adults. For your third essay, I’d like you to
define what the protagonists ultimately learn about themselves in Carter’s stories in order to
explain how their hard-won lessons might offer an example for other young girls on the threshold
of becoming women.
Note: Please highlight or underline your thesis when you turn in your final draft!
American Association of Teachers of Slavic and East European Languages
Werewolves and Vampires, Historical Questions and Symbolic Answers, in Petr
Aleshkovsky's "Vladimir Chigrintsev"
Author(s): Valentina Brougher
Source: The Slavic and East European Journal, Vol. 45, No. 3 (Autumn, 2001), pp. 491-505
Published by: American Association of Teachers of Slavic and East European Languages
Stable URL: http://www.jstor.org/stable/3086366
Accessed: 07-12-2017 19:01 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more i ...
2014.8 journal of literature and art studiesDoris Carly
This document provides an analysis of dominant images and representations of foreigners/strangers constructed in Balkan literatures. It discusses two main imagological patterns - the foreigner portrayed as a civilized conqueror bringing progress, and as an uncivilized conqueror threatening local values. These stereotypes are based on dualistic "us vs them" perspectives. The analysis also examines how foreigners construct images of Balkan natives, typically from the position of official representatives of foreign authority during periods of conquest or occupation. Overall, the document explores the role of literature in creating, changing, or rejecting images of the other through these imagological topoi.
Art Spiegelman S Maus A Survivor S Tale A Bibliographic EssayRhonda Cetnar
This document provides a summary of criticism on Art Spiegelman's graphic novel Maus: A Survivor's Tale. It examines criticism on the novel through 10 thematic categories such as trauma, postmemory, generational transmission, and the use of English. While covering a wide range of scholarly interests in Maus, the summary also notes that criticism tends to repetitively focus on certain themes, limiting discussion. It suggests critics could expand analysis by exploring overlooked areas like gender, race, religion and pedagogy. The summary aims to both overview current Maus studies and guide future scholarship to broaden critical discourse.
36 Literary Journalism Studies
Svetlana Alexievich, Oct. 14, 2013. Elke Wetzig/Wikipedia Creative Commons
37
Literary Journalism Studies
Vol. 7, No. 2, Fall 2015
The Literature in the Journalism of Nobel
Prize Winner Svetlana Alexievich
John C. Hartsock
State University of New York at Cortland, United States
Abstract: For the first time the Nobel Prize in Literature has been awarded
for literary journalism as revealed in the work of Belarusian author Svetlana
Alexievich. Fundamentally, her approach has been to juxtapose the every-
day details of life against the secular mythologies of the state. Moreover, she
makes it clear that the intention of her journalism is to be literary. As such,
she is part of a larger Russian tradition, as well as a tradition practiced in
the Soviet Union and other communist countries during the Cold War. The
following is excerpted and adapted from the author’s forthcoming book,
Literary Journalism and the Aesthetics of Experience, to be published by the
University of Massachusetts Press in 2016. Permission to reprint passages
from the volume is gratefully acknowledged.
There is a scene in Svetlana Alexievich’s account about the Soviet war in
Afghanistan in the 1980s when a wife recalls how she and her soldier-
husband got married. They go to the marriage registry office in their village:
They took one look at us in the Village Soviet and said, “Why wait two
months. Go and get the brandy. We’ll do the paperwork.” An hour later we
were husband and wife. There was a snowstorm raging outside.
“Where’s the taxi for your new wife, bridegroom?”
“Hang on!” He went out and stopped a Belarus tractor for me.1
Such is how one wife recalls the nature of their admittedly modest nuptials,
riding away with her husband not in a limousine (much less a taxi) as one might
today, but in a snowstorm on a farm tractor. But the scene takes on a powerful
poignancy, because we know that her husband has died in Afghanistan.
And such is the nature of Alexievich’s literary method, to explore how
38 Literary Journalism Studies
larger ambitions in the form of secular mythologies—in this case, the Soviet Af-
ghanistan venture—had, in the details, so devastatingly scarred people’s psyches.
The announcement in October that Alexievich had received the Nobel
Prize for Literature was, of course, a validation for scholars of a narrative
literary journalism. A review of past recipients since the award was established
in 1901 reveals that she is the first journalist, and indeed literary journalist, to
receive what is undoubtedly the most distinguished recognition in the world
for literary endeavor.2 This is not to suggest that earlier recipients did not
engage in journalism. But the award is given for an author’s collected works,
and what we can detect is that most recipients have been primarily authors
of fiction, drama, and poetry. Ernest Hemingway was awarded the Nobel,
but despite his work as a jour.
This document summarizes a scholarly article about Svetlana Alexievich and her work as a literary journalist from Belarus who won the Nobel Prize in Literature. It discusses how Alexievich uses first-hand accounts and narratives to challenge Soviet state myths and ideologies by juxtaposing the everyday details of people's lives against these myths. Her work focuses on revealing the human impact of major events in Soviet history like World War II and the Soviet war in Afghanistan. The document examines how Alexievich's style reconstructs narratives in a way that gives voice to individuals and subverts propaganda, while also drawing from Russian cultural traditions. It argues her work validates narrative literary journalism as a genre and that she intentionally aimed to create
the topic The American poet, Emily Dickinson, had a sad life in .docxwsusan1
the topic
The American poet, Emily Dickinson, had a sad life in which she suffered from health problems and succession of losses. These tragic deaths of her beloved ones affected her writing and style of expression. It can be seen that there is a recurrence of the theme death and immortality in her poems. She imagines death in a lot of different ways such as a buzzing fly. This research paper will tackle her style in several poems such as “I felt a funeral in my brain”, “Because I could not stop for Death”, “I heard a fly buzz when I died” and “my life closed twice before it’s close”
a research paper in which you use the computer to analyze the data to make a frequency list, concordance, and collocations and i want her to tell me which program she used and how
https://wmtang.org/corpus-linguistics/corpus-linguistics/
https://www.youtube.com/watch?v=9nbJGdYS3Is
im talking about the theme of death and immortality and i want her to prove that her works are dominated by this theme
she can add other poems by emily dickenson if she wants
MLA style 15 pages with a brief proposal
Al-balawi 6
Are Graphic Novels Literature: MAUS: a Survivor’s Tale as a Model
Literature has an ever-broadening definition. Oxford advanced learner’s English dictionary defines literature as a piece of writing that is valued as a work of art. With such a broad definition who is to say that newspapers, graffiti, advertisement and even shopping lists are not literature. For many years graphic novels have been considered immature and lacking of literary qualities and the debate of whether or not they are a form of literature has been put on pause. After the winning of Art Spiegelman’s graphic novel Maus: a Survivor’s Tale with Pulitzer’s literary prize, and Alan Moore’s graphic novel Watchmen being listed as one of all-time best novels by Time magazine, the subject has been opened for debate again.
This research aims to address the highly controversial topic of whether graphic novels are literature or not, and intends to answer the question by conducting a study on Art Spiegelman’s graphic novel Maus: a Survivor’s Tale. The presented research will try to answer the main question Are Graphic Novels Literature?. The research will study Maus: a Survivor’s Tale by applying elements of literature such as plot, symbols, characters, themes, tone and setting.
Review of the literature:
Budick, Emily Miller. "SECTION II. Golems, Ghosts, Idols, and Messiahs: Complicated Mourning and the Intertextual Construction of a Jewish Symptom." Jewish Literature and Culture: The Subject of Holocaust Fiction. N.p.: Indiana UP, 2015. 121-83.
In section two Psychoanalytic Listening and Fictions of the Holocaust of this book, the writer provides an analytical review of Maus as one of the best works in Jewish literature. The book gives new information and details regarding Maus and its writer Art Spiegelman which will be of benefit to the research.
C.
The document discusses archetypes in literature. It defines archetypes as recurring symbols or motifs that represent universal human experiences. Some examples of common archetypes provided include the hero, child, and wise old man. The document outlines how archetypes can apply to characters, plots, images, and ideas. It discusses scholars like Jung who saw archetypes originating from a collective unconscious. Examples are given of archetypes found across different literary works and genres.
This document provides an analysis of how Jerome K. Jerome's short story "Silhouettes" employs modernist techniques through its use of stream of consciousness, symbolism, and challenging of gender roles. It compares these elements in "Silhouettes" to D.H. Lawrence's short stories "Odour of Chrysanthemums" and "Tickets, Please," noting their shared interests in internalized perspectives, greater freedom in discussing sexuality, and emphasis on psychological development over plot. Examples are given of how each text uses nature imagery, dreams, and coded symbols to represent characters' repressed thoughts and critique patriarchal society. The document concludes that both Jerome and Lawrence reduce the importance of narrative in favor of exploring the
2014.8 journal of literature and art studiesDoris Carly
This document provides an analysis of dominant images and representations of foreigners/strangers constructed in Balkan literatures. It discusses two main imagological patterns - the foreigner portrayed as a civilized conqueror bringing progress, and as an uncivilized conqueror threatening local values. These stereotypes are based on dualistic "us vs them" perspectives. The analysis also examines how foreigners construct images of Balkan natives, typically from the position of official representatives of foreign authority during periods of conquest or occupation. Overall, the document explores the role of literature in creating, changing, or rejecting images of the other through these imagological topoi.
Art Spiegelman S Maus A Survivor S Tale A Bibliographic EssayRhonda Cetnar
This document provides a summary of criticism on Art Spiegelman's graphic novel Maus: A Survivor's Tale. It examines criticism on the novel through 10 thematic categories such as trauma, postmemory, generational transmission, and the use of English. While covering a wide range of scholarly interests in Maus, the summary also notes that criticism tends to repetitively focus on certain themes, limiting discussion. It suggests critics could expand analysis by exploring overlooked areas like gender, race, religion and pedagogy. The summary aims to both overview current Maus studies and guide future scholarship to broaden critical discourse.
