...The world is a new born baby seeing for the first time. When a baby opens their eyes it's all beauty, they don't know the good nor the bad, they only see the beauty in the light. The world has so much beauty to offer just like rain but it's how we perceive the rain. The world is a beautiful storm that’s waiting to down pour. Beauty is in the eye of the beholder. The world is Constantly changing and condemning to evil, but in the eye of the storm beauty sits within. In the book, The Book Thief, an 8 year old girl named liesel is taken to live with a foster family during the holocaust times. On her way liesel’s brother dies and has to be buried and she then has to leave her mother. All of liesel’s life she was used to people...
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...decides to protect a Jewish man in their basement, a young girl’s stolen books help her develop a deeper understanding of the world beyond Himmel Street, encouraging her to give a new life to Hitler’s toxic words in her own stories. In The Book Thief by Markus Zusak, the simultaneous existence of anti-Semitic propaganda in Nazi Germany alongside Liesel’s cherished books and Max’s captivating stories demonstrate how words can be both destructive and self-delegating in an oppressed society. First, Hitler demonstrates the...
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...novel The Book Thief by Markus Zusak, it is evident that books, reading, and words themselves represent power for different characters in different ways. Close analysis of Liesel Meminger and Max Vandenburg reveals that power can be achieved through literacy in a context where literacy is severely limited. Literacy plays a major role in Liesel’s adolescence. Liesel obtains power through literacy as it gives her a sense of comfort and control. The act of reading and writing gives Liesel the strength to cope with and heal from her emotional trauma. Reading and finishing the book The Gravedigger’s Handbook helps Liesel find the courage to move on from the loss of her brother. Although Liesel does not yet know how to read when she arrives at the Hubermann’s on Himmel Street, she keeps the book to comfort her, as it is the last object she has relating to her brother. When papa and Liesel finish reading the book, Liesel “trot[s] out, involuntarily” (Zusak 87) by explaining to Hans that her brother’s name “‘was Werner’” (87). The act of Liesel’s words being spoken involuntarily suggests that “she is finding some freedom in the effects of her disturbing experiences” (Lee 14). Liesel does not have to force herself to speak to Hans about her brother as she has gained emotional stability. Additionally, literacy helps Liesel recover from her distress as Hans reads to her nightly. Hans reads to Liesel “to soothe her, to love her” (Zusak 36). Hans’ spoken words from the books and his mollifying...
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...It isn’t always words themselves, like with the connection between Hans and Liesel. They bonded on basically a lack of words, because they had an unspoken understanding that she did not want to talk about what happened to her before she lived with them. He also stayed with her to comfort her, even though they did not speak. They later connect when he shows her the beauty of words, as well as reading itself. For Liesel and Ilsa, the connection isn’t their words, but the words of the authors of the books that they both love. Liesel knows that Rosa loves her, despite the not so loving words she uses when she speaks to her, however it is...
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...RESEARCH PAPER SUBMITTED TO THE FACULTY OF THE BOOK OF REVELATION IN PARTIAL FULFILLMENT FOR THE REQUIREMENT IN CANDIDACY FOR THE DEGREE OF MASTERS IN DIVNITY BY STEPHEN GEDDAM LYNCHBURG, VIRGINIA October 22, 2015 TABLE OF CONTENTS: INTRODUCTION 1 CONTEXT 1 HISTORICAL CONTEXT 2 LITERARY CONTEXT 3 ANALYSIS OF TEXT 4 APPLICATION 13 CONCLUSION 17 BIBLIOGRAPHY 20 INTRODUCTION Often we see in many churches that, they appear to be very much alive and spiritually in active in the way they act in those churches. But in reality they are spiritually dead by the circumstance when we get to know more about those churches. This is the same situation that we see with the church in Sardis. Sardis was a wealthy city full of gold taken from the nearby Pactolus River. The city was located on a high hill at the intersection of the five roads. Like the other cities addressed in revelation 2-3, the church of Sardis was probably founded through Paul’s ministry in Ephesus.Revelation 3:1-6 deals with the writings to the angel of the church in Sardis. Well we can see how amazing the writings to the letters of John are for the churches today and for the past 20 centuries and it seems like the problem still exists even now. To welcome at an understanding of this passage briefly, this paper will offer an exegetical analysis by identifying and examining the historical context...
