Englizy Journal

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Tuesday, March 13, 2007

Englizy


Ain Shams University
Faculty of Arts
English Department


Englizy

/IN"gli:zI/

A Semi-annual Academic Journal

By

Englizy Society


The Heathcliff–Cathy Issue
No. 2 – Autumn 2006

Editor: Ahmed Gamal

Associate Editor: Ahmed Adel

Editorial Coordinator: Fayrouz Fahmy

Editorial Assistants: Heba Wageih, Walaa Khorshed,
Maryam Mehanna, Norhan Abd-el-Rahman,
Mai Ahmed, Khalid Zahran

Contents

Contents

Topic
Page

Editorial 4

ACADEMIC SECTION:

Part One: Third Year:

Walaa Khorshed: In Myths of Power: A Marxist Study of the Brontës 7
Yasmine Ismael: North and South: On Social Classes 10
Marwa Sobhy: Dickens and Social Ideas 12
Ahmed Adel & Fayrouz Fahmy: Thomas Hardy 14

Part Two: Second Year:

Nayera Saad, Amira Abdel Aziz, Eman Bastawy & Anan Shendi: John Lock 20
Dina Mahmoud & Yasmin Mahmoud: Machiavelli’s Virtue 23
Reham Mostafa: Allegory between Religion, Politics and Science 27
Rana El Kholy: The Uncanny through the Ages 29
Yara Abdel Bassir: The Uncanny Between the Past and the Present 33


CREATIVE SECTION:

Fayrouz Fahmy & Hagar Hamed: America: Another Heathcliff 37
Ahmed Adel: Harsh Times: But Love is Not a Voluntary Thing 39
Walaa Khorshed: A Flicker of Hope 43
Marwa Talaat: An Essay on Life………?! 45
Maryam Mehanna: Living in England 47
Riham Salah, Mai Ahmed & Norhan Abd-el-Rahman: We Have the Bonus 50
Yasser Ali & Kholoud Youssef: What a Nice Day!! 52
Aya Seddik: All Rise 54
Heba Wageih: A Film and Novel Review: Yacoubian Building 55
Khalid Zahran: “Rebellious Passion” – A Poem 58
Walaa Khorshed: Caricature 59
Marwa Talaat: Caricature 60


Miscellaneous:

Mai Magdi: Scienceizy 62
Ahmed Gamal: How Grades are Accorded in the English Department’s Exams 65
Ahmed Gamal: Checklist of Extracts Cultural Analysis (Culture Course Exam) 70
Waiting for Your Feedbacks 72

Meeting Catherine’s Ghost

Meeting Catherine’s Ghost
at the Rhetoric Conference

Catherine…you are the only woman I had ever loved. You are the love of my life. I am head over heels in love with you. You confessed to Nelly, “I am Heathcliff” and I now confess to you, “I am Catherine…If all else perished and ‘you’ remained, I should still continue to be, and if all else remained, and ‘you’ were annihilated, the Universe would turn to a mighty stranger”.
Catherine, the Arabic Renaissance of my dreams,
I met your ghost at
The Fourth International Conference on Rhetoric and Rhetorical Studies.
I bumped into your ghost listening to the heated arguments over
feminism, lost utopias, the power of naming, resistance, intercultural communication, narratives and narration, scientific and forensic discourse, modern architecture and hypertextuality.
I came across your ghostly presence in the glaring looks of enthusiastic students raising questions and holding discussions with people of the literary academy. I found you smiling at the cultural misunderstanding finally resolved into human understanding among Arabs and their fellowmen from the West. I encountered your soft, smiling looks, when you heard Ihab Hassan, the famous Egyptian American literary critic, deploring the lack of personal reflection, self-examination and what was really known in the heyday of Islam under the name of “Ijtihad” or freedom of thinking and expression. Then, I saw your ghost staring to the people, lost in thought: “What really brings about a deep change of heart? Is it through changing the way people dress or rather through the way they think? Is it by rejecting the veil as regressive or rather by examining our real weaknesses: “resistance to change”, “undermined self-confidence”, “inability to formulate a vision” and “short-sightedness”?”


Arabic Renaissance, Arabian Catherine, Arabic Development:
One Arab People, One Arab Market,
One Arab Resistance to Zionism.

Luckily, my confidence proved not misplaced. “Catherine came to me, one morning, at eight o’clock, and said she was that day an Arabian merchant, going to cross the Desert with his caravan” (Wuthering Heights: Ch. XVIII). Finally, all the students of the English department stood together to sing, and I started singing my own songs:


وطني حبيبي الوطن الأكبر .. يوم ورا يوم أمجاده بتكبر ..
وانتصاراته .. ماليه حياته .. وطني بيكبر وبيتحرر ..
وطني ... وطني ...

..........................................

و لكننا أبدا لن نرد الأمل
الذي يطرق بابنا بإصرار.

..........................................

إرمي البصر على قد ما تقدر و تشوف
تلقى جميع الأمكنة
لساها مستنية ضحكة كلمتك..
إصرار ف دقات القلوب..
جريء و هازم أي خوف..
وهتلقى شمسك يا جدع ..
من غير خسوف ..
تقدر تنور في الطريق ..أعتم كهوف !

In Myths of Power

In Myths of Power:
A Marxist Study of the Brontës
Terry Eagelton


Walaa Khorshed


1. Contradictions in Wuthering Heights:

Wuthering Heights deals with the terms “Romance and Reality” with an “astonishing unity”. A single incident can reflect a dramatic or farcical tone exactly like Catherine’s mixture between “Passionate and Pettish”. The kind of realism presented in Wuthering Heights is tragic in the sense that passion and society have no reconciliation, and the contradiction between them is “ineradicable”. However, this tragic opposition produces this superior work and presents the “shattering passions” along with the “realist control” more obviously.

2. Culture and Nature:
Heathcliff himself is aware of the Cultural-Natural conflict that takes place in the Heights. This conflict is presented in Catherine’s character which “is at once wild and pettish, savage and spoilt”.
Heathcliff’s love story with Catherine is described as “ontological” or “metaphysical”, because it refers not only to a love story between two individuals but reflects the social thinking as well. This social thinking “measures oneself by the criteria of class structure only, that is why love in Wuthering Heights drives you out of the society”. Heathcliff’s love is rejected just for being natural not social. Finally, their love becomes just a dream only in their minds. It remains “metaphysical” and never becomes true except in death only.

3. Oppression and Violence in the Heights itself:
“The underlying truth of violence is continuously visible at the Heights”; their culture enforces their brutality in the sense that one must defend ruthlessly his properties. Unwittingly, Heathcliff raises violence in the Heights with the Earnshaw family by two means. First, the family struggles for the land. Second, it wants to keep its respectful name. This violence turns against Heathcliff and affects his attitude. His violence is due to his being treated like an outcast and exploited as a servant and labourer by Hindley. Heathcliff is robbed even of his own freedom as an outsider. His situations within or outside the society are “inverted mirror images of one another”, which reflects a crucial truth about the bourgeois society that there is neither liberty inside it, nor even outside. That is why freedom for them is another face of oppression which “always exits in its shadow”. Then Heathcliff’s violent character is a logical consequence of freedom exploiters. He turns to be savage and brutal and moves from being Hindley’s victim to becoming, like Catherine, his own executioner.

4. Heathcliff and Catherine:
Catherine is affected greatly by the appearance of Heathcliff especially after the death of Earnshaw. She suffered a “spiritual” orphan hood, similar to Heathcliff’s “literal” one. Both of them become “outside” the domestic structure. Due to his unknown origins as well as his internal emigration to the Heights, Heathcliff is free of any social ties. He finds no suitable one except Catherine to be in relation with. He offers her a kind of friendship that opens an internal social freedom for her. In spite of being brought up in the Heights, Heathcliff is still “a down outsider”, because barbarous are lower classes. Heathcliff is both “lowly and natural”, but he , as well as Catherine, enjoyed partial freedom, in addition to a love relationship that can be described as “natural”. Despite their failure, Heathcliff and Catherine proved that “human possibilities can reach beyond any tight, strict system”.

5. Heathcliff and the Earnshaw family:
Heathcliff is an orphan whose darkness is both “fearful” and “fertilizing”. That is why he is a “gift” and a “threat” for the Earnshaw family. The appearance of Heathcliff changes some contradictions of the closed world of the Earnshaw themselves. Being of obscure origins, Heathcliff is free of any exact social role. He is brought to the Heights only for being loved. He may be a prince as Nelly Dean says. “He is ushered into the Heights for no good reason other than to be arbitrarily loved; and in this sense he is a touchstone of others’ responses, a liberating force for Cathy and a stumbling-block for others”.

6. Contradiction in Heathcliff’s character:
Heathcliff represents both a “metaphysical hero” in his story with Catherine and a “skillful exploiter” who is able to collect the properties of the others. In that sense, the novel presents its “outside” as its “inside”. This conflict takes place actually, but the society “isolated this challenge in a realm eternally divorced from the actual one”.

North and South: On Social Classes

North and South: On Social Classes
Wendy Vaughon

Source: English 61, Brown University, 1993

Yasmine Ismael


Social Classes:

1.1. In Victorian England, the upper classes claimed that the lower classes “cannot be associated in any regular way with industrial or family life” and that their “ultimate standard of life is almost savage, both in its simplicity and in its excesses.” (Victorian England, 1973: 117-119)
1.2. The disease and malnutrition that ran raging among the poor caused “stunted physique” and pale support, which caused not only economic division between the classes, but also physical division as well.
1.3. In North and South, Mr Hale treated all of his acquaintances alike; it never entered his mind to make any difference because of their rank: e.g., he placed a chair for Higgins and called him Mr Higgins instead of the vulgar Nicholas or Higgins.
1.4. Higgins expressed the opinions of atheists because, as he claimed, he had never found any form of faith to which he could attach himself.
1.5. Margaret was surprised, and very much pleased, when she found her father and Higgins in earnest conversation, each speaking with gentle politeness to the other, in spite of the fact that their opinions might clash.


Gaskell’s Moral Equality of Economic Classes:

2.1. Gaskell meant in North and South to affect a broad audience. Through Margaret, she criticised the British system of social classes.
2.2. She remarks that “it won’t be enough on that awful day that some of us have been beggars here, and some of us have been rich, we shall not be judged by that poor accident, but by our faithful following of Christ.”
2.3. Throughout the novel, Margaret must come to terms with the effect of the class system; her relationship with Higgins and Bessy teaches her that people are people, no matter where they may come from or what social status they may belong to.

Dickens and Social Ideas

“Dickens and Social Ideas”
Raymond Williams

In
Dickens 1970: Centenary Essays
Ed. Michael Slater

Marwa Sobhy

Dickens’s relations with some major ideas of his time:

Hard Times has been widely taken as a direct exposure of utilitarianism*. For example, Thomas Gradgrind is quite clearly a utilitarian. He is described as having an “unbending, utilitarian, matter-of-fact face” (Book I, Chapter XV). The emphasis on statistical inquiry and the reliance on “the strong dispassionate ground of reason and calculation” (Book I, Chapter XV) also makes the identification certain. The education he imposes on Tom and Louisa is very unlike the famous education of John Stuart Mill. Just as Louisa could say “I never had a child’s heart” (Book I, Chapter XV), Mill could also say “I never was a boy; never played at cricket; it is better to let Nature have her way”.
“If we isolate the system of thinking as the only object of attack, we have to observe…how many feelings Dickens had in common with the utilitarian reformers.” This would be a simplification of Hard Times. He shared with them an insistence on legal reform; precisely in Hard Times, where the presentation of the problems of divorce, and of the lack of a law which could help such poor men as Stephen Blackpool, is very much in this spirit. He shared contempt for the aristocracy and its social pretensions, sufficiently instanced in Hard Times by Mrs Sparsit and James Harthouse. He shared impatience with every kind of inherited muddle and neglect – and “muddle”, as Blackpool’s diagnosis of his condition, is characteristic.
What Dickens is refuting is not so much an idea as a whole social formation. The reliance on reason had been cleansing and liberating; but

* The main tenets of utilitarianism included the exposure of all institutions to the tests of rational utility, in the interest of the greatest happiness of the greatest number, and the possibility of objective ethics, in which the judgment of right and wrong actions would be dependent on calculation of the amount of pleasure or pain which those actions produce.
as an instrument of a class both reforming and aggressive, it became an alienation, in which the calculation of interest was separated from all other human impulses and ties. As in Bitzer, not thinking but rationalising, not applying but using an idea,

his only reasonable transaction in that commodity would have been to buy it for as little as he could possibly give…it having been clearly ascertained by philosophers that in this is comprised the whole duty of a man – not a part of man’s duty, but the whole.” (Book II, Chapter I)**

However, what “philosophers” had ascertained, or tried to ascertain, was an ethical basis. What was being applied, on the authority of the economists but more directly on the interest of a class, was a characteristic form of capitalist trade. The structure of Dickens’s handling of the idea is exact: not the analysable content of utilitarianism but the consequence of it.Utilitarianism in Dickens’s Hard Times is a central idea that has been taken in this essay for clarification; it shows the relation of utilitarianism to his practice as a novelist.

Thomas Hardy

“Thomas Hardy”
Richard Carpenter

In
Twayne’s English Authors Series Online

Ahmed Adel & Fayrouz Fahmy


Tess of the D’Urbervilles in the Victorian Age:

1.1. “Tess of the D’Ubervilles is a frontal attack on some of the bastions of Victorian mores, and was recognized as such. In addition, Hardy emphasized his point by subtitling his novel A Pure Woman Faithfully Presented, thus virtually guaranteeing a storm of protest.”
1.2. “In Tess…basic moral assumptions of the Victorian age come in for barbed criticism: the cruelty of a "moral" code which condemns the innocent victim of a seducer (perhaps a rapist) to ostracism while he goes scot free; the double standard that enabled Angel to palliate his own sins while condemning Tess.”
1.3. “Tess is not only once but twice fallen from the point of view of Victorian respectabilities. No matter that she is subjected to intolerable pressure: she has been seduced; she has borne an illegitimate child; she has married, been deserted by her husband, and lived with her seducer.”
1.4. Hardy demonstrated in Tess “the problems that arise from social prejudices and illusions.”
1.5. “The pernicious idea that the members of the "better classes" were really better than the simple country folk is subjected to sharp analysis.”
1.6. “ Not only Tess’s father labors under the illusion that social classes have some intrinsic value in them (like Mr. Melbury), but Alec thinks he can play the seigneur to the peasant girl and Angel believes that there is some mystic purity native to the maid of lower classes, necessary to her desirability.”
1.7. This destructive notion replaces “individual human values with false concepts about society”.



Characters:
“The quality of the novel comes from its characters and setting rather than its more conspicuous themes.”

2.1. Tess Durbeyfield:
2.1.1. “Tess is by far the most admirable person in the novel, and the two men in her life – both presumably above her in the social scale – are shown as the victims of false ideas of human interrelationships coming from their background.”
2.1.2. “Hardy shows Tess the helpless victim not only of society but also of principalities and powers for which no human agency can be held responsible.”
2.1.3. Tess asks Angel at Stonehege if “the heathens sacrificed to God in this place, and he replies that he thinks they sacrificed to the sun. But that they did sacrifice and that Tess is the modern equivalent of those barbaric ceremonial victims are only too clear.” The symbolism that Hardy draws is very clear. Tess herself is a sacrifice, “made to suffer for the mistakes and misdeeds of her world.”
2.1.4. Tess is considered the most “outstanding among Hardy's heroines because she is the only good woman who has the role of a protagonist.”
2.1.5. “She has greater moral and physical endurance than any of Hardy’s other heroins” and has “has the straightforward sincerity, the natural simplicity of those who live close to nature.”
2.1.6. “She also has a dash of recklessness in her character (coming, Hardy implies, from her knightly Norman ancestors) that enables her at long last to turn on her tormentor and slay him.”
2.1.7. “Tess knows nothing of deceit…she can only strike out when its evil is fully revealed to her.”
2.1.8. “Beautiful with a full-bodied femininity, staunch in character, passionate in emotion, Tess is Hardy’s vision of an ideal woman.”

2.2. Angel Clare:
2.2.1. “His name indicates better the ambiguities of his position, for it is partly fitting and partly ironic. He is a rather saintly man who knows little of the real world, but he is also rather inhuman.”
2.2.2. Angel Clare is a man “pulled in different directions by conflicting motives…”
2.2.3. He is “the most intriguing because of his problems.”
2.2.4. “Angel has a genuine love for Tess which lies beneath his conscious self.”
2.2.5. “Angel is notably inconsistent, too. He is later tempted to take Liz Huett with him to Brazil as his mistress because he feels cynical about women and would be "revenged on society."”
2.2.6. “The irony of such a double standard, as well as its patent falsity, Angel cannot perceive. He complains about the social ordinances of marriage as restrictive, when his own concept of "purity" in his wife binds him more securely than the law.”

2.3. Alec d’Urbervilles:
2.3.1. In the beginning of the novel, Alec d’Urbervilles is “the typical seducer of melodrama… Yet there is something in Alec which goes beyond the mere stock seducer, for he does seem torn between his better and his worser selves, and his yielding to the latter indicates the strength of Tess’s appeal.”
2.3.2. “Alec is in the guise of an evangelist, for who can quote Scripture better for his own ends than the Devil?”
2.3.3. “Alec’s joke – "a jester might say that this is just like Paradise. You are Eve and I am the old Other One, come to tempt you in the disguise of an inferior animal" – is perfectly apropos, despite Tess’s protestation that she does not think of him in that way at all.”
2.3.4. “He becomes less human as he becomes more symbolic.”


Hardy, the Novelist:

3.1. “Hardy did not intend his novel to be a social tract, but he did want to treat social problems in a mature way.”
3.2. “Part of Hardy’s social criticism is thus aimed at the agricultural situation in which poor people lacked even a modicum of security and were subject to any chill economic wind that might blow along.”
3.3. “Hardy shows Tess the helpless victim not only of society but also of principalities and powers for which no human agency can be held responsible.”
3.4. “The final deplored comment that "‘Justice’ was done," rounds out this philosophical aspect of the novel, emphasising the idea that Tess was not only beset by society but also by the very nature of the universe.”


The Natural, the Social, and Man:

4.1. As Nature overpowers Man, so “The triumph of winter over the fecundity of Talbothays is the prophetic triumph of death over Tess’s life.”
4.2. Nature itself is overcome by the imposing forces of society, as “the dominance of the threshing machine is the triumph of mechanism over the vital qualities represented by life close to nature.”
4.3. “Hardy also includes in his social critique his usual theme of the invasion of the pastoral world by alien forces, here symbolized by the threshing machine, that "buzzing red glutton" with its tender "a creature from Tophet, who had strayed into the pellucid smokelessness of this region of yellow grain and pale soil," a throbbing mechanical monster on which Tess works her heart out.”
4.4. This “dominance of the threshing machine is the triumph of mechanism over the vital qualities represented by life close to nature.”


Heredity:

5.1. “A subordinate theme of much interest is involved in the question of inheritance.”
5.2. Hardy clarifies this idea, “with some objections to its validity as a principle, but throughout the novel he harps on the idea of heredity and its influence on Tess’s life.”
5.3. He shows how heredity “affects Tess through the "decay" of ancient families. Hardy even implies some warped kind of retribution when Alec seduces, or rapes, Tess as her "mailed ancestors rollicking home from a fray" may have "dealt the same measure even more ruthlessly towards peasant girls of their time".”


Chance:

6.1. “When the letter which Tess has written telling Angel about her past slips under the carpet so that he does not see it before the marriage, we know that Chance has made its mystic and malign influence felt once again. We feel, as Frederick Karl puts it, that Hardy is using Chance as his "weapon to strike through surface reality to areas where the poetry of man offers resistance to the drab starkness of a malevolent universe".”


Fate:

7.1. “The ineluctable sense of the earth over which men move and on which they act out their fates is ever before us.”


Conclusion:

8.1. “Hardy wrote in Tess of the D’Urbervilles one of the finest novels of the nineteenth century because he lifted the story of a wronged peasant girl into the realm of tragedy through his use of these universal qualities; it became not only the tale of Tess Durbeyfield but also the story of wronged and suffering humanity.”“Tess remains Hardy’s most moving dramatisation of a pure soul struggling with the inscrutable evils of existence.”

The Seventeenth-Century Background

The Seventeenth-Century Background
Basil Willey

John Locke

Nayera Saad, Amira Abdel Aziz,
Eman Bastawy & Anan Shendi

Theory of Knowledge:

1.1. Method:
· Locke’s main method that tackles the theory of knowledge puts our own understandings into a test and recognises things which they are adapted to.

1.2. Empiricism:
· “It is well known that we derive all our ideas from Experience, which in turn is made up of Sensations and Reflections.”

1.3. Tabula Rasa:
· God did not force some “truths” upon our minds; but we were supplied with enough amounts for the discovery of all what we need to know. Locke is against “innate” ideas and this is out of his presupposition that we must gain our knowledge and our thoughts out of nature and universe, not depending upon “common notions” which are supposed to be sent from God.

Ideas:

2.1. Simple Ideas:
· These are ideas we get from a single sense and ideas made of more than one sense.

2.2. Complex Ideas:
· These are ideas combined of two or more simple ideas.


Mental operation:

3.1. Perception:
· Knowledge is defined as the perception of the agreement or disagreement of ideas with each other. We perceive, for example, that one idea is different from another, the particular relation one idea holds to another and the co-existence of certain ideas.

3.2. Reflection:
· It is associated with our sensory experience, as our senses transfer to our minds what it had just experienced by reflection.

The Three Degrees of Certainty:

4.1. Intuition (Our Own Existence):
· It “is the perception of self-evident truths, and has the highest degree of certainty”.
· Locke regards our own existence as the first of all certainties: “I think, I reason, I feel pleasure and pain: can any of these be more evident to me than my own existence?” He will not let “thought” be the “essence” of the soul, but makes it rather its function. Locke is not interested in proving the materiality of the soul. He only sees it as an example of the limited extent of human knowledge.

4.2. Demonstration (The Existence of God):
· “It aims at showing the connection between ideas which owing to the distance from each other cannot be compared by simple intuition.” According to Locke it is: “the most obvious truth that reason discovers its evidence being equal to mathematical certainty”. “We more certainly know that there is a God than that there is anything else without us. He sees that it is unwise to only depend on the argument of "the idea of a most perfect being". But at the same time he begins with proving our own existence, and then claims that all the qualities of produced things must be present in the cause. An intelligent being alone could have produced us.”

4.3. Sensation (The Existence of Other Things):
· It “is the ideas we receive from an external object.” He visualised matter in his mind as a collection of invisible atoms varying in their figure and motion.

Machiavelli’s Virtue

Machiavelli’s Virtue
Harvey C. Mansfield

Dina Mahmoud & Yasmin Mahmoud


Politics According To Machiavelli:
1.1. In his most famous book The Prince, Machiavelli argues that “politics has and should have its own rules and should not accept rules of any kind or form”. He thus writes that “politicians should not be limited by anything not political”.


Machiavellian Politics “You Can Get Away With Murder”:
2.1. He observes that “no divine sanction or degradation of soul or twinge of conscience will come to punish you. If you succeed, you will not even have to face the infamy of murder, because when men acquire what they can acquire, they will be praised or not blamed”.


Machiavelli Wasn’t “Machiavellian”:
3.1. Scholars of Machiavelli confirm that he wasn’t an evil man who taught evil doctrines; he does not deserve his infamy, and he was not an apologist for tyranny. They depend on his saying we should take our bearing from “what’s done” rather than from “what should be done”. They conclude that he was a forerunner of modern political science, which was no evil thing.


Machiavellian Moralities:
4.1. “Morality had meant not only doing the right action, but also doing it for the right reason or for the love of GOD”.


5. Political rather Moral Rules:
5.1. Machiavelli declares that “no moral rules exist, not made by men, which men must abide by. The rules or laws that exist are those made by governments or other powers acting under necessity, and they must be obeyed out of the same necessity”.


6. Justice According To Machiavelli:
6.1. For Machiavelli “Justice is something identical with necessity”. So he confirms “let a prince win and maintain a state: the means will always be judged honorable, and will be praised by every one”.


7. The Moral Virtue of Liberty to Machiavelli:
7.1. It is no use being liberal unless it is noticed that you are so. The right way to get a reputation for liberality is not to care to have reputation for stinginess, in The Prince, Machiavelli sees liberality means taking little rather than giving much.


8. Is It Better for The Prince to Be Loved or Feared?
8.1. It would be better to be both loved and feared, but if necessity forces a choice, it is better to be feared, but shouldn’t be hated by abstaining from the property of others, “Because men forget the death of a father more quickly than the loss of money”.


9. The Prince Can Be a Beast to Get the Best:
9.1. As men will not keep faith with the prince, he must learn how to use the beast in man and to be a fox as well as a lion.


10. Machiavelli’s Virtue Differs From Aristotle’s:
10.1. Virtue in his new meaning seems to be a prudent or well-taught combination of vice and virtue in the old meaning. Virtue to him is not a means between two extremes of vice, as in moral virtue of Aristotle. Virtue is effectual only, when it seems in contrast to its opposite, as Liberality and Mercy are impressive when one expects stinginess, cruelty and fear.


11. Machiavelli’s Notion of Constitutional Government:
11.1. The third quality of a new prince is to make his own foundation. He should ally with people against the aristocracy, which means “constitutional government is possible but only after an unconstitutional beginning.”


12. Machiavelli Personified Fortune:
12.1. Man should learn to be both impetuous and cautious. Fortune is a woman who “lets herself to be won more by the impetuous than by those who proceed coldly”. He makes the politics of the new prince as a rape.

Literary Genres

LITERARY GENRES AND THEMES BETWEEN PAST AND PRESENT (ALLEGORY & THE UNCANNY)

He was again accused of distracting their attention from the real objectives of their second year culture curriculum. It was said that they were not that genius to discern the relevance of Hollywood machine allegory “Matrix” to the medieval Christian allegory of “The Vision of Piers Plowman” and the modern political allegory of Animal Farm. They were just shocked again at the ‘uncanny’ in medieval romance, modern science fiction and contemporary Hollywood Star Wars movie series. He has insisted that literature, like cinema, is a cultural message that both reflects and affects our contemporary reality. If we could trace similarities between literary and cinematic representations on one hand and the culture they represent on the other hand, then we might be able to get a grip on the relevance of our ‘Culture’ course to our reality. Here you will find some second year students of “The Round Table” attempting hard to explain that relevance to save their colleagues from falling in the trap of the uncanny.

Allegory

Allegory between Religion,
Politics and Science


Reham Mostafa


Along the years, literary forms and genres have developed, depending on the conditions of the time in which they were constructed. Allegory is one of these literary modes that have developed throughout the years. It is a form of extended metaphor, in which objects, persons, and actions in a narrative are equated with the meanings that lie outside the narrative. The underlying meaning has a moral, social, religious or a political significance and characters are often personifications of abstract ideas as charity, greed or envy. Thus an allegory is a story with two meanings, a literal meaning and a symbolic one. In each era, the form of allegory is molded according to the dominant power. In the medieval era the clergymen tried so hard to reach people's souls and fill their hearts with the love of God and Jesus, whereas in the modern age politics ruled and controlled people's lives. In this postmodern time we look around us and wonder how we got caught up in the middle of all the chaotic events around us and how they affect our works of art.

Religion was the basic cornerstone in the Middle Ages. Allegory came in, hiding in its pocket religious teachings and thoughts in the shape of a catching story to be more easily accepted and comprehend by the public. William Langland’s The Vision of Piers Plowman is a medieval Christian allegory concerned with the narrator’s energetic quest for the true Christian life revealed in the form of a dream. In this dream he sees himself standing in a field full of folk between the tower of heaven and the pit of hell. The folk appear only concerned with money-making. Meeting people like “Study”, “Wit”, “Scriptures”, “Knighthood”, “Do Well”, “Do better” and “Do best”, Plowman gains more knowledge, as he is instructed on how to behave in his life. Scripture teaches him the three kinds of love which must be observed: love of God, of fellow Christians and finally heathens. He is also taught how to care for the poor and help the hungry. These are the moral lessons that are delivered to the public indirectly through religious allegory.

As politics was the main power of the modern age, it was dangerous to reveal political opinions directly. That is why writers had to hide their thoughts between the lines of their allegorical writings. One of these writers was George Orwell, a democratic socialist and a member of the Independent labor Party for many years, who had to dip his criticism for the political events of his age inside the pages of his novel Animal Farm. Allegory could be read on a variety of different levels. It can be read as a stinging critique of the history of the Russian Revolution and a strong condemnation of the Stalinist corruption of the original socialist ideals. Thus, the story of the emergence and development of Soviet communism takes the form of an animal fable. We read in its last chapter that Mr Pilkington congratulates the pigs on the low rations, long working hours and absence of pampering which he observed in the farm: “if you have your lower animals to contend with, we have our lower classes.” Orwell shows us the true events such as the overworking of the working class, the justification of luxuries indulged in by the ruling class and the spreading of propaganda to cover up government failure or ineffectiveness.
Allegory adopts another role in our age where technology controls our lives. Machines are everywhere, overwhelming and controlling our whole lifestyle. The film directors Andy and Larry Wachowski knew that, when they decided to make Hollywood’s Sci-Fi hit The Matrix with some exaggerating effects. The dominant idea of our age is greatly presented describing a future in which our world is actually the Matrix, an artificial reality created by machines in order to pacify and make use of the human population as an energy source by growing them and connecting them to the Matrix with cybernetic implants. A computer hacker learns from rebels the true nature of his own reality: “Reality that world is a hoax, an elaborate deception spun by all powerful machines of artificial intelligence that control us.” We see that he is a machine just like everything else and that he cannot fight the evil, destructive machines except when he is plugged in. The lesson derived from such a scientific allegory is that no matter how stupid the machines are, we can never live without them anymore. We cannot live without electricity or cars; machines are all around us and we will always depend on them.

Medieval or modern, allegories will always have the same purpose at all times: to deliver a hidden meaning through an attractive story representing the culture of the age and its dominant modes. The only difference is the goal of the allegorical piece of art, whether to teach a moral lesson, criticise a political situation or warn against an upcoming disaster.

The Uncanny through the Ages

The Uncanny through the Ages

Rana El Kholy


There is a constant Western interest in the uncanny in both medieval and modern cultures. The concept of the uncanny can be traced in Thomas Malory’s medieval romance Morte D’Arthur, H.G. Wells’ modern science fiction novel The Time Machine and in Hollywood’s movie Star Wars Episode VI: The Return of the Jedi. On one hand, these works have many features in common. On the other hand, there are dissimilarities between them substantiating that they belong to different cultures.

Figure 1The Western interest in the uncanny has developed from the medieval age to the modern age. To start with, the interest in the uncanny and supernatural in the middle ages is depicted in romance literary works. In Thomas Malory’s Morte D’Arthur, there are many references to mystic things and happenings. First, there is the interest in monstrosity. Malory describes “a great giant which had slain, murdered and devoured” a lot of people. Secondly, the interest in magic is presented when it is stated that “Merlin cast an enchantment to the knight that he fell to the earth in a great sleep.” Lastly, an unnatural happening takes place when a knight is described as “invisible”. Moreover, the same interest in the uncanny is demonstrated in the late nineteenth century but in a different literary genre, science-fiction. In The Time Machine (1895), H. G. Wells depicts the Morlocks, ape-like creatures that have large eyes, white skin and fur, and are fearful of light and fire. The Time Traveller, the hero, describes them as “carnivorous”, “inhuman and malign”, having “pale, chinless faces” with “great, lidless, pinkish-grey eyes.” Furthermore, the American Hollywood movie, Star Wars Episode VI: The Return of the Jedi portrays the interest in the uncanny. First of all, there is the attraction to monstrosity. In Jabba the Hutt’s palace, Luke Skywalker is dropped into the pit of the Rancor (figure 1), which is a fearsome, deadly beast with large teeth, claws and armored skin. After Luke slays it, Jabba (figure 2) condemns him along with Han Solo and Chewbacca to a slow death in the belly of Sarlacc. “In his belly,” C-3PO announces, “you will find a new definition of pain and suffering as you are slowly digested over a thousand years.” In addition, spirits of dead characters appear at the
Figure 2end of the movie. Luke catches sight of the spirit figures of Obi-Wan Kenobi, Yoda and Anakin Skywalker (figure 3), who are staring proudly back at him.
Figure 3These three different literary works of art show the similarity between the different cultures they represent. To start with, in all these works there is an interest in monstrosity. In Morte D’Arthur, there is a reference to “a great giant”. Likewise, the Time Traveller describes the Morlocks in The Time Machine as “inhuman” and “carnivorous”. In the same manner, different beasts are portrayed in Star Wars, such as the Rancor and the Sarlacc. Moreover, in each of these works, there is a hero who either defeats or escapes from the monsters. A knight kills the “great giant” in Morte D’Arthur. The Time Traveller beats the Morlocks off and escapes into the future in his time machine. Similarly, Luke kills the Rancor by crushing it under a huge door and manages to escape from the painful death in the Sarlacc’s belly in Star Wars. This point of similarity indicates that in the cultures these works belong to, there is always a need for a hero to conquer evil and restore balance in society.

On the contrary, some differences can be pointed out in these works of art reflecting the different cultures they embody. First of all, each one of these works is set in a special age. Morte D’Arthur depicts the medieval age. The Time Machine is set in modern England. Star Wars movies start with the famous phrase, “Along time ago in a galaxy far, far away”. Furthermore, there is the difference of magic versus technology. Magic is rather apparent in Morte D’Arthur when Merlin casts “an enchantment to the knight” to make him fall asleep. Contrarily, in The Time Machine, new technologies are found, such as the invention of the time machine. In a similar way, there is a reference to advanced technology in Star Wars. An example is C-3PO (figure 4), a protocol droid. It is a robot that assists its owner in communicating, mainly with the translation of languages and in correctly observing the norms and etiquette of unfamiliar cultures. This point of comparison, magic versus technology, is a reflection of the various interests of people. For example, Morte D’Arthur is a representation of medieval people’s ignorance and illiteracy. They were interested only in uncanny things and obsessed only with magic. On the other hand, The Time Machine is a portrait of nineteenth century people who were interested in the uncanny phenomena
Figure 4regarding the future. Unlike for the medieval people, this was no sign of ignorance because they did not believe in magic but in the progress of technology. Finally, in Star Wars, there is an interest in other galaxies and whether there are other creatures in our universe or not. This is also not an indication of ignorance, but a mark of curiosity. The last dissimilarity between these works of art is that they belong to two different genres; romance and science-fiction. Morte D’Arthur is a romance, a European form of literature, which usually recounted the marvelous adventures of a chivalrous, heroic knight, often of super-human ability, who fought and defeated monsters and giants to win the favour of his inconsistent princess. On the other hand, The Time Machine and Star Wars movies are distinguished as science-fiction works. Science-fiction is the literature in which speculative technology, time travel, alien races, intelligent robots, gene-engineering or space travel contribute to the plot or background.

To sum up, the interest in the uncanny and the supernatural can be tracked down from the middle ages to the modern age. This can be done through the observant study of Thomas Malory’s Morte D’Arthur, H.G. Wells’ The Time Machine and Hollywood’s movie Star Wars Episode VI: The Return of the Jedi. These works of art demonstrate the similar and different features of the cultures they stand for. Hence, it has been proven that people have and will always be interested in the uncanny, the supernatural and the unreasonable, no matter what culture they belong to and no matter how modern they seem to be.


References:
* www.wikipedia.com
* www.bookrags.com
* http://web.cn.edu/kwheeler/index.html
* Culture Lectures given by Dr Ahmed Gamal
* The Text of Thomas Malory’s Morte D’Arthur: http://etext.lib.vriginia.edu/ebooks/
* The Text of The Time machine: www.bookrags.com
* The Movie: Star Wars Episode VI: The Return of the Jedi

The Uncanny Between the Past and the Present

The Uncanny Between the Past and the Present

Yara Abdel Bassir


In Western literature, the uncanny has been used all through the centuries from the medieval ages to modern and postmodern times. Uncanny’s literal meaning seems to point at the description of supernatural, metaphysical or abnormal phenomena. It may also connote the unknown, threatening danger behind closed doors. The interest in the uncanny and unnatural in literary works has developed in the west, in spite of their great scientific discoveries. However, its role in any work of art differs according to both time and culture. As for the Middle Ages, Sir Thomas Malory’s La Morte D’Arthur is a good example to reflect the medieval Western culture and the use of the uncanny in that particular historical phase. Similarly, H.G. Well’s Time Machine and Hollywood’s famous series of movies X-Men represent the role of the uncanny in the modern and postmodern ages. These examples highlight the similarities and dissimilarities between the uncanny in the Western past and present.

The cultural background has a great effect on establishing the uncanny concept in medieval, modern and postmodern times. In the case of the Western medieval ages, the Crusades enriched the literary life of England as well as the whole mentality of medieval Christendom. Consequently, this helped in spreading new literary genres such as the romance. At that time, romance was much concerned with a super-hero knight who faces uncanny creatures and is trying to save people from danger. At that time, the uncanny happenings and creatures were associated with religious concepts and beliefs, due to the strict religious status of the time. Moreover, they were interested in knighthood, sorcery and myths. On the other hand, the modern ages are considered the ages of scientific approaches such as electronic inventions and scientific experiments. However, in the case of post-modern ages, they are even more connected to Hi-Tech and telecommunications and genetic engineering. However, in spite of all these approaches, the uncanny concept has dominated most of the Western works of art including novels and movies.

To trace the similarities and differences between the use of the uncanny concept in medieval, modern and postmodern ages, some significant examples are to be presented. As for the Middle Ages, Sir Thomas Malory’s La Morte D’Arthur stands as a good example to represent the use of the uncanny concept. This story narrates the adventures of King Arthur and his knights of the round table from the day he was chosen to be the king of England. In these adventures he meets uncanny, evil creatures and defeats them to save his people from their outstanding danger. This superhuman strength reveals that knighthood is presented in opposition to the uncanny evil creatures. In other words, greatly strong knights and extremely evil creatures are two faces of the same coin, which is the uncanny. In addition, in medieval literature the uncanny represents the undercurrent whereas religion is depicted as the mainstream. The uncanny is portrayed as a religious miracle, as in the miracle of pulling the sword out of the marble stone Malory’s romance. On the other hand, H.G. Wells’ Time Machine and Hollywood’s X-Men clarify the differences and similarities between the medieval and modern uncanny. In relation to Time Machine, the main theme of its story is based on curiosity of searching for the “great triumph of Humanity” in the future by traveling in a time machine. The theme of masculinity and bravery of the savior are common in both ages. It is clear, however, that in the modern works of art, scientific progress and technology are presented as the main theme, while religion does not take part in the story. Similarly, X-Men (as a postmodern example) mainly tackles the idea of genetically modified human beings with extremely weird, metaphysical and supernatural abilities. These uncanny, super human beings play the role of the saviours of their country from the evil other.

The surrounding environment in both ages supplies those uncanny creatures’ different forms, features and looks according to the time’s beliefs and concerns. For example, in La Morte D’Arthur, it discusses the people’s belief in the existence of invisible knights such as Knight Garlon. Furthermore, monsters and ugly giants, as bigger-than-life creatures, take part in bloody scenes. For example, there is a “marvelous giant” who had eaten all the people of the country and kidnapped the Duchess of Brittany. On the other hand, H.G. Wells’ uncanny creatures, who are embodied in the so-called Morlocks, are described as “solitary white”, “ape-like”, and “chinless” creatures who have abnormal, “grayish-red”, “large”, “bright” and “lidless” eyes. In case of the X-Men, they are genetically modified human beings who are called “mutants”. From the main mutants of these movies are Wolverine and Storm. Wolverine, for instance, is a more modern form for the mythical Werewolf, in the sense that he has claws in both fists and heightened animal senses. For Storm, her powers are more related to mental actions rather than physical. She has the ability of manipulating different weather elements including rain, fog, lightening and wind. Another difference between the medieval and modern uncanny is that sometimes the uncanny creatures have normal human looks and may act as saviors like the mutants, but in medieval times uncanny creatures were always evil and cruel as the marvelous giant in King Arthur’s adventures.
To sum up, this essay traces the development of the uncanny in works of art and literature from the medieval to the post-modern times and passing through the early modern ages. This development can be traced according to the cultural background of these ages, the themes of these works and the forms of the uncanny creatures and happenings. These traces reveal some similarities as well as differences between the three ages. Finally, these differences between the ages in terms of their depiction of the uncanny create a lot of questions about the nature of the uncanny in the future. How will these uncanny creatures look like? Will the theme be religious or secular? Will the story have scientific bases or political ones? Will it resemble the past or the present? Questions will keep popping up till future answers each on

Harsh Times

Harsh Times:
But Love is Not a Voluntary Thing

Ahmed Adel
Third Year


In Cairo our story begins. Cairo, Miss – a charming city; a city that is a witness to many a historical events; a city that is full of excellent scents; or that would have been full of excellent scents had it not been for the thousands of cars in the streets and the smoke of the burning of trees. Cairo, Mr – that city of kind people; people ready to help you without being acquainted with you. You know Cairo? Definitely yes. Look at the thousands of abundant minarets; look at the sun at the emotional time of sunset (only if you can see it through those black clouds) – look all around you, and you will know how Cairo is. In Cairo our story begins…

A girl our heroine is. A sensible young lady she is; a youth who has been in this life for eighteen years – seventeen of which were peaceful and happy. She is of a happy complexion by nature – a complexion that captures any eye. All those who knew her used to envy her for being always happy; and it seems their envy did work – for she is now experiencing the worst moments of her life. A girl our heroine is…

Look at her while standing in front of the window of her room. She is looking at the beautiful garden behind the building in which she dwells, trying to remember how it all began. How annoyed she does look now! You see her? Oh, she is looking at her computer beside her, and is sighing; a sigh of grief – a sigh of relief. It is almost like yesterday for her, when it all began. Now she cannot but remember. Look at her while standing in front of the window of her room…

From the library he was coming out, and she saw him. She saw a well-built, handsome young man. He was her colleague; she had seen him before in a lecture room. She felt he was not like the others: he chose to be in the library, not in those gardens in the university campus. From that moment, she began to pay attention to him – to his actions, and his words, and everything. Whenever he raised his hand to answer a question, she paid the utmost attention. Whenever he spoke or gave a comment in any lecture, she heard him as if there were none but him in the room. She liked his character and began to wish to know him more. From the library he was coming out, and she saw him…

“The lecture is cancelled,” she told him one day as he was hurrying upstairs to be on time. “Really? Thank you,” he said, and smiled. She blushed, but he did not notice. “This is really good, for I wanted to go to the library to get some references,” he said quietly, as if thinking aloud. “I depend on some online references,” she told him. “Oh, I wish I could, but I do not have a subscription to any of those online references.” She did not know what to say. Then, after thinking quickly, she said, “Well, I have access to one of these online resources, and I have got lots of very good papers. I can print them and get them tomorrow if you want.” “Oh, that would be so nice, but… Well, do not print. I have a printer and can print them. Can you just send me the articles?” he asked. She started, then blushed. This time, he noticed her blush, but did not understand the reason! “Can you just send me the articles?” he repeated. “Sure…of course… I can…and I will…” “Here is my e-mail,” he said, and gave her a piece of paper. “I will be waiting for those references as soon as possible.” “Ok, I will send them soon,” she said – and smiled. “Thanks in advance, Miss ––?” “––––,” she replied. “And you?” she asked politely. “––––,” he said. “Ok. Thanks in advance, Miss ––––. See you later.” “Later,” she said.

How she felt that day on her way home no one can describe. All her friends who saw her after that “references” discussion told her she was different; she was more lively, and more cheerful; yet none of them knew why! Quickly she left to go home. She wanted the minibus driver to drive at maximum speed; no, she wanted the minibus to fly so high and so quickly in order to reach home and send the references. When she reached home, she was active in an unusual way – totally unlike her daily feeling of laziness. And quickly she did log onto the net, and quickly she did prepare the references to be sent. She was trembling when she first began to write the e-mail to which the references were attached. For some minutes she did sit doing nothing, unable to write a letter. Then, she summoned up courage, and wrote:
Hello ––––,
How are you? I hope you are fine.
I am sending you the references I promised to send today. Please check them and
tell me what you think of them.
I want to add that I was astonished when I saw you coming out of the
library, because it is
rare nowadays to see students in it! LOL! But you are really a different person and a
respectable one.
God bless you…
Thanks,
––––

At home he felt bored, so he logged onto the net. He was surprised to find her e-mail in his inbox. True it is that he wanted to get those references; but he did not imagine that he would get them on the same day. It was important for him to get those references, yet he forgot all about it till he saw that e-mail. She, on the other hand, kept wondering whether he would check his inbox that day or not, and whether he would reply or not. He read her e-mail, checked the references, and found them really helpful. So, he replied thus:
Hello ––––,
I’m fine, and I hope u are fine too. Thanks sooo much for the references. I find
them really useful. I hope both of us would get excellent marks InShaaAllah .
Thanks again –––– .
Ah, concerning the library, I think that it is very important to go and get references
and so on. I do not say that sitting in the gardens downstairs is bad. No, it is not bad.
But one must go to the library for some time, and sit in those gardens in other times.
LOL !
Anyway, thanks again for the references. See you in college…
Yours
––––

On the next day they saw each other. They did not talk; they just saluted each other, for there was no need to talk. They just talked for the sake of getting those references and helping each other in studying; and no more.

Days passed, and passed, and passed; and her admiration for such a character increased. On some days he did not go to college; on those days she felt she was missing something. It was his presence she was missing; just his presence. When he was in the same lecture room, she felt his presence. When he was in the same lecture room, she felt peacefully relaxed. Her eyes looked unintentionally at the door of the room when he was still not there. Every time the door was opened, her heart beat – unintentionally. Every time the door was opened, she wished it was him, so that she would concentrate at what was being said in the lecture. His entrance from the door she did like; she did like his confident, indifferent manner of entrance.

Days passed, and passed, and passed; and their acquaintance grew stronger. They passed the stage of sending and receiving e-mails; they resorted to chatting – for it is more practical and is easier. They chatted, and chatted, and chatted. In chatting they said what they could not say face to face. In chatting they were more open, more frank, and more friendly. And they chatted, and chatted, and chatted. Happy were the hours she spent chatting with him. She liked in him his patience to listen to all what she used to say. He was the brother she lacked. He was the adviser she needed. He was the support she wanted. He was like a well for her; and her notions were the water that filled it. Whenever he felt she was sad, he was ready to listen; and she was eager to narrate. Many were the times she found in him the sole consoler for her anxieties, though she was always happy – for a person sometimes experiences moments of sadness, even if that person is the happiest of creatures. To him she complained, and from him she was usually advised. And they chatted, and chatted, and chatted…

Yet, a teenager’s heart is not stable. It is always liable to change; sudden change. A moment may come when someone becomes a totally different person. She found herself one day writing Pamela’s remark – that in Richardson’s Pamela – in her note book; and she knew not why she did so. She wrote, “But love is not a voluntary thing…For I know not how it came, nor when it began; but crept, crept it has, like a thief, upon me; and before I knew what was the matter, it looked like love.” Did she love him? It began with admiration! But did it extend to love? And if yes, what happened to make her now experience “the worst moments of her life”? Perhaps it is because she was shocked to discover that she was dealing with a whelp. Yes, he was a whelp!

How strange a teenager’s heart is! How liable to sudden change! Today it loves, tomorrow it hates; today it hates, tomorrow it loves!

To be continued…

A Flicker of Hope

A Flicker of Hope

Walaa Kourshid
Third Year

One day I was walking in the street,
And the killing heat was burning my feet.
I was gazing at the faces around me,
Especially street children who cannot from their fate flee,
When I was shocked with this scenery…

“Hey, give me money…I want money…a penny…a piaster…anything…” and that was everything. Do you know who this was? A four-year old street child; I did not realise whether the child was a boy or a girl. I did not notice anything except the torn clothes and dirty hair. S/he was just pulling my shirt, my bag and begging me for money hysterically. I thought he was dying of hunger and I was going to give him/her money when I suddenly abstained. Contrary to what I expected, she was a girl, not a boy, and her good mother was standing at the corner watching her begging. What a kind-hearted mother!!!

Soon came to my mind Blake’s lines:

They clothed me in clothes of death,
And taught me to sing the notes of woe.

Days pass, hours go, and more helpless children are lost in this world. Once again I met a girl; I was sure she was a girl this time. She was no more than seventeen years old. You may not consider her a child but her looks asserted that she was. That child, whose name was “Sa‘deya”, was carrying two other children who seemed to be her babies. She worked at house cleaning. Her elder son was about five years old and had an amputated leg, while the other was nearly a year old. It was easy then to imagine their status. In spite of their hard circumstances, the elder boy was playing happily and innocently with his younger brother. With some clownish acts he made his younger brother laugh, and he laughed along with him in turn. Their laughs were truly from the heart. However, old, miserable looking eyes were gazing around them. They were pale, full of tears and grief. Such eyes were the mother’s, but suddenly they became vital, lively and active. They were those pure laughs that changed these miserable looks. As a child, “Sa‘deya” shared her two babies their laughs and happiness and forgot about all her grief. Her eyes carried a hope for her children and for the future, which reminds me of Blake’s lines:

And because I am HAPPY & dance & sing,
They think they have done me no injury,
And are gone to praise God & his Priest & King,
Who make up a HEAVEN of our misery.

An Essay on Life………?!

An Essay on Life………?!
(Title inspired by Alexander Pope)

Marwa Talaat
Third Year
GRADE: ––/20


• INTRODUCTION:
Doubleness of Our Society

Who are we? Where are we? In Saudi Arabia, in America, or in Egypt…………? Really, I don't know. There are no distinguishing features for our society – the EGYPTIAN society.

BODY: Shots from the Life of Our Society

SHOT 1:
Walking along the busy streets of Cairo will show you the great diversity of the Egyptians: a woman is dressed totally in black; another dressed in Shakira-like clothes, while another is a mixture of both. This is only one chapter in a long story called Contradictions.

SHOT 2:
It is interesting to count how many times one said something but did another, not only in one’s whole life but in one’s daily life. I wonder what on earth is that when a lady keeps on criticising how young ladies wear, act, or talk, while her daughter wears, acts, or talks in the same way.

SHOT 3:
Whether you realise this attitude of doubleness or not, it does exist. For instance, when someone is a VIP, people shut their eyes when he commits a fatal mistake. However, they can see his trivial mistakes quite directly when he quits his position.

SHOT 4:
In addition, when a young man smokes, his parents consider this a violation of propriety. When they themselves smoke, they consider it a right.

SHOT 5:
Contradictions are most clear in emotional aspects, as one expresses feelings that are not part of his/her character or totally opposite to his/her own character just to gain the other partner’s admiration.

SHOT 6:
We have to ask ourselves why this does happen in our society. First, we were asked to hide the truth since we were in the cradle (e.g. when there is a phone for your papa, and he orders you to tell the one who calls him that he is absent). Second, transparency is not accepted in our society. Last but not least, we are confused between our Egyptian culture with all its beliefs and the different beliefs imported to us via satellites.

• CONCLUSION: Recommendations

To solve this problem, we have to recognise that self-awareness and transparency are the main keys to this problem. One has to be aware of his mistakes and be brave enough to face them. A piece of advice is to be presented: search for doubleness in yourself!!!!

Living in England

Living in England

Maryam Mehanna
Third Year


England is one of the most historical lands all over the world. It is a beautiful dream for many people to live in it. I would like to share with you my baby experience which I had there. In England, I can walk, run, play and at last I can feel that I am a real human being. There, I can enjoy the simplest rights which I cannot here. There, I can totally depend on my own; I can take a bus or a taxi or even a train. The best thing that I liked there is that I can walk freely without any difficulties, because the pavements are within ramps (slopes). There, I can fly over the clouds, smile and say: “I am a precious and valuable person.” But, here, I can say: “I am a figural person without any rights at all.”

Concerning disabled people, there, the great facilities which they have, give them the opportunities to live, participate and achieve their potential in an active society. There is a sort of an interaction between the society and those people, for society depends on and cares for people’s mentality, regardless of their physical appearances. Because of the facilities they have, they can be productive people who can help their country rather than bring an extra burden to the process of development.

I would like to take you on a tour around the wonderful facilities which can be found there. Let’s begin with Heathrow Airport which is the busiest airport in the world. If you are a wheelchair-user, you will enjoy your way until you leave this huge place. After landing, you will find your assistant with a nice smile at the aeroplane’s door. On your way, you will have a nice chat with your assistant till you go to the passport-checkers. You have your own special lane, so you have no need to wait for a long time. At the end, you will pick up your bags and leave this fascinating place.

After leaving the airport and wandering around the organised streets, you will be very touched, and if you are a disabled person, you will have conflicting feelings which are too hard to be expressed. Why am I saying all that? Well, because the pavements are very well-organised for anyone, especially for the old, the disabled and people with babies and push-chairs. At every end of any pavement there is a ramp. The ramps can be found at the roads as well as the streets. One day, I had decided to have a long walk ALONE without any help from others – in Egypt, I need help to go on the VERY high pavements. I walked and walked…and crossed the roads – something I have never done in Egypt because of the chaotic cars!!! Suddenly, I stopped and said: “Oh…what’s that? What am I doing? I can do it alone by my own.” Really, I cannot express my exact feelings and sense of joy…

There is something that I have never done here and I won’t ever, but I did it there. I used the bus as a means of transportation; it was great to use it. Almost all the buses have “Easy Access”; this facility means that there is a ramp that folds from the bus to the pavement. This helps disabled people to get easily on the bus. There is a special place for the wheelchair-user, where there are no seats and he/she uses the wheelchair as a seat. Isn’t it amazing?!

Traveling by train was my first time while I was there. Definitely, the disabled service is magnificent. When I booked the ticket, I informed them that I needed that service. I went on time and I found the service-man waiting for me with a portable ramp. It is used because there is a gap between the train’s steps and the ground. This ramp would facilitate the process of getting on the train. The man told me that he would call his colleague in the other station – which was my destination – to inform him to wait and also he would give him my platform number to be at the exact place – look at how that man had all this authority to use in my favour. When I took my seat, I found that also there is a special seat for the wheelchair-users; there is a red button if s/he needs any aid. When I arrived at my destination, I found the service-man with the portable ramp and everything was done in the most perfect manner. Imagine…All these services are for no charge!!! Really, I was about to cry…

Going to the most favourable place for women and girls is where the Shopping Centre is. The shops are very well-organised for the wheelchair-users; there are not any steps in front of the shops – unlike Egypt!!! Inside any shop, the wheelchair-user can move around easily because there is quite a wide space between the clothes’ stands. If a shop consists of more than one level, there should be a lift, not only stairs and it is very rare to find that it is not working. In addition, there are escalators (electric steps) for those who prefer them. Among the fitting-rooms, there is a special one for the wheelchair-user. This room is large to be easily entered with the wheelchair. There are many supporting arms to help the person to stand up if s/he cannot do it alone. There is also a red button for calling an assistant for help. Doesn't it sound excellent?!

There, they become enabled people and not disabled ones any more. The word “Disability” is removed by now from their dictionaries and “Ability’’ is placed instead of it. In reality, these fascinating facilities help their life to be lived more efficiently and more happily. However, there is a very important aspect that is missing in England. Here, we can find cordiality and cooperation shared by all people. This cordiality gives hope in developing our life conditions. People would love to offer you help all throughout, but the question to be raised now is: “Are good intentions and cordiality enough for the disabled to lead a sort of average, normal life in our loved EGYPT?????” That is a question to be answered by the future.

We Have the Bonus

We Have the Bonus

Riham Salah, Mai Ahmed & Norhan Abd-el-Rahman
Third Year


When a person keeps thinking only of his own, as well as his society’s disadvantages, then s/he’s driving herself/himself mad. If this is the case of just one person, then what would it be like if a whole nation thinks in the same way?! It’s a fact that recently we have been focusing a lot on our weaknesses more than on anything else. Well, do you think we have reached this state, that we aren’t good anymore?! If you think so, then we will try to make you change your mind through presenting some of our positive sides.

One of the most important advantages of Egyptians is their sense of humour. This quality has existed in our society from ancient times and up till now. An evidence of this is that we retain a lot of our ancient funny proverbs, such as: “kontie fein ya la2a, lamma 2oult ana ahh” or, “‘No’, where were you when I said ‘Yes’,” which is said when one regrets having agreed to something very quickly and unthinkingly. We also crack new jokes everyday, even in ‘hard times’. Jokes have been told through many generations but with differences. In the past, jokes used to be like: “etnien 2or3 beyt5an2o 3ala mesht” {two bald men are fighting over a comb}, whereas, nowadays, they are affected by the technology revolution as: “marra el computer kan 7arran ra7 fate7 el Windows” {a computer felt hot, so it opened the Windows}. In addition, there is the new anti-language with its new vocabulary used by the youth nowadays; for instance “gonoud” is used instead of “money”. There is also the word inversion as “yeba3bar” instead of “ye3abbar”. Mel Akher, an Egyptian can be described as a “farfoush” person.

Moreover, this idea of creating new words shows us that the Egyptians are creative, not only in language, but also in their whole life-style. According to Edward Lane – one of the English travelers who lived in Egypt from 1825-1828 and 1842-1848 – in his book, An Account of the Manners and Customs of the Modern Egyptians (1838), “the Egyptians are endowed with some of the most important mental qualities, quickness of apprehension, a ready wit and a retentive memory.” All these gifts always activate our minds to find new legal ways of earning our living. For example, there are the Kiosks that are found everywhere selling candy and sweets. Another one is the “Toktok”, the latest means of transportation – especially found in Upper Egypt – which looks like a motorbike with three wheels carrying three or four persons. In short, we are “faltah”.

Last but not least, generosity is another positive quality which we are famous for. This quality is apparent in both country people and townsmen, but with differences. In the countryside, people are used to inviting any passer-by to have tea or lunch with them. In the city, generosity is shown among families, neighbours and friends. Our generosity extends to manners; for instance, when an old man falls in the street, lots hurry up to help him. Another feature of the Egyptian character, which cannot be separated from generosity, is co-operation. A clear evidence of this is that our co-operation and kindheartedness were the key words and secrets of the success of the Children’s Cancer Hospital 57357. To sum up, we are people “tayebeen fa7t”.

Finally, we are obliged to mention one of our disadvantages, which is that we always take good care of our weak points and forget about our positive ones. We do this, thinking that we have become completely bad, but it is completely the opposite. We mean that having one or two negative qualities, which become dominant in society, does not mean that we have lost all our positive sides. We must have confidence in ourselves and believe that we still have positive qualities and will keep them till Doomsday. What we should do now is to start thinking of developing our positive qualities and through doing this we would be able to get rid of our weaknesses.

What a Nice Day!!

What a Nice Day!!

Yasser Ali & Kholoud Youssef
Third Year


Waking up at 6 a.m., he finds his mother sleeping and so has to prepare his breakfast. He has to wear the finest clothes, because the girls might mock him. With full energy he goes downstairs, thinking of his nice day. When he reaches the bus station, he finds it conquered by the female society. “Great,” he says, “an empty bus is coming.” “Oh, God!” it is attacked by girls. He has to wait for the second, third, fourth bus; he has to wait until all of them get on the bus.

Finally, he successfully gets on one which is crowded by girls sitting everywhere and only a few boys standing. Suddenly, he notices an empty seat, and as he heads towards it, a very nice girl draws closer and finally sits on it with a thankful smile. The driver drives madly, so the boys have to fight, as they do not dare to touch a sitting girl. Nevertheless, it is already 8:10. He goes quickly upstairs. He knocks and enters; the first thing he finds is 300 female eyes looking at him and, of course, laughing at his shyness. The lecturer stares at him and says “Give me one reason that made you late.” Firstly, he stammers and then honestly replies, “I was stuck in heavy traffic.” – Oh God! It is the old trick made by the late girls. The lecturer finally lets him in. He stands next to a bench full of girls; they devilishly smile at him and pretend to move themselves, but they definitely leave him a space which would hardly suit a cat.
There is another bench with an empty place in between those two girls. He politely asks them to move inside, but they both answer instantaneously in the same loud, angry voice: “This place is our friend’s.” He stands, waiting, waiting, and waiting for 10, 20, and maybe for 40 minutes but there is no shadow of their alleged friend. Out of his luck, his true colleagues (The boys, of course) reserved a place for him on the floor. Our hero succeeds in writing some words of the many offered in the lecture. We have forgotten to say that the floor is frozen in winter, and nice in summer, you know. The lecturer ends her lecture after the long sleep of the floor people. He goes down to Students’ Affairs offices to pay the enrollment fees; what he wants is just a ‘money order’. He finds two big women speaking to each other; one of them is showing a picture of her son to the other, and the other replies, “I will take him as my son-in-law.” And if the poor boy tries to interrupt them, he will gain nothing except harsh looks. Thus, he has to listen till the end of the conversation. The only thing she did is that she wrote his name on a sheet of paper and signed; what a big effort?! He crosses the gates of the university, walking carefully along the endless line of girls. As he struggles to go back home, he faces the same troubles he met in the morning. At last, he finds a nice face at home saying, “You are too late! Of course you had a good time with girls.” He replies, “O, right Mom. What a nice day!!”

A Very Short Story

A Very Short Story

All Rise


Aya Seddik
Second Year


* These lines tell of the defence given by a person accused in the courthouse. Here’s what he says:

“Your Honor please, you have to believe what I’ll say. It’s not my problem that I was born within a poor family, living in a poor neighborhood…and so on. People around me everywhere almost judge me according to my appearance and never according to what I really am. In other words, people are so superficial to think that I am poor from the inside as I appear to be from the outside. Here I have to say OBJECTION OVERRULED!! Here, your Honor, I have documented evidence that prove quite the reverse. First of all, I’m a University graduate and have been nominated for a scholarship, but because I’m poor, people stood against me and I never got to have it. I also work for a Department store; it’s not a high post, though I find it very sufficient for the time being. Moreover, my boss at work thinks I’ll be a successful man one day…he always retells this quote, ‘Just because you’re NOBODY today, that doesn’t mean you’re not going to be SOMEBODY someday’. And as I have people who believe in me, I have a lot of people who don’t…and that’s precisely what makes my life a living pain and agony…”
“Now, your Honor, I feel like my back is against the wall, nowhere to run and nobody I can reach. I’ll leave the matter for the jury to decide. I rest my case…”

Yacoubian Building


A Film and Novel Review
Yacoubian Building


Heba Wageih
Third Year


“Yacoubian Building” is an Egyptian movie, starring Adel Imam, Yousra, Nour El-Sherif, Hend Sabri, Khaled El-Sawi, Khaled Saleh and the new face Mohamed Imam and directed by the first-timer, Marwan Hamed. The movie tackles many controversial themes like homosexuality, terrorism and adultery. The movie potrays the life of different social classes in Egypt and sheds light on the active interaction among them. The movie is an adaptation of Alaa El-Aswany’s novel Yacoubian Building.

People come and go, but buildings are there all times, standing to witness history. The brilliant setting reveals the natural talent of Alaa El-Aswany. The author accompanies us on a tour through this building in the minute descriptions of the space and atmosphere of the place. Yacoubian Building is one of the oldest buildings witnessing the Egyptian history. It was built in 1934 by the millionaire Hagob Yacoubian – still standing till this day in Sulaiman Pasha Street – originally for the Armenian colony. Businessmen of the rich class society, including Jews, resided in this building. Nowadays, it is reportedly a little down in the dumps.

The movie opens with a typical morning of Zaki El-Dessouki walking in the street greeting his acquaintances, as they are not truly his friends. He may be considered the link between the high and low classes. He belongs to the upper-middle class, as he is the son of a pasha, and now lives with his sister, totally depending on his inheritance. His office is placed in what is supposed to be a construction company as the sign at the door says, yet its true nature lies beneath the disguise of a respectable office. Zaki used his designing skills in designing a comfortable flat to fulfill his sexual desires. A secret room is hidden behind a door in the office, to be ready for use at any time.

The same is the case of Hatem Rashid’s flat, the homosexual editor in chief. The design of his flat reflects his weird taste in life. The emotional atmosphere of his childhood always reflected his difference from the other typical Egyptian families. All of these differences are due to his father’s actions. He was married to a French woman, who never prayed or fasted, and instead, the wine glass never parted from their lips.Thus, the feeling of Hatem being different was always nourished and he grew up to be an abnormal person. This was reflected in the redecoration of the flat after his parents’ death. It turned out to become a bohemian cell. It was brilliantly depicted in the movie by the naked statues, curtains and lights.

On the other hand, the lower classes’ hard life is reflected in the description of the rooms, or I’d rather call them cells, where they reside. Before the revolution each room was an extension of a flat of the building; they were used as store rooms but never intended for servants to live in. They were only for big wild dogs to be locked up in. They are described as being inhuman and very small. By the coming of the revolution, they were owned by powerful police officers and their families. In consequence, these iron cells were transformed to be shelters for the servants. Gradually was the separation of these cells from the flats. Each flat owner started to sell these iron rooms to its poor residents.

The shift of ownership of the flats and rooms goes parallel to the shift in the rule of Egypt. It resulted in an extreme degradation of the Egyptian social life and the widening of the gap between social levels. First was the colonial period. The colonizers occupied Egypt and controlled everything. Then came Nasser’s communist days, when everything was owned by the government. The power the police officers had blinded thir eyes to the inhuman conditions of the poor classes. The drama of the Egyptian social conditions reached its peak by the Open Market days of Sadat, when the rich became richer and the poor poorer. This is dramatised in Yacoubian Building by the lives of Bossaina and Taha who were dying to improve their lives both economically and socially. They were locked up by poverty in these poor iron rooms that crippled the improvement of their lives, while the higher corrupted classes are represented by the flat residents like Zaki and Hatem who prefer to live the Western way of life. However, they both miserably failed whether due to moral corruption or missing the genuine essence of Western life which is devotion to the code of hard work.

Private space reflects the economic and social lives of the different classes, while public space reflects the interaction between the different classes. The different classes only meet in public spaces like bars, on the stairway or even on the side walks. People like Zaki, who is sociable by nature, meets people from other classes on the side walk or even in bars as he is a drunkard and a Don Juan at the same time. While the pervert homosexual Hatem gets in contact with poorer classes in bars like “Chez Nous” which is lower than the ground level to indicate its low moral standards. Even the light of these places is dim to hide the corruption inside.

The novel together with the movie succeeded in bringing all the corruption and social problems to light by the brilliant metaphor of the building and its residents. The taboo of homosexuality is openly discussed, stating that silence alone will never put an end to this major problem. Money may be the cause and root of all problems facing the lower classes in Egypt. The sick perverts of the higher classes manipulate the bad financial situations of the poor leading to adultery. The lower classes are obliged to sell their honour to be able to support their families. Even religion is manipulated as a mask which corrupt people hide behind to bring them fame. The other face of religion is represented by the life of a religious oppressed person who shifts to extremism due to the shattering of all his dreams to join the Egyptian police academy. All the dirty work of the government on all levels, in prisons and business world, is brought to light. The movie is a wake up call for the government to pay more attention to the public, showing that oppression will only lead to the revolt of the oppressed. Since any work of art is intended to reflect reality to the readers and raise their awareness of what is taking place around them, the writer can offer a solution to the problems. The ending of Yacoubian Building serves as reconciliation between different classes represented in the marriage of Zaki and Bossaina. This is not an ultimate solution to all the problems, but it is the author’s contribution to solving them.

Rebellious Passion

“Rebellious Passion”

Khalid Zahran
Third Year


Since my heart is kidnapped,
Thou can’st beg for the love you lacked!!!
Bitterness is the liquid you provide
For my drink to keep me aside.
But, since I’m still alive,
I will resist seeing it a matter of pride!!!


Madness
To live and see life without thee.
Sadness
To imagine land where love I can’t foresee.
Happiness
To accompany thee in an endless dream.
Sweetness
To know thou art happy even without me.
Bitterness
To show the white signal from a tortured entity.

28 – 6 – 2006

Caricature

Caricature

By
Walaa Khorshed

Caricature

Caricature

By
Marwa Talaat

Scienceizy



Scienceizy

Mai Magdi Salah Eldin
Third Year


* Do you know the real word for the abbreviation DNA?

‘DNA’ means deoxyribonucleic acid. In the nucleus of each cell, there are a number of chromosomes and these chromosomes are long threads of DNA. The chromosomes contain the genes. These genes are what determines all sort of things about you, such as what colour your eyes are or whether you have a snub nose or a straight one. In other words, there is a gene for every characteristic in the human body. DNA is also responsible for the protein synthesis in our body.

* Genetic Engineering

Nowadays, we hear the watch word “genetic engineering”. But have you ever thought about its meaning? Genetic Engineering, Gene Modification, and Gene Splicing are all terms of manipulating genes usually outside the organism’s normal reproductive process. It involves the isolation, manipulation, and reintroduction of DNA into cells or model organisms. The aim of this is to introduce amiable physiological or physical characteristics. This process is done by isolating the DNA which carries the gene having the desirable characteristics and cutting the gene out of the DNA to be reintroduced into a different DNA segment.

* Is this process really used now?

Yes, of course it is used in many walks of life. There are many examples. Of these examples are the introduction of new traits such as making a crop resistant to an herbicide, production of a new protein or enzyme like the human insulin and growth hormone instead of extracting it from the human body, and finally, the creation of genetically modified organisms.

Grading

How Grades are Accorded
in the English Department’s Exams

Prepared/Translated from Arabic
By
Ahmed Gamal


A) General Grading Criteria:

The following grading criteria were issued by the department committee on 9/5/2004 in Arabic.

The following grades are to be accorded according to the following criteria:

1) Excellent:
· Correct language without any mistakes
· Accurate, complete answer contributing new dimensions
Ø (Probably due to quoting from reference books)
· Excellent Competencies of organization and creativity

2) Very Good:
· Altogether Correct language
· Accurate, complete answer
· Good Competencies of organisation and creativity

3) Good:
· Average good language with just a few mistakes
· Sufficient information

4) Fair:
· Average language with correct sentence structure, grammar and spelling
· Reasonable information

5) Weak:
· Weak language
· Incomplete answer

6) Very Weak:
· Very weak language
· Huge Gaps in information
· In a case where a student misunderstands a question, s/he is not be accorded “zero” or the marks to enable him/her to succeed

7) Zero:
· No answer at all
· Utterly Irrelevant answer

B) Cognitive Skills to be Tested in Exams:

Good exams must be comprehensive in the sense that it focuses on more than one or two of the following mental, learning skills and also in the sense that it covers most of the curricular units. Exams that employ just the first skill of knowledge depend on automatic memorisation and are hence considered as non-objective and unreliable. Multiple choice, true/false, complete, connect questions are considered different forms of objective tests (the same marks accorded by different graders/examiners).

Bloom’s Taxonomy*

Benjamin Bloom created this taxonomy for categorising level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorise test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies.

Competence: Skills Demonstrated

Knowledge: observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues:list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension:understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues: summarise, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend


Application: use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis: seeing patterns organisation of parts recognition of hidden meanings identification of components Question Cues:analyse, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis: use old ideas to create new ones generalise from given facts relate knowledge from several areas predict, draw conclusions Question Cues:combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalise, rewrite

Evaluation: compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognise subjectivity Question Cuesassess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarise
* From Benjamin S. Bloom Taxonomy of Educational Objectives.Published by Allyn and Bacon, Boston, MA. Copyright © 1984 by Pearson Education.Adapted by permission of the publisher.