Franz Kafka's “The Burrow” (“Der Bau”): An Analytical Essay

PMLA ◽  
1972 ◽  
Vol 87 (2) ◽  
pp. 152-166 ◽  
Author(s):  
Hermann J. Weigand
Keyword(s):  
Life Span ◽  
Euclidean Geometry ◽  
Traumatic Experience ◽  
Primary Level ◽  
Non Euclidean Geometry ◽  
Close Analysis ◽  
Symbolic Interpretation ◽  
The Given ◽  
First Time

Previous commentaries have emphasized the correlation between this piece and the host of motifs and problems that Franz Kafka never tired of treating. While this method seems mandatory in an overall account and has led to stimulating insights as well as aberrations on various levels of symbolic interpretation, a close analysis of “The Burrow” on the primary level, granting the given data of its non-Euclidean geometry, is attempted for the first time. Outstanding features include a demonstration of the unique quality of the recital as the synchronous coexistence of a ninety-minute monologue in the form of an emergent or progressive present with a life span of many years extending from maturity to senility. The progressive derangement and deterioration of the hero are analyzed, and his persecution mania is correlated with manifestations of a repressed, abnormal libido that allows inferences regarding a traumatic experience of his youth. Finally, it is shown on inner grounds of both a formal and a material nature that the piece is complete, allowing of no meaningful continuation.

Conceptual model of necessity of climacteric disorders of overcoming (Clinical lecture)

2018 ◽  
pp. 109-112
Author(s):  
Z. Dubossarskya ◽  
Keyword(s):  
Quality Of Life ◽  
Risk Factors ◽  
Life Span ◽  
Key Words ◽  
Conceptual Model ◽  
Cardiovascular Events ◽  
The Given ◽  
Clinical Lecture

Problems and prospects of extension of life of woman are discussed in the given article, taking into account that МHТ gives an opportunity of improvement of quality of life with realized of minimum risks at the observance of international and Ukrainian recommendations. Creation of conceptual model of overcoming of climacteric disorders and cardiovascular events on the basis of totality of risk factors will allow to the hormonotherapy to improve indexes and life-span of woman. Key words: quality of life, stopping HRT, menopause.

Introduction

2000 ◽  
Author(s):  
Deborah A. Rockman
Keyword(s):  
Teaching Experience ◽  
Traumatic Experience ◽  
Teaching Philosophy ◽  
Art World ◽  
Active Teaching ◽  
The Arts ◽  
Undergraduate Experience ◽  
First Time ◽  
Accurate Reflection

This is the formal statement of my teaching philosophy, first developed when I initially sought a position in postsecondary art education. Although it has been finetuned and slightly revised over the years, it remains an accurate reflection of what I strive for in the teaching of art, and more specifically in the teaching of drawing. The memory of walking into a classroom of students for which I had complete responsibility for the first time still fills me with wonder and terror. I was no longer the student waiting to be showered with pearls of wisdom from my instructor. I was the instructor. The sense of awe and responsibility that I felt was simply overwhelming, especially since I had come from an undergraduate experience that seemed to promote the laissez-faire approach—for the most part, there was not a lot of active teaching taking place. The unspoken philosophy during my undergraduate years seemed to be one of passive instruction, supported simply by the primarily silent and stoic presence of the faculty member in the classroom. With few exceptions, there were no lectures or demonstrations given, there were no slides shown as examples, there were no textbooks or reference materials recommended or required, no group critiques or discussions of materials and media, no mention of current philosophies or issues in the art world. As students, we were often left to fend for ourselves. For the student with some natural ability, it may not have been a traumatic experience, but for the student who needed more guidance and encouragement, it was often an experience filled with frustration and a sense of failure. This was not the environment I wanted to re-create for the students for whom I was responsible. Once again, although in a very different role, I found myself on my own. As I gathered teaching experience in the classroom, I saw with increasing clarity the significance of the foundation experience for the student of visual arts. The quality of this introductory experience had the power to broadly influence a student’s entire attitude toward his or her education in the arts.

scholarly journals Elementary Considerations relating to the Absolute

1909 ◽  
Vol 28 ◽  
pp. 65-72
Author(s):  
Duncan M.Y. Sommerville
Keyword(s):  
Fixed Point ◽  
Special Interest ◽  
Euclidean Geometry ◽  
Criterion A ◽  
Parallel Lines ◽  
Non Euclidean Geometry ◽  
The Absolute ◽  
The Given

