The Book Maus By Art Spiegelman - 1482 Words

In the book Maus by Art Spiegelman we see a father struggle with his relationships due to his past. The book Maus is based off the stories of Holocaust from Arts Dad, Vladek’s view. The Holocaust was an event that shapes Vladek’s future and causes light to be shed on his weakness, control. We can see in his that his relationships that he desires to have control. We see this with his first and second wife in different ways and we see it with his two sons. Vladek in his earlier life has control but when he loses it in the camps he becomes more aggressive and desperate to keep that control it affects his family and relationships. In the beginning of the novel Vladek loves Anja, his first wife, with an unconditional love. He loved her so†¦show more content†¦This shows that he a scare and regrets from that situation. This is something that effects his relationship with him and his second son. When Vladek goes to the camps he is loses complete controlled. He is given a uniform. He is taken to shower. He lost all control in this camp. But again, he tries to regain control. He becomes a language teacher to one of the guards. he gets fed great. The guard allows him to get new clothes that fit him. he no longer must wear what is getting thrown at him. He is allowed to get his friend new shoes. One of the best perks of the job is that he gets to know where to stand in line when they pick up who they are taking to kill. These little things make a big difference for him. This makes him feel like he has control. Even though he in all reality has very little control by him doing these little things and being able to make his life and the people he cares about lives better make him feel like he has control over the tragic camps. The next thing that helps give us insight on how Vladek needs to have control in his life is when Ajar commits suicide. When someone commits suicide this event steals a person form their family is shattered. Their family’s dynamic is interrupted. In an even more intimate way when a husband loses a wife it causes a void in their life. it causes a normal everyday thing to become absent. It causes this feeling of loss of control because you could not stop them fromShow MoreRelatedMaus Themes790 Words   |  4 Pageslist and show how Spiegelman conveyed this in Maus: Loneliness; Discrimination; Abuse of Power; Loss of Innocence, Guilt, Survival. The graphic novel Maus by Art Spiegelman conveys many varied and powerful themes to the reader. Spiegelman has conveyed the themes Guilt and Survival by using various methods including narration, dialogue and several comic book techniques to show the expressions and feelings of the central characters. Guilt is an especially strong theme in Maus, appearing many timesRead MoreTransferal of Guilt in Maus1428 Words   |  6 PagesThe books Maus I and Maus II are biographical comic books written and illustrated by Art Spiegelman. In these books Spiegelman tells his father’s story of survival through the horrors of the Holocaust. Spiegelman simultaneously presents an inner story of the conflict between him and his father, Vladek Spiegelman as both he and his father try to come to terms with the past, and work to have a normal life. This feelings of tension and conflict suffered by Vladek and Art in Maus I and II is caused byRead More Personal, Social, and Cultural Contexts Establis hed by the Frame Story in MAUS1635 Words   |  7 PagesFrame Story in MAUS  Ã‚      The use of the frame story, an overarching narrative used to connect a series of loosely related stories, pervades literature. An example of a frame story on a large scale - tying together a whole book-length work, not a simple short story - can be found in Art Spiegelmans graphic novel MAUS. Each of the narratives six sections is framed with snatches of the interaction between Vladek and Art during the interview that supposedly occurred to create the book. This framingRead MoreUnderstanding Art Spiegelmans Maus1204 Words   |  5 PagesWhen beginning to understand Art Spiegelmans 1991 Maus, one must also remember that no literary work exists within or around a vacuous context, and that each piece of literature is ultimately influenced by the social and cultural contexts of both the author and the reader. This graphic novel is no exception. Each of the six sections within the book is framed with bits of the interactions between Vladek and Art during the interview that seemingly occu rred to form the book. This framing acts as a wayRead MoreThe Comic Book MAUS1288 Words   |  5 PagesMAUS Introduction Since the publishing of the comic book MAUS, there has been a broad debate not only from the survivors of the Holocaust but within the Jewish community pertaining to the appropriateness and representational meaning of the Holocaust in the modern literature. Many people who participate in the discussions or read the book have perceived the comic fashioning of the book as trivial, hence making the book appear as mocking, derogatory and comedic. Nevertheless, this is not theRead MoreMaus, The Most Audacious And Controversial Choice Of The Holocaust1732 Words   |  7 Pages In his graphic novel, Maus, Art Spiegelman tells an account of the Holocaust in the most daring of ways. Spiegelman’s choice to tell a biographical account in comic book form is bold in and of