...As a child one thing that is taught early is how to read. Reading becomes an import task for a young child because it is the key to success. Parents, Grandparents, Guardians, and teachers, and many more always try to push kids to read, because that way they will be a smarter person in the future. These adults usually start by introducing Curious George, Dr. Seuss, and maybe The Hunger Caterpillar, so on. These books are funny and easy to read, also, teach how to rhyme, use and even learn a little lesson. Children later on of course without possibility of stopping the process become young adults, oh those teenagers that think they understand everything in the world, and sometimes they do. High school becomes a time to teach and assign them...
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...One sentence has the power to change your life. Whether it is hearing that a loved one has died, being proposed to, or being accepted to college, the life known previously is gone. In Kite Runner, Amir experiences quite a few moments where his life is changed. This changes his perspective, and angers him, reassures him, or makes him want to go back to his past. In particular, when Amir first overhears Rahim Khan and Baba talking about him, is told that he can redeem himself, and finds out that Hassan is his brother. One major moment is when Amir overhears Rahim Khan say to Baba “You need to let him find his way (Kite Runner 22).” Amir ends up going down the wrong path when he does not defend Hassan or himself. In fact, he pushes Hassan away...
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...ORPHANS A GLANCE AT SOHRAB’S (OF KITE RUNNER) REAL LIFE PEERS The Qur’aan asks us to set aright the affairs of the orphans and equates repulsing the orphan to denying the Day of Judgment, yet this very day thousands of Muslim orphans receive inadequate or no care. Nearly a quarter of the 100,000 national and international orphans in the developed country of Britain alone ceased to be cared for in 2003 (What Future for Muslim Orphans? An Overview). All the while, the number of children being shipped out of Middle Eastern counties rises dramatically each year, and thousands more remain in war torn countries. With all the resources in this world why must children be alone and hungry? In The Kite Runner, by Khaled Hosseini, the obstacles that Amir faces in adopting Sohrab are not unlike the real world. Many of the orphans’ home countries have disrupted governments and multiple crises that impede their abilities to keep track of orphans and maintain speedy bureaucracies. And even though it sometimes is the difference between eating or not, it is challenging for orphans to be pulled out of their home cultures and religious environments. On top of all that are mismatches in the ideals and politics from country to country, most important of which is the unique import Muslim nations put on how Shari’ah relates to adoption. Examining the situation of orphans in Afghanistan and nearby countries sheds light on a realistic element of The Kite Runner, which meritoriously reminds us...
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...prosperity in our world? That as one person gains prosperity another loses it? How about honor? Does honor apply as well? As in the olympian all time winner gets defeated by a young new individual, the individual steals the fame and honor of the multi gold medal winner. Honor makes some individuals feel confident, superior and powerful. All individuals crave to say these characteristics about themselves, however they can't because one cannot just obtain honor it must be seized from another individual before the other individual can retrieve it. To begin with valuing honor makes some individuals feel like a superhero and others satisfied or pleased. In "The Kite Runner", Khaled Hosseini displays a...
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...The Kite Runner, by Khaled Hosseini, explores the personal struggles and relationships of Amir, a wealthy young Pashtun boy in Afghanistan in the 1970’s. The story narrates the hardship of living in a socially divided, culture based environment with various sides of humanity. As the novel progresses, the relationship between Amir and his father, Baba, goes through multiple pivotal phases. These phases are the direct cause of the switch between the two main settings of Kabul, Afghanistan and Fremont, California. The change in setting helps portray the rollercoaster of Amir and Baba’s relationship over many years. It illustrates the story of Amir’s longing to be noticed and loved by Baba, Baba’s dissatisfaction with Amir, and their inability to relate to one another....
