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Canada has committed to producing net-zero greenhouse gas emissions by 2050. Canadian citizens need to understand why our most distinguished climate scientists and our senior political leaders think that we must meet this target. Canada and Climate Change explains the importance of policies that will ensure we meet the net-zero emissions target.
Climatic changes --- Environmental policy. --- Environmental policy --- Government policy --- Catastrophe. --- Risk. --- Scientist. --- economy. --- emissions. --- greenhouse-gas. --- net-zero. --- policy. --- targets.
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In Apocalyptic Dread, Kirsten Moana Thompson examines how fears and anxieties about the future are reflected in recent American cinema. Through close readings of such films as Cape Fear, Candyman, Dolores Claiborne, Se7en, Signs, and War of the Worlds, Thompson argues that a longstanding American apocalyptic tradition permeates our popular culture, spreading from science-fiction and disaster films into horror, crime, and melodrama. Drawing upon Kierkegaard's notion of dread—that is, a fundamental anxiety and ambivalence about existential choice and the future—Thompson suggests that the apocalyptic dread revealed in these films, and its guiding tropes of violence, retribution, and renewal, also reveal deep-seated anxieties about historical fragmentation and change, anxieties that are in turn displaced onto each film's particular "monster," whether human, demonic, or eschatological.
Apocalypse in motion pictures. --- Science fiction films --- Disaster films --- Horror films --- Catastrophe films --- Disaster movies --- Motion pictures --- Apocalypse as a theme in motion pictures --- History and criticism.
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Destroying human habitat and taking human lives, disasters, be they natural, man-made, or a combination, threaten large populations, even entire nations and societies. They also disrupt the existing order and cause discontinuity in our sense of self and our perceptions of the world. To restore order, not only must human beings be rescued and affected areas rebuilt, but the reality of the catastrophe must also be transformed into narrative. The essays in this collection examine representations of disaster in literature, film, and mass media in German and international contexts, exploring the nexus between disruption and recovery through narrative from the eighteenth century to the present. Topics include the Lisbon earthquake, the Paris Commune, the Hamburg and Dresden fire-bombings in the Second World War, nuclear disasters in Alexander Kluge's films, the filmic aesthetics of catastrophe, Yoko Tawada's lectures on the Fukushima disaster and Christa Wolf's novel Störfall in light of that same disaster, Joseph Haslinger and the tsunami of 2004, traditions regarding avalanche disaster in the Tyrol, and the problems and implications of defining disaster.
Contributors:Carol Anne Costabile-Heming, Yasemin Dayioglu-Yücel, Janine Hartman, Jan Hinrichsen, Claudia Jerzak, Lars Koch, Franz Mauelshagen, Tanja Nusser, Torsten Pflugmacher, Christoph Weber.
Katharina Gerstenberger is Professor and Chair of the Department of Languages and Literature at the University of Utah. Tanja Nusser is DAAD Visiting Associate Professor of German at the University of Cincinnati.
Disasters --- Social aspects. --- Disasters in art --- Rampen --- In de literatuur --- Disasters in literature --- Catastrophical, The, in literature --- Social aspects --- Germany --- Civilization --- Catastrophe. --- Catharsis. --- Disaster. --- Eighteenth century. --- German culture. --- Historical events. --- Literature. --- Narrative. --- Perspectives. --- Redemption.
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Even though much has been said and written about 9/11, the work developed on this subject has mostly explored it as an unparalleled event, a turning point in history. This book wishes to look instead at how disruptive events promote a network of associations and how people resort to comparison as a means to make sense of the unknown, i.e. to comprehend what seems incomprehensible. In order to effectively discuss the complexity of 9/11, this book articulates different fields of knowledge and perspectives such as visual culture, media studies, performance studies, critical theory, memory studies and literary studies to shed some light on 9/11 and analyze how the event has impacted on American social and cultural fabric and how the American society has come to terms with such a devastating event. A more in-depth study of Don DeLillo's Falling Man and Jonathan Safran Foer's Extremely Loud and Incredibly Close draws attention to the cultural construction of catastrophe and the plethora of cultural products 9/11 has inspired. It demonstrates how the event has been integrated into American culture and exemplifies what makes up the 9/11 imaginary.
September 11 Terrorist Attacks, 2001 --- Catastrophical, The. --- Disasters --- Calamities --- Catastrophes --- Curiosities and wonders --- Accidents --- Hazardous geographic environments --- Ontology --- Tragic, The --- Change --- Social aspects. --- (Non-)Singularity. --- 9/11. --- Catastrophe. --- Representation. --- Spectacle.
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Comment comprendre la notion de catastrophe naturelle dans la pensée médiévale? Étonnement, puissance, terreur, fonction purificatrice, choc des consciences... Avec tous les fantasmes qu'ils drainent dans leur sillage et la stupeur qu'ils produisent sur les esprits, ces "accidents de la nature" ouvrent une fenêtre fascinante sur l'histoire des représentations au Moyen Âge. Revisitant les textes des chroniqueurs qui tentèrent d'en rendre compte, Thomas Labbé montre que le récit du phénomène extrême favorise toujours la déformation de la réalité vécue. La catastrophe apparaît comme une manière de donner un sens à l'extraordinaire, comme en attestent les récits de l'effondrement du mont Granier en 1248, de l'inondation de l'Arno en 1333 ou encore du tremblement de terre à Naples en 1456. Le processus d'"événementialisation" qui en découle s'opère plus à travers l'imaginaire et la sensibilité de la société que par ses capacités rationnelles d'objectivisation. Une grande étude à la croisée de l'histoire sociale et de l'histoire des émotions en Occident.