Non-Euclidean geometry in the narrowest sense is that system of geometry which is usually associated with the names of Lobachevskij and Bolyai, and which arose from the substitution for Euclid's parallel-postulate of a postulate admitting an infinity of lines through a fixed point not intersecting a given line, the two limits between the intersectors and the non-intersectors being called the parallels to the given line through the fixed point. In a wider sense, any system of geometry which denies one or more of the fundamental assumptions upon which Euclid's system is based is a non-euclidean geometry. Of special interest are, however, those which touch only the question of parallel lines ; and there exists, in addition to Lobachevskij's geometry, another, commonly associated with the name of Riemann, in which the parallels to any line through a fixed point are imaginary. The three geometries, Lobachevskij's, Euclid's, and Riemann's, thus form a trio characterised by the existence of real, coincident, or imaginary pairs of parallels through a given point to a given line. With reference to this criterion, a consistent nomenclature was introduced by Klein, who called these three geometries respectively Hyperbolic, Parabolic, and Elliptic.

Aristotle and the Consequentia Mirabilis

1957 ◽  
Vol 77 (1) ◽  
pp. 62-66 ◽  
Author(s):  
William Kneale
Keyword(s):  
Seventeenth Century ◽  
Euclidean Geometry ◽  
Early History ◽  
Philosophical Literature ◽  
Non Euclidean Geometry ◽  
History Of ◽  
First Time

In a passage of his Protrepticus mentioned by several ancient authors Aristotle wrote: εἰ μὲνφιλοσοφητέον φιλοσοφητέον, καὶ εἰ μὴ φιλοσοφητέον φιλοσοφητέον πάντως ἄρα φιλοσοφητέον (V. Rose, Aristotelis Fragmenta, 51. Cf. R. Walzer, Aristotelis Dialogorum Fragmenta, p. 22; W. D. Ross, Select Fragments of Aristotle, p. 27). That is to say, ‘If we ought to philosophise, then we ought to philosophise; and if we ought not to philosophise, then we ought to philosophise (i.e. in order to justify this view); in any case, therefore, we ought to philosophise’. So far as I know, this is the first appearance in philosophical literature of a pattern of argument that became popular among the Jesuits of the seventeenth century under the name of the consequentia mirabilis and inspired Saccheri's work Euclides ab Omni Naevo Vindicatus, in which theorems of non-Euclidean geometry were proved for the first time. The later history has been told by G. Vailati (in his article on Saccheri's Logica Demonstrativa, ‘Di un’ opera dimenticata del P. Gerolamo Saccheri’, reprinted in his Scritti, 1911, pp. 477–84), G. B. Halsted (in the preface to his 1920 edition of Saccheri's Euclides), and J. -Łukasiewicz (in his ‘Philosophische Bemerkungen zu mehrwertigen Systemen des Aussagenkalküls’, Comptes Rendus des séances de la société des sciences et des lettres de Varsovie, Classe III, Vol. xxiii, 1930, p. 67). In this note I wish to consider only the early history of the argument and in particular a curious criticism of it which appears in Aristotle's Prior Analytics.

On One Property of a Circle on the Coordinate Plane

2017 ◽  
Vol 5 (2) ◽  
pp. 13-24
Author(s):  
Графский ◽  
O. Grafskiy ◽  
Пономарчук ◽  
Yu. Ponomarchuk
Keyword(s):  
Euclidean Geometry ◽  
Coordinate Plane ◽  
Non Euclidean Geometry ◽  
Geometrical Form ◽  
Constant Distance ◽  
Intersection Points ◽  
Definition Of ◽  
Set Of Points ◽  
First Time

