Relevant bibliographies by topics / Lessons of darkness

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Academic literature on the topic 'Lessons of darkness'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Lessons of darkness"

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Ketenjian, Ara. "Lessons From Kathmandu." International Journal of Yoga Therapy 6, no. 1 (January 1, 1995): 27–33. http://dx.doi.org/10.17761/ijyt.6.1.v61202955178w44h.

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As I read the short announcement about a trip to Nepal, I could smell the aroma of seductive perfumes, hear the distant sound of drums and cymbals, and feel the passion of timeless love in the balmy darkness of star-filled nights. For centuries this mysterious, enchanted land had been an island forbidden to mankind by its geographic design and decree of kings.
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Armarego-Marriott, Tegan, Omar Sandoval-Ibañez, and Łucja Kowalewska. "Beyond the darkness: recent lessons from etiolation and de-etiolation studies." Journal of Experimental Botany 71, no. 4 (December 19, 2019): 1215–25. http://dx.doi.org/10.1093/jxb/erz496.

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Abstract The state of etiolation is generally defined by the presence of non-green plastids (etioplasts) in plant tissues that would normally contain chloroplasts. In the commonly used dark-grown seedling system, etiolation is coupled with a type of growth called skotomorphogenesis. Upon illumination, de-etiolation occurs, marked by the transition from etioplast to chloroplast, and, at the seedling level, a switch to photomorphogenic growth. Etiolation and de-etiolation systems are therefore important for understanding both the acquisition of photosynthetic capacity during chloroplast biogenesis and plant responses to light—the most relevant signal in the life and growth of the organism. In this review, we discuss recent discoveries (within the past 2–3 years) in the field of etiolation and de-etiolation, with a particular focus on post-transcriptional processes and ultrastructural changes. We further discuss ambiguities in definitions of the term ‘etiolation’, and benefits and biases of common etiolation/de-etiolation systems. Finally, we raise several open questions and future research possibilities.
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Kasser, Joseph E. "11.4.1 Luz: From Light to Darkness: Lessons learned from the solar system." INCOSE International Symposium 18, no. 1 (June 2008): 1311–27. http://dx.doi.org/10.1002/j.2334-5837.2008.tb00880.x.

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Nalli, Uvaraj R., Bosco Aju, Eswar Ramakrishnan, and Sathish Muthu. "Sudden painless loss of vision following spine surgery: lessons learnt in darkness." BMJ Case Reports 14, no. 1 (January 2021): e235888. http://dx.doi.org/10.1136/bcr-2020-235888.

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A 26-year-old male driver presented with a history of pain in the neck for the past 1 week following trauma due to a road traffic accident. The patient had no neurological deficit. He had type 1 diabetes and was on regular oral hypoglycemics. After radiological investigations, the patient was diagnosed to have traumatic AO Spine Classification type C translational injury involving anterolisthesis of C6 over C7. After a detailed preoperative assessment, the patient was taken up for surgery. The patient underwent posterior stabilisation with instrumentation from C5 to T2. On extubation from anaesthesia, he immediately complained of complete painless loss of this vision in his left eye. Ophthalmological investigations attributed the cause to be due to central retinal artery occlusion. The patient was discharged with reassurance on the 20th postoperative day with minimal improvement in his vision and at 6-month follow-up, his vision improved to 1/60 and was advised for close follow-up.
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Clementi, F. K. "Helena Janeczek's Lessons of Darkness: Uncharted Paths to Shoah Memory Through Food and Language." Contemporary Women's Writing 6, no. 1 (December 7, 2011): 1–19. http://dx.doi.org/10.1093/cww/vpr007.

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Richardson, Alasdair. "Lighting Candles in the Darkness: An Exploration of Commemorative Acts with British Teenagers at the Auschwitz-Birkenau State Museum." Religions 12, no. 1 (January 1, 2021): 29. http://dx.doi.org/10.3390/rel12010029.

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Every year around 3000 British school pupils and teachers visit the Auschwitz-Birkenau State Museum as participants on a Lessons from Auschwitz Project organized by the Holocaust Educational Trust. Each visit ends with a memorial ceremony held at the end of the railway tracks at Birkenau. This article analyses interview and survey data from participating students and educators to explore their experiences of these ceremonies. The research findings indicate that the context and content of the ceremony are significant for both groups, with a general consensus that the ceremony is an important and appropriate way to end the day visit to Poland and the museum. The students’ responses also particularly raise issues around their emotional engagement with the ceremony and the impact it had on them in this way. In conclusion, this article suggests how similar reflective spaces might be created in other educational contexts at similar sites of memory.
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Paczkowski, Mieczysław Celestyn. "Wczesnochrześcijańska symbolika o charakterze ponerologicznym. Wybrane przykłady." Vox Patrum 59 (January 25, 2013): 39–65. http://dx.doi.org/10.31743/vp.4014.