36 Literary Journalism Studies
Svetlana Alexievich, Oct. 14, 2013. Elke Wetzig/Wikipedia Creative Commons
37
Literary Journalism Studies
Vol. 7, No. 2, Fall 2015
The Literature in the Journalism of Nobel
Prize Winner Svetlana Alexievich
John C. Hartsock
State University of New York at Cortland, United States
Abstract: For the first time the Nobel Prize in Literature has been awarded
for literary journalism as revealed in the work of Belarusian author Svetlana
Alexievich. Fundamentally, her approach has been to juxtapose the every-
day details of life against the secular mythologies of the state. Moreover, she
makes it clear that the intention of her journalism is to be literary. As such,
she is part of a larger Russian tradition, as well as a tradition practiced in
the Soviet Union and other communist countries during the Cold War. The
following is excerpted and adapted from the author’s forthcoming book,
Literary Journalism and the Aesthetics of Experience, to be published by the
University of Massachusetts Press in 2016. Permission to reprint passages
from the volume is gratefully acknowledged.
There is a scene in Svetlana Alexievich’s account about the Soviet war in
Afghanistan in the 1980s when a wife recalls how she and her soldier-
husband got married. They go to the marriage registry office in their village:
They took one look at us in the Village Soviet and said, “Why wait two
months. Go and get the brandy. We’ll do the paperwork.” An hour later we
were husband and wife. There was a snowstorm raging outside.
“Where’s the taxi for your new wife, bridegroom?”
“Hang on!” He went out and stopped a Belarus tractor for me.1
Such is how one wife recalls the nature of their admittedly modest nuptials,
riding away with her husband not in a limousine (much less a taxi) as one might
today, but in a snowstorm on a farm tractor. But the scene takes on a powerful
poignancy, because we know that her husband has died in Afghanistan.
And such is the nature of Alexievich’s literary method, to explore how
38 Literary Journalism Studies
larger ambitions in the form of secular mythologies—in this case, the Soviet Af-
ghanistan venture—had, in the details, so devastatingly scarred people’s psyches.
The announcement in October that Alexievich had received the Nobel
Prize for Literature was, of course, a validation for scholars of a narrative
literary journalism. A review of past recipients since the award was established
in 1901 reveals that she is the first journalist, and indeed literary journalist, to
receive what is undoubtedly the most distinguished recognition in the world
for literary endeavor.2 This is not to suggest that earlier recipients did not
engage in journalism. But the award is given for an author’s collected works,
and what we can detect is that most recipients have been primarily authors
of fiction, drama, and poetry. Ernest Hemingway was awarded the Nobel,
but despite his work as a jour.
This document summarizes a scholarly article about Svetlana Alexievich and her work as a literary journalist from Belarus who won the Nobel Prize in Literature. It discusses how Alexievich uses first-hand accounts and narratives to challenge Soviet state myths and ideologies by juxtaposing the everyday details of people's lives against these myths. Her work focuses on revealing the human impact of major events in Soviet history like World War II and the Soviet war in Afghanistan. The document examines how Alexievich's style reconstructs narratives in a way that gives voice to individuals and subverts propaganda, while also drawing from Russian cultural traditions. It argues her work validates narrative literary journalism as a genre and that she intentionally aimed to create
the topic The American poet, Emily Dickinson, had a sad life in .docxwsusan1
the topic
The American poet, Emily Dickinson, had a sad life in which she suffered from health problems and succession of losses. These tragic deaths of her beloved ones affected her writing and style of expression. It can be seen that there is a recurrence of the theme death and immortality in her poems. She imagines death in a lot of different ways such as a buzzing fly. This research paper will tackle her style in several poems such as “I felt a funeral in my brain”, “Because I could not stop for Death”, “I heard a fly buzz when I died” and “my life closed twice before it’s close”
a research paper in which you use the computer to analyze the data to make a frequency list, concordance, and collocations and i want her to tell me which program she used and how
https://wmtang.org/corpus-linguistics/corpus-linguistics/
https://www.youtube.com/watch?v=9nbJGdYS3Is
im talking about the theme of death and immortality and i want her to prove that her works are dominated by this theme
she can add other poems by emily dickenson if she wants
MLA style 15 pages with a brief proposal
Al-balawi 6
Are Graphic Novels Literature: MAUS: a Survivor’s Tale as a Model
Literature has an ever-broadening definition. Oxford advanced learner’s English dictionary defines literature as a piece of writing that is valued as a work of art. With such a broad definition who is to say that newspapers, graffiti, advertisement and even shopping lists are not literature. For many years graphic novels have been considered immature and lacking of literary qualities and the debate of whether or not they are a form of literature has been put on pause. After the winning of Art Spiegelman’s graphic novel Maus: a Survivor’s Tale with Pulitzer’s literary prize, and Alan Moore’s graphic novel Watchmen being listed as one of all-time best novels by Time magazine, the subject has been opened for debate again.
This research aims to address the highly controversial topic of whether graphic novels are literature or not, and intends to answer the question by conducting a study on Art Spiegelman’s graphic novel Maus: a Survivor’s Tale. The presented research will try to answer the main question Are Graphic Novels Literature?. The research will study Maus: a Survivor’s Tale by applying elements of literature such as plot, symbols, characters, themes, tone and setting.
Review of the literature:
Budick, Emily Miller. "SECTION II. Golems, Ghosts, Idols, and Messiahs: Complicated Mourning and the Intertextual Construction of a Jewish Symptom." Jewish Literature and Culture: The Subject of Holocaust Fiction. N.p.: Indiana UP, 2015. 121-83.
In section two Psychoanalytic Listening and Fictions of the Holocaust of this book, the writer provides an analytical review of Maus as one of the best works in Jewish literature. The book gives new information and details regarding Maus and its writer Art Spiegelman which will be of benefit to the research.
C.
The document discusses archetypes in literature. It defines archetypes as recurring symbols or motifs that represent universal human experiences. Some examples of common archetypes provided include the hero, child, and wise old man. The document outlines how archetypes can apply to characters, plots, images, and ideas. It discusses scholars like Jung who saw archetypes originating from a collective unconscious. Examples are given of archetypes found across different literary works and genres.
This document provides an analysis of how Jerome K. Jerome's short story "Silhouettes" employs modernist techniques through its use of stream of consciousness, symbolism, and challenging of gender roles. It compares these elements in "Silhouettes" to D.H. Lawrence's short stories "Odour of Chrysanthemums" and "Tickets, Please," noting their shared interests in internalized perspectives, greater freedom in discussing sexuality, and emphasis on psychological development over plot. Examples are given of how each text uses nature imagery, dreams, and coded symbols to represent characters' repressed thoughts and critique patriarchal society. The document concludes that both Jerome and Lawrence reduce the importance of narrative in favor of exploring the
Book Week is an annual celebration that coincides with the birthday of Miguel de Cervantes, the author of Don Quixote. It also coincides with Bible Month. The document discusses the history and importance of Book Week, including book fairs and activities held in libraries. It also discusses the importance of books during the COVID-19 pandemic for providing escape, mental stimulation, emotional support, and supporting education.
Compare And Contrast Titles. Compare And Contrast EsJenny Smith
Satomi Ishihara is a popular Japanese actress known for her roles in Attack on Titan and other dramas. As one of Japan's biggest stars, she has become famous for her natural beauty. Some of her beauty secrets include taking care of her skin with cleansing and moisturizing, getting enough sleep, and maintaining a healthy diet and lifestyle.
biography of s.t coleridge
introduction to biographia literaria
synopsis of chap 14
critical analysis
literary devices
objections and defence
fancy and imagination
primary and secondary imagination
An End To Cosmic Loneliness Alice Walker S Essays As Abolitionist EnchantmentSandra Long
This document summarizes and analyzes an essay by Anthony Lioi about Alice Walker's essays. It discusses how Walker uses her essays to enact an "abolitionist enchantment" that reconstructs order after the disenchantment of slavery and modernity. It explores how Walker connects womanism and environmentalism in her essays. The document also notes that Walker's essays have been less studied than her other works and argues they are an important form of enchantment that renews the relationship between self and world.
'Live Burial' - Survival in the face of Adversity or Oppression.pptxEmisha Ravani
This document provides an analysis of the poem "Live Burial" by Nigerian writer Wole Soyinka. It begins with background on Soyinka and defines key terms like poetry and claustrophobia. The analysis then examines how the poem conveys the suffocating effects of confinement through its description of a small, imprisoning cell and references to mythological underworld. It discusses images of characters like "The lizard" and "The ghoul" that observe the imprisoned narrator. In conclusion, it notes that Soyinka wrote this poem while in prison himself to shed light on the difficult realities of life for activists through powerful language.
Aleksandr Sergeevich Pushkin was a famous Russian poet, dramatist, short story writer, and novelist in the 19th century. He is best known for his works Eugene Onegin, a classic novel in verse; Boris Godunov, a drama about the Russian ruler; and The Gypsies, a short story. Pushkin made major contributions to developing the Russian language and literature through his rich vocabulary and highly sensitive writing style. He is seen as the founder of modern literary Russian.
