...• In both the beginning and the end of the book, Beah places great importance on the concept of family. • Beginning o Although still cares for family, believes will always be there “I had not seen [my father] for a while, as another stepmother had destroyed our relationship again” (Beah 10) • Although he wishes for a good, stable relationship with his father, he allows his stepmother easily to destroy their relationship nor he does not attempt to repair their relationship “‘How is that father of yours treating you these days?’ she asked in a sweet voice that was laden with worry. ‘Why are you going to Mattru Jong, if not for school? And why do you look so skinny?’ she continued asking, but we evaded her questions” (8) • Beah and his friends brush off their grandmother’s worry and leave to the next town, without even bothering to at least answer her questions. This is probably because he believes that nothing will happen and he can just talk to his grandmother when he returns to his village • End o Realizes that you do not have to be related to be family “I felt as if we were denying Saidu, our friend, our traveling companion. He had become our family, but the man wanted a real family member who could authorize his burial” (86) • Beah and the boys he run into view each other as friends after they all run from the war together, and although he is not Saidu’s blood relatives, in his heart he feels that he and the others are family, and he feels upset when another man implies...
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...it hopes and its aspirations, before you lies the future, a future full of golden promises” (Jefferson Davis) “A Long Way Gone” was written by Ishmael Beah and published in 2007. This is a novel about a young boy who was affected by war. Ishmael Beah experienced a lot of horrible things because of the war like losing his family. He later is recruited by the rebel army. The rebel army gives drugs to the recruited child soldiers and make them addicted so they kill without feeling anything. He then gets rehabilitated with the help of the UNICEF. The three most important scenes in this story include going into mattru jong to perform dances, trying to survive day to day troubles,and his life in New York City....
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...Reading A Long Way Gone: Memoirs of a Boy Soldier by: Ishmael Beah Chapters 1-4 Quote Selection and Theme Analysis Theme: The Horrors of War “The sound of the guns was so terrifying it confused everyone. No one was able to think clearly. In a matter of seconds, people started screaming and running in different directions, pushing and trampling on whoever had fallen on the ground. No one had the time to take anything with them. Everyone just ran to save his or her life. Mothers lost their children, whose confused, sad cries coincided with the gunshots. Families were separated and left behind everything they had worked for their whole lives”(p. 23). This quotation...
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...A Long Way Gone is a story about persevere descriptive imagery that made it easier for me comprehend and seen clear image. A Long Way Gone is story about a boy name Ishmael Beah. Ishmael Beah is just a young boy who had to go through many difficult things in his life. Ishmael Beah had to run away from his home because of the civil war he ran away for survival .The army captured him and forced him into army. He mentally changed when he got a life changing opportunity. The first reason I like about A Long Way Gone is ishmael beah is very brave. The first reason why he was brave because he going back to Mattru Jong for food and to get the money they had left. “We had no choice but to sneak back into mattru jong, along with some people we...
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...Aj Jackson Ehrensaft 12/1/13 A long way gone essay Ishmael Beah shows a loss of innocence all throughout his book "A long way gone". He shows us just how his childhood was taken from him and how that translates into loosing his innocence in the following ways. In the beginning of the story he talks about how horrific it was to see his village ransacked and burned. He talks about how scared he is like when the rebels found him and he looked into his brother's eyes and could feel the fear but tried to hide it. He was just trying to survive and yet people at other villages saw him as a threat and this made him sad. He didn't understand why people could be afraid of him when he was just an innocent kid trying to stay alive after he had lost everything. The first part in the story where I think Ishmael starts to lose his innocence is when he and his friends steal corn from a younger boy so they can eat. "One evening we actually chased a little boy who was eating two boiled ears of corn by himself. He was about five years old and was enjoying the corn that he held in both hands, taking turns biting each ear. We didn't say a word or even look at each other. Rather, we rushed on the boy at the same time, and before he knew what was happening, we had taken the corn from him."(Beah 30). I don't believe he completely loses his innocence because he did it to survive not for the thrill of doing it. "I felt guilty about it for a few minutes, but in our position...
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...Throughout the book, A Long Way Gone, by Ishmael Beah, we see that he faces many challenges and conflicts. These challenges prevent Ishmael from reaching safety and living a normal life back in Sierra Leone. Most of the time, the main character is facing challenges that are caused by other people. These people, like Ishmael, are trying to get away from the war that has caused chaos in the country. Children and teens around his age were most likely to be thrown into the war to fight either on the Sierra Leonean government’s side or the rebels, the Revolutionary United Front. The people that saw Ishmael and his friends, they tried to kill them because they could have been rebels. All of the problems he faces prevent Ishmael and his friends from getting somewhere safe. First, we see Ishmael running away from his home in Sierra Leone. Once a peaceful village full of music and laughter , then was brutally attacked by the...
