Sixth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
The author urges Mr. Livingston to reconsider his alliance with the Vanduul and rejoin the cause of humanity. The author believes that allowing the Vanduul to devastate the UEE fleet and colonies in the Orion system will have positive outcomes for humanity by rallying support for a renewed war against the Vanduul. This will strengthen humanity's military and bring solidarity between core worlds and colonies, ensuring future dominance over enemies. The author is confident that a massacre at the Armitage colony will forge a new era for humanity with a strong military and sense of purpose in response to the Vanduul threat.
Twelfth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Lecture 12 - What's Eula Worth? (9 May 2012)Patrick Mooney
Twelfth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
The document summarizes key passages from the first chapter of the novel "My Son's Story" that discuss several important themes:
1) Recognition and identity as the main character encounters his father for the first time.
2) The importance of education and how it shapes the main character's views on equality and social responsibility.
3) The central role that work and community play in the characters' lives and sense of purpose.
4) The complex relational dynamics between family members and how relationships change over time.
Lecture 14 - The Smallest of Small Towns (16 May 2012)Patrick Mooney
Fourteenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
This document summarizes and discusses different perspectives on education presented in the readings. It discusses two methods of education - one aimed at developing general ideas and one focused on practical skills. It also examines perspectives on narrow vs broad aims for education. The document then summarizes sections from the book describing two characters' differing educational experiences - one finding his education depressing and considered obsolete, while the other attended a school for gifted students.
Slideshow for the fifteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Eighth lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
The author urges Mr. Livingston to reconsider his alliance with the Vanduul and rejoin the cause of humanity. The author believes that allowing the Vanduul to devastate the UEE fleet and colonies in the Orion system will have positive outcomes for humanity by rallying support for a renewed war against the Vanduul. This will strengthen humanity's military and bring solidarity between core worlds and colonies, ensuring future dominance over enemies. The author is confident that a massacre at the Armitage colony will forge a new era for humanity with a strong military and sense of purpose in response to the Vanduul threat.
Twelfth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Lecture 12 - What's Eula Worth? (9 May 2012)Patrick Mooney
Twelfth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
The document summarizes key passages from the first chapter of the novel "My Son's Story" that discuss several important themes:
1) Recognition and identity as the main character encounters his father for the first time.
2) The importance of education and how it shapes the main character's views on equality and social responsibility.
3) The central role that work and community play in the characters' lives and sense of purpose.
4) The complex relational dynamics between family members and how relationships change over time.
Lecture 14 - The Smallest of Small Towns (16 May 2012)Patrick Mooney
Fourteenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
This document summarizes and discusses different perspectives on education presented in the readings. It discusses two methods of education - one aimed at developing general ideas and one focused on practical skills. It also examines perspectives on narrow vs broad aims for education. The document then summarizes sections from the book describing two characters' differing educational experiences - one finding his education depressing and considered obsolete, while the other attended a school for gifted students.
Slideshow for the fifteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Eighth lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Fifth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Web Design for Literary Theorists II: Overview of CSS (v 1.0)Patrick Mooney
Second in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/2013-2014/
YouTube screencast with audio: http://youtu.be/5Ds9oKV20H0
Twenty-first lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Eighteenth lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Oracle 12c RAC Database Software Install and Create DatabaseMonowar Mukul
The document details the steps to install Oracle 12c database software and create a Real Application Clusters (RAC) database. It shows running the root.sh script on two nodes "rac1" and "rac2" to set up the Oracle environment variables and files. The last step mentions using the Database Configuration Assistant (DBCA) tool to create the Oracle 12c RAC database.
Lecture 21 - Palimpsest of the Departed WorldPatrick Mooney
Twenty-first lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Lecture 18 - The Turn to Speculative FictionPatrick Mooney
Eighteenth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Lecture 06 - The Economy That Jack Built; The Novel That George Built (18 Apr...Patrick Mooney
Sixth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Lecture 16 - Who's Speaking, and What Do They Say? (23 May 2012)Patrick Mooney
Sixteenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Lecture 07 - Europe, Home, and Beyond (23 April 2012)Patrick Mooney
Seventh lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Twenty-second (and last!) lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Testing Oracle 12c new features of Database Table rows Archiving. Better for quick recovery information than finding tape, load that and restore somewhere first.
