Thursday, November 28, 2019

A Gab of Sky by Anna Hope Essays

A Gab of Sky by Anna Hope Essays A Gab of Sky by Anna Hope Paper A Gab of Sky by Anna Hope Paper To be united with many, and still feel so alone In the vastness of great cities a feeling many can relate to. Every man and woman wakes up, steps out into world, making their way through the endless clutter of human beings, each one with a vast amount of goals, that must be achieved and destinations that must be reached. Part of growing up has, in stereotypical fashion, been said to be to accept this reality; the reality of having to check off the to-do-list every day. It might only be a luxury of youth that one can refrain from this, and let ones Instinctive ambition and desires ale. To be controlled by the Immediate wants and thoughts of ones mind and heart. This is exactly what Elli, the main character of A Gap of Sky, by Anna Hope, does. Engulfed by the city, and its pulsating, never-ending tempo the reader follows the young Elli in her simple goal of purchasing some computer ink. On her quest though, she is taken over by sudden urges and curiosity. She lets herself sway away from her path. Elli is a 19 year old girl, living the carefree and extreme life, in the buzzing city of London. One assumes she Is studying English at some sort of university, due to the fact her mall goal for the day Is to write an essay on Virginia Wolf. As she lies in her bed, the reader meets her waking up from a crazy night on the town, enriched with alcohol and drugs. She regrets nothing and seems to be living the life, where every moment is precious and must be enjoyed to the fullest. Suddenly she realizes it is Monday, and the harsh realities creep up upon her. She must write and hand In this essay the next day, but she has no printer Ink. So she sets herself the goal of buying the printer Ink, and thereafter writing the essay. It Is a bright, sunny, yet cold day, that wraps her body and hurts her lungs, as she scatters through the city in search for a computer store. She is overwhelmed by all the impressions, and seduced by her curiosity she wonders off her path. In an odd exhibition of some sort her head begins to throb. The pain brings about a sense fear, desperation and despair in her. The concept of death begins to dance in her consciousness. She seeks out a river, to relieve her from this agonizing pain. On her way she begins to feel better, and following a stranger she enters a store of some sort. There she picks up a little stone: a stone that brings about a melancholic sensation in her. She begins to reminisce about her mother, who the summer before had given Elli a stone like this one, for good luck. She repeats her mothers name to herself, picturing her in her head, which make her feel lighter, alive and beautiful. A feeling she hopes the world can see. She wants to share it with the world. Walking out onto the street again, she sees how, all around people are Interconnected by the bond of love, that she herself feels. Skirting away again, remembering her need for imputer-ink, she once again makes her way through the city. She has though, not forgotten the river, she searches a terrace from where she can admire it. The night above receives her, and she at the end notes to herself all her goals, and how all is good. The narrator is a third person-omniscient, using the narrative technique; stream of consciousness, a technique the writer and feminist Virginia Wolf used In many AT near works I Is . N stream casts ten reader In many alertness, Owe to Ell being very distracted and unfocused. This technical reference to Virginia Wolf could e considered an inter-textual element. It could be a result of ingesting drugs she changes her focus by the second, for example; Monday. It is Monday. Essay there is an essay due, important, due for Tuesday morning ( ) and so on. Her thoughts are hurriedly rushed through. The narration Jumps from subject to subject, as if one were inside the head of the young Elli. It is chaotic and frantic, much like the city of London, which is the setting of the story. It could be concluded that this is the authors purpose. Her mind is dark, and almost lacks a sense of structure, much like en could say about a big busy city, like London. Elli is constantly on the move, drawing parallels to the pulsating city. Her attitudes towards things seems rebellious, exemplified by her content and giggle when she sees a glove on a fence, flicking the world off. She does not feel accountable to anyone. The exhibition she stumbles upon has the theme Living and Dying, a theme is very precedent throughout the story. She does not feel ready to die; she is alive, and grateful to be so. The city does though have a power over her. It can both bring her down and up again. At one moment the city brings about fear, and sadness in her, making her feel nasty, brutish, and short (A. Hope, pig. 4 1. 8). As her headache passes, light is cast down onto the street, leaving her feeling rancid and worn. She realizes how short and precious life is. An epiphany described as a Gab in the sky. Making her way to the river, representing a crossroad in her life, she is faced with a choice. She can either drown herself in the cities murky river, like Virginia Wolf did, who is referred to earlier in the story. Or she can wash herself clean -clean from drugs.