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#gsdb8 --- Holocaust, Jewish (1939-1945) --- Jews --- World War, 1939-1945 --- Catastrophe, Jewish (1939-1945) --- Destruction of the Jews (1939-1945) --- Extermination, Jewish (1939-1945) --- Holocaust, Nazi --- Ḥurban (1939-1945) --- Ḥurbn (1939-1945) --- Jewish Catastrophe (1939-1945) --- Jewish Holocaust (1939-1945) --- Nazi Holocaust --- Nazi persecution of Jews --- Shoʾah (1939-1945) --- Genocide --- Kindertransports (Rescue operations) --- Personal narratives, Jewish --- Nazi persecution --- Persecutions --- Atrocities --- Jewish resistance --- History of Europe --- anno 1940-1949 --- Holocaust, Nazi (Jewish Holocaust) --- Nazi Holocaust (Jewish Holocaust) --- Nazi persecution (1939-1945)
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Depuis 2002, l'enseignement de la Shoah est inscrit aux programmes des écoles primaires, et les enseignants du premier degré sont invités à s'appuyer sur des ouvrages de littérature pour la jeunesse pour assurer cette étude. Mais ces livres sont-ils vraiment des outils pédagogiques ? Quels impacts leurs illustrations, leurs personnages ont-ils sur les jeunes élèves lecteurs ? Comment parviennent-ils à montrer aux enfants que l'extermination des Juifs est un fait historique réel sans les choquer ? À travers une analyse d'ouvrages de littérature pour la jeunesse parus sur le thème entre 1944 et 2013, Béatrice Finet propose une double analyse, littéraire et didactique, pour servir une réflexion plus générale sur les enjeux éducatifs de l'enseignement de la Shoah à l'école élémentaire. Cet ouvrage sera une ressource pour les enseignants et futurs enseignants, et intéressera aussi les chercheurs et éditeurs en littérature pour la jeunesse.
Holocaust, Jewish (1939-1945) --- Study and teaching. --- Catastrophe, Jewish (1939-1945) --- Destruction of the Jews (1939-1945) --- Extermination, Jewish (1939-1945) --- Holocaust, Nazi --- Ḥurban (1939-1945) --- Ḥurbn (1939-1945) --- Jewish Catastrophe (1939-1945) --- Jewish Holocaust (1939-1945) --- Jews --- Nazi Holocaust --- Nazi persecution of Jews --- Shoʾah (1939-1945) --- Genocide --- World War, 1939-1945 --- Kindertransports (Rescue operations) --- Nazi persecution --- Persecutions --- Atrocities --- Jewish resistance --- Holocaust, Nazi (Jewish Holocaust) --- Nazi Holocaust (Jewish Holocaust) --- Nazi persecution (1939-1945)
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Holocaust, Jewish (1939-1945) --- Holocauste, 1939-1945 --- Dictionaries. --- Dictionnaires anglais --- Catastrophe, Jewish (1939-1945) --- Destruction of the Jews (1939-1945) --- Extermination, Jewish (1939-1945) --- Holocaust, Nazi --- Ḥurban (1939-1945) --- Ḥurbn (1939-1945) --- Jewish Catastrophe (1939-1945) --- Jewish Holocaust (1939-1945) --- Jews --- Nazi Holocaust --- Nazi persecution of Jews --- Shoʾah (1939-1945) --- Genocide --- World War, 1939-1945 --- Kindertransports (Rescue operations) --- Nazi persecution --- Persecutions --- Atrocities --- Jewish resistance --- Holocaust, Nazi (Jewish Holocaust) --- Nazi Holocaust (Jewish Holocaust) --- Nazi persecution (1939-1945)
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Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atroc
Holocaust, Jewish (1939-1945) --- Catastrophe, Jewish (1939-1945) --- Destruction of the Jews (1939-1945) --- Extermination, Jewish (1939-1945) --- Holocaust, Nazi --- Ḥurban (1939-1945) --- Ḥurbn (1939-1945) --- Jewish Catastrophe (1939-1945) --- Jewish Holocaust (1939-1945) --- Jews --- Nazi Holocaust --- Nazi persecution of Jews --- Shoʾah (1939-1945) --- Genocide --- World War, 1939-1945 --- Kindertransports (Rescue operations) --- Study and teaching. --- Nazi persecution --- Persecutions --- Atrocities --- Jewish resistance --- Holocaust, Nazi (Jewish Holocaust) --- Nazi Holocaust (Jewish Holocaust) --- Nazi persecution (1939-1945)
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Examines the historical, philosophical, and moral issues related to the Holocaust. Includes source documents, case studies, a chronology, and more.
Holocaust, Jewish (1939-1945) --- Jews --- Catastrophe, Jewish (1939-1945) --- Destruction of the Jews (1939-1945) --- Extermination, Jewish (1939-1945) --- Holocaust, Nazi --- Ḥurban (1939-1945) --- Ḥurbn (1939-1945) --- Jewish Catastrophe (1939-1945) --- Jewish Holocaust (1939-1945) --- Nazi Holocaust --- Nazi persecution of Jews --- Shoʾah (1939-1945) --- Genocide --- World War, 1939-1945 --- Kindertransports (Rescue operations) --- Antisemitism --- Persecution --- Political atrocities --- Persecutions. --- Nazi persecution --- Persecutions --- Atrocities --- Jewish resistance --- Holocaust, Nazi (Jewish Holocaust) --- Nazi Holocaust (Jewish Holocaust) --- Nazi persecution (1939-1945)
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