Slaughter Five by Kurt Vonnegut - 587 Words

Slaughterhouse Five, by Kurt Vonnegut is about a man named Billy Pilgrim who suffers from Posttraumatic Stress Disorder. Posttraumatic Stress Disorder is a mental disorder that can develop due to any traumatic event that causes psychological trauma. Some symptoms of PTSD include flashbacks to the traumatic event, nightmares, memory issues, feeling detached or â€Å"emotionally numb†, and exaggerated responses to things that startle the person or remind them of the event. Billy Pilgrim develops PTSD during his time serving as a soldier in WWII. He lives a rather unhappy life on earth. During the war he is always looked down upon and even though he becomes quite successful after the war, he is never fully engaged with the world around him. Billy believes that after the war he is abducted by aliens who brought him to this imaginary place, Tralfamadore. Billy Pilgrim’s life on earth with PTSD forces him to create an imaginary place that helps him to cope. A place that brings him comfort, and a place where he can funtion, and is embraced. The way the Tralfamadorians think of life brings comfort to Billy. They tell Billy â€Å" All time is time. It does not change. It does not lend itself to warnings or explanations. It simply is. Take it moment by moment, that we all are, as I’ve said before, bugs in amber.† (Pg. 86) And when Billy suggests that from that, it sounds like the Tralfamadorian doesn’t believe in free will, he simply replies â€Å"I’ve visited thirtyone inhabited planets in theShow MoreRelated The Downside of War in Kurt Vonnegut Jr.s Slaughter House Five527 Words   |  3 PagesThe Downside of War in Kurt Vonnegut Jr.s Slaughter House Five Many people view soldiers in war to have nothing more than a duty that they must perform; so they see war as being outrageous or ridiculous. In the novel Slaughter House Five (1968),written by Kurt Vonnegut Jr., Billy Pilgrim, who is a soldier in World War II, is captured and becomes a prisoner of war. Billy is seen as the protagonist. He is moved to various prison camps until he finally ends up in Dresden. Dresden is bombed andRead MoreBilly Pilgrim and the View of Time in Slaughter House Five by Kurt Vonnegut1178 Words   |  5 Pagesis 1944, 1945, 1964, 1967, 1968, and 1976 as Billy Pilgrim becomes unstuck in time. For many of us we see time as a river. It drifts listlessly from the springs to the ocean. We cannot touch the same waters twice. In the Novel Slaughter House five by Kurt Vonnegut, Billy Pilgrim discovers the true abounding nature of time. And that time is not a river, but the entire ocean, every water molecule a moment in time existing all at once in the vast bl ue of eternity. In 1967 Billy Pilgrim was abductedRead MoreGreat American Authors: Kurt Vonnegut890 Words   |  4 Pages Kurt Vonnegut When people are asked to name great American authors names come up like Mark Twain, Harriet Beecher Stowe, Louisa Alcott, but Kurt Vonnegut would not make their lists. This is because no one really knows who he is because he is taught in school. His book Slaughterhouse five show the destructiveness of war and cannot really be taught like Uncle toms Cabin where that book showed the real side of slavery. There are many well-known American authors but very few that defined American LiteratureRead More Looking Into the Past in Vonneguts Slaughter House-Five Essay1006 Words   |  5 PagesInto the Past in Vonneguts Slaughter House-Five In the spring of 1945, near the end of World War II, American and British bombers rained a hail of fire upon the city of Dresden, Germany. With an estimated 135,000 dead, Dresden is known as one of the deadliest attacks in History, nearly twice as many deaths than the atomic bombing of Hiroshima. Kurt Vonnegut was among the few who lived through the firestorm; he wrote a book about it in fact. Slaughter House-Five (1969) is a fictional recountRead MoreGeorge Roy Hills Movie Adaptation of Kurt Vonneguts Slaughter-House Five1100 Words   |  5 PagesGeorge Roy Hills movie adaptation of Kurt Vonneguts novel Slaughter-house Five is a fairly accurate version that stays relatively close to Vonneguts own vision. Throughout Vonnegut novel Billy Pilgrim, a WWII soldier who was captured by the Germans and held captive as an American POW (prisoner of war), demonstrates several extreme compulsive tendencies due to the horrific events he witnessed as an American POW victim. After reading of Bi lly’s experiences, I