Slideshow for the twentieth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 14: "To speke of wo that Is in mariage"Patrick Mooney
Slideshow for the fourteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Fifteenth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Introduction to Web Design for Literary Theorists I: Introduction to HTML (v....Patrick Mooney
First in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/
YouTube screencast with audio: http://youtu.be/ZyYRmJXbT4o
Slideshow for the seventeenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Fifth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Web Design for Literary Theorists II: Overview of CSS (v 1.0)Patrick Mooney
Second in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/2013-2014/
YouTube screencast with audio: http://youtu.be/5Ds9oKV20H0
Twenty-first lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Eighteenth lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Oracle 12c RAC Database Software Install and Create DatabaseMonowar Mukul
The document details the steps to install Oracle 12c database software and create a Real Application Clusters (RAC) database. It shows running the root.sh script on two nodes "rac1" and "rac2" to set up the Oracle environment variables and files. The last step mentions using the Database Configuration Assistant (DBCA) tool to create the Oracle 12c RAC database.
Lecture 21 - Palimpsest of the Departed WorldPatrick Mooney
Twenty-first lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Lecture 18 - The Turn to Speculative FictionPatrick Mooney
Eighteenth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Lecture 06 - The Economy That Jack Built; The Novel That George Built (18 Apr...Patrick Mooney
Sixth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Lecture 16 - Who's Speaking, and What Do They Say? (23 May 2012)Patrick Mooney
Sixteenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Lecture 07 - Europe, Home, and Beyond (23 April 2012)Patrick Mooney
Seventh lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Twenty-second (and last!) lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Testing Oracle 12c new features of Database Table rows Archiving. Better for quick recovery information than finding tape, load that and restore somewhere first.
Slideshow for the twentieth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 14: "To speke of wo that Is in mariage"Patrick Mooney
Slideshow for the fourteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Fifteenth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Introduction to Web Design for Literary Theorists I: Introduction to HTML (v....Patrick Mooney
First in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/
YouTube screencast with audio: http://youtu.be/ZyYRmJXbT4o
Slideshow for the seventeenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 12 - Blindness in An Essay on BlindnessPatrick Mooney
Twelfth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Lecture 08 - “the walking dead in a horror film”Patrick Mooney
Eighth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
This document contains excerpts from various historical figures discussing religion, spirituality, and the relationship between church and state. It touches on Thomas Jefferson's belief in separating church and state, John Adams' view that questioning the Bible should not be banned, and Thomas Paine asserting the equality of all people and that true religion consists of justice, mercy and making others happy. It also references views of Benjamin Franklin on Jesus, Mustafa Kemal Atatürk on religion in Turkey, and Hubert Harrison who rejected Christianity and saw the Bible as a book for slave masters.
Famous Quotes on 21 Great Disasters in HistoryBob Mayer
Catastrophes are caused by a series of cascading events, with at least one involving human error. By studying past disasters, we can learn lessons to prevent future ones. Some examples discussed are the Titanic sinking due to an assumption of unsinkability, the Challenger explosion from organizational failure to heed warnings, and Custer's defeat at Little Bighorn from strategic blindness. The key is focusing on the cascade of events and how to interrupt them.
Examine how nature is discussed throughout The Open Boat.” Loo.docxcravennichole326
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine how nature is discussed throughout The Open Boat.” Looronnasleightholm
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p ...
This document is a lengthy essay analyzing how religious and political institutions have historically used fear, hope, and the unknown to control populations. It discusses how defining heaven and hell as absolute locations helped establish a "Great Chain of Being" that hierarchical ordered all of society. Religious leaders positioned themselves at the top by claiming a monopoly on interpreting God's word. The essay then provides an imaginative allegory comparing this system of control to elements of Christmas traditions like Santa Claus, reindeer, elves, etc. to metaphorically represent the roles of religious figures and institutions.
The passage discusses different types of rhetorical devices used in language including metaphors, euphemisms, antithesis, alliteration, chiasmus, and metonymy. It provides examples of each device being used in speeches, quotes, and literature to convey ideas in impactful or thought-provoking ways.
"The war in heaven" visitors - eng 5.4.2020Heinonen Matti
Humankind has existed on Earth for millions of years and beyond what modern science can conceive.
We are now, in a very short period of time for the sake of an extremely short-sighted pursuit of economic gain, destroying both the Earth’s biosphere and ourselves.
At the same time, on our planet hidden from the general public there is an extraterrestrial ”visitor” civilization collaborating with a small group of people. Planet Earth exists within a free-will universe and accordingly we have much greater freedom of experience than in other systems that operate upon a formatted structure of predetermined action.
But in a free-will zone there are also drawbacks. One of the “rules” or base agreements is that participants within this reality have the choice to “play by the rules” or to ignore them. “What goes around comes around” is one of the rules within our universe. Humanity will eventually learn the consequences of maneuvering within the structures of universal law.