Al-balawi 6
Are Graphic Novels Literature: MAUS: a Survivor’s Tale as a Model
Literature has an ever-broadening definition. Oxford advanced learner’s English dictionary defines literature as a piece of writing that is valued as a work of art. With such a broad definition who is to say that newspapers, graffiti, advertisement and even shopping lists are not literature. For many years graphic novels have been considered immature and lacking of literary qualities and the debate of whether or not they are a form of literature has been put on pause. After the winning of Art Spiegelman’s graphic novel Maus: a Survivor’s Tale with Pulitzer’s literary prize, and Alan Moore’s graphic novel Watchmen being listed as one of all-time best novels by Time magazine, the subject has been opened for debate again.
This research aims to address the highly controversial topic of whether graphic novels are literature or not, and intends to answer the question by conducting a study on Art Spiegelman’s graphic novel Maus: a Survivor’s Tale. The presented research will try to answer the main question Are Graphic Novels Literature?. The research will study Maus: a Survivor’s Tale by applying elements of literature such as plot, symbols, characters, themes, tone and setting.
Review of the literature:
Budick, Emily Miller. "SECTION II. Golems, Ghosts, Idols, and Messiahs: Complicated Mourning and the Intertextual Construction of a Jewish Symptom." Jewish Literature and Culture: The Subject of Holocaust Fiction. N.p.: Indiana UP, 2015. 121-83.
In section two Psychoanalytic Listening and Fictions of the Holocaust of this book, the writer provides an analytical review of Maus as one of the best works in Jewish literature. The book gives new information and details regarding Maus and its writer Art Spiegelman which will be of benefit to the research.
Chute, Hillary. “Comics as Literature? Reading Graphic Narrative.” PMLA, vol. 123, no. 2, 2008, pp. 452–465.
This article argues the case of graphic novels as a literary genre. The article views the debates surrounding graphic novels in general and the different critical opinions about them. The article also provides information on the history and background of graphic novels in general. This article will equip the research with the different views regarding the debate around graphic novels along with new information regarding its history.
Grimwood, Marita. Holocaust Literature of the Second Generation. Palgrave Macmillan, 2007.
This book reveals a detailed analysis of literary works written by or about the second generation of Holocaust survivors and one of which is Maus: a Survivor’s Tale. The book discusses Maus from the historical and biographical perspective thus provides new information regarding Maus’ themes and characters.
Park, Hye S. "Art Spiegelman's Maus: A Survivor's Tale: A Bibliographic Essay." Shofar: An Interdisciplinary Journal of Jewish Studie.
Positive and negative features of mythological images in the epics “Beowulf” ...SubmissionResearchpa
At the time of what is considered primitive today, our ancestors were a hundred times more poets than we are. Thousands of years ago, the way of thinking of our ancestors was in the form of “poetic observation”: they accepted their life and everything in nature as a symbol of their imaginary concepts. At that time it was understood that the sky, water, greenery, sun, moon, light and darkness had a soul; the day was replaced by night, and the struggle between good and evil was thought to be over. by More Citation Formats https://journals.researchparks.org/index.php/IJIE/article/view/887/842 https://journals.researchparks.org/index.php/IJIE/article/view/887
This document discusses the characteristics of Renaissance literary theory and genres. Some key points:
- Literary genres are grouped based on similarities in style, structure, and devices, though boundaries can be vague as works may cross genres.
- Renaissance commentary emphasized eloquence and using literary texts as examples of good speaking. Epics were favored as they could fulfill moral principles while also inspiring.
- Allegory and the seriousness of content mattered more than rigid definitions of genres. Works like pastoral and lyric could be modes as well as genres.
- Tragedies focused more on being normative and edifying rather than cathartic. Tragicomedies combined traits of tragedy and comedy without full deaths.
Literature studies provide several cultural, personal, and intellectual benefits. Reading literature can help with cultural understanding, emotional growth, personal development, language skills, critical thinking, and entertainment. Studying literature also develops analytical, interpretive, and creative abilities. Literary criticism aims to understand meaning, structure, style, and context of literary works. It benefits appreciation and understanding of works and author intentions. Literary discussion is casual conversation about a work while analysis is a structured examination and interpretation provides deep meaning explanation. Literature has developed over periods and movements characterized by themes like classicism, humanism, reason, emotion, realism, and experimentation.
The document provides an analysis of Anton Chekhov's short story "A Man in the Shell" using different literary theories. It summarizes Chekhov's life experiences and era that influenced his writing. Biographical criticism examines elements in the story that reflect Chekhov's shy personality and bound life as a serf's grandson. Marxist criticism analyzes the impact of economic class conflicts in Chekhov's age. Psychological and myth criticisms explore the protagonist's indecisiveness and socially suppressed character. Formalist criticism examines the story's frame structure and use of characters.
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docxSALU18
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
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African American Women and Healthcare I want to explain how heal.docxSALU18
African American women face unique healthcare challenges. This paper will explore how healthcare is perceived in the African American community, especially among women, and whether their concerns are justified. The paper will follow a standard structure including an introduction, abstract, literature review, methods, results, and discussion sections.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxSALU18
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
Advertising Campaign Management Part 3Jennifer Sundstrom-F.docxSALU18
The document discusses parameters for effective advertising campaigns, including goals, media selection, slogans, consistency, duration, and the creative brief. It provides details on each parameter and explains that carefully planning these elements is important for successful campaigns. It also covers implications of advertising management globally and working with external agencies.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docxSALU18
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docxSALU18
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 1
Assignment # 4
Decision Analysis and Project Scheduling
ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand
written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor
grammar, spelling, for technical errors as well as if you submit a PDF file.
The assignment is to be submitted electronically as a single Word Document file via Brightspace by
Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment,
course code and section, student name and student number. Second page is the individual/group
statement of integrity that must be signed.
E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the
Brightspace course website “Discussion page” (viewed by all).
Section M: Parisa Keshavarz ([email protected])
Section N: : Niki Khorasanizadeh ([email protected])
Section P: Makbule Kandakoglu ([email protected])
Section Q: Afshin Kamyabniya ([email protected])
Problem 1: Payoffs/Decision Table (13 points)
A small building contractor has recently experienced two successive years in which work opportunities
exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year.
Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the
table below.
NEXT YEAR’S DEMAND
Alternative Low High
Do nothing
Expand
Subcontract
$50**
20
40
$60
80
70
** Profit in $ thousands.
Which alternative should be selected if the decision criterion is:
a. The optimistic approach? (3 points)
b. The conservative approach? (3 points)
c. Minimize the regret? (7 points)
Problem 2: Payoffs/Decision Table (15 points)
Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way,
she can take several back streets to work, or she can use the expressway. The traffic patterns are,
however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee
is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of
route several times under different traffic conditions. This information is summarized in minutes of
travel time to work in the following table:
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 2
No Traffic Congestion
(Minutes)
Mild Traffic
Congestion
(Minutes)
Severe Traffic
Congestion
(Minutes)
Tennessee Street
Back roads
Expressway
15
20
30
30
25
30
45
35
30
In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion
20 days. Assume that the past 60 days are typical of traffi.
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AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
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research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
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·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
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1)
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a.
Country
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i.
Introduction
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ii.
People
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What
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Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
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Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
Advertising Campaign Management Part 3Jennifer Sundstrom-F.docxSALU18
The document discusses parameters for effective advertising campaigns, including goals, media selection, slogans, consistency, duration, and the creative brief. It provides details on each parameter and explains that carefully planning these elements is important for successful campaigns. It also covers implications of advertising management globally and working with external agencies.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docxSALU18
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docxSALU18
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 1
Assignment # 4
Decision Analysis and Project Scheduling
ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand
written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor
grammar, spelling, for technical errors as well as if you submit a PDF file.
The assignment is to be submitted electronically as a single Word Document file via Brightspace by
Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment,
course code and section, student name and student number. Second page is the individual/group
statement of integrity that must be signed.
E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the
Brightspace course website “Discussion page” (viewed by all).
Section M: Parisa Keshavarz ([email protected])
Section N: : Niki Khorasanizadeh ([email protected])
Section P: Makbule Kandakoglu ([email protected])
Section Q: Afshin Kamyabniya ([email protected])
Problem 1: Payoffs/Decision Table (13 points)
A small building contractor has recently experienced two successive years in which work opportunities
exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year.
Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the
table below.
NEXT YEAR’S DEMAND
Alternative Low High
Do nothing
Expand
Subcontract
$50**
20
40
$60
80
70
** Profit in $ thousands.
Which alternative should be selected if the decision criterion is:
a. The optimistic approach? (3 points)
b. The conservative approach? (3 points)
c. Minimize the regret? (7 points)
Problem 2: Payoffs/Decision Table (15 points)
Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way,
she can take several back streets to work, or she can use the expressway. The traffic patterns are,
however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee
is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of
route several times under different traffic conditions. This information is summarized in minutes of
travel time to work in the following table:
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 2
No Traffic Congestion
(Minutes)
Mild Traffic
Congestion
(Minutes)
Severe Traffic
Congestion
(Minutes)
Tennessee Street
Back roads
Expressway
15
20
30
30
25
30
45
35
30
In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion
20 days. Assume that the past 60 days are typical of traffi.
Adlerian-Based Positive Group Counseling Interventions w ith.docxSALU18
This summarizes an Adlerian-based positive group counseling program for emotionally troubled youth that integrated positive psychology interventions. The 12-week program used interventions from positive psychotherapy curriculum to increase positive emotion, engagement, and meaning by emphasizing strengths. Sessions focused on identifying signature strengths, cultivating strengths through goals, developing gratitude, processing good and bad memories, and expressing forgiveness as a way to increase social interest. The positive interventions aligned well with Adlerian principles of emphasizing strengths, social interest, and encouragement to help youth overcome problems.