did not have faith in the movies abilityRead MoreEssay about Slaughterhouse-Five: A Peace Novel1419 Words   |  6 Pages Many of these examples tend to reflect feelings against war. Kurt Vonnegut is no different and his experience with war inspired him to write a series of novels starting with Slaughter-House Five. It is a unique novel expressing Vonneguts feelings about war. These strong feeling can be seen in the similarities between characters, information about the Tralfamadorians, dark humor, and the structure of the novel. Kurt Vonnegut is an American novelist from Indianapolis, Indiana, born in 1922Read MoreSlaughterhouse by Kurt Vonnegut819 Words   |  3 PagesKurt Vonnegut followed many principles in his writings. He claimed that â€Å"people do not realize that they are happy† (PBS NOW Transcript). Feeling that people had the wrong view on war, he felt that he needed to get the facts straight. Vonnegut believed that art can come from awful situations, and that the truth is not always easy to look at. Kurt Vonnegut wrote Slaughterhouse – Five to tell of his experience in the bombing of Dresden, as a prisoner in war and the atrocities that occurred. VonnegutRead MoreHow War Has Changed Us1350 Words   |  6 Pagesconsidered to be one of the best satirist of all time, is Kurt Vonnegut. Vonnegut was a soldier in WWII who experienced the bombing of the city of Dresden. In his book, Slaughter House Five also known as The Children s Crusade, Kurt Vonnegut uses an antihero, by the name of Billy Pilgrim, to creatively portray a different side of war. In Slaughter House Five, Vonnegut brings a shocking story of war and doesn t ever glorify it. Vonnegut tells a woman by the name of Mary O Hare at the beginningRead MoreBilly Pilgrim By Kurt Vonnegut1376 Words   |  6 PagesThis book was written by Kurt Vonnegut, the main character in this story is Billy Pilgrim. We know who Billy Pilgrim is, but let’s talk about his character identity. Billy is the primary character of Slaughterhouse-Five, of course he is not precisely the holy person of the book. Then again rather, he doesn t have the gallant qualities routinely related to the most warriors in the midst of a story concerning time of time. Billy may be an interesting looking practice understudy once he gets composedRead MoreThe Perpetuation of a Sadistic Society: Analysis of Vonneguts Slaughterhouse-Five and Pollans The Omnivores Dilemma1510 Words   |  6 Pagesthe surface, Kurt Vonneguts novel Slaughterhouse-Five and Michael Pollans The Omnivores Dilemma share little in common. The former is a novel about the Second World War, addressing themes like post-traumatic stress disorder and the senselessness of war. The latter is a non-fiction treatise on agro-business, addressing themes like public health, food security, and the morality of killing animals. A deeper probing reveals striking similarities between these disparate works. Vonnegut and Pollan both

ASSESSING LEARNERS IN LIFELONG LEARNING - 7015 Words

Learning Outcome Be able to conduct and record assessments in accordance with internal and external processes and requirements 2.1 Review the assessment requirements and related procedures of learning programmes (AQA. 2012).Assessment is the process by which a learner’s skills and knowledge are reviewed in order to evaluate what they have learnt or in the case of NVQs, how they are performing against the competencies they are required to demonstrate. I see classroom assessment as having four main purposes. The first three include: Diagnostic or needs assessment purpose: To determine what students already know so teachers can decide the topics and approaches to use. Formative purpose for teacher: To assess†¦show more content†¦When teachers’ classroom assessments become an integral part of the instructional process and a central tenet in their efforts to help students learn, the benefits of assessment for both students and teachers will be boundless. The purpose of these assessments is to ascertain the student’s levels of understanding and see if there is any room for improvement and whether there are any weaknesses so as to be able to correct them. My focus is to improve my assessments to make them motivating and to enhance student learning. Assessment challenges that have been identified are as follows: Figuring out what really is important for students to know and be able to do in history. Teaching the skills of â€Å"doing history† in a world of testing that