Fourth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
The document provides an analysis and discussion of the post-apocalyptic novel "The Road" by Cormac McCarthy. It discusses several possible causes for the devastation of the land in the novel, including a supervolcanic eruption, asteroid impact, nuclear war, or biblical rapture. It also summarizes the major themes of the novel, including destruction, survival, isolation, death, and the tension between good and evil. Finally, it analyzes how the novel exhibits aspects of postmodern literature through its sparse language, fragmentation, loss of meaning, and rejection of the idea of progress leading to utopia.
This document provides an overview of false prophets and the biblical antichrist known as the beast. It discusses how various historical figures and religions have prepared the way for the eventual rise of the antichrist by promoting the deification or divinity of mankind. The antichrist is traced through several Old Testament prophecies in Daniel and Revelation and is described as opposing God, demanding worldwide worship, and persecuting believers before being defeated by Christ at His return.
The document discusses how the end times will be marked by deception through signs, wonders, and false prophets. It explains that molecular manufacturing technology could enable someone like the Antichrist to perform miracles mimicking those of Jesus Christ, deceiving many by establishing a false sense of world peace and healing people of afflictions. This technology could give the Antichrist control over matter and allow him to unite the world under his leadership, though true peace can only come through Jesus.
The document discusses three historical models of the atonement: Christus Victor, Penal Satisfaction, and Moral Influence. It examines the Christus Victor model through the writings of Irenaeus and Gregory of Nyssa. Irenaeus saw Christ's victory over evil in the context of him recapitulating human history as the second Adam. Gregory of Nyssa viewed the victory as involving a ransom paid to Satan. The document then discusses Anselm of Canterbury's development of the Penal Satisfaction model in the 11th century based on medieval feudal concepts of honor and punishment.
Businass related thought for the week in wordDipen Parmar
This summary provides the high level and essential information from the document in 3 sentences:
The document is a collection of 57 thoughts on various topics from different sources intended to be insightful and inspiring. The thoughts cover subjects like the workplace, business, life, science, history, and more. A new thought will be sent out each week by email to over 2,100 contacts worldwide on topics aimed to be illuminating and hopefully inspiring based on principles of diversity, optimism, trust, creativity and growth.
Unraveled: When the Fabric of "Reality" Comes Aparthughmungus
Truth, akin to a bloated body, always floats to the surface, no matter how hard you try to drown it.
During the ‘70s, the Six Million Dollar Man was superhuman. In 2018 — given the cost of medical expenses — Colonel Steve Austin’s implants would be constructed of tinfoil, recycled anal lube and Scotch tape.
Why do the majority of peace officers carry guns?
If God is all-knowing, how come folks are praying, asking him to change his mind?
More than 11 years: That’s how long you’ll spend at a place you would never venture to, if you weren’t getting paid — should you work 40 hours a week from the ages of 18 to 65. Yet, you’re thankful you’re not a slave, and reside in the “land of the free.”
You don’t live in reality. Chances are, you never have. Read on — if you dare — as the fibers of “fact“ unravel.
Similar to Lecture 06 - "My Vegetable Love Should Grow/ Vaster Than Empires" (20)
Slideshow for the twenty-second lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the twenty-first lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the nineteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the eighteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the sixteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the thirteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 10: Who's Speaking, and What Can They Say?Patrick Mooney
This document provides a summary of a lecture about analyzing narratives and how they are structured. It discusses several key elements of narrative analysis, including who is speaking in the narrative, to whom they are speaking, when they are speaking, and in what language. It also examines ideas like unreliable narration, dialogue versus monologue, and focalization, or who sees the events in the narrative. The document aims to outline some basic formal distinctions between narratives and how they can be analyzed through studying elements like points of view, voices, and perspectives represented.
Lecture 09: The Things You Can't Say (in Public)Patrick Mooney
Slideshow for the ninth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the eighth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the seventh lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the sixth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the fifth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 04: Dishonesty and Deception, 25 June 2015Patrick Mooney
Slideshow for the fourth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 03: A Gentle Introduction to TheoryPatrick Mooney
This document provides an overview of literary theory and how to write a college-level English paper. It discusses that theory questions common sense views about meaning, writing, and literature. It notes that a good paper includes an argument supported by evidence from the primary text and analysis showing why the argument is relevant. It should not rely on plot summary or obvious claims. The document also provides definitions and examples of literary terms and techniques like metaphor, irony, and genre. It discusses Foucault's views on how discourse is controlled and distributed in a society through various rules and systems of exclusion.
