Light Motives

Critics rarely associate popular film with German cinema, despite the international success of such films as Das Boot (1981), The Never-Ending Story (1984), Run, Lola, Run (1998), and recent German comedies, all representing a rich body of work outside the parameters of high culture. This very success compels the authors of Light Motives to take an unprecedented look at German popular film across the historical spectrum and to challenge the tendency among critics to divvy up German film, like Germans themselves, into the Good and the Bad. Together the essays reexamine popular film production along with larger cultural, historical, and political meanings suggested by the term "popular." Most critical accounts have focused on the golden era of Weimar film and the New German Cinema of the 1960s and 70s leaving much of popular film by the wayside. This volume attributes the division to such sources as Frankfurt School dictates, Goethe Haus film offerings, and state-funded film production during the 1970s, which promoted high-culture art films to broadcast the success of West German democratization. The essays challenge the traditional shape of German film history, while offering in-depth analyses of films that have until now been beyond the pale of critical attention. What emerges is a "Never-Ending Story" of oft-repeated obsessions, overlapping generic forms, omnipresent or subtle nods to Hollywood, and myriad political concerns irreducible to a unified message or aesthetic form-all bearing witness to the vibrancy of German culture.

Definitions -- Transformations -- Assimilative allusions -- Contrastive allusions -- Texting -- Inspiration -- Naming -- Allusive traditions and audiences -- Motives for allusion.

While the individual benefits of car-based travel continues to be recognized, the wider environmental and social cost of automobiles is also significant. This title evaluates the evidence for better understanding 'what drives us to drive'.

What is motive? How do we define motivation? Motive/motivation is defined as something (as a need or desire) that causes a person to act. So then, what causes us to do what we do in the Kingdom? What are the forces driving you to want to minister? Why do you want God to use you? Why do you allow God to use you? Self-inventory has to be taken on a regular basis. In the second book of this series, we learn that it is only through self-examination that our motives in ministry and service remain pure. As leaders and servants in the Church and kingdom of God, we can lose focus on God’s plan and purpose for ministry. In this brief study, we will examine the proper motives for ministry and those to avoid.

Examination of the work of scientific icons-Newton, Descartes, and others-reveals the metaphors and analogies that directed their research and explain their discoveries. Today, scientists tend to balk at the idea of their writing as rhetorical, much less metaphorical. How did this schism over metaphor occur in the scientific community? To establish that scientists should use metaphors to explain science to the public and need to be conscious of how metaphor can be useful to their research, this book examines the controversy over cloning and the lack of a metaphor to explain it to a public fearful of science's power.The disjunction between metaphor and science is traced to the dispensation of the Solar System Analogy in favor of a mathematical model. Arguing that mathematics is metaphorical, the author supports the idea of all language as metaphorical-unlike many rhetoricians and philosophers of science who have proclaimed all language as metaphorical but have allowed a distinction between a metaphorical use of language and a literal use.For technical communication pedagogy, the implications of this study suggest foregrounding metaphor in textbooks and in the classroom. Though many technical communication textbooks recommend metaphor as a rhetorical strategy, some advise avoiding it, and those that recommend it usually do so in a paragraph or two, with little direction for students on how to recognize metaphors or to how use them. This book provides the impetus for a change in the pedagogical approach to metaphor as a rhetorical tool with epistemological significance.