After completing the assessment, my Signature Theme Report produ.docxSALU18
After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself.
A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should.
One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way.
A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.
After careful reading of the case material, consider and fully answe.docxSALU18
After careful reading of the case material, consider and fully answer the following questions:
1. What were the primary reasons for changing the current system at Butler?
2. What role did Butler's IS department play?
3. List the objectives of the pilot. Were there any problems?
4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run?
NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment)
.
Affluent
Be unique to
Conform
Debatable
Dominant
Enforce
Ethnic
Internalize
Rank
Restrict
You will write your own sentences using each of the vocabulary words. The sentence
must be an
original sentence
created by you, AND it must use the vocabulary word correctly.
Your sentence
MUST
demonstrate that you understand the meaning of the word.
.
Advanced persistent threats (APTs) have been thrust into the spotlig.docxSALU18
Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors.
Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team.
.
Your report should use
The Cybersecurity Threat Landscape Team Assignment Resources
to cover the following five areas:
Part 1: Threat Landscape Analysis
Provide a detailed analysis of the threat landscape today.
What has changed in the past few years?
Describe common tactics, techniques, and procedures to include threat actor types.
What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of?
Part 2: APT Analysis
Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s).
Describe the tools used. Describe what the objective of the APT was/is. Was it successful?
Part 3: Cybersecurity Tools, Tactics, and Procedures
Describe current hardware- and software-based cybersecurity tools, tactics, and procedures.
Consider the hardware and software solutions deployed today in the context of defense-in-depth.
Elaborate on why these devices are not successful against the APTs.
Part 4: Machine Learning and Data Analytics
Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field.
Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO?
Part 5: Using Machine Learning and Data Analytics to Prevent APT
Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific.
Part 6: Ethics in Cybersecurity.
Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals.
Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not?
For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.
Advanced persistent threatRecommendations for remediation .docxSALU18
Advanced persistent threat
Recommendations for remediation of the threat
Research the use of network security controls associated to your threat and industry
Do Not use topics network security,VPN,FIREWALL,ETC
10-12 pages. Double spaced APA style
At least 10 REFERENCES
5 ATLEASt PEER REVIEWED SCHOLARLY
.
Adultism refers to the oppression of young people by adults. The pop.docxSALU18
Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.
By Day 3
Post
an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics.
.
ADVANCE v.09212015
•
APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS
FREQUENTLY ASKED QUESTIONS
1) How does University of California define “diversity?”
A: The academic senate adopted in 2009 the following broad definition of diversity:
Diversity - defining features of California past, present and future - refers to a variety of
personal experiences, values, and worldviews that arise from differences of culture and
circumstance. Such differences include race, ethnicity, gender, age, religion, language,
abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more.
2) Why does UC Irvine expect a diversity statement from applicants for faculty positions?
A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally
preeminent universities. It provides applicants with an opportunity to discuss how their past or
future contributions will advance this enduring campus commitment. For more information,
please see the Provost’s memo on Inclusive Excellence.
3) Is the diversity statement consistent with University of California policy?
A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that
faculty be both encouraged and rewarded for activity that promotes inclusive excellence:
“The University of California is committed to excellence and equity in every facet of its mission.
Teaching, research, professional and public service contributions that promote diversity and
equal opportunity are to be encouraged and given recognition in the evaluation of the
candidate's qualifications. These contributions to diversity and equal opportunity can take
a variety of forms including efforts to advance equitable access to education, public
service that addresses the needs of California's diverse population, or research in a
scholar's area of expertise that highlights inequities.”
4) Is UC Irvine alone among UC campuses in adopting this statement?
A: No. UC San Diego adopted this statement in 2010.
5) How will applicants learn about the diversity statement expectation?
A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following
sentence: “Applicants are encouraged to share how their past and/or potential contributions to
diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.”
6) How do applicants provide their diversity statement?
A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement.
7) If an applicant does not provide a diversity statement, will his or her application be considered
incomplete?
A: Yes
http://www.provost.uci.edu/news/InclusiveExcellence.html
http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf
http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html
ADVANCE v.09212015
8) What are the components of a diversity statement?
.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ENGLISH 110, ESSAY PROMPT #3 Bogeymen in fairytales repres.docx
1. ENGLISH 110, ESSAY PROMPT #3
Bogeymen in fairytales represent our fears, and the
protagonists, often represented by children, face any
number of obstacles and challenges in order to defeat them.
This narrative arc—moving from a state of
innocence to a state of experience, or moving from the naivety
of childhood to the skepticism of
adulthood—is ultimately about gaining knowledge, specifically
knowledge about ourselves, and this
newfound experience is what defeats the bogeys in the end: by
facing the unknown head on, the
protagonists take away the bogeys’ power (fear) and achieve
their goals.
This might be why fairytales so prominently highlight the
dangers of curiosity: curiosity to learn and
experience is what initially sets the hero on her journey; it’s
what drives her past the threshold of her
comfort (her youth) in order to learn more about her fears
(adulthood). The journey is dangerous, the path
is uncertain, and the outcome is different for each hero.
However, while knowledge is simply given to the
2. protagonist in some stories—or given to the reader in the form
of a moral—we know that being told to
overcome our fear is never enough. In order to truly succeed,
the protagonist must face challenges herself,
and while this path may prove rocky, the long-term benefits, the
battle scars she collects on the way,
make the experience more poignant.
Angela Carter’s stories in The Bloody Chamber remix fairytales
to capitalize on the hero’s journey from
innocence to experience. We meet the protagonists at the
threshold of their youth, fearful about the
transition into adulthood, curious, specifically, about the
forbidden knowledge of experienced women
(knowledge, say, of marriage, sex, menstruation and childbirth).
This curiosity sets the protagonists on
their journey to defeat the unknown in order to become adults.
For your third essay, I’d like you to
define what the protagonists ultimately learn about themselves
in Carter’s stories in order to
explain how their hard-won lessons might offer an example for
other young girls on the threshold
of becoming women.
Note: Please highlight or underline your thesis when you
turn in your final draft!
3. American Association of Teachers of Slavic and East European
Languages
Werewolves and Vampires, Historical Questions and Symbolic
Answers, in Petr
Aleshkovsky's "Vladimir Chigrintsev"
Author(s): Valentina Brougher
Source: The Slavic and East European Journal, Vol. 45, No. 3
(Autumn, 2001), pp. 491-505
Published by: American Association of Teachers of Slavic and
East European Languages
Stable URL: http://www.jstor.org/stable/3086366
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WEREWOLVES AND VAMPIRES, HISTORICAL
QUESTIONS AND SYMBOLIC ANSWERS, IN PETR
ALESHKOVSKY'S VLADIMIR CHIGRINTSEV
Valentina Brougher, Georgetown University
Petr Aleshkovsky is one of the most promising Russian writers
of the young
generation -those who debuted at the end of the 1980s and the
beginning
of the 1990s. He has drawn critical attention not because he has
shocked
literary sensibilities, like Vladimir Sorokin, or produced
experimental post-
modernist fiction, like Zufar Gareev.1 Rather, he has impressed
critics by
demonstrating a talent for writing traditional, realistic prose
which never-
theless acknowledges the multi-layered nature of reality and
the human
experience. According to the well-known Russian critic Mark
Lipovetsky,
Aleshkovsky is one of the Russian "postrealists" who are
"rooted in the
5. realistic tradition but .. . [have] learned from the experience of
postmod-
ernist art" (243). Given his affinity for mixing the daily and the
mundane
with the unusual and the fantastic, it is also tempting to
describe Alesh-
kovsky as a "fantastic realist," in the tradition of Nikolai
Gogol.
Aleshkovsky's first povest' or novella, Chaiki (Seagulls, 1992),
was set in
the mythical provincial town of Stargorod and revolved around
the theft of
icons, freedom of the arts, and other issues of contemporary
life. Several
key scenes reflected world mythology as well as old Russian
beliefs about
death and the soul. Aleshkovsky's cycle of thirty short
narratives, Star-
gorod: Golosa iz khora (Old Town: Voices from a Chorus,
1995), offered
brief vignettes from the lives of Stargorod's gallery of colorful,
eccentric
characters; these vignettes included references to witches,
village sorcerers
and healers, miracle-working icons and the like, which
suggested that be-
lief in the occult forms a vital dimension of contemporary
village life. The
novella, Zhizneopisanie khor'ka (1993; translated as Skunk: A
Life, 1997),
which brought Aleshkovsky almost instant fame and was short-
listed for
the Booker Russian Novel Prize in 1994, was structured on the
physical and
spiritual journey of Danilka, nicknamed Khoryok, who is both
6. antisocial
and amoral. Aleshkovsky portrayed his moral awakening as the
hypnotic
SEEJ, Vol. 45, No. 3 (2001): p. 491-p. 505 491
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492 Slavic and East European Journal
effect of icons depicting sinners, talk of the Second Coming
and Anti-
Christ, a priest's discourse on the role of paganism, magic and
miracle in
religious belief and, most important, Danny's own mystical
experiences
lying on a rock which is venerated by the local folk.
Vladimir Chigrintsev (1995, journal version; 1997, book
edition), short-
listed for the Booker Prize in 1996, confirms that
Aleshkovsky's writing is
rooted in the classical tradition but enriched by use of the
irrational, the
mystical and the supernatural- the occult in the broad scheme
of things.
