...Anthem portrays a totalitarian world of the future. What does this imply about the nature of science and technology and how do events of the story establish that view? The totalitarian society represents a group based run government where the citizens life are run for them and controlled by the government. How did the events in the story establish the view that technology is behind? At the beginning of the story all the kids that turn 15 have to be assigned a career that they will work for the rest of their life. But unfortunately for equality his dream of being a scholar was ended when he was assigned to a street sweeper. Before as a kid equality was different from the others he would learn faster and ask more questions. Many calling it a "curse" ....
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...to an end, Major wishes to impart to the rest of the farm animals a distillation of the wisdom that he has acquired during his lifetime. As the animals listen raptly, Old Major delivers up the fruits of his years of quiet contemplation in his stall. The plain truth, he says, is that the lives of his fellow animals are “miserable, laborious, and short.” Animals are born into the world as slaves, worked incessantly from the time they can walk, fed only enough to keep breath in their bodies, and then slaughtered mercilessly when they are no longer useful. He notes that the land upon which the animals live possesses enough resources to support many times the present population in luxury; there is no natural reason for the animals’ poverty and misery. Major blames the animals’ suffering solely on their human oppressors. Mr. Jones and his ilk have been exploiting animals for ages, Major says, taking all of the products of their labor—eggs, milk, dung, foals—for themselves and producing nothing of value to offer the animals in return. Old Major relates a dream that he had the previous night, of a world in which animals live without the tyranny of men: they are free, happy, well fed, and treated with dignity. He urges the animals to do everything they can to make this dream a reality and exhorts them to overthrow the humans who purport to own them. The animals can succeed in their rebellion only if they first achieve a complete solidarity...
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...the Nazi Party). He was chancellor of Germany from 1933 to 1945, and dictator of Nazi Germany (as Führer und Reichskanzler) from 1934 to 1945. Hitler is commonly associated with the rise of fascism in Europe, World War II, and the Holocaust. A decorated veteran of World War I, Hitler joined the German Workers' Party, precursor of the Nazi Party, in 1919, and became leader of the NSDAP in 1921. In 1923 he attempted a coup d'état, known as the Beer Hall Putsch, in Munich. The failed coup resulted in Hitler's imprisonment, during which time he wrote his memoir, Mein Kampf (My Struggle). After his release in 1924, Hitler gained support by promoting Pan-Germanism, anti-Semitism, and anticommunism with charismatic oratory and Nazi propaganda. After his appointment as chancellor in 1933, he transformed the Weimar Republic into the Third Reich, a single-party dictatorship based on the totalitarian and autocratic ideology of Nazism. His avowed aim was to establish a New Order of absolute Nazi German hegemony in continental Europe. Hitler's foreign and domestic policies had the goal of seizing Lebensraum ("living space") for the Germanic people. He oversaw the rearmament of Germany and the invasion of Poland by the Wehrmacht in September 1939, which led to the outbreak of World War II in Europe. Under Hitler's direction, in 1941 German forces and their European allies occupied most of Europe and North Africa. These gains were gradually reversed after 1941, and in 1945 the Allied armies defeated...
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...on the need for animal unity in the face of human oppression. The phrase instances one of the novel’s many moments of propagandizing, which Orwell portrays as one example of how the elite class abuses language to control the lower classes. Although the slogan seems to help the animals achieve their goal at first, enabling them to clarify in their minds the principles that they support, it soon becomes a meaningless sound bleated by the sheep (“two legs baa-d”), serving no purpose other than to drown out dissenting opinion. By the end of the novel, as the propaganda needs of the leadership change, the pigs alter the chant to the similar-sounding but completely antithetical “Four legs good, two legs better.” 2. Beasts of England, beasts of Ireland, Beasts of every land and clime, Hearken to my joyful tiding Of the golden future time. These lines from Chapter I constitute the first verse of the song that Old Major hears in his dream and which he teaches to the rest of the animals during the fateful meeting in the barn. Like the communist anthem “Internationale,” on which it is based, “Beasts of England” stirs the emotions of the animals and fires their revolutionary idealism. As it spreads rapidly across the region, the song gives the beasts both courage and solace on many occasions. The lofty optimism of the words “golden future time,” which appear in the last verse as well, serves to keep the animals focused on the Rebellion’s goals so that they will ignore the suffering along...
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...CONTEXT Growing up, Suzanne Collins was a military brat. Her father was a career airman in the United States Air Force, as a result, Collins and her siblings—two older sisters and an older brother—moved around frequently, spending time in numerous locations in the eastern United States as well as in Europe. The military, in fact, played a leading role in the family’s history. Collins’s grandfather had served in World War I, her uncle served in World War II, and the year Collins turned six, her father left to serve his own tour in the Vietnam War. War, consequently, was a part of life for Collins, something very real and not just an abstract idea. While her father was gone, she would sometimes see video footage of the war zone on the news, and she recognized that her father was there fighting. Though her father returned after a year, Collins’s connection to war didn’t end. In addition to being a soldier, Collins’s father was also a military historian and a doctor of political science. That knowledge and experiences serving in the Air Force and fighting in Vietnam had a profound effect on his relationships with his children, and he made sure they learned what they could about war. While other girls’ fathers were telling them fairytales, Collins’s father educated her about military history. When the family was moved to Brussels, Belgium, for instance, her father educated her about the region’s violent history and took her on tours of the country’s historic battlefields. Eventually...
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...[pic][pic] [pic]Copyright © 2005 West Chester University. All rights reserved. College Literature 32.2 (2005) 103-126 [pic] | |[pic][pic][pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | | | | | | | | | | | | | |Access provided by Northwestern University Library ...