Descartes’ and Fermat's method allowed to define many geometrical forms, including circles, on the coordinate plane by means of the arithmetic equations and to make necessary analytical operations in order to solve many problems of theoretical and applied research in various scientific areas, for example. However, the equations of a circle and other conics in the majority of research topics are used in the subsequent analysis of applied problems, or for analytical confirmation of constructive solutions in geometrical research, according to Russian geometrician G. Monge and others, including. It is natural to consider a circle as a locus of points, equidistant from a given point — a center of the circle, with a constant distance R. There is another definition of a circle: a set of points from which a given segment is visible under constant directed angle. Besides, a circle is accepted to model the Euclid plane in the known scheme of non-Euclidean geometry of Cayley-Klein, it is the absolute which was given by A. Cayley for the first time in his memoirs. It is possible to list various applications of this geometrical form, especially for harmonism definition of the corresponding points, where the diametral opposite points of a circle are accepted as basic, and also for construction of involutive compliances. The construction of tangents to a circle can be considered as a classical example. Their constructive definition is simple, but also constructions on the basis of known projective geometry postulates are possible (a hexagon when modeling a series of the second order, Pascal's lines). These postulates can be applied to construction of tangents to a circle (to an ellipse and hyperboles to determination of imaginary points of intersection of a circle and a line. This paper considers the construction of tangents to a circle without the use of arches of auxiliary circles, which was applied in order to determine the imaginary points of intersection of a circle and a line (an axis of coordinates). Besides, various dependences of parameter p2, which is equal to the product of the values of the intersection points’ coordinates of a circle and coordinate axes, are analytically determined.

Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program

2020 ◽  
Vol 5 (2) ◽  
pp. 463-478
Author(s):  
Elizabeth Crais ◽  
Melody Harrison Savage
Keyword(s):  
Detailed Examination ◽  
Career Expectations ◽  
Doctoral Preparation ◽  
Creative Solutions ◽  
Phd Education ◽  
Doctor Of Philosophy ◽  
First Time ◽  
Students Success ◽  
Phd Program

Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480

Professional dilemmas for caregivers in Turkish home care settings in Germany

2014 ◽  
Vol 1 (1) ◽  
pp. 47-56 ◽  
Author(s):  
Jan Basche
Keyword(s):  
Healthcare Services ◽  
Insurance Companies ◽  
Or Education ◽  
Migrant Communities ◽  
Caregiver Relationship ◽  
International Nursing ◽  
Nursing Literature ◽  
Intercultural Care ◽  
The Given

While calling for culturally sensitive healthcare services in migrant communities, the international nursing literature on intercultural care predominantly describes nursing staff as lacking cultural competences and immigrant customers as lacking cleverness to navigate the labyrinths of national healthcare systems. Congruences in language, culture and religion in the customer-caregiver relationship can decisively improve the quality of care. However, they do not automatically guarantee smooth working processes in monocultural in-home settings. On the contrary, new problems occur here for Turkish caregivers which are unknown to the legions of native professionals who feel challenged by migrants and which go beyond differences such as age, sex, income or education. While no cultural or religious brokering is necessary between customers and personnel in the given context in Germany, new challenges arise when caregivers are expected to legally broker between customers and insurance companies or doctors. Conflicting expectations of customers and management as well as their own colliding social and professional roles put the caregivers in a quandary and must be competently managed.

Root with Alternation of -ravn-/-rovn- (From Materials of the Academic Description of Russian Spelling)

2020 ◽  
Vol 81 (6) ◽  
pp. 90-96
Author(s):  
E. V. Arutiunova ◽  
E. V. Beshenkova ◽  
O. E. Ivanova
Keyword(s):  
Russian Language ◽  
Study Guides ◽  
Russian Academy Of Sciences ◽  
Academy Of Sciences ◽  
The Given ◽  
First Time ◽  
The Russian Language

The study investigates the rule of spelling the root -ravn-/-rovn- and is considered to be a fragment of the academic description of Russian spelling, which is currently being under investigation at the Russian Language Institute of the Russian Academy of Sciences. The authors clarify the meanings that determine the spelling of the unstressed root, supplement the lists of exceptions, denote words with meanings not corresponding to the given values-criteria, and, for the first time in linguistics, investigate the words that can be correlated with different values-criteria, that is, they have double motivation. The rule codifies the spelling of words that have double motivation and fluctuate in usus, dictionaries, study guides and reference books. Spelling recommendations for these words correspond to the current linguistic norm and were approved by the Spelling Commission of the Russian Academy of Sciences in 2019. The linguistic commentary to the rule contains the most significant etymological facts concerning the root -ravn-/-rovn- and summarises the scientific and methodological attempts to figure out the distribution of vocabulary with root -ravn-/-rovn- based on the meanings selected in the spelling rules. In the paper it is shown that the instability in spelling of various verbs with the root -ravn-/-rovn- in modern writing and dictionaries is determined by the double motivation of words, as well as contradictory recommendations and gaps in the rules.

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