The latter dimension of Aleshkovsky's art, it should be noted,
is in concert
with the literary dynamics and thematic preoccupations of
Russian writers
in the 1990s. One need only consider the prose of such writers
as Oleg
7. Ermakov, Aleksandr Vernikov, Georgy Petrov, Zufar Gareev,
Dmitri
Lipskerov, Aleksei Slapovsky, Viktor Pelevin, Aleksandr
Borodynia, Olga
Slavnikova, Maria Rybakova, Alla Bakholenko, Aleksei
Varlamov, Via-
cheslav Pietsukh, Mikhail Kuraev, Mark Kharitotov, Anatoly
Kim, Liud-
milla Petrushevskaia, Nina Sadur, and Tatiana Tolstaia to
conclude that
interest in the "other" world, different levels of reality,
demonology, black
and white magic, folk beliefs, apocalypses, mystical systems of
thought and
esoteric teachings characterizes much of the literature
published today.2
The occultist complexion of Russian prose in the 1990s is part
of the
counter-culture that developed in response to seventy years of
Soviet rule
and the emphasis on the visible, material world and the
rationality of life.
Writers today are taking advantage of the new freedoms to
mine all areas
of the occult that now constitute Russians' spiritual space. They
are discov-
ering in the world of the occult a rich source of literary
devices, metaphori-
cal language and philosophical perspective as they address
basic questions
about the nature of reality and human life in general. Some
writers incor-
porate elements of the occult into their prose as they strive not
only to
answer ontological and metaphysical questions, but also to
8. capture the
essence of history, politics and culture in Soviet, post-Soviet
and even pre-
revolutionary times. Viktor Pelevin, in Zheltaia strela (The
Yellow Arrow,
1993) and Chapaev i Pustota (Chapaev and Emptiness, 1996)
interprets
human life and the Soviet experience through a Buddhist prism;
Yuri
Buida offers his novel Boris i Gleb (Boris and Gleb, 1997) as
an alchemi-
cal manuscript in which he identifies the basic "ingredients" or
"elements"
of "Russianness," various Russian tsars, historical periods and
cultural
phenomena; and Tatiana Tolstaia, in her recently published
first novel,
Kys' (Kys, 2000),3 looks to both changes and constants in folk
beliefs,
mythology, and language to capture the character of Russian
life, politics
and culture-past, present and future. Aleshkovsky's Vladimir
Chigrin-
tsev very much belongs among these works.
In his collection of brief essays on noteworthy works of
Russian litera-
ture which appeared in the 1990s, Andrei Nemzer (27)
introduces Petr
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9. Werewolves and Vampires, Historical Questions and Symbolic
Answers 493
Aleshkovsky's novel, Vladimir Chigrintsev, as writing
representative of a
generation of writers who are deeply involved in posing
questions and
providing answers. In his critical look at the work, Nemzer (28)
also men-
tions the presence of a volkudlak, vurdalak (werewolf) and
upyr' (vam-
pire) in key moments in the novel.4 His comments, however,
suggest a
weariness with the occultist complexion of Russian literature in
the 1990s
and do little to illuminate the philosophical, cultural and
political implica-
tions of Aleshkovsky's artistic vision. In my view, the occultist
preoccupa-
tion in Aleshkovsky's work transcends mere fashion. As this
article will
show, Aleshkovsky uses folk beliefs, legends and myths to
provide sym-
bolic answers to historical questions about Soviet rule, the
nature of real-
ity, and the creative imagination.
Much of the structural complexity and thematic richness of
Alesh-
kovsky's Vladimir Chigrintsev is owed to the portrayal of the
folk belief in
two types of the unclean undead: the werewolf and the vampire.
It should
be noted at the start, however, that Aleshkovsky often does not
distinguish
between the two categories, instead allowing them to merge in
10. the reader's
mind.5 A thoughtful reading of the novel reveals that various
"truths"
about Russian history, human creativity, and the nature of
reality in general
are locked in an intricate "set of relations . .. connected
through their
intersection"6 in the folkloric notion of werewolf/vampire.7 As
we shall see,
in Vladimir Chigrintsev Aleshkovsky contextualizes an
"appearance" of a
werewolf or vampire in different periods of Russian life and
history, endow-
ing the notion with various suggestions, associations, and
meaning as the
novel progresses. The werewolf/vampire becomes not only the
binding
thread but the central metaphor in the novel. On a broader
level, the
werewolf/vampire plays a key role in the philosophical
underpinnings of
the novel, in the "questions and answers" that anchor
Aleshkovsky's work.
A fruitful approach to identifying these "questions and
answers" is first to
explore the role of the werewolf/vampire in the work and then
to consider
its broader implications.
Vladimir Chigrintsev opens in the 18th century with a
description of the
genesis of a local legend about a werewolf. The first few pages
of the novel
describe the end of the siege of Orenburg and Emelian
Pugachev, the leader
of the peasant rebellion in Catherine the Great's time, fleeing
11. for his life. As
his supporters flee as well, one man, who tries to elude the
horsemen
pursuing him through the steppe, finds himself confronted by
Prince Der-
betev. He begs for mercy, but the Prince - tired, wounded and
angry at the
"traitors"- pierces him with his sword. As the man lies dying,
he vows to
come back as a werewolf (volkudlak). This threat comes to
haunt genera-
tions of Derbetevs, and various tales, not only of the
supernatural but also
of hidden treasure, come to be associated with the Derbetev
estate,
Pylaikha.8 It seems that the "man" had been entrusted to
deliver a small
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494 Slavic and East European Journal
chest of semi-precious jewels to Pugachev's "empress" for
safekeeping, and
that Prince Derbetev became the unexpected owner of this large
treasure.
The werewolf, of course, "was known to the ancient Greeks and
Ro-
mans, and exists in the folk beliefs of peoples on every
continent in the
world" (Funk & Wagnells 1170). Since literary works with
12. supernatural
themes were popular in Catherine the Great's time (Berry 5-18),
Alesh-
kovsky's placement of the werewolf curse during Pugachev's
rebellion ac-
quires a certain legitimacy. Aleshkovsky signals, however, that
the notion
of a folkloric werewolf is of vital importance to the dynamics
of the whole
work, and not simply a Gothic touch for his novel, by taking
great care to
legitimize the man's vow to return as a werewolf. To this end,
he utilizes
details and elements that reflect common Russian folk beliefs.
Russian folklore offers a variety of explanations of how
werewolves
come into being. According to the 19th century scholar of
Russian folklore,
S. V. Maksimov (90-91), one magic ritual called for a knife to
be stuck into
a smooth tree stump and then for the person to jump over it.
For a were-
wolf to revert back to human form, the ritual called for jumping
over the
knife in the opposite direction. However, if anyone took out the
knife
before the person had a chance to revert back to human form,
that person
would remain a werewolf for the rest of his existence.
Aleshkovsky's narra-
tive suggests that, by literally "nailing" Pugachev's follower to
the ground
with his sword and then removing the weapon and pushing the
body into a
ravine, Prince Derbetev unwittingly performed a variation on
13. this ritual,
thus giving validity to the man's threat to return as a werewolf.
The empha-
sis Aleshkovsky places on Prince Derbetev's passionate view of
the man as
a "robber" (razboinik) and "traitor" (izmennik) dovetails with a
common
peasant belief that, as V. I. Dal (52-53) has observed, a
werewolf repre-
sented an apostate whose soul was not allowed to enter into
"the other
world" but was forced to wander this world and do mischief. In
setting the
genesis of his werewolf legend in Pugachev's time and
incorporating the
idea of treasure, Aleshkovsky exploits effectively the
association of folk
heroes with treasures in popular lore (Zabylin 440-447). Last
but not least,
the popular belief that hidden treasure was guarded by unclean
forces
(Zabylin 439) prepares for the involvement not only of the
"Derbetev
werewolf" but the demonic in general.
That the Prince's actions may have introduced supernatural
forces into
his life is suggested by the fate that befalls him. He is found
hanging from
an aspen tree in a ravine. According to folk belief, the aspen
was an
effective means of "fighting the unclean spirit, witches,
sorcerers" and
other beings of this kind (Slavianskaia mifologiia 293). Thus,
one possible
interpretation is that the Prince's death came at the hands of
14. peasants,
because of his rumored involvement with chernye muzhiki, or
sorcerers
and practitioners of black magic. Another interpretation is that
the fol-
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Werewolves and Vampires, Historical Questions and Symbolic
Answers 495
lower of Pugachev whom the Prince had killed and robbed of
treasure had
indeed "come back" as a werewolf, just as he had threatened:
after killing
him, Prince Derbetev had thrown the man's body into a ravine,
and it is in
a ravine that Prince Derbetev himself is found hanging. A
white dog was
spotted there and pronounced a shape shifter (oboroten') by the
local folk,
a term sometimes applied to a werewolf. It is also noteworthy
that the
violent nature of the death of Pugachev's follower had made
him a
zalozhnik, someone in folk belief who has died "an unnatural
death" be-
fore his time and thus become part of the world of the demonic.
The
zalozhniki "often show themselves to people and almost always
harm
them," according to D. K. Zelenin (40).