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...George Schenkel Paper 4 Dr. Kenneth Hall Baba and the narrator live in Kabul. As he grows up, Amir is frustrated with his father's lack of attention. Rahim Khan is Baba's best friend and business partner. Amir mentions a picture of Baba, Rahim, and himself as a baby, his fingers curled around Khan's pinky and not his father's. Baba's servants, Ali and Hassan, live in a little hut near the main house. Ali suffers from paralysis of his lower facial muscles, and polio left him with a twisted right leg. Amir’s mom dies during childbirth- Hassan loses his mom a week after his birth (she leaves her son and husband). Hassan is born a year after Amir, and Baba arranges for the same nurse who fed his son to nurse Hassan. One of the many things that Baba becomes known for is building an orphanage. Amir shares that his relationship with his father is a combination of love and fear, mixed with a little bit of hate. Amir also shares with the reader what little information he has about his mother. One day, Amir and Hassan take a shortcut through the military barracks. A soldier insults Hassan because of his ethnicity. The difference between Shi'a Muslim and Sunni Muslims is explained at this time. The Shi'a Muslims are the Hazaras, the lower class, the servants. Ali and Hassan are Shi'a Muslims. The Pashtuns, the people of Amir and his father, had persecuted and oppressed the Hazaras. Amir comforts Hassan after being insulted by the soldiers, but only when they are not in public. This...
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...Chapter 1 Amir will narrate the whole book, except for Chapter 16, which is narrated by Rahim Khan. This first chapter is very cryptic if you haven't read the rest of the book, or at least read a summary of the plot. There, we've warned you. Amir tells us something happened in the winter of 1975 and this event made him what he is today. He gives us some scattered images: a crumbling mud wall, an alley, a frozen creek. Amir remembers a phone call last summer from his friend Rahim Khan. He feels like a past of "unatoned sins" is calling him up. So he takes a walk and looks at some kites, which remind him of someone named Hassan. During the walk, Amir sits on a park bench. He thinks of Baba and Ali, and Kabul, Afghanistan. The chapter ends where it began: "I thought of the life I had lived until the winter of 1975 came along and changed everything. And made me what I am today" (1.3). Chapter 2 This chapter is a slideshow of Amir's early childhood. Fasten the seatbelts on your recliners! Amir and Hassan get into harmless mischief together as kids. Hassan often takes the blame if the two troublemakers get caught. Amir describes his childhood home, built by his father. It has rosebushes, marble floors, mosaic tiles, and gold-stitched tapestries. Oh, and a crystal chandelier. Baba, Amir's father, has a smoking room in the house but he doesn't let Amir hang out there. Go away, Amir. Some of Baba's cabinets have a few pictures: Amir's grandfather and King Nadir Shah and one of Amir's...
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...Forgiveness is a necessary part of human existence, although it is hard to forgive others, and sometimes harder to give to ourselves. The Kite Runner is full of examples of forgiveness between people, with themselves. Baba forgives Hassan, Hassan forgives easily, and Amir is unable to forgive himself but throughout the book the readers saw the travel of Amir how he forgive himself. The opening sentence sets this theme with "I became what I am today at the age of twelve," as Amir relates how he believes one action at that young age defined his entire life. However, as the novel progresses, the reader comes to the conclusion that it was not one action, but a series of choices and events that created Amir's persona as an adult. By holding onto his guilt and fear of discovery, Amir could only bury his past for short periods of time before his own conscience uncovered it and the emotional baggage attached. Throughout the course of Amir's life, he made choices based on jealousy, fear, and guilt, and thus allowed his life to be immersed in regret and shame until he finally allowed himself redemption. Baba first demonstrates forgiveness when he pardons Hassan for stealing Amir's money and watch (even though Hassan didn't actually steal it). Baba is unaware that Amir was only framing Hassan for stealing his money and watch. Baba asks, "Did you steal that money? Did you steal Amir's watch, Hassan?" Hassan responded, "Yes." By Hassan taking the blame of stealing Amir's belongings, he...
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... |College of Humanities | | |COM/360 Version 3 | | |Intercultural Communication | Copyright © 2010, 2009, 2004 by University of Phoenix. All rights reserved. Course Description The purpose of this course is to assist students in understanding and applying the principles of effective intercultural communication in a diverse society and in global commerce. Students will develop an understanding of why and how cultural issues influence effective communication. This course introduces techniques for improving written, oral, and interpersonal communication skills in response to intercultural settings. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed...