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Ponerology is devoted to the study of evil in its different aspects. Indeed, also in the early Church it was created a kind of ponerological symbolism. This short study analyses some of these significant traditionally interpreted symbols. In the Christian symbolism holiness is full of fragrance, however the demons and sins emit a terrible odor. The symbolic value of darkness covers the negative aspects of human ignorance, evil, disbelief, danger and death. The fire represents not only illumination and light, but it has the punitive value. The serpent is first mentioned in connection with the history of the temptation and fall of the humanity. In the Christian tradition the serpent or the „dragon” represents Satan, the malicious ene­my. Babylon symbolizes all that is worldly and fell away from God. St. Augustine sees the world in which he lives as a mixture of the city of confusion and the city of heaven (Jerusalem). In the ponerological symbolism appears Amalek. The Fathers equated them with passion or evil. The faithful of Christ always fights against him. In Origen this approach is much more clearly defined in his explicitly spiritualizing reading. The ponerological symbolism of the ancient Christian lite­rature contained a moral or religious lessons or allegories.
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Toporova, Anna V. "THE IMAGE OF SAINT SERGIUS OF RADONEZH IN SAINTS’ LIVES AND LITERATURE." RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, no. 1 (2021): 184–96. http://dx.doi.org/10.28995/2686-7249-2021-1-184-196.

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The paper studies the image of Saint Sergius of Radonezh as depicted in the saints’ lives (written by Epiphanius the Wise, Pachomius Logothetes, and Archbishop Nikon Rozhdestvensky) and in 20th century literature (Boris Zaytsev’s essay ‘The Life of Saint Sergius’ and Ivan Shmelev’s short story ‘Kulikovo Field’). The main difference between the depictions of Sergius in the saints’ lives as opposed to the modern accounts lies in the authors’ historical perspective. The main goal of Epiphanius the Wise is to paint a detailed picture of the spiritual countenance of Sergius, his teacher and contemporary, while Archbishop Nikon focuses on the saint’s historical context. In contrast, Zaytsev takes a particular interest in Sergius’ personality and its ‘human’ manifestations; in parallels with his own life and time; and in moral lessons taught to us by Sergius’ life. In Shmelev’s short story, Sergius’ miraculous appearance in 1925 serves as an inspiring symbol of the inner unity of history and eternity. With peace and light he brings, Sergius counteracts the darkness and madness of life after the Revolution. For Zaytsev and Shmelev, Saint Sergius of Radonezh was a beacon that illuminated the difficult worldly life of contemporary man and directed him towards his main goal, salvation.
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KAYIKÇI, Kemal, and Ümran TURAN. "The Metaphoric Perceptions of Students in Private High Schools About the School Concept and the Views of the Ideal School." International Journal of Social, Political and Economic Research 7, no. 4 (December 23, 2020): 1051–76. http://dx.doi.org/10.46291/ijospervol7iss4pp1051-1076.

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One of the most effective ways to understand the structure of that concept is to reveal individuals' mental perceptions through metaphor. The views put forward regarding the metaphorical way of understanding physical and social reality against the concept of school also increased academic interest in this subject. The aim of this study is to determine students' perceptions of schools through metaphorical perception and to identify their views on the ideal school concept. The study consists of 94 students studying at a private high school in 2019 in Antalya. It was carried out with phenomenological pattern of the qualitative research method. Maximum diversity sampling method was used in the study. As a data collection tool, first forms were distributed to students and they were asked to write the metaphor about the school then students were interviewed to take their views on the ideal school. According to the research, while high number of students perceive the school a prison, mental hospital; it was seen that they expressed them with negative concepts such as a closed box, zoo, darkness and slavery, it was observed that the students expressed the school as a home, nursery or family with positive concepts less often. The physical conditions of the ideal school that students dream of are more suitable and useful; lecture programs are lighter; they express it as an effective school in which practical lessons are increased.
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Harutyunyan, Angela. "Landscape and Its Double: The Technological Sublime." ARTMargins 10, no. 1 (February 2021): 66–76. http://dx.doi.org/10.1162/artm_a_00286.