15. In tracing the life of the werewolf curse, which in turn
contributes to the
myths and legends which shroud the Derbetev estate,
Aleshkovsky places
special focus on the mysterious death, after the Bolshevik
revolution, of one
of the descendants of Prince Derbetev. Sergei Pavlovich
Derbetev does not
die at the hands of peasants enraged at their old master, as was
often true of
the times, nor is he purged as an "old bourgeois" element
hostile to the
revolution. Forced to give up the family estate of Pylaikha to
the Soviets, he
stayed on as its watchman. In 1921 he was found barely alive
in snowy,
freezing weather, just outside the door of a storeroom; people
wondered
why he had not taken shelter inside. Adding to the mystery, he
complained,
as he lay dying in the priest's hut, that he seemed to see
unclean spirits in the
hut's fume-filled, smoky air.9
Sergei Pavlovich came to be remembered as a man who was
drawn to the
night, standing guard with rifle in hand and staring
melancholically at the
full moon, "as if practicing witchcraft" (107). Given the story
of the Der-
betev werewolf, one suggestion is that Sergei Pavlovich might
have been
guarding against, or apprehensively anticipating, yet another
appearance
of the werewolf. The reader is left with the possibility that the
16. latter killed
him. Noting, however, the occultist coloration of the
description of his
behavior and the time frame, i.e., the apocalyptic early 1920s,
the reader is
also left with the suggestion that Sergei Pavlovich might have
sensed that
evil and demonic forces were about to manifest themselves.
This possible
reading is suggested toward the end of the work.
The main portion of the novel focuses on the role of the
werewolf legend
in the 1990s, when the last direct descendent of Prince
Derbetev, a profes-
sor of history, Pavel Sergeevich, lies dying of cancer. While
claiming not to
believe the tales about a werewolf and treasure connected with
Pylaikha
and the Derbetevs, he warns Volia Chigrintsev, a distant
relation, to "be-
ware only of a white-necked dog" (53) and, in his last hours, in
delirium,
the professor seems to see a werewolf.
Volia lives in Moscow, has studied history, and makes good
money as an
illustrator of fairy-tales. In some ways, he is a man of his time:
he enjoys
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17. 496 Slavic and East European Journal
being well paid for supplying a "cultured capitalist" (kul'turnyi
kapitalist)
with illustrations to the tales of Pushkin. The latter sell well in
a time when
people long for a return to the classics. However, he is not
entirely satisfied
with this well-regulated existence. A strong sense of curiosity
and a need to
rediscover familial roots eventually take Volia to Pylaikha,
there to experi-
ence life's fairytales as opposed to those he illustrates. The
professor's
warning as well as the stories of hidden treasure and the
supernatural that
Volia has heard in connection with the estate lead to a clear
dichotomy in
his anticipation as he heads for the village where the estate is
located.10 He
wonders if he will find "buried treasure, a terrible werewolf, a
witch on a
fiery stick or [emphasis mine] simply mushrooms, hunting and
fishing"
(145). In Aleshkovsky's conception of the world, however,
Volia is fated to
discover that reality is not a simple matter of "either/or" but a
blend of the
"real" and the fantastic, the rational and irrational.
Volia's sojourn in the countryside leads to a renewed
application of the
variety of trees, grasses, insects, smells and sounds that abound
in the won-
drous world of nature. His visits with a friend's family remind
18. him of the
rural idyll that village life can be: the hut permeated with the
strong smell of
fragrant herbs, mushrooms, garlic, and freshly baked bread.
There is a grim
underside to this reality, too: alcohol is consumed in huge
quantities, rob-
bing people of time, energy and emotional health.
Volia also discovers that myths about the supernatural and
various be-
liefs about countering the power of the "dark forces" are very
much part of
village life and mentality. The grandmother of his friend
Nikolai repeats
local lore about a vampire (upyr') biting the former master
(Sergei Pav-
lovich) of Pylaikha at night and driving him to madness. When
Volia de-
cides to visit the estate, she presses on him an amulet of garlic
tied with
herbs. Garlic, of course, "is widely credited with the power to
drive away
evil, whether demons, witches or vampires" (Funk & Wagnells
441). He
finds himself unconsciously holding the amulet in his fist after
becoming
frightened at the sight of a dog with a white spot on his neck
and an old man
who appears suddenly and disappears just as quickly. Although
Volia's
reflex as an educated city man and a man of reason is to
dismiss these
"visions" as "delirium" (bredni) and "nonsense" (chush'), deep
down he is
no longer so categorically certain.
19. That his intuition or subconscious in fact sensed something that
was not
necessarily visible is suggested in what is revealed later about
the old man.
The narrator comments that the latter served in the NKVD.
Believing that
prisoners in the gulag were all "scum and enemies of the
people," he felt no
remorse in "suffocating" or "strangling" them (dushil gadov
193). The use
of the verb dushit' by association reminds the reader of the
"vampire" that
was said to have suffocated Sergei Pavlovich in the 1920s
(zadushil ego ...
upyr' 108). Moreover, the sudden appearance and disappearance
of the old
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Werewolves and Vampires, Historical Questions and Symbolic
Answers 497
man mimics the ability of a shape shifter to do exactly that at
will
(Slavianskaia mifologiia 279-280). By drawing on such
associations, Alesh-
kovsky suggests that the old NKVD man was, metaphorically
speaking, a
vampire, a demonic creature that attacks and destroys human
beings.
20. The portrayal of the old man shows that Aleshkovsky does not
restrict
his werewolf/vampire references simply to the level of folk
mythology. This
is even more vividly borne out in Volia's surrealistic dream one
night on the
old Pylaikha estate. As a man of the 1990s, Volia has had to
confront
various revelations about Soviet history and life. He has also
moved in the
society of students and professors of Soviet history. If a
person's dream is
displayed to him "from the thoughts of his own heart" (Bloom
91), and if a
dream is "little else than a resurrection of the past" (Bergson
114), then
Volia's dream can be read as his interpretation of Soviet life
and an ex-
tended metaphor for the course of Soviet history.
In the dream Volia sees all of the village men sitting at a long
table. On
something that resembles a combination of a "tribunal for a
Party speaker
and an Egyptian chair" lies a pillow. On it sits a statue-like,
"large but thin,
black dog with a white neck." There is a bowl of kut'ia, or
sweet rice,
before him. "The dog is not looking at anyone in particular, but
it is clear
that he is shepherding everyone - his whole look is full of
significance and
malice" (182). The dog sticks his snout in the rice, while the
village chair-
man invites those present to eat by beginning to chew on a
sharp steel bar;
21. they follow his example, swallowing chains, screws, nuts and
bolts; Volia
chews on a rusty pipe. A hunt follows, accompanied by the
dog's melan-
choly and malicious howling, as he sits on a high post with a
commanding
view of the activities.
This stream of images immediately evokes the specter of
Stalin. The
presence of a dog combined with a reference to an Egyptian
chair brings to
mind Anubis, an Egyptian deity of death represented as a dog-
or jackel-
headed man. In her study of Egyptian mythology, Veronica
Ions (85) points
out that although Anubis had various functions, "most
important of all, he
supervised the weighing of the soul . .. His judgment was of
vital impor-
tance, for it was accepted in turn by Thoth, Horus and Osiris,"
the major
deities. By parallel association, Stalin was raised to the status
of a deity for
the Soviet people and his decisions not only affected the lives
of millions,
but were accepted unquestioningly by his associates and
subordinates.
Kut'ia, "a food characteristic of funeral meals" (Ivanits 8),
serves as an
effective symbol and potent reminder of Stalin's role in the
death of mil-
lions. The dog "shepherding," or guarding and carefully
watching over his
guests brings to mind the Stalin hailed as "Captain of the
Country," "The
22. Wise Helmsman," and "The Boss,"11 while the dynamics
between the dog
(the look full of significance and malice) and his guests
parallels Stalin's
love of long dinners at which he exercised total control. The
peasants
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498 Slavic and East European Journal
chewing on metal parts can be interpreted as a reference to
Stalin as "the
man of steel" and his campaign of forced industrialization of
the whole
country. Volia's chewing a rusty pipe serves as a reference to
his car acci-
dent, which forced him to deal with the mafia for precious auto
parts, as
well as a general symbol of Russia's industrial decay. Volia's
passing judg-
ment on the dog as a shape shifter (oboroten') becomes an act
of divination
on the subconscious level on his part. But the dream also
"transcends the
psyche of the individual dreamer" (Bloom 123), because the
reader intuits
the higher truth: the werewolf in Volia's surrealistic dream is
Stalin. Tell-
ingly, days after his dream, Volia calls Stalin "a vampire,
murderer and
scoundrel" (195).
23. The dream does not end here, but continues to unfold: peasants
begin
dancing in cranberries, making a "bloody kisel' (kissel)." The
dog with the
white neck drives the peasants deeper into the forest, chasing
anyone who
falls behind. There follows not a witches' but a dogs' sabbath.
Then the dog
with the white neck turns into a common mongrel who
continues to run
across the field after the other dogs.
The "bloody kissel" and peasants being driven ever deeper into
the
forest can be read as a reference to Stalin's bloody regime
which included
dekulakization and collectivization and an extensive system of
camps deep
within Russia. The "dogs' sabbath" suggests the madness and
political orgy
that were the purges. The detail of the transformation of the
black dog with
the white neck into a common mongrel fits nicely the parallel
image of the
discredited, demythologized Stalin. And finally, the mongrel
with the white
neck running after the other dogs suggests that Stalin has not
been
exorcized from Russian life but is a still-demonic force
pursuing or propel-
ling others. Thus the dream has an "admonitory aura," to
borrow a phrase
from Bloom (98).
As we can see from the care with which Aleshkovsky crafts the
24. symbolic
texture of his novel and especially Volia's dream, the central
"question and
answer" at the philosophical core of Aleshkovsky's Vladimir
Chigrintsev
concerns Soviet rule, and Stalin's regime in particular. How
should Rus-
sians assess this part of their past, now that a different era has
dawned?