itself, but his choice to portray all of his characters as animals is the most audacious and controversial choice of all. In Maus, every ethnic group is characterized by its own distinct animal: Jews are mice, Germans are cats, non-Jewish Poles are pigs, and so on. This deliberate choice alludes to the extremeRead MoreAnalysis Of Maus By Art Spiegelman1100 Words   |  5 Pagesremembered from the scars it left behind. The series Maus, written by Art Spiegelman, puts the Holocaust in a different perspective for readers. Vladek Spiegelman, a survivor of the Holocaust told the journey of his survival to his son, Art Spiegelman. Initially, I assumed this graphic novel would be about the racism, torture, and injustice the Jewish faced during the Holocaust by the Germans, but the book was mo re than that. Reading these books I was drawn by the complexity of Spiegelman’s writingRead MoreMaus1632 Words   |  7 PagesCastro Maus Topics for Discussion: Comics Technique In Understanding Comics, Scott McCloud argues that a face drawn with great detail can represent only one specific person, but that a face drawn with few details—a smiley face, for instance— could be almost anyone. ï ¿ ¼ Source: Scott McCloud, Understanding Comics (DC Comics, 1999): 31. Describe the faces in Maus. Are they iconic (could be anyone) or particular (could only be Vladek)? The faces in described in Maus are intensely descriptiveRead MoreAnalysis Of The Book Maus 1077 Words   |  5 PagesMaus Mid-term The Holocaust was and still is a tragedy that is talked about today among many scholars. There are many ways people have attempted writing about the Holocaust, but not all are the same such as Art Spiegelman with his two-volume book Maus: A Survivor’s Tale, which is about his own father’s tale of the Holocaust told through comic medium. Many scholars and writers think that this ironic and experimental approach to the Holocaust is undercutting what really happened. However, within thisRead MoreSpiegelman s Imaginary Homelands By Salman Rushdie1386 Words   |  6 PagesHomelands by Salman Rushdie depicts the criteria for a successful or unsuccessful work of literature. His input on an author having past correlations, separate identities, and memories to right their novel is shown in the writings of Art Spiegelman’s Maus series. Spiegelman demonstrates that the connections from where you are from, the identities you have, and the memories you hold have an immense impact on an author’s narrative. No matter where you end up in at the end of your life, you will always

10 Things I Hate About You Movie Review Example

Essays on 10 Things I Hate About You Movie Movie Review The paper "10 Things I Hate About You Movie" is a good example of a movie review on visual arts and film studies.Director:   Gil Junger Karen McCullah Lutz,  Kirsten Smith, Stars: HeathLedger,  Julia Stiles  and  Joseph Gordon-LevittGood acting performances, mildly witty dialogues and a Shakespearean adaption ( Taming of the Shrew) make this 1999 teen-oriented movie â€Å"10 Things I hate About You† and interesting watch. Although I am not much into teen movies and stumbled on this one due to entirely unforeseen circumstances, I was surprised to see a non-irritating teen movie.Kat (Julia Stiles future agent Parson in Bourne Identity) and Bianca (Larisa Oleynik) are sisters but despite their blood relation, their personalities are exact polar opposites. Bianca, the younger is one of those cheesy teenage girls in the college that are just too popular for their own good. On the other hand, Kat (as in Shakespeare’s Kate), the older one, is one of those tomboyish g irls in the college who are Emo enough to hate everything but still have a soft yet unseen desire in their hearts." Kat and Bianca's father, Walter (standup comedian Larry Miller), has a rule that too for Bianca to date someone her older sister Kat has to get a date first. As the night of the prom party approaches Bianca finds herself being the object of affection of two boys, Joey Donner (Andrew Keegan) and a typically Hollywood style shy and kind guy ( a species that don’t really exist in real life) Cameron James (Joseph Gordon-Levitt – future Arthur in Inception!). As an unwilling duo (e.g. Pak and USA), Joey and Cameron select a prospective candidate for Kat: Patrick Verona (Heath Ledger future Joker in The Dark Knight), the local bad boy. They conjecture that (however unlikely it might seem) that of they could pay Patrick to hook up with Kat then one of them can then date Bianca. However, the following events turn out to be entertaining, as Patrick, like Shakespea re’s Petruchio, has to take extraordinary measures to tame the feminist and quick-tempered Kat.The unfolding plot then provides us with witty dialogues and we observe that the movie is almost loaded with double entendres and many dialogues have a double meaning. Although the script language is a little weak (usual for a teen movie), Kat’s and Patrick’s acting, as well as the accompanying music, is a treat to watch and that is what makes it stand out among the flood of sub-standard teen movies in the market.Director Gil Junger has done a decent job in directing the movie and has come up with a bright idea of adapting the Taming of The Shrew in a modern setting. The movie is rated PG 13 for sexuality-laced words, crude dialogue and alcohol-fueled scenes.