Lecture 02: Poetics and Poetry: An IntroductionPatrick Mooney
Slideshow for the second lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Web Design for Literary Theorists III: Machines Read, Too (just not well) (v ...Patrick Mooney
Third (and last) in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/2013-2014/
YouTube screencast with audio: http://youtu.be/IwuS0K21ZoU
Web Design for Literary Theorists I: Introduction to HTMLPatrick Mooney
First in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/2013-2014/
YouTube screencast with audio: http://youtu.be/7Sv0LLGgi9A
Being Sherlock Holmes: Guest Lecture, 9 January 2014Patrick Mooney
Guest lecture for Professor Newfield's English 193 course, 9 January 2014, at UC Santa Barbara. Based substantially on material from Professor Newfield.
Twenty-second (and last!) lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Twentieth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Lecture 06 - "My Vegetable Love Should Grow/ Vaster Than Empires"
1. Lecture 6: “My vegetable love should grow/
Vaster than empires”*
English 165EW
Winter 2013
28 January 2013
“[A]round 1910 a certain space was shattered, […] [the]
space of common sense, of knowledge [savoir], of social
practice, of political power […] enshrined in everyday
discourse, just as in abstract thought.”
—Henri Lefebvre, The Production of Space
*Andrew Marvell, “To His Coy Mistress” (1678), ll. 10-11
2. “The atomic bomb thrust the United States into a
totally new age, one full of promise and peril. Atomic
energy dramatically altered the way the government
operated, the military fought, the economy
functioned, and ordinary people felt. Reacting to this
new reality, people responded with new ways of
living. They searched for ways to understand and
live in the Atomic Age and in so doing created a new
culture.” (Hunner 33)
“The Cold War conception of nuclear reality
represented an attempt to think about the
unthinkable, to conceptualize an unintelligible event
and rationalize a world that seemed to be irrational,
by reducing the apparently unimaginable
experience of nuclear war to a set of routines.” (45)
3. “Faced for the first time with an atomic
explosion, some witnesses had to culturally
code switch to understand the event. When Dr.
J. Robert Oppenheimer, the civilian director of
the laboratory at Los Alamos, experienced the
first atomic detonation at Trinity in July 1945, he
thought Hindu scripture from the Baghavad-
Gita: ‘I am become Death, the destroyer of
worlds.’” (34)
“As early as August 12. 1945, journalist Edward
R. Murrow said on his radio program, ‘Seldom if
ever has a war ended leaving the victors with
such a sense of uncertainty and fear, with such
a realization that the future is obscure and that
survival is not assured.’” (38)
4. Practicality and “realism”
“One might collect a small party and keep it alive
somehow for an uncertain length of time—but who was to
be taken and who left? No objectively right course
presented itself however I tried to look at it.” (Wyndham
49; ch. 4)
Bill: “Our likes and dislikes as decisive factors have pretty
well disappeared.” (85; ch. 6)
Bill: “And an obstinate refusal to face facts isn’t going to
bring anything back, or help us at all. I think we’ll have to
try to see ourselves not as the robbers of all this but more
as—well, the unwilling heirs to it.” (66; ch. 5)
Dr. Vorless: “The laws we knew have been abolished by
circumstances. It now falls to us to make laws suitable to
the conditions.” (101; ch. 7)
5. Social (re-)organization
Michael Beadley: “Self-pity and a sense of high tragedy are
going to build nothing at all. So we had better throw them out
at once, for it is builders that we must become.” (95; ch. 7)
The Tynsham clergyman: “Let us all beseech Him that we
may survive the trials and tribulations that lie ahead in order
that in His time and with His aid we may succeed in playing
our part in the rebuilding of a better world to His greater
glory.” (140; ch. 10)
Coker: “I’ve watched one lot fall to bits, and I can see this
one’s going to do the same—more slowly and, maybe, more
nastily. It’s queer, isn’t it? Decent intentions seem to be the
most dangerous things around just now.” (149; ch. 11)
Ivan: “We aren’t out to reconstruct—we want to build
something new and better.” (215; ch. 16)
6. The re-production of knowledge
Coker: “in spite of all that’s happened this thing hasn’t got
home to these people yet. They don’t want to turn to—
that’d be making it too final.” (150; ch. 11)
Coker: “Later we’ll have to plow; still later we’ll have to
learn how to make plowshares; later than that we’ll have to
learn how to smelt the iron to make the shares. What we
are on now is a road that will take us back and back until
we can—if we can—make good all that we wear out.” (165;