Sunday, November 24, 2019

Art and Literature essays

Art and Literature essays Art, Literature and Society from 1955-1970 Fear and Loathing in a Clockwork Age Ah! The noble search for identity. That intangible achievement that all artists lust after and lay in torment over. And during the post war era that struggle reached incredible magnitudes. The world cried out for legions of anti-heroes, who were only virtuous in their unapologetic and brutally honest lack of virtue. And the art world provided as many counter culture messiahs as was needed to "Damn the Man". The Beats, hippies, and punks are evidence that behind the white picket fence of suburbia lay an America that wanted more out of life than the sugar coated portrayals of domesticity and patriotism it received from pop culture. The unfortunate side of authenticity often lead to the conclusion that autonomy was an impossible dream and that just mere existence required an individual to compromise his integrity. The post-war generation developed an interesting love-hate relationship with the mass culture of its time. Some, like Andy Warhol, embraced the inevitability of mass cultural ization in order to control the beast (yes, this is a reference to Revelations). While others recognized the American Dream as being a hypocrisy and so chose the Golden Eternity instead. The Beat generation and early hippies sought to separate themselves from mainstream society where they believed they could start anew and fully experience life, liberty, and the pursuit of happiness. The flower child philosophy was in fact very Transcendental, minus the stuffy New England mentality. The sexual, spiritual, and intellectual freedom and autonomy that characterized the Haight-Ashberry scene were closer to the Whitmanesque ideal than anything achieved during his life time. Postwar America was extremely prosperous from the stand point of the middle class white suburbanite. The only problem was that not everyone fit that mold. And even those who were born into that envir ...

Thursday, November 21, 2019

Educational Enquiry Assignment Example | Topics and Well Written Essays - 1750 words

Educational Enquiry - Assignment Example These practices are related to different situations under which learning takes place. They have two common practices: one is the cultural and historical activity systems, which is consisted with the work of Engestrom (2001), and the other is the communities of practices, which is consisted with the works of Lave and Wenger (1991) and Wenger (1998). Their study has supported the rational property of learning. But it has also noted that this rationality is variable in nature. The authors have not seen learning as a separate process; rather, it is interconnected with other concepts and processes. And learning is just the integrating part of the entire social processes of the world. This was the same view pointed out by Lave and Wenger. The basic reason for this finding was pointed out by the authors as the fact that people’s participating practices or activities are the main focus of such accounts. In this context they have argued that learning is embodied. It is viewed that bein g engaged in practices and learning people always get more benefits, compared to any cognitive activity. Their study is about people physically doing things and emotionally reacting to things. In this context, the major focus has been on the concept, called informal learning. This concept is also related to the observation of the property of most participatory studies to be placed outside educational institutions (Hodkinson and Macleod, 2007). Their study has found that it is foremost important to implement participatory learning approaches in colleges, although it cannot be claimed as the second best, compared to the style and pattern of everyday learning. The authors have argued that it is possible to implement both the approaches of learning at the same time and at the same place. In this way they have suggested to overcome the problems of integrating people into theories of learning, that focus on the situations under which learning is taking place (Hodkinson and Macleod, 2007, pp.173-174) But their main focus was on the methodological problems. In this regard, their study has shown that the benefits acquired from the participatory learning generally marginalise the individual learning. The paper also pointed out the similarity between the two types of conceptualisation of learning: one is the research approach based, non-case studies, also called the ethnographic approach, and the other is the participatory approach. Some of the implications of this similarity have also been discussed in the paper (Hodkinson and Macleod, 2007, p.174). They have argued that the individual researches have the advantage of revealing the facts related to both formal and informal learning, whereas it is very difficult to understand both the approaches in case of the participatory learning procedure. This is the most important strength of the research based approaches. Another important fact regarding this approach relates to the observation that ethnographies give less reliabl e conclusions compared to the learning processes, as ethnographies concentrate only on short time frames, whereas learning approaches focused on long time spans covering the entire life’s experiences (Hodkinson and Macleod, 2007, pp.174-175). According to authors, constructivist literature explains learning as a cognitive structure. In this