Through Volia's interest in history and the political changes in
post-Soviet
Russia, and particularly the surrealistic dream that troubles his
sleep,
Aleshkovsky argues that, metaphorically speaking, Stalin
represented a
combination werewolf-vampire in Russian history. Just like the
folkloric
werewolf-vampire, he preyed on the living and brought death;
moreover,
just like the psychic werewolf-vampire in Jan Perkowski's
study (55), he
fed, and continues to feed, on others emotionally. It does not
escape the
reader's notice that Aleshkovsky insistently juxtaposes this
view of Stalin
and the regime he represented to that of some members of the
older
generation (for example, the old man Volia meets) who in the
1990s still
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25. Werewolves and Vampires, Historical Questions and Symbolic
Answers 499
argue that Stalin was "a real father" (nastoiashchii batiushka)
of the Rus-
sian people.
It is also noteworthy that Aleshkovsky's assessment of Stalin's
rule in-
cludes a warning: since both the werewolf and the vampire are
types of the
unclean undead against which rituals and remedies must be
employed to
render them powerless, Aleshkovsky suggests that Stalin's
presence will
haunt Russia and pose a threat until he is ritualistically
eliminated or exor-
cised from Russian life. That exorcism or ritual, the writer
suggests, lies
within the power of historians. As Volia concludes, with the
passing of the
older generations (represented by Professor Derbetev in the
novel) who had
served Stalin's cause, willingly or not, Stalin's power is losing
its hold on the
Russian nation, and historians are being left with "documents
and a state of
overpowering excitement (kaif), deeply personal excitement
connected with
[their] reading of the legend" (270). The "legend" is
undoubtedly a reference
to Stalin and his time. Aleshkovsky is suggesting that
historians now have the
freedom to study the cult of personality seriously, including the
role of
intellectuals in making Stalin a figure venerated by the masses,
26. a tsar and god
combined in one. Moreover, given the inclusion of references
to the
Pugachev Rebellion as well as to the relations between the
peasants and the
landowners in Vladimir Chigrintsev, historians also face the
task of re-
examining the roots of the Russian revolution, including the
extent of histori-
cal blame the tsars and the aristocracy must bear for the
revolution of 1917.
It is interesting to note that Volia's recognition of Stalin as a
werewolf
completes the cycle that began with Prince Derbetev in the 18th
century.
The Prince's actions led to the werewolf curse on the
Derbetevs; a descen-
dent, Sergei Pavlovich, after the Bolshevik revolution
seemingly intuited
the coming of the demonic; and Volia, in the 1990s, was able to
assign a
concrete identity to the demonic force that destroyed human
life in Russia
in the 20th century: Stalin. What began as a curse in a time
when the
supernatural and the fantastic was a fashionable part of the
literary land-
scape takes on a seriousness, a connection to real life and
Russian history
in the 20th century.
Volia's dream also brings us to another important "question and
answer"
that anchors Aleshkovsky's novel: what is the nature of reality?
27. Is it bound
only to the visible, material world or are there other planes of
reality that
are part of the human experience and just as legitimate? It is
true that the
symbolic texture of Volia's dream has an "otherworldly aura"
(24) and
reveals "dimensions of experience beyond the everyday"
(Barasch 17). But
his dream also brings to the surface insights which resided on
Volia's sub-
conscious level. The revelations that are imbedded in the
dream's symbol-
ism come to play a transformational role in Volia's life: he can
never look at
Soviet history in the same way. Thus, in the significance with
which he
invests Volia's dream, Aleshkovsky, as many writers and
thinkers before
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500 Slavic and East European Journal
him, suggests that dreams belong to a different level of reality
that must not
be dismissed. Dreams draw from an individual's everyday life,
as well as
the collective subconscious of a nation, and, transcending the
daily, ordi-
nary matrices of time and space, they reveal the hidden
mysteries and
28. truths locked therein.
Further evidence of Aleshkovsky's definition of reality as a
complex
interweaving of many strands can be found in Volia's
adventures in the
countryside. There is reality that consists of the recognizable
everyday
world, accessible to human reason and normal sensory powers.
There is
also reality that exists beyond the range of reason and the
human senses
and includes different levels of existence and consciousness.
Volia's experi-
ences toward the end of his stay near Pylaikha reflect these
different levels
of reality, privileging now one, now another level of reality. To
offer some
examples, Volia discovers a treasure in the bricks of the
Russian stove of
the estate church12: packets of currency from the 18th century
and the years
1924 and 1931.13 The "unclean spirits" and "witches" that
people--
including the professor and his wife - saw flying out of
chimneys and pipes
on the estate would seem to reflect the popular belief that there
is a
connection between demonic forces and hidden treasure. Volia,
however,
suffers no harm, perhaps because there are no demonic spirits
or perhaps
because the money is no longer valuable or a treasure. In an
unexpected
twist, however, Volia encounters the ghost of the 18th century
Prince Der-
29. betev, dressed in old finery, who questions Boria about the
harvest and hay
and starts giving orders. Boria, who lives in the countryside
and has accom-
panied Volia on the outing, interprets the ghost's appearance to
mean that
Volia is now one of the select: "If the master (barin) has
appeared to you, it
means that he considers you one of his own" (294). Boria, it is
important to
note, cautions Volia not to say anything in Moscow about this
apparition
because "they won't believe you, and what's even worse, they'll
send a
commission" (294). Here, as in the writing of Aleshkovsky's
contemporar-
ies, such as Alla Barkholenko, Oleg Larin, and Vladimir
Sokolovsky, 4 the
city is presented as the domain of non-belief in anything
occult.
Given Volia's experiences in the countryside and on the old
estate,
Aleshkovsky suggests that reality is a mixture of the visible,
material world
and the invisible, the irrational and the supernatural. Those
who place their
trust only in the former (as Volia does before he visits
Pylaikha), subscribe
to a simplistic, impoverished view of reality. However, those
who come to
appreciate the latter (like Volia after his stay at Pylaikha), who
accept, at
least to some extent, the folk beliefs, legends and superstitions
that are part
of the culture and character of village life, appreciate the
30. multi-layered
richness of reality and the human experience. Simply put,
Aleshkovsky is
arguing for restoring to reality the complexity, mystery and
ambiguity that
Soviet ideology had tried to ignore and even eliminate.
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Werewolves and Vampires, Historical Questions and Symbolic
Answers 501
The third important "question and answer" connected with the
novel's
key metaphor, the werewolf/vampire image, revolves around
the writer
and the creative imagination. It is significant that Volia's
characterization
of Stalin as a werewolf (in his dream) and a vampire (in
arguments with the
older generation of Stalin admirers) becomes interconnected
with Profes-
sor Derbetev's earlier use of the werewolf image to characterize
his life.
Before his death, the professor admitted to Volia that he had
written "fairy
tales [his] whole life and lived as in a fairy-tale" (238), an
indirect admission
that he tailored his studies of history to the ideological
demands of the time
and lived in a world that belonged to the stuff of fantasy and
invention, not
31. real life. Moreover, the professor suggested that he was a
victim of forces
beyond his control by reciting for Volia a line of poetry he
associated with
his youth: "Mne na plechi brosaetsia vek-vurdalak" (The
werewolf century
is hurling itself onto my shoulders). Although the name of Osip
Man-
delstam is not mentioned directly, Volia quickly identifies the
poet in his
mind and points out to the professor, without naming the poem,
that
Mandelstam had employed volkodav (wolf-hound) rather than
vurdalak in
that particular line of poetry. The professor defends his choice
by suggest-
ing that the more ominous and life-threatening image of a
werewolf better
encapsulates the essence of Soviet rule under Stalin. This
image, the reader
understands, serves as a powerful evocation of Stalin not only
as someone
who preyed on the living but also someone who exacted a
heavy emotional
toll. He is both a "folkloric" werewolf/vampire and a "psychic,"
one, to
repeat categories from Perkowski's (55) study.
Fittingly, Professor Derbetev's recitation of a line of poetry
from Man-
delstam, albeit with some imprecision, serves to remind the
reader of a
great poet who was one of Stalin's many victims. That
particular line of
poetry is from Mandelstam's "Za gremuchuiu doblest'
griadushchikh
32. vekov" ("For the sake of the future's trumpeting heroics"), a
poem which,
according to Anna Akhmatova (101), was unearthed by NKVD
investiga-
tors and shown to Mandelstam when they arrested him. The
professor's
insistence, however, on substituting Pushkin's vurdalak for
Mandelstam's
volkodav, immediately adds Pushkin to an ever expanding
system of inter-
connections between different writers, historical periods, and
the reading
public. Moreover, the interconnections do not become
exhausted with the
reference to Pushkin, although the professor claims that the
latter "in-
vented" the image of the werewolf and thus credits him with
creating a
literary version of the supernatural being. Pushkin's
"Vurdalak," however,
is one of the poems found in his cycle "Songs of the Western
Slavs" ("Pesni
zapadnykh slavian")15 which, as Ernest Simmons (352)
explains, were
"drawn from Prosper Merimee's La Guzla, an excellent forgery
of Serbian
songs [to which] Pushkin added a few other songs and cast in
the meter of
the Russian folk epic."
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33. 502 Slavic and East European Journal
If the foregoing intertextual dynamics (Mandelstam, Pushkin,
Merimee,
Serbian culture) are taken into account, Aleshkovsky's artistic
intention is
fairly clear. He wants to draw the reader's attention to the
"common arche-
typal pool of mythic consciousness" (Kolakowski 8) about
which Carl Jung
and Mercea Eliade wrote with such conviction and eloquence.