ch. 12)
“[F]arming […] is not the kind of thing that is easily learned
from books. For one thing, it has never occurred to any
writer on the subject that any potential farmer could be
starting from absolute zero.” (191; ch. 15)
7. The (social) production of space
“in an environment reverting to savagery it
seemed that one must be prepared to behave
more or less as a savage, or possibly cease to
behave at all, before long.” (127; ch. 9)
“Before I went into the Russell Square garden I
looked it over carefully. I had already begun to
become suspicious of open spaces.” (129; ch. 9)
Miss Durant: “This is a clean, decent community
with standards—Christian standards—and we
intend to uphold them. We have no place here
for people of loose views.” (141; ch. 10)
8. “There were signposts which pointed to ‘Exeter & The
West,’ and other places, as if they still pursued their
habitual lives.” (159; ch. 12)
“As a rule they showed little wish to join up with other
parties and were inclined rather to lay hands on what
they could, building themselves into refuges as
comfortably as possible while they waited for the arrival
or the Americans.” (163; ch. 12)
Josella: “the world’s gone, and we’re left.” (188; ch. 14)
Ivan: “They [triffids] make a dark border round any
inhabited place.” (212; ch. 16)
Torrance: “But the state of society which gave sanction
to his [Dennis’s] ownership no longer exists. Titles to
property have therefore ceased to be valid.” (220; ch.
17)
9. Balance and precarity
“It must be, I thought, one of the race’s most
persistent and comforting hallucinations that ‘it can’t
happen here’ – that one’s own little time and place is
beyond cataclysms.” (70; ch. 5)
Alf: “Cor, blimy, oo’d ever’ve thought it could ’appen
like this!” (109; ch. 8)
Elspeth Cary: “I’ve been in places where they
[triffids] are out of hand. Quite nasty. But in England
—well, it’s hard to imagine that here.” (92; ch. 6)
Michael Beadley: “From August 6, 1945, the margin
of survival has narrowed appallingly.” (95; ch. 7)
10. “Growing things seemed, indeed, to press out
everywhere, rooting in the crevices between the paving
stones, springing from cracks in concrete, finding
lodgments even in the seats of the abandoned cars. On
all sides they were encroaching to repossess themselves
of the arid spaces that man had created.” (192; ch. 15)
Bill: “I don’t think we can blame anyone too much for
the triffids. The extracts they give were very valuable in
the circumstances, Nobody can ever see what a major
discovery is going to lead to—whether it is a new kind of
engine or a triffid—and we coped with them all right in
normal conditions. We benefited quite a lot from them, as
long as the conditions were to their disadvantage.”
Josella: “Well, it wasn’t our fault the conditions
changed. It was—just one of those things. Like
earthquakes or hurricanes—what an insurance company
would call an act of God.” (204; ch. 15)
11. The Triffids
“I saw them now with a disgust that they had never roused
in me before. Horrible alien things which some of us had
somehow created, and which the rest of us, in our
careless greed, had cultured all over the world. One could
not even blame nature for them. Somehow they had been
bred—just as we had bred for ourselves beautiful flowers
or grotesque parodies of dogs. … I began to loathe them
them now on account of more than their carrion-eating
habits—for they, more than anything else, seemed able to
profit and flourish on our disaster. …” (160; ch. 12)
Dennis: “I tell you, there’s more to them than we think.
How did they know? They started to break loose the
moment there was no one to stop them.” (196; ch. 15)
12. What’s a life worth?
Bill: “I got around to feeling that if the treatment [for the
triffid sting] had not been successful I’d rather end the
whole thing than go on that way.” (8; ch. 1)
“‘It’s going to be a very queer sort of world—
what’s left of it. I don’t think we’re going to like it a
lot,’ she [Josella] said reflectively.
“It seemed to me an odd view to take—rather as if
one should protest that one did not like the idea of
dying or being born.” (93; ch. 6)
Coker: “God almighty, aren’t you people human?” (83;
ch. 6)
13. “She did not reply for some seconds. Then she
said unsteadily:
“‘Life is very precious—even like this.’ Her
control almost cracked.” (124; ch. 9)
“Let it [Parliament] shower its crumbling pinnacles
onto the terrace as it would—there would be no
more indignant members complaining of the risk to
their valuable lives.” (128; ch. 9)
Josella: “If I were a child now, […] I think I should
want a reason for what happened. Unless I was
given it—that is, if I were allowed to think that I had
been born into a world which had been quite
pointlessly destroyed—I should find living quite
pointless too.” (203; ch. 15)