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...somewhat is a debatable subject because of the fact that it was not explicitly stated, although despite this, it was seen in the story that he was searching for his true purpose. At the start, the Little Prince asked questions stubbornly just like any child would. This was not his true purpose, but it is related to it. Children are naturally curious and want to explore without knowing it. In the book, the Little Prince was actually “bored” of his planet. This was seen with the fact that throughout the course of the book, he was only in his planet for a few days; he spent the rest of the time exploring other planets because he was fed up with his rose. He wanted to give the rose some space, and by doing so, he left his planet and actually found his true purpose, which was to look for answers to life. b. Theme in the Little Prince During his quest for his true purpose, he meets several people along his journey. Among these people, one of them was the fox. His conversation with the fox is actually the most important conversation of the book because this is actually what the book is about. Their conversation was about relationships and friendships, and in this conversation, he actually found...
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...into metaphors after a careful reading of the novel. The findings show that the following metaphors would be correct if based on the novel’s analysis: Colonialism was a devil. Capitalism is a devil. Imperialism is a devil. Neocolonialism is a devil. Independence was a cross. Communism is a cross. Unity is a cross. But the title of Ngugi’s novel ‘Devil on the Cross’ draws attention to itself and raises some queries whether the devil he is talking about : is on the cross; was on the cross; has been put on the cross; or should be put on the cross. The opening of the book, however, unfolds this initial ambiguity by specifying that the devil should be put on the cross by the oppressed class: thus my interest in the topic because the title appears as an invitation to crucify the devil and this justifies the title of the paper, Devil on the Cross: Ngugi’s Marxist Invitation. Still, after agreeing that the title is an invitation, there is need to know who is/are invited to crucify the devil and how they should proceed to crucify him. The analysis in the whole paper seeks to give satisfactory answers to any of these queries. This paper uses the Marxist approach due to the class conflict and the reinforcement of class distinction portrayed in the novel. The Marxist theory uses traditional techniques of literary analysis, but subordinates aesthetic concerns to the final social and political meanings of literature. It...
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...Once Upon A Time Once Upon a Time by Gabriel Okara Once upon a time, son, they used to laugh with their hearts and laugh with their eyes: but now they only laugh with their teeth, while their ice-block-cold eyes search behind my shadow. There was a time indeed they used to shake hands with their hearts: but that’s gone, son. Now they shake hands without hearts while their left hands search my empty pockets. ‘Feel at home!’ ‘Come again’: they say, and when I come again and feel at home, once, twice, there will be no thrice- for then I find doors shut on me. So I have learned many things, son. I have learned to wear many faces like dresses – homeface, officeface, streetface, hostface, cocktailface, with all their conforming smiles like a fixed portrait smile. And I have learned too to laugh with only my teeth and shake hands without my heart. I have also learned to say,’Goodbye’, when I mean ‘Good-riddance’: to say ‘Glad to meet you’, without being glad; and to say ‘It’s been nice talking to you’, after being bored. But believe me, son. I want to be what I used to be when I was like you. I want to unlearn all these muting things. Most of all, I want to relearn how to laugh, for my laugh in the mirror shows only my teeth like a snake’s bare fangs! So show me, son, how to laugh; show me how I used to laugh and smile once upon a time when I was like you. BIOGRAPHY- Gabriel Imomtimi Gbaingbain Okara, the son of an Ijọ chief...
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...Plagiarism is a crime that can have you expelled from a school. This is the knowledge that most people attain when entering high school. They are then forced to write a research paper while not understanding the full breadth of plagiarism and what all it encompasses. Some do not even know how to insert proper citation and bibliography. This leads many children into unknowingly committing plagiarism every year. Students do not understand what the act of plagiarism is and how it impacts not only them, but other students as well. Plagiarism is “to steal and pass off (the ideas or words of another) as one's own, to use (another's production) without crediting the source, to commit literary theft, or to present as new and original an idea or product derived from an existing source.”( http:plagiarism.org / What is Plagiarism?) Students think it’s just copying or borrowing, but it’s much more serious. The doubt may come into mind of whether words or ideas can really be stolen. The U. S. Government says that in accordance with copyright laws these words and ideas are “intellectual property” (http:plagiarism.org / What is Plagiarism?) and are protected under these laws. Almost anything where it can be questioned if it’s ok to do is plagiarism. “Turning in someone else’s work, copying words from someone without giving credit, failing to put a quotation in quotation marks, giving incorrect information about the source of a quotation, changing words but copying the sentence structure...