He also
wants the reader to appreciate that this pool "manifests itself ...
in cultur-
ally designated specifics" (Kolakowski 8), as both Jung and
Eliade also
believed. Aleshkovsky had already illustrated this by selecting
the belief in
werewolves and vampires that is part of so many cultural
traditions and
then looking to traditional Russian folk beliefs to explain the
appearance
and subsequent "life" of his werewolf/vampire.
Aleshkovsky can even be said to add himself to the symbiotic
relation-
ship and system of interconnections which he suggests exist
between cre-
ative minds, nationally and globally. It is not without interest
that Alesh-
kovsky chooses to open his novel with an episode set in
Pugachev's time.
The latter brings to mind the immediate association with
Pushkin, a Rus-
sian literary icon who is remembered, among other things, for
two works
34. on Pugachev's rebellion (the historical treatise The History of
Pugachev,
1833, and the novel The Captain's Daughter, 1833-1836).16 Of
particular
importance is the Pushkinian spectral scene in the last
paragraphs of
Vladimir Chigrintsev. Aleshkovsky takes the key ingredients of
Pushkin's
famous poem "Demons" ("Besy," 1830) -based on folklore
beliefs about
snowstorms, witches and demonic spirits--and creates a prose
variation
on Pushkin's imagery. And he goes even further: he subverts
the thrust of
Pushkin's poem by recasting Volia's reactions to the
snowstorm. The lat-
ter, unlike Pushkin's barin (landowner or gentleman), is not
overcome
with fear, but rather experiences a "joyous unbelievable feeling
of free-
dom" (303). This sense of freedom comes from being away
from the city
and in a world of nature, where folklore, which he has come to
appreciate,
plays an integral part. The "purposeful reversal" (Rodari 35) of
Pushkin's
poetic intention serves as Aleshkovsky's playful illustration
that the cre-
ative artist inevitably taps into the pool of imagery and ideas
created
before him but, in his individual way, heeds his own Muse.
Last but not least, Aleshkovsky's "questions and answers"
about the
"uniqueness" of the creative imagination and the image of
national writers
35. in a global context is pointedly illustrated in what Volia learns
about an-
other of Pushkin's works. Thanks to a dealer in antiques, Volia
comes to
appreciate the poet's "The Golden Cockerel" ("Zolotoi
petushok," 1834)
not simply as a uniquely Russian fairy-tale but also as an old
Arab legend,
"in its European variant at that," which Pushkin "sharpened,
simplified
and reworked according to the needs of the time" ("zaostril,
uprostil i
obrabotal dlia nuzhd vremeni" (259). Aleshkovsky is clearly
one of those
writers who, to borrow some phrases from J. Bierlein (xiv),
appreciates
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Werewolves and Vampires, Historical Questions and Symbolic
Answers 503
"the fascinating parallels that exist among the myths [and
stories] of widely
separated cultures." After all, he himself chooses the belief in
werewolves
and vampires that is part of world mythology and "explores and
reworks"
this belief to fit the needs of his time, a time of "questions and
answers."
NOTES
36. *I would like to thank Helen Sullivan and the staff of the
Slavic Library at the University of
Illinois in Urbana-Champaign, Yaroslava Zelinsky of the
Library of Congress, and my col-
league Svetlana Grenier for their assistance in locating sources;
my colleague Valery
Petrochenkov for giving me generously of his time whenever I
had questions relating to
Aleshkovsky's text; Mark Lipovetsky and the two anonymous
readers for their comments and
advice; and Irene Masing-Delic for her suggestions and
guidance.
1 I have in mind Sorokin's Serdtsa chetyrekh (1994),
Tridtsataia liubov' Mariny (1994) and
Goluboe salo (1999), as well as Gareev's Mul'tiproza (1992).
2 See V. G. Brougher, "The Occult in Russian Literature of the
1990s," and Brougher and
Helene N. Wolff, "The Demonic in the Short Stories of Grigorii
Petrov, Anatolii
Kurchatkin, and Oleg Ermakov."
3 Kys', one of the writer's neologisms in the novel, is a
mythological bird of prey in which
people in Tolstaia's world believe and which they fear all their
lives. Myth and legend
holds that the people it attacks either die or never fully recover
from the physical and
psychic scars it leaves. The novel is filled with historical,
political and literary allusions,
and "kys"' may stand for the essence of various ingredients that
make Russia unique. A
reader familiar with Vasily Aksenov's prose will be reminded
of his novella Stal'naia ptitsa
37. (The Steel Bird, which first appeared in the U.S.A. in 1979 in
an English translation
published by Ardis Press and was included in vol. 2 of his
Sobranie sochinenii v piati
tomakh, Moscow, 1995) in which the main character,
Popenkov, whom people call the
"Steel Bird," symbolizes Stalin and his regime.
4 Slavnikova notes a connection between a wolf hound and a
werewolf in the work but
ignores any references to a vampire. She dismisses Volia's
dream, which I believe is an
important key to appreciating Aleshkovsky's novel, as a
"superfluous, tiresome jumble"
(181). Clearly not interested in the occultist complexion of the
work, Slavnikova focuses
on the novel as a chronicle of a family history that ends with
Volia's discovery of a
worthless treasure at Pylaikha.
5 Ivanits (121) writes that "the categories of vampire and
werewolf did not merge" in
Russia. Aleshkovsky merges the two categories to indicate that
people in the 20th century
often confuse these two types of the unclean undead because
both ultimately represent a
demonic force that destroys human life. For the frequent
contamination of the vampire
with the werewolf in the Balkans, see Jan Perkowski's engaging
study, particularly Chap-
ter Three, "Vampire or Werewolf?"
6 Monroe C. Beardsley, as quoted in Ricoeur (93).
7 Perkowski (54) divides the "general vampire. .. into a
quarterly subset: the folklore
38. vampire, the psychotic vampire, the psychic vampire, and the
literary vampire." Alesh-
kovsky finds his metaphor in "the folkloric vampire ... a being
with imputed supernatural
characteristics [Perkowski's emphasis] . . . which functions
within the belief structure of a
given people and varies from culture to culture."
8 The estate takes its name from the village of Pylaikha near
which it is located. Pylaikha
has the same stem as pyl (fervor, ardor) and pylat' (to flame,
blaze). No information is
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504 Slavic and East European Journal
given as to when and why the village was so named although a
fire in the area influencing
the choice of name is a reasonable assumption.
9 The fumes are from the Russian stove.
10 The latter elements, incidentally, bring to mind
Schmemann's fascinating account of the
history of his family's estate, Echoes of a Native Land,
especially the myths and legends
about hidden treasure that became part of the legacy.
11 For a succinct but excellent description of the cult of
personality as well as Stalin's
39. nicknames, aliases, and official titles, see Rappaport, 58-63 and
263-267.
12 By Schmemann's account, "in the sixties, workers
dismantling a chimney of the burned-
down manor house found an urn full of letters and photos,
presumably concealed there by
the Osorgins" (6). It is intriguing to note that the histories of
Aleshkovsky's Pylaikha and of
Schmemann's Osorgin estate have many elements in common.
There is a good possibility
that Aleshkovsky is familiar with the story of the Osorgin
estate and adapted it to his needs,
which would be consistent with his artistic philosophy (see
discussion below).
13 Lenin died in 1924. Collectivization was at its height in
1931. This was also the year that
Stalin ordered the magnificent Cathedral of Christ the Savior in
Moscow to be dynamited
and demolished to make way for the Palace of Soviets (which
was never built).
14 See Svetilo maloe dlia osveshcheniia nochi by Alla
Barkholenko; "Ekhala derevnia mimo
muzhika" by Oleg Larin; and "Oblako, zolotaia polianka" by
Vladimir Sokolovsky
(1997), a work published some fifteen years earlier in a small
provincial journal and
finally noted by the critics in the 1990s, with the publication of
the anthology.
15 For Pushkin's use of vurdalak, see also "Marko Iakubovich"
in his "Pesni zapadnykh
slavian."
40. 16 In an interview conducted by Setiukova, Aleshkovsky
mentions his deep interest in
Pushkin and history and notes that his father, "a rather well-
known historian," had a
great influence on him.
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Contentsimage 1image 2image 3image 4image 5image 6image
7image 8image 9image 10image 11image 12image 13image
14image 15Issue Table of ContentsSlavic and East European
Journal, Vol. 45, No. 3, Autumn, 2001Front Matter [pp. 490 -
538]Gender and Power in the Balkan Return Song [pp. 403 -
430]Metacommunism: Kazantzakis, Berdyaev and "The New
Middle Age" [pp. 431 - 450]Russian Minimalist Prose: Generic
Antecedents to Daniil Kharms's "Sluchai" [pp. 451 - 472]The
Orthodox Christian Subtext of Trifonov's Allusions to
Chekhov's "The Student" in Another Life [pp. 473 -
489]Werewolves and Vampires, Historical Questions and
Symbolic Answers, in Petr Aleshkovsky's "Vladimir
Chigrintsev" [pp. 491 - 505]A New Perspective on Teaching
Russian: Focus on the Heritage Learner [pp. 507 -
518]Teaching the Russian Heritage Learner: Socio- and
Psycholinguistic Perspectives [pp. 519 - 530]Review
ArticleRussian Philosophy as Ideology [pp. 531 -
537]Reviewsuntitled [pp. 539 - 541]untitled [pp. 542 -
543]untitled [pp. 543 - 545]untitled [pp. 545 - 547]untitled
[pp. 547 - 548]untitled [pp. 548 - 550]untitled [pp. 550 -
551]untitled [pp. 551 - 553]untitled [pp. 553 - 554]untitled