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...Weapon Conflict Throughout history, humans have used literature as a way to express emotions, feelings, and tell intriguing stories. A Long Way Gone, a memoir written by Ishmael Beah and “Weapon Conflict”, a song performed by Sierra Leone Refugee All Stars are two differing pieces of literature that render powerful messages about the menaces of war that these authors have faced. In the 1990’s, war broke out between harsh rebels and the corrupt government of Sierra Leone. Beah and the members of Sierra Leone Refugee All Stars have different, yet effective ways of telling their stories about the horrors of Sierra Leone. Nevertheless, A Long Way Gone, expresses the true dangers of war more effectively than “Weapon Conflict” because it goes into...
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...A Long Way Gone: Memoirs of a Boy Soldier, by Ishmael Beah illustrates Beah’s childhood under Sierra Leone's Civil war in the 1990s. The book recounts Beah’s experience as a 12 year old boy struggling to find his family. Although this book mainly follows Beah, it also gives a lot of insight on the instability in African countries like Sierra Leone. Ishmael Beah was a normal child before the Civil war in Sierra Leone, which is what the beginning of the book illustrates. In the early chapters, Beah talks about his childhood, which seemed to be very normal (Beah, 6). However, his childhood would take a drastic turn for the worse. When visiting his friends in Mattru Jong, Beah runs into swarms of people talking of rebellion. One passerby warned...
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...There are child soldiers throughout the world that no one knows about, who are forced to fight in wars with no cause like Ishmael Beah. The memoir A Long Way Gone, by Ishmael Beah is appropriate for the Sterling High School English IV curriculum because the content of the text has connections to the real world and the text is complex enough that the reader has to infer information about the circumstances Beah is in and the ability of humans to come out of the devastating effect of war. Throughout the memoir, the reader has to connect Beah’s scenarios with the outside world for a better understanding of the content in the memoir. In general, while Beah is in New York with other child soldiers he states, “Some of the children had risked their life to attend the conference” (196). Here, Beah connects his circumstance with others to portray that there are child soldiers all over the world fighting battles and risking their lives for a cause they do not believe in. The reader gets a better understanding of the outside world from the content of the book because they have to make connections with what is happening outside of their comfort zone. This is appropriate for English IV curriculum because the reader begins to understand the world from Beah’s explanations of what he has been through to understand the reality and toll of war. Furthermore, during the beginning...
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...Dear Charles, Here's a possible rewrite of your thesis: "This paper will examine Augustine's teachings about 'conferred faith' upon infant during baptism. My claim is that Paul misrepresented Paul's teachings on the family's effect upon the holiness of the child." You'll find the "claim" in chapters 1-14 of Turabian's Manual, which is something that our rubric doesn't bring up, but I think it's a good technique. I notice that you have Greek written in Times New Roman font. I have seen other students do this. I have never been able to figure out how this is done. I notice that when I try to add a letter than it comes out in Latin script. These are quotations that you've pasted. This is amazing. I don't know how they do this! Let me know if you can help me! The only defect in this paper that I want to point out is that much of your paper is not really about Augustine's teaching on infant baptism. All subsequent developments of his teachings really have nothing to do with what happened in Augustine's head. Let's take Pannenberg as an example. He may have followers up there in Lutheran country where you minister. His ideas are influenced by Augustine, but Augustine was not a Lutheran. Some seem to think he was a Lutheran or a Calvinist, but they deceive themselves. You must, of course, take Paul into account because Augustine worked with Paul's writings. Paul was a source that Augustine used—or better, abused or misused, as you and argue. Students find it impossible to focus on one...
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...NOTE: This is a published paper and should be cited as follows: Simmons, A.M. (2012). Class on fire: Using the Hunger Games trilogy to encourage social action. The Journal of Adolescent and Adult Literacy, 56(1), 22-34. Abstract This article explores ways to utilize students’ interest in fantasy literature to support critical literacy. Focusing on Suzanne Collins's The Hunger Games series (2008, 2009, 2010), the author addresses how elements of the trilogy relate to violent acts in our world, helping student understand that violence and brutality toward children is not fiction, but very real, and that they can play a role in its abolishment, just like Katniss, through social action projects. Issues such as hunger, forced labor, child soldiers, and the sex trade that appear in both the fictional series and our world are discussed, encouraging students to assess their world and advocate for change. Examples of social action projects that utilize multiple literacies are suggested as a way to inspire students take action in the community and to stand up to injustice and brutality in hopes of creating a better world and a better human race. Using popular literature to pique student interest, this article explores how to incorporate the books in the Hunger Games series into the ELA classroom to support literacy and critical goals. Class on Fire: Using the Hunger Games Trilogy to Encourage Social Action Introduction The Hunger Games trilogy by Suzanne Collins, comprising...