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...The First Eagle – Analysis Adaptations An interesting aspect of Hillerman's fictions is the multi-ethnic, multi-cultural contexts in which they are set with their particular historical imperatives and consequences. The "Big Res" itself although sparsely populated by the standards of large urban enclaves is nevertheless home to a wide mix of Native American tribal entities including Navajo, Apache, Hopi, Ute, Zuni as well as Anglos and Hispanics of various national origins. Add to this cultural diversity such social elements as the disparity of power and wealth between the communities, and the opportunities for friction and conflict are significant. Therefore, a possible focus for discussions of this novel could be to examine the ways in which Hillerman ignores, acknowledges, utilizes, or highlights particular elements of the cultural and economic contexts in the service of his plot, characterization, and themes. Characters Hillerman populates the novel with a rich cast of characters whom he reveals through their speech, their actions, and their thoughts. He also describes their physical appearance so that readers form specific and distinguishing images of them. Jim Chee is portrayed as a "traditional" Navajo who has studied to become a hatathali, a traditional singer who can conduct traditional curing rituals; he is also a universityeducated (University of Arizona) lawman as is his former supervisor, now retired, Joe Leaphorn (Arizona State University). The relationship...
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...iaJasper Jones Reading Guide S.A. Jones v2 April 2010 http://www.sajones.com.au Synopsis .................................................................................................................................................. 3 About the Author .................................................................................................................................... 3 Edition Used ............................................................................................................................................ 3 Morality and Ethics ................................................................................................................................. 3 Moral Duality ...................................................................................................................................... 3 Scapegoats .......................................................................................................................................... 5 Morality versus Ethics ......................................................................................................................... 5 Responsibility and Culpability ............................................................................................................. 6 Atonement .......................................................................................................................................... 9 Law and Legality .............................
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...It abhors beautification. Set to patiently study the story of destitute. It uncovers the Humiliated Reality. It is the historian of the present time. It is real, alive and bloodthirsty. It deals with the lower classes. It is documented. It is close to spoken language. It deals with presenting accurate and detailed account of the story. It prioritizes the analysis of personal spirit to society. It puts forward the anti-morals. Writers such as Freud see the love, regret and fear emerging from human’s unsatisfied physical and sexual...
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... Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-0-230-48228-9 © Caribbean Examinations Council (CXC ®) 2015 www.cxc.org www.cxc-store.com The author has asserted their right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First published 2014 This revised version published 2015 Permission to copy The material in this book is copyright. However, the publisher grants permission for copies to be made without fee. Individuals may make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe CAPE® Literatures in English Free Resources LIST OF CONTENTS CAPE® Literatures in English Syllabus Extract 3 CAPE® Literatures in English Syllabus 4 CAPE® Literatures in English Specimen Papers: Unit 1 Paper 01 Unit 1 Paper 02 Unit 1 Paper 03/2 Unit 2 Paper 01 Unit 2 Paper 02 Unit 2 Paper 03/2 ...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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...pertinent use of proverbs gives unique originality and special expressiveness. Proverbs, being phraseological units with a sentence structure, represent special complexity while being translated from one language on another. In each language there are phrases and expressions which can not be taken literally even if meaning of each word is known and the grammatical design is clear. The sense of such phrase remains unclear and strange. Attempts of a literal translation of proverbs can lead to unexpected, often ridiculous results. That is the reason why the right way of proverbs translation is a big point. Therefore, on the basis of literature analysis, we realized that brightness and appeal of such genre of folklore as proverbs promoted that there is a great number of literatures devoted to the very topic. However, we chose the comparative analysis of English and Russian proverbs. We are also interested in the comparison of English and Russian proverbs in gender aspect, precisely devoted to women. It causes an indisputable urgency and expediency of the presented work. Consequently, the object of the research is devoted to the study of lexicology. The subject of the research is devoted to the English and Russian...
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