«Arnold Friend does not exist. Yes, I'm your lover. You don't know what that is but you will. Arnold Friend uses Connie's insecurities to make her come to him. ...» Document abstract
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Language : english
literature
presentation
date published
14/09/2007
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Summary“Where Are You Going, Where Have You Been?” is a short story written by Joyce Carol Oates. On the surface the narrative is fairly generic. The plot follows a 15 year old girl named Connie who is a typical teen - shallow, and self consumed. She spends her days at the mall, listening to the radio, and boy watching. However, it soon becomes clear that this story has a very dark undertone. Joyce Carol Oates has commented that this short story is a “realistic allegory” and that she uses characters in the narrative to represent abstract ideas. A common theme in much of Oates’ work is her belief that the 20th century is spiritually empty. That people have no “spirit” of their own and therefore are easily influenced and harmed. In “Where Are You Going, Where Have You Been?” Oates’ creates the character of Arnold Friend to be the antagonist. He is intense and powerful, and as the story continues he is like a dark persistent cloud that weighs heavy on Connie and the reader. Arnold Friend is the physical embodiment of the devil and his omnipotence allows him to know and abuse Connie’s insecurities for his own uses.
Table of Contents- 'Where Are You Going, Where Have You Been'' is a short story written by Joyce Carol Oates.
- Arnold Friend does not exist. He appears only to Connie, and Connie is the only person who sees him
- Oates also describes Arnold's car as 'a convertible jalopy painted gold (2),' and later in the story Connie easily recognizes the car as it pulls into her driveway
- Yes, I'm your lover. You don't know what that is but you will
- Arnold Friend uses Connie's insecurities to make her come to him
- When Connie questions who Arnold is, he claims they know each other and have the same friends by listing their names
- Arnold Friend is the embodiment of evil intent.
« His sharp, sardonic "Advertisement for the Waldorf-Astoria" was especially hated by Van Vechten, a friend of Hughes and a long time admirer Rampersad, Arnold. ...» Document abstract
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Language : english
literature
school essay
date published
11/12/2007
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level : Advanced
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SummaryAt the time, Hughes was in the Soviet Union, touring its various countries and
struggling to put together the film “Black and White” with some fellow writers and actors. The manuscript Hughes sent Van Vechten that spring was some of Hughes’ most radical work. It praised Soviet government and ways of life while criticizing America’s hypocrisy and pride. Van Vechten’s criticism, however, was less about the actual content of the poems and more about Hughes’ apparent naive revolutionary fervor. He seemed concerned with Hughes’ lack of poetic imagery and the overall impression it would make on his readers. “It even seems a little ironic to me to ask a capitalist publisher to publish a book which is so very revolutionary and so little poetic in tone,” Van Vechten wrote. Hughes disagreed with Van Vechten’s impression of the manuscript, saying of the
poems, “I like some of them as well as anything I ever did.”
struggling to put together the film “Black and White” with some fellow writers and actors. The manuscript Hughes sent Van Vechten that spring was some of Hughes’ most radical work. It praised Soviet government and ways of life while criticizing America’s hypocrisy and pride. Van Vechten’s criticism, however, was less about the actual content of the poems and more about Hughes’ apparent naive revolutionary fervor. He seemed concerned with Hughes’ lack of poetic imagery and the overall impression it would make on his readers. “It even seems a little ironic to me to ask a capitalist publisher to publish a book which is so very revolutionary and so little poetic in tone,” Van Vechten wrote. Hughes disagreed with Van Vechten’s impression of the manuscript, saying of the
poems, “I like some of them as well as anything I ever did.”
« Natalie had a friend "steal" the boyfriend of another girl who was in the same close peer group, creating a rift in the group. Arnold Shapiro productions, 2001 ...» Document abstract
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9 word format
Language : english
humanities/philosophy
presentation
date published
16/06/2008
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level : General public
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SummaryStarting in the 1970s, activists, counselors, and state school boards across the country have taken measurements to quell violence in middle and high schools. The violence stems from the adolescent tendency for concentrated peer groups, which leads to gangs and inter-gang violence, especially in inner-city public schools. Schools also attribute adolescent drug use to gangs. City governments have thought it necessary to impose campus police, metal detectors at school entrances, and escort services to and from school to keep the violence at least physically outside of the school. Schools have also received more funding for extracurricular activities, like sports teams, to keep students in a safe, adult-monitored environment outside of school hours. Other aspects of teen culture besides violence and drug use a threat to students’ education. Alienation, low self-esteem, sexual promiscuity, highly divided cliques, teasing, and oppression have all become targets of modern public school regulation. The problem facing most schools is how to influence the personal aspects of a student’s life while acting from the helm of a public institution. Even though these burdens on students do negatively affect their schoolwork, they must be dealt with personally and dynamically; a government cannot simply put up an installation (i.e. metal detectors) to cut down on teen loneliness.
Table of Contents- Therefore, teen problems are being faced creatively, from many angles. Schools are imposing mandatory classroom sessions focusing on character and compassion.
- The Challenge Day Program was founded in 1987 by Yvonne and Rich Putra St. John.
- The program suggests that 'to assist with the overall flow ['] it is important that the room be used solely for the purpose of the Challenge Day without any outside interruption.
- Additionally, the intensity is facilitated by Challenge Day's high concentration.
- The ultimate purpose of Challenge Day, says Sela Gaglia, a leader for seven years, 'is to create a world where children feel safe, loved, and celebrated.?
- Then, to loosen up the uneasy crowd, everyone takes part in games. 'We play together,' says Gaglia.
- The other side of the line is a visual representation of the new group, the collective.
- However, despite these restrictions, the charismatic nature of Challenge Day could be exactly what high school students need.
- This social fluidity may be a contributor to adolescent isolation, however.
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