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...2012 Abridged Harvard Referencing Guide (author-date) Edition 2012 CQUniversity Australia Rockhampton Queensland COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This material has been reproduced and communicated to you by or on behalf of Central Queensland University pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. CQU CRICOS Codes: 00219C – Qld; 01315F - NSW; 01624D – Vic DEVELOPED BY Academic Learning Services Faculty of Arts, Business, Informatics & Education Rockhampton Queensland Australia This abridged guide explains the Harvard style of author-date referencing system. The information it contains is based on: Commonwealth of Australia 2002, Style manual for authors, editors and printers, 6th edn, rev. by Snooks & Co., John Wiley & Sons Australia, Brisbane. Copyright: Commonwealth of Australia, style reproduced with permission. It is referred to hereafter as ‘the manual’. This guide has been written primarily for the use of students undertaking the preparatory program entitled Skills for Tertiary Education Preparatory Studies (STEPS) at CQUniversity. At an undergraduate level, this document should be used for guidance only. Undergraduates should also consult their Study Guides and lecturers to find out which referencing...
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...Hogarth Blake Presents: Wonderful Ethiopians Of The Ancient Cushite Empire By Drusilla Dunjee Houston First published in 1926 This e-book was edited by Hogarth Blake Ltd Download this book and many more for FREE at: hh-bb.com hogarthblake@gmail.com ‘Wonderful Ethiopians Of The Ancient Cushite Empire’ by Drusilla Dunjee Houston Reproduction & duplication of this work for FREE is permitted. Refer to the terms & conditions page for more details. Terms & Conditions Scanned at sacred-texts.com, October, 2004. John Bruno Hare, redactor. This text is in the public domain in the United States because it was not renewed at the US Copyright Office in a timely fashion as required by law at the time. These files may be used for any non-commercial purpose, provided this notice of attribution is left intact in all copies and subject to the sacred texts Terms of Service at http://www.sacred-texts.com/tos.htm Hogarth Blake presents this e-book FREE of charge; it may be used for whatever purpose you see fit. The only limitations are that you may not decompile, disassemble, reverse engineer, modify, create derivative works based upon, sell, publish, license or sub-license the work or any part of it without the express written consent of Hogarth Blake Ltd. The work is provided as is. Hogarth Blake Ltd. makes no guarantees or warranties as to the accuracy, adequacy or completeness of or results to be obtained from using the work via hyperlink or otherwise, and expressly...
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...Hogarth Blake Presents: Wonderful Ethiopians Of The Ancient Cushite Empire By Drusilla Dunjee Houston First published in 1926 This e-book was edited by Hogarth Blake Ltd Download this book and many more for FREE at: hh-bb.com hogarthblake@gmail.com ‘Wonderful Ethiopians Of The Ancient Cushite Empire’ by Drusilla Dunjee Houston Reproduction & duplication of this work for FREE is permitted. Refer to the terms & conditions page for more details. Terms & Conditions Scanned at sacred-texts.com, October, 2004. John Bruno Hare, redactor. This text is in the public domain in the United States because it was not renewed at the US Copyright Office in a timely fashion as required by law at the time. These files may be used for any non-commercial purpose, provided this notice of attribution is left intact in all copies and subject to the sacred texts Terms of Service at http://www.sacred-texts.com/tos.htm Hogarth Blake presents this e-book FREE of charge; it may be used for whatever purpose you see fit. The only limitations are that you may not decompile, disassemble, reverse engineer, modify, create derivative works based upon, sell, publish, license or sub-license the work or any part of it without the express written consent of Hogarth Blake Ltd. The work is provided as is. Hogarth Blake Ltd. makes no guarantees or warranties as to the accuracy, adequacy or completeness of or results to be obtained from using the work via hyperlink or otherwise, and expressly...
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...American Pop: Popular Culture Decade by Decade. Ed. Bob Bacthelor. Westport, CT: Greenwood Press 2009. 978-0-313- 34410-7. 4 vol. 1,604p. $375.00. Gr. 9-12. This four volume set gives students a broad and interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture ...
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