Early Brain Development and Learning Free Essays

It is not commonly known that the brain is 90% developed by age five. Most people believe that at age five children are just starting to learn. In fact, the brain absorbs more from birth to age five rather than from age five on. We will write a custom essay sample on Early Brain Development and Learning or any similar topic only for you Order Now Parents and family can do many things to aid in the development of a baby’s brain, ultimately assisting in their learning. The sequence and rate at which the brain develops predicts the optimal times for a baby to learn. Sequence and rate is measured by milestones that a baby may reach by a certain age. Experiences are one thing that helps promote brain development. Our five senses give us these experiences. How in the first few years of life do we develop into the complex people we are today? We will look at how nature versus nurture; sensory perception; positive and negative experiences and both our social and physical environment contribute to and develop everything about whom we are as individuals. The brain is influenced in many different ways. The most important factors in brain development start with genetics, nutrition, and responsiveness from parents, daily experiences, and physical interactions. Parents need to know that children are learning and accepting more information that a fully grown adult. Children need positive and sensitive feedback from family. In the past, scientist believed that the human brains development was determined by a biologically determined path (Brotherson, 2005). This means that the brain would develop genetically through family, but leading technology and science proved that the brain is not predetermined genetically by family. The brain matures through the five senses: smell, touch, vision, taste, and hearing. The experiences that the five senses bring are very crucial to help build the connections that guide brain development. The importance of the parents understanding of the first few years of his or her child’s life is extremely important. As Titzer, P. H. D, (2008) uses a computer metaphor to explain brain development he put it this way â€Å"Your baby’s brain could be thought of as a highly responsive, self-programming computer. For the first few years, the hardware is still coming together – a baby is not a finished product, but a growing, developing individual, complete with organic â€Å"circuitry† – the central nervous system† (p. ). The brain will absorb more with more stimulation. At an earlier age stimulation for the brain circuitry is at its best. This will cause the brain circuitry to develop more effectively. The main function of the brain in the first three years of life is to create and support connections between neurons. The con nections are referred to as synapses. Synapses could be envisioned as the limbs on the tree. Imagine a large family tree with its trunk as the original lineage. Then the main branches are the families as they grow and have children. Neurons are like the trunk and the main branches of the tree. The number of neurons a baby is born with remains constant in the first three years of life. Synapses (all those years of lineage on the family tree) are all the little twigs and branches that come off the main trunk. In the first three years of life our brains synapses increase to a number in the hundreds of trillions. However, after age three the number of synapses begins to slow until age 10. During this period there are more synapses created than needed. A person creates more synapses than needed and the â€Å"use it or lose it† theory applies to all the unused synapses. The synapses being used the most, meaning the circuits that transfer information the most become permanent to the brain. The synapses not used are lost in a process called pruning. In fact, the ability to see light is lost if the eyes are not exposed to light within the first three weeks of life, hence â€Å"use it or lose it† theory (Hawley, 2003). This will happen because the synapses that can see light will be lost because they will not have been used. That is why we want to give our children as much experience socially and with learning as possible. With this kind of experience these synapses will become permanent. Brotherson (2005) describes a baby’s brain at this point like a â€Å"†super sponge† absorbing everything given to it (para. 4) The first three years are the most sensitive for learning and development (Gable Huntington, 2001). The brain takes in these experiences through our five senses. According to Gable Huntington (2001) â€Å"an infant’s social, emotional, cognitive, physical and language development are stimulated during multisensory experiences† (para. 12) During these first few years of life is most rapid growth period for the brain. At birth the brain is 25% developed, at six months it is 50% developed , at 30 months 75% developed and at age five it is already 90% developed. There have been many optimal opportunities for parents to teach their children many things from birth to this point already. Children at the age of two have been known to read at the reading level of a fifth grader because they were taught at the â€Å"prime time. † Acquiring the knowledge of how a baby’s brain develops and what can be done to influence it in a positive way can make a world of difference for a child. A positive influence during this critical period is very crucial. Let us take a look at nature versus nurture; sensory perception; positive and negative experiences and both our social and physical environment contribute to and develop everything about who we are as individuals. Take the study of nature, for example, our individual innate qualities versus nurture, and our personal experiences. As evidences by the recent Human Genome Project, it is currently believed that there is much more nurture than nature in the result of each of us. With this, how does nurture become nature? Let us look at the example of ‘perfect pitch’ to show the relationship between genetics and environment. This is an example of how† heredity and environment can interact† (Davies, 2001, para. 3). Davies (2003) describes perfect pitch as â€Å"The ability to recognize the absolute pitch of musical tone without any reference note. People with perfect pitch often have relatives with the same gift and research show this is a highly inherited gift, possibly the result of a single gene. However, studies also demonstrate a requirement for early musical training (before age 6) to manifest perfect pitch. Many personality and behavioral traits will not be exclusively the result of nature or nurture, but rather an inextricable combination of both† (para. 5). _ Nature versus nurture and the role that heredity and environment have in human development indicates that with almost all biological and psychological traits genes and environment work together in communication back and forth to create us as individuals . No one questions it; this is the ying and the yang, the Adam and Eve, the Mom and Pop of pop psychology and genealogy. Nature and Nurture is what made us what we are today and will determine what our children will be tomorrow. I have heard the expression that life is all about perception. We all know people who are positive and those who are negative. And each of us has either an optimistic or pessimistic personality. How we perceive the world around us is i nherently a matter of our sensory perception of the world and largely that done in the first several years of life. We have many senses but we most often refer to the five senses of sight, hearing, smell, touch and taste. We are born with the need for a multisensory environment. Research shows that interactions that are associated with many of emotion are more â€Å"readily remembered and recalled†_ __(Gable Huntington, 2001, para. 17)_. With this, it is proven that with a multisensory environment we develop out temperament and emotions during an early the early stages of life. Developmental milestones are certain things that a child should be able to do by a certain age range. A child’s doctor will use these milestones to assess the development of a child in the area of his/her gross motor, fine motor, language, cognitive, and social skills. Even though each milestone has an age range, each child is different and unique so the age can vary significantly. One child may start to walk as early as seven months old and another child may not begin to walk until 16 months old and both would be considered normal. They both would be within the normal age range. In conclusion, we have looked at how genetics and environment in early brain development occurs as well as the importance of multiple sensory experiences, positive interactions, and social and physical stimulation in early development of a variety of cognitive and behavioral skills. It was briefly discussed that there are many interventions and treatments for improvement in many areas of interrupted brain development due to early childhood trauma, stress, and neglect with appropriate intervention. Many agencies today focus on education for parents and caregivers to ensure a more positive and educational experience for the early brain development. References Brotherson, Gable,S. Hunting, M. (2001). Nature, Nurture and Early Brain Development. Retrieved from http://extension. missouri. edu/publications/DisplayPub. aspx? P=GH6115 Hawley, T. (2003). Starting Smart. How Early Experiences Affect Brain Development. Titzer, R. Ph. D. (2008). Your Baby Can Read. Carlsbad, Ca How to cite Early Brain Development and Learning, Papers