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...A CRITICAL SURVEY OF CONTEMPORARY SOUTH AFRICAN POETRY A CRITICAL SURVEY OF CONTEMPORARY SOUTH AFRICAN POETRY: THE LANGUAGE OF CONFLICT AND COMMITMENT By Laura Holland, B.A. A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Arts McMaster University September 1987 MASTER OF Arts (1987) (English) McMASTER UNIVERSITY Hamilton, Ontario TITLE: A Critical Survey of Contemporary South African Poetry: The Language of Conflict and Commitment AUTHOR: Laura Linda Holland, B.A. (University of Alberta) SUPERVISOR: Dr. Alan Bishop NUMBER OF PAGES: v, 134 ii ABSTRACT The thes is concentrates on South African poetry from 1960 to the present. It closely examines a selection of poems by Breyten Breytenbach, Dennis Brutus, Pascal Gwala, Wopko Jensma, Oswald Mtshali, Arthur Nortje, Cosmo Pieterse, Sipho Sepamla, and Wally Serote, among others. The body of the thesis discusses these poets' contributions to poetry about prison, exile, and township life. The thesis focuses on the struggle between various polical, racial, and cultural groups for hegemony over South Africa's poetic development. Such issues as language, ideology, and censorship are explored insofar as they in! .luence t:ne content and structure of the poetry. This body of poems, sadly, is little studied in North America. The thesis presents an introduction to and a survey of the major tendencies in South African poetry and, in part...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...to create more just and democratic global governing institutions, exploring the approach of a more formal system of collective decision-making by the three main actors in global society: governments, civil society and the business sector. The thesis seeks to make a contribution by presenting for discussion an addition to the system of international governance that is morally justified and potentially practicable, referred to as ‘Collective Management’. The thesis focuses on the role of civil society, analysing arguments for and against a role for civil society that goes beyond ‘soft power’ to inclusion as voting members in inter-governmental decision-making structures in the United Nations (UN) system, the Bretton Woods institutions, the World Trade Organisation...
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...China Fragile Superpower This page intentionally left blank Fragile Superpower Susan L. Shirk China 2007 Oxford University Press, Inc., publishes works that further Oxford University’s objective of excellence in research, scholarship, and education. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright © 2007 by Susan L. Shirk Published by Oxford University Press, Inc. 198 Madison Avenue, New York, NY 10016 www.oup.com Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Shirk, Susan L. China: fragile superpower / by Susan L. Shirk. p. cm. Includes bibliographical references and index. ISBN 978-0-19-530609-5 1. Nationalism—China. 2. China—Politics and government—2002– I. Title. JC311.S525 2007 320.951—dc22 2006027998 135798642 Printed in the United States of America on acid-free paper For Sam, Lucy, and David Popkin This page intentionally left...
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...Ethnicity, Identity and Public Policy Critical Perspectives on Multiculturalism David Bromell Institute of Policy Studies Ethnicity, Identity and Public Policy Critical Perspectives on Multiculturalism David Bromell Institute of Policy Studies First printed in 2008 Institute of Policy Studies School of Government Victoria University of Wellington PO Box 600 Wellington © Institute of Policy Studies ISBN 158 IPS/Pub/978-1-877347-26-9 This book is copyright. Apart from any fair dealing for the purpose of private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced without the permission of the Institute of Policy Studies. Copy editor: Belinda Hill Cover design: Milne Printers Ltd Printed by Milne Printers Ltd Contents List of Tables iv List of Figures iv List of Boxes iv Foreword v Acknowledgments and Disclaimer ix Part One: Introduction and Context of Inquiry 1 Introduction 2 New Zealand Context 3 21 Part Two: Communitarian Responses to Liberalism Introduction to Part Two 61 3 Civic Republicanism: Michael Sandel 63 4 The Politics of Recognition: Charles Taylor 83 Part Three: Multiculturalism Introduction to Part Three 105 5 Multicultural Citizenship: Will Kymlicka 107 6 Common Citizenship in a Multicultural Society: Bhikhu Parekh 151 Part Four: Critical Responses to Multiculturalism ...
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...ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА 4 курс Под редакцией В.Д. АРАКИНА Издание четвертое, переработанное и дополненное Допущено Министерством образования Российской Федерации в качестве учебника для студентов педагогических вузов по специальности «Иностранные языки» Сканирование, распознавание, редактирование Июнь 2007 Москва гуманитарный издательский центр ВЛАДОС 2000 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ББК 81.2Англ-923 П69 В.Д. Аракин, И.А. Новикова, Г.В. Аксенова-Пашковская, С.Н. Бронникова, Ю.Ф. Гурьева, Е.М. Дианова, Л.Т. Костина, И.Н. Верещагина, М.С. Страшникова, С.И. Петрушин Рецензент кафедра английского языка Астраханского государственного педагогического института им. С.М. Кирова (зав. кафедрой канд. филол. наук Е.М. Стпомпель) Практический курс английского языка. 4 курс: П69 Учеб. для педвузов по спец. «Иностр. яз.» / Под ред. В.Д. Аракина. - 4-е изд., перераб. и доп. - М.: Гуманит, изд. центр ВЛАДОС, 2000. 336 с.: ил. ISBN 5-691-00222-8. Серия учебников предполагает преемственность в изучении английского языка с I по V курс. Цель учебника - обучение устной речи на основе развития необходимых автоматизированных речевых навыков, развитие техники чтения, а также навыков письменной речи. Учебник предназначен для студентов педагогических вузов. ББК 81.2Англ-923 2 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ПРЕДИСЛОВИЕ Настоящая книга является четвертой частью серии комплексных учебников...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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