often seems to value only factual knowledge. Identifying and using assessments that provide teachers with better information than only multiple-choice exams. Getting students motivated to do a good job on essays and other written work. Helping students learn to improve their own work and produce quality products. Holding students accountable for quality work, as opposed to them just turning in something. The assessments have to be conducted and recorded in accordance with internal and external processes and requirements. I use these assessments to evaluate my practice and to identify any opportunities for improvement. FIG. 2 Assessment objectives Good assessments should follow theseShow MoreRelatedMethods in Performing Assessment962 Words   |  4 Pagesthat are required in the curriculum† (Ian Reece, 2007, teaching, training and learning) Fairness: Fairness censures that everyone has an equal chance of getting a good assessment. â€Å"All learners are entitled to a fair assessment and should be given the best opportunity to demonstrate their ability† (Ann Gravels, 2008, preparing to teach in the lifelong learning sector) Authenticity: The work produced by learner in practical life. Currency: The work is still relevant at the time of assessmentRead MoreEssay about Princilples of Assessment Unit 12 Pttls1553 Words   |  7 PagesJulie Capon Unit 012 Principles of assessment in lifelong learning The types of assessment a trainer will use in lifelong learning include initial, diagnostic, independent assessment, formative, summative, internal, external, formal and informal assessment. â€Å"Assessment is a way to find out if learning has taken place.† Tummons (2007: p5) Gravells (2011:p91), describes the assessment cycle in the following terms; â€Å"the initial assessment, assessment planning, assessment activity, assessment decisionRead MorePreparing to Teach in the Lifelong Learning Sector Level 3/4 Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning1723 Words   |  7 PagesPreparing to Teach in the Lifelong Learning Sector Level 3/4 Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning Roles, Responsibilities and Relationships in Lifelong Learning In this assignment I will be talking about key aspects of legislation, regulatory requirements and codes of practice relating to my own role. I will reflect on the Teacher/Training cycle and make reference to where my role is relevant and any boundaries. I will also be talking about ground rules andRead MoreRoles Responsibilities as a Teacher1356 Words   |  6 Pagesresponsibilities and boundaries. Initial assessment and the identification of individual learners needs is a crucial part of the learning journey. The initial assessment of individual needs helps to identify both learners’ skills against national standards and further diagnostic testing can identify preferred learning styles. The analysis of results can then be used to design an individual programme of learning for the learner which underpins the success of a course and act as a benchmark from which the learner’sRead MorePtlls Level 4 Assessment Question 1796 Words   |  4 PagesPTLLS Level 4 – Preparing to Teach in the Lifelong Learning Sector Assessment Question 1 Evaluate what you believe are the main roles and responsibilities as a teacher/trainer in relation to the teaching and learning cycle and in particular when meeting the needs of learners. How far do your responsibilities as a teacher/trainer go and how do these work in relation to other professionals you may encounter both internally and externally? What boundaries are there with your role and betweenRead MoreUnderstand theories, principles and applications of formal and informal assessment1510 Words   |  7 Pagesthis assignment I will briefly discuss the various types of assessment available to myself as a teacher in the lifelong learning sector, highlighting some methods of assessment and their qualities and the involvement of IT as an assessment resource and learners in the assessment process. There are primarily four different types of assessment used whilst teaching in the lifelong learning sector, all as crucial and relevant as each other; they are Initial assessment, Diagnostic assessment, FormativeRead MoreRoles, Responsibilities and Relationships in Lifelong Learning1535 Words   |  7 PagesRoles, Responsibilities and Relationships in Lifelong Learning. Task A: Research Report. (a) A summary of key aspects of legislation, regulatory requirