Anthony Doerr s All The Light We Can Not See - 1023 Words

Novels and texts about war, or more specifically the World Wars, are often written in a glamorized manner, and are told in the perspective of the victors. Consequently, seldom are readers allowed a glance at the losing side’s perspective. In the case of the World Wars, Germans are rarely cast sympathetically in literature, however, in All The Light We Cannot See and All Quiet On The Western Front, they are humanized rather than vilified. Anthony Doerr’s All The Light We Cannot See is about a blind French girl, Marie-Laure LeBlanc, and a German boy, Werner Pfennig, whose paths collide in occupied France as both try to survive the devastation of World War II. Erich Maria Remarque’s, All Quiet On The Western Front deals with a group of German†¦show more content†¦The heinous consequences of war subsequently result in the tarnish of the protagonists’ innocence and altered their perspective of the world. In All The Light We Cannot See, this gradual rec ognition of the harsh realities of their respective societies is highlighted through the bildungsroman structure of the novel as well as the present-tense narration. This accelerates a sense of urgency within the reader to advance along the characters; the use of a non-linear plot line further propels this insight. The switching of time periods also juxtaposes and highlights the contrast between the characters before and during the war. The redheaded girl in the velvet cloak emblematically represents the uncorrupted generation whose lives were devastated during the war. When Werner see’s the girl’s dead body, it catalyzes an extreme transformation due to psychological trauma: â€Å"Her moon eyes are open and moist and her mouth is stretched back in an oval of surprise†¦ Werner waits for the child to blink. Blink, he thinks, blink blink blink.† (p.368). In that instant, he recognizes war as brutal and inhumane. In All Quiet On The Western Front, the callous experience of war results in the protagonist’s detachment of feelings such as kindness and compassion. His perspective of the war becomes a bitter denunciation against sentimental and romantic ideals of warfare. The loss of Paul’s innocence is conveyed through the paradoxical quote, â€Å"Young men of iron.

An Interview to Compare Adult Learners - 1613 Words

The purpose of this 10 minutes interview with three different individuals in age ranges of 20’s, 40’s, and 60’s is simply to give me a better understanding of how and where adult education practices. With the use of some questionnaires, the three interviews have shown that in different age ranges view learning differently. Everyone can learn new ideas and concepts even with age differences and economic status but, what needs to be learned and the purpose of learning are different depending on the age of an individual. The ability to keep information within an individual also differs due to aging. The interview clearly shows that as an individual age, the ability to remember facts, dates, and names decline and memory storage is not functional as it used to be. Therefore, one needs to understand the age range of people encountered in life especially in regards to learning so that effective strategies could be implemented. A Comparison of Adult Learners On March 10, 2014, the interview started at 1pm to 3pm.There were three interviewee individuals in the age ranges of 20’s, 40s and 60s that believe have great impact of learning in the community in so many ways. As the interview started, the interviewer informed that Educational course at San Diego State University that focuses on adult education is one course requirements to talk with several adults about the kinds of things learning to find out more about how and where adults usually learn. The interviewer is notShow MoreRelatedProgram Goals And Learning Outcomes1780 Words   |  8 PagesThis paper will discuss the program goals and learning outcomes aligned to the goals that meet the instructional-level needs of adult learners; subsequently, it will provide insight into contextual application designed to increase retention. It will display the instructional content and identify resources utilized in the face-to-face delivery method with the justifiable reason for the method; henceforth, there will be the inclusion of relevant examples contained in the paper. A presentation of theRead MorePre Course Task Celta Essay1250 Words   |  5 PagesSection 1 Learners Teachers, the Teaching Learning Context A. Teaching and learning contexts Task 1 1. In what context will you be doing the CELTA course? The context of the CELTA course I believe will be: ï‚ § Monolingual ï‚ § Part-Time ï‚ § Open group ï‚ § Lessons in groups ï‚ § Mixed gender ï‚ § Same interest to teach English as a foreign language 2. Do you know what context you will be teaching in after you finish the course? If I get the job I have applied for I will endeavourRead MoreThe Target Student With Ebd And Ld889 Words   |  4 Pagesstudent was distracted and did not engage with his classmates. Plus, he kept looking around the room until the learning support came over to help him. Overall, adult support has a significant influence in supporting students with disabilities to be independent learners and be prepared for life outside the school. â€Æ' Results This interview of four teachers and parents showed surprisingly positive feedback about inclusion. Both parents of children with disabilities and non-disabilities had positiveRead MoreRelationship Between Learning And Context And Frequency Of Encounters1687 Words   |  7 Pagesthat ‘context’ is one of the founding pillars of the language learning process. This study will review a number of studies on contextual cues and other learning strategies (cognitive/metacognitive). It will also analyze and compare the results of a study with two groups of learners. The main aim of this paper is to assess the relationship between learning strategies- context and frequency of encounters (the number of times a vocabulary item appears in a context)- and their effect on the learning andRead MoreA Short Description Of The Type Of Classroom1643 Words   |  7 Pages1. Write an introductory paragraph with a short description of the type of classroom, number of students, types of disabi lities, and number of adults. a. For this assignment, I observed an early kids Bible study program at a local church. There were eight children attending the program. The range in ages is from two to six. I observed on the first day of the seven-day program. There was a lead teacher with two parents participating. The lead teacher Mrs. Cameron is a special education teacherRead MoreAn Interview With A Primary School Learner1544 Words   |  7 Pages In a field such as teaching where children are the learners, it is sometimes forgotten how much they notice in the classroom. Taking the time to interview different students allows the teacher to better understand the situation and deal with it accordingly to improve themselves in their field. In an interview with a primary school learner, answers were shared about how the parents feel about the school and his English course, how the student felt about his routine, how he feels about his teachersRead MoreDescription Of Information About A Child s Learning1278 Wo rds   |  6 Pageschild’s learning, development, academics, memory, mental health and behavior by using different assessment methods and sources. Assessment Methods - Student Interview - Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) - Kaufman Test of Educational Achievement-Second Edition (KTEA-2) - Level 1 Vocational Assessment - Clinical Interview, Sentence Completion - Review of Records, Informal Writing Sample, Teacher Reports 1. 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My philosophy of teaching aligns with Inquiry learning where a child’s natural inquisitive mind is nurtured through active learning experiences which are both child lead and adult lead and involve open communication, questioning, feedback, observation and listening (Murdoch, 2014). The inquiry learning models of Murdoch, 5Es and SAUCE will be analysed for their effectiveness in integrating the curriculum. The integration ofRead MoreEnabling Learning and Assessment Essay3396 Words   |  14 Pagesassessment activities I have used with my learners during the DTLLS to check learning. Thirdly, I will use the two assessment activities described previously with my learners and will be observed delivering one of them. Lastly, I will write a reflective account, in order to describe how feedback has affected my learners’ progress and my own professional development. Also, I will reflect on how my own skills impact on my ability to assess my learners, and I will produce a short action plan to

Deception in Hamlet Essay Example For Students

Deception in Hamlet Essay Deception is a recurring theme in Hamlet. In a tale of murder, love, and politics, deception could have no more fitting place. The lies and pretensions interweave each other, and there is no character left out of this web. All the central characters have their secrets to hide and mistruths to spread, and this is central to the plot and its progression. King Claudius deceives all those around him with his mourning and celebrating demeanor, and his strange celebration and waking. He seems to grieve for the brother that he slew, and works to console all others that may or may not grieve for his brothers death, such as his nephew and step-son Hamlet. His pretense is great, and forces Hamlet to investigate the truth of the ghosts tale, unraveling the mystery of his fathers death and others involvement. Prince Hamlet has perhaps the most devious series of deceptions in the tragedy. He feints madness, in order to soften up the minds of those he seeks to learn information from, by putting them off their guard. Hamlet also sets in motion a plan to discover his uncles guilt in the murder of his father through a play within a play within a play, aptly named The Mousetrap. His clever pretension also leads Polonius astray in his presumption as to the cause of Hamlets supposed strange manner and Ophelia to believe that his love for her has gone with his sanity. Ophelia is also key in the theme of deception in the play. However, she is more so privy to the intentions of others to deceive than to her own. Her lies are merely a sense of self-preservation in a world dominated by men. She deceives Hamlet on her feelings for him at the behest of her father, Polonius, in his scheme to determine the true cause of Hamlets strange behavior. Ophelia in turn is actually herself deceived by Hamlets sche me to feint madness. Essentially she is the channeling of Polonius plot of political investigation, and as used as she may be by all sides, she is not seriously affected by it towards the end of Act III, other than through the death of her oppressive father. It is interesting to note that Hamlet is not an overly grotesque or passionate play, but rather one of subtle mind games and political plotting. The many layers of lies and half-truths spoken by all the characters tinge on how dark things in Denmark really are, when none can speak their minds truly, even so a mad man. Deception could ask for no better home than in this play, filling the minds of all its many characters and intriguing plot turns.

Oedipuss Crime Essays - Greek Mythology, Literature, Mythology

Oedipus's Crime What Was Oedipus's Crime? Oedipus, ruler of Thebes, murdered his father and married his mother. Such acts are almost always deemed unnatural and criminal; they are not tolerated within traditional society. A person who has committed these illegal acts of murder and incest would be considered a criminal, yet Sophocles's character, Oedipus, is not guilty of either crime. Prior to the birth of Oedipus, a prophecy was spoken over Laius and his wife Jocasta. They were told that their son would one day be his father's killer and would then marry his mother. In fear, King Laius and Queen Jocasta sent the baby Oedipus off with a slave to be killed. He was never killed, but rather was given to a childless king and queen which lovingly raised him. Oedipus was never factually told about his lineage. Later in his life, Oedipus was confronted by several unknown men while traveling. Upon confrontation, Oedipus killed all but one of the men in self defense. Unknowingly, Oedipus had begun to fulfill the prophecy for one of the men had been his birth father, Laius. While still traveling, Oedipus had come to the city of Thebes. There, he saved the city from the wrath of the Sphinx by solving her riddle. Seen as a savior by the citizens of Thebes, Oedipus was made king and subsequently, the husband of Jocasta. Oedipus and his wife-mother ruled together and had four children while never knowing of the true relationship between each other. As the tragedy comes to a close, the truth is revealed to Oedipus concerning his lineage and unnatural actions. Although the truth had been spoken to him about these matters previously, Oedipus had chosen not to believe and understandably so. True revelation comes to Oedipus through the same slave that had been ordered to kill him as a baby. Since Oedipus had no knowledge of his birth parents, he cannot be accused of knowingly fulfilling the prophecy. He had no understanding of Laius as his birth father upon killing him. One might say that Oedipus is then guilty of murder regardless, but if he had killed in self defense, that cannot be true. Likewise, if Oedipus had no understanding of Jocasta as his birth mother, then he cannot be guilty of incest. Neither can he be guilty of defiling Laius's marriage bed, as he did not know that Jocasta was the wife of the man he had murdered. Oedipus cannot be guilty of lying to the people of the city of Thebes since he did not know he was not speaking the truth. Unfortunately, Oedipus was the victim of destiny. The gods caused him to fall prey to fate and injustice. According to the norms of modern Criminal Justice, an individual cannot be guilty of a crime that he did not understandably commit; he cannot be guilty of a crime unless there is evidence of mens rea. A crime is defined as an act act punishable by law; a sin; a grave offense. Oedipus cannot be guilty of an act, sin or grave offense that he did not knowingly commit.

Saying Yes in French With Oui, Ouais, Mouais, and Si

Saying Yes in French With Oui, Ouais, Mouais, and Si Any student of French,  whether class-taught or self-taught, knows how to say yes: oui (pronounced like we in English). But there are some secrets to be revealed about this simple French word if you want to speak like a French native. Yes, I do. Yes, I am. Yes, I can...Just oui in French Saying yes looks pretty straightforward. - Tu aimes le chocolat? Do you like chocolate?- Oui. Yes, I do. However, things are not as easy as they seem. In English, you would not answer this question simply by saying yes. Youd say: yes I do. Its a mistake I hear all the time, especially with my beginner French students. They answer oui, je fais, or oui, jaime. But oui is self-sufficient in French. You may repeat the whole sentence: - oui, jaime le chocolat. Or just say oui. Its good enough in French.   Ouais: the informal French yes When hearing French people speak, youll hear this one a lot.   - Tu habites en France? Do you live in France?- Ouais, jhabite Paris. Yep, I live in Paris. Its pronounced like way in English. Ouais is the equivalent of yep. We use it all the time. Ive heard French teachers say it was vulgar. Well, maybe fifty years ago. But not anymore. I mean, its definitely casual French, just like you wouldnt say yep in English in every situation... Mouais: showing little enthusiasm A variation of ouais is mouais to show that you are not too crazy about something. - Tu aimes le chocolat?- Mouais, en fait, pas trop. Yeah, in fact, not that much. Mouais: showing doubt Another version is mmmmouais with a doubtful expression. This is more like: yeah, youre right, said ironically. It means you doubt the person is saying the truth.   - Tu aimes le chocolat?- Non, je naime pas beaucoup à §a. No, I dont like it a lot.- Mouais... tout le monde aime le chocolat. Je ne te crois pas. Right... everybody likes chocolate. I dont believe you. Si: but yes I do (although you said I didnt) Si is another French word to say yes, but we only use it in a very specific situation. To contradict someone who made a statement in the negative form. - Tu naimes pas le chocolat, nest-ce pas? You dont like chocolate, right?- Mais, bien sà »r que si! Jadore à §a! But, of course I do! I love that! The key here is the  statement in the negative. We dont use si for yes otherwise. Now, si is yes in other languages, such as Spanish and Italian. How confusing! Mais oui This is the typical French sentence: mais oui... sacrebleu...blah blah blah...I really dont know why. I promise you French people dont say mais oui all the time... Mais oui is actually quite strong. It means: but yes, of course, its obvious, isnt it? Its often used when youre annoyed. - Tu aimes le chocolat?  - Mais oui! Je te lai dà ©j dit mille fois! YES! I already told you a thousand times! Now, lets see how to say no in French.

The Definition of Atomic Mass or Weight in Chemistry

The Definition of Atomic Mass or Weight in Chemistry Atomic Mass or Weight Definition Atomic mass, which is also known as atomic weight, is the average mass of atoms of an element, calculated using the relative abundance of isotopes in a naturally-occurring element. Atomic mass indicates the size of an atom. Although technically the mass is the sum of the mass of all the protons, neutrons, and electrons in an atom, the mass of an electron is so much less than that of the other particles, that mass is simply that of the nucleus (protons and neutrons). Examples of Atomic Mass The atomic mass of carbon is 12.011. Most carbon atoms consist of six protons and six neutrons.The atomic mass of hydrogen is 1.0079. Hydrogen (atomic number 1) is the element that has the lowest atomic mass. The most common isotope of hydrogen is protium, an atom that consists of a proton or a proton and an electron. Because of a small amount of deuterium (one proton and one neutron) and tritium (one proton and two neutrons), the atomic mass of hydrogen is slightly higher than 1. How To Calculate Atomic Mass

Transferable skills Essay Example | Topics and Well Written Essays - 1000 words

Transferable skills - Essay Example DuBrin, Ireland, and Williams (1989) indicated that effective organizational leaders are generally consistent in the way they try to influence the behaviour of group members, with this consistent pattern of behaviour being the leadership style of a given manager. Shangon is the Executive Director of a non profit organization. She started it with a dream of giving a new dimension to development communications by empowering and orienting language journalists towards development issues. She aspired to create a niche for development communication in the print media. This organization was started by her in support with her husband in 1998. There was only a group of 4 people initially which later expanded to 12 people and with greater number of projects and assignments. After five years, her husband died of heart attack and she had to manage the organization only by herself. The organization deals with four major areas which were Training, Documentation, Issue Based Journalism and Theatre for social cause. The NGO incorporate communication and empowerment as the work strategy. The work in the organization involved great deal of creativity and decision making of course in various areas. It involved a lot of supervision from her side. She had to keep her eye on the status of every single project. She always encourages participation an... For decisions minor to major she involves every single person and tries to take input from each person and makes the entire decision making process participative. Shangon takes collaborative, responsive and interactive actions with participants concerning the work and the work environment. (Nelson & Quick, 2006). Every time a new proposal is approached to the funding agencies, she keeps the communication open for the employees and facilitates discussion with them and involves them in setting goals. Also after the discussion, she seeks input regarding determination of policy and procedures. Her interactions are always focused, when any employee face problem in doing a particular task, she provides suggestions and alternatives for the completion of tasks. Every Saturday morning, she would come to office carrying stuffs like crackers, cookies and some nutritious snacks to share with the employees. This gesture always boosts staff morale and helped build a strong bond between her and the employees. Shangon always motivates employees to work to their competencies and to work as a team. She also exhibits effective listening skills and mediates conflict for group gain provides frequent positive feedback, rewards good work and uses punishment only as a last resort. Actually, she knows best, what style works for her staff. The dream of a well flourished organization has been successfully fulfilled by her because she has been able to put her thoughts into action and has managed it really well through her Leadership skills which she acquired through her own experience. According to me, she is a good leader and she developed a style conducive to her work