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...Abstract Many lay people and psychologists alike believe that women are more emotional than men: Women are believed to experience and express most emotions more intensely and more frequently than men. (Barrett, Robin, Pietromonaco, & Eyssell, 1998). However an assumption could be formed about how men express emotional behaviors just like women. This research was done using the one topic that segregates men from women that is their choices. When it comes to choosing novels it is assumed in most cases that women prefer thrillers and romantic genre while men prefer more mystery genre but through my research I have come to conclusions with the fact that the novel choices of men are less emotional when compared to women but there are a few cases of exceptions. The purpose of this research paper was to find out whether females still read more emotional centered novels than males using survey techniques. Key Terms: Emotions, Gender, Novels This research was conducted for the purpose of understanding human behaviors and gender stereotypes within those behaviors. Emotions are an important aspect for humans to make judgments and choices (Huebner, Dwyer, & Hauser, 2009) hence my research will be based on the choices we make and whether gender plays a role in it or not. Objectives Primary Objective: * To find out whether there are male students who choose emotional novels as compared to females in Manipal University, Dubai. Also, whether females do not choose to read...
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...ADRA AC&H AC&H H&S ADRA HA HA H&S OI REC NAT NAT OI VOC VOC SGO&H REC SGO&H pathfinder honor book 2014 revision general conference youth ministries department -1- ADRA AC&H H&S NAT HA OI SGO&H REC VOC pathfinder honor book 2014 revision general conference youth ministries department -3- General Conference Youth Ministries Department Director: Gilbert Cangy General Conference Associate Youth Director/Pathfinder World Director: Jonatan Tejel General Conference Honors Committee: Jonatan Tejel, Chairman Vanessa Correa, Secretary Gennady Kasap: ESD Youth Director Busi Khumalo: SID Youth Director Mark O’Ffill: NAD representative John Sommerfeld: SPD representative Paul Tompkins: TED Youth Director Jobbie Yabut: SSD Youth Director Udolcy Zukowski: SAD Pathfinder Director Copyright © 2014 by the Youth Ministries Department of the Seventh-day Adventist® Church All rights reserved. Published 2014 First edition published 1998. Second edition 2011. Third edition 2014 Rights for publishing this book outside the U.S.A. or in non-English languages are administered by the Youth Ministries Department of the Seventh-day Adventist® Church. For additional information, please visit our website, www.gcyouthministries. org, email youthinfo@gc.adventist.org, or write to Youth Ministries Department, General Conference of Seventh-day Adventists® Church, 12501 Old Columbia Pike, Silver Spring, MD 20904, U.S.A. Cover and inside design by Jonatan Tejel Printed in the United...
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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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...HLTHIR403C. Work effectively with culturally diverse clients and co-workers Author John Bailey Copyright Text copyright © 2008 by John N. Bailey. Illustration, layout and design copyright © 2008 by John N. Bailey. Under Australia's Copyright Act 1968 (the Act), except for any fair dealing for the purposes of study, research, criticism or review, no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission from John N. Bailey. All inquiries should be directed in the first instance to the publisher at the address below. Copying for Education Purposes The Act allows a maximum of one chapter or 10% of this book, whichever is the greater, to be copied by an educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given a remuneration notice to JNB Publications, Disclaimer All reasonable efforts have been made to ensure the quality and accuracy of this publication. JNB Publications assumes no responsibility for any errors or omissions and no warranties are made with regard to this publication. Neither JNB Publications nor any authorised distributors shall be held responsible for any direct, incidental or consequential damages resulting from the use of this publication. To Order this Publication This publication can be ordered in a wire bound...
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...reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are worthwhile and that your reader genuinely...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Writing is often a challenge. If you were ever challenged to express yourself via the written word, this book is for you. Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater...
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