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Abstract The essay inquires about the historical condition of representation in our present while invoking the modern experience of the sublime and landscape as the medium of that experience. Can the sublime as the experience of the subject confronted with the very limits of representation be extended to our late capitalist conditions of mediatized representations? What constitutes “a landscape” as the site of the experience of the sublime in late capitalism? The essay addresses these questions through a renewed discussion of Walter Benjamin’s “The Work of Art in the Age of Technological Reproducibility” (1936) by focusing on the discussion of the aura and the decay of the aura in relation to landscape. In the wake of the failure of a transformative praxis to bring about a new social order, the technologically hyper-mediated engagement of man with nature under the conditions of extreme alienation and reification results in the production of the aesthetics of destruction experienced as “supreme pleasure”. In the age of the atomic bomb and technological hyper-mediation, the singularity of the moment of the experience of the sublime is multiply reproduced. The essay ends with an analysis of Werner Herzog’s 1992 film Lessons of Darkness as an example of rendering cinematically the aura’s survival under the conditions of its decay in the burning oil fields of Kuwait. Capitalism’s “desert of the real”, as the vast desert in Kuwait in Herzog’s film, is precisely the landscape in relation to which the subject attempts to represent that which evades representation (the event, nature, capitalism, and so on).
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Dissertations / Theses on the topic "Lessons of darkness"

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Penney, Paola Prestes. "Poesia audiovisual: narrativas poéticas no cinema documentário de Werner Herzog." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/4369.

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Made available in DSpace on 2016-04-26T18:11:31Z (GMT). No. of bitstreams: 1 Paola Prestes Penney.pdf: 2036011 bytes, checksum: 1d5bd18e2d7c9989e5ca7f25f460e4ec (MD5) Previous issue date: 2012-02-27
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This study investigates the processes through which poetic narratives are constructed in documentary cinema and their results. In order to do so, the question of the audiovisual poetry that is formed through images, sounds, and words will be analyzed. In its turn, this analysis will serve as the basis of the proposition of this study, the creation of poetic languages, and the mapping of new discernible frontiers of communication and perception in the context of the production of documentary cinema. Three documentaries by the German filmmaker Werner Herzog are analyzed Fata Morgana (1971), Lessons of darkness (1992), and The wild blue yonder (2005) which, in the context of this dissertation, constitute a poetic trilogy. Based on these works and documental material on the director, this project aims to elucidate Herzog s creative processes and their transformations in each phase of realization of those films, from the choices in conceptual approach to the editing, by comparatively analyzing the way text, image, and sound are worked together. To this end, the study of these three works is founded in two moments: the realization (technical analysis) and the result (analysis of the poetic or artistic language). This methodology satisfies technical criteria as much as it does sensibility criteria, and when combined with Gaston Bachelard s, Arlindo Machado s, and Gilles Deleuze s concepts of image, this study reveals the processes of audiovisual language creation in documentary cinema that transcend the limits of the genre
Este estudo investiga os processos de construção de narrativas poéticas em cinema documentário e seus resultados. Para tanto, será analisada a questão da poesia audiovisual que é construída por meio de imagens, sons e palavras. Esta análise servirá como base para se estabelecer a questão proposta neste estudo, a criação de linguagens poéticas e o mapeamento de novas fronteiras de comunicação e percepção sensíveis no contexto da produção de cinema documentário. Três documentários do cineasta alemão Werner Herzog são estudados: Fata Morgana, de 1971, Lições da escuridão, de 1992 e Além do azul selvagem, de 2005, que, no contexto desta dissertação, compõem uma trilogia poética do diretor. Com base nessas obras e material documental sobre o diretor, a pesquisa procura trazer um entendimento dos processos criativos de Herzog e as transformações desses processos, em cada etapa de realização dos filmes, da escolha de dispositivos à montagem, analisando comparativamente de que maneira são articulados texto, imagem e som. Para tanto, o estudo destas três obras está estruturado em dois momentos: a realização (análise técnica), e o resultado (análise da linguagem poética ou artística). A metodologia de análise adotada atende a critérios técnicos sensíveis. A fundamentação teórica engloba Gaston Bachelard, Arlindo Machado e Gilles Deleuze, com o objetivo de revelar os processos de criação de linguagem audiovisual em cinema documentário que transcende os limites do gênero
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Pueyo, Javier. "La nada poética : mística y vacío en la estética contemporánea : Cajas Metafísicas de Jorge Oteiza : Tres lecciones de tinieblas de José Ángel Valente." Thesis, Bourgogne Franche-Comté, 2019. http://www.theses.fr/2019UBFCH009.

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L'abstraction, la fragmentation et d'autres modes de destruction de l'image ou du discours ont caractérisé l'art de la deuxième moitié du XX siècle. L'absence d'éléments narratifs ou référentiels dans les oeuvres de cette période indique une vide de signification qui, en même temps, est expression ou manifestation du sacré. Cette recherche établit les liens entre la radicalité de ces propositions et l'expérience mystique ou l'expérience du néant. Dans ce but, nous avons analysé "Boîtes métaphysiques", de Jorge Oteiza, et "Trois leçons de ténèbres", de José Ángel Valente
Abstraction, fragmentation, and other ways of image or speech destruction have characterized the art of the second half of the 20th century. The absence of narrative or referential elements in the artworks of this period points to a condition of absolute emptiness of meaning, which, in turn, constitutes the expression or manifestation of the sacred. This investigation is aimed at establishing links between these radical artworks (o, is prefieres, between the radicalness of these artworks) and mystic experience. To that end, I have analyzed two important works of 20th century art, namely, “Metaphysical Boxes” by the Basque sculptor Jorge Oteiza and “Three Lessons of Darkness” by the Galician poet José Ángel Valente
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Books on the topic "Lessons of darkness"

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Light to the darkness: Lessons and carols, public and private. Harrisburg, PA: Morehouse Pub., 2008.

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1923-1994, Francis Sam, ed. Sam Francis: Lesson of darkness...like the paintings of a blind man... Venice, Calif: Lapis Press, 1993.

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Boltanski, Christian. Christian Boltanski: Lessons of Darkness. New Museum of Contemporary Art, 1988.

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Ian Vol. 2: Lessons of Darkness. CineBook, 2019.

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Reynolds, Joanne. Blessings In Time of Darkness: 10 Crucial Lessons for Caregivers. Valeo Press, 2007.

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Gittlin, David. Three Days to Darkness: Three Days to Save the World. Only Three People to Help. Three Lessons to Learn. Entelligent Entertainment, LLC, 2014.

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Eller, Jonathan R. On the Shoulders of Giants. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036293.003.0015.

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This chapter examines the lessons learned by Ray Bradbury from his readings during the war years. There were Modernists who appealed to Bradbury in more mature ways than Frederic Prokosch had done, and there were in fact abiding lessons that he could take away from some of these other writers such as Somerset Maugham and Christopher Morley. Maugham and Morley provided Bradbury the narrative models that were reinforced by Thornton Wilder's The Cabala (1926). This chapter considers two other novels read by Bradbury and what he learned from each one of them: the English translation of Arthur Koestler's Darkness at Noon (1941) and Ayn Rand's The Fountainhead (1944). It shows that Darkness at Noon's ethical insights inspired Bradbury to embark on a work of fiction that would evolve, over a period of six years, into Fahrenheit 451.
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Lyotard, Jean François. Lesson of Darkness. Lapis Press, 1994.

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Wings of Fire Art Group. Wings of Fire Series Darkstalker Fan's Calendar 2020-2023 + Bonus 2 Month Darkness of Dragons Lesson Planner at the End of the Book. Independently Published, 2020.

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Book chapters on the topic "Lessons of darkness"

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Herzog, Werner. "Lessons in Darkness (Lektionen in Finsternis)." In 100 Documentary Films, 112–13. London: British Film Institute, 2009. http://dx.doi.org/10.1007/978-1-84457-551-0_46.

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Grant, Barry Keith. "Lessons in Darkness (Lektionen in Finsternis)." In 100 Documentary Films. British Film Institute, 2009. http://dx.doi.org/10.5040/9781838710606.0049.

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"9. Heart of Darkness: Fiction or Reportage?" In Lessons from a Dark Time and Other Essays, 94–105. University of California Press, 2019. http://dx.doi.org/10.1525/9780520969674-011.

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Richards, Stephen C. "A Convict Criminology Perspective on Community Punishment: Further Lessons from the Darkness of Prison." In Cutting the Edge, 105–20. Routledge, 2018. http://dx.doi.org/10.4324/9780203793916-9.

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Hertz, Joseph H. "Through Darkness and Death Unto Light." In Jewish Preaching in Times of War, 1800 - 2001, 317–23. Liverpool University Press, 2012. http://dx.doi.org/10.3828/liverpool/9781906764401.003.0018.

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This chapter presents a sermon based on ‘intercession service’. This service was established to replace the traditional ‘day of fast and humiliation’ during World War I. This intercession sermon, delivered by Joseph H. Hertz, honestly confesses the devastating effect on morale of the events he describes as ‘a human tragedy unapproached in civilized history’, the difficulty many have in reconciling the nightmare of their time with belief in the providence of a loving God. He incorporates quotations from literature — Kipling and Milton — and refers to Aristotle's theory of the cathartic effect of tragedy. And he applies a stunning rabbinic legend of Adam's despair at the darkness of the first night and God's reassurance that this darkness was not the final reality, together with the verse from the week's Torah lesson evoking both the discouragement of Moses and the promise of a new manifestation of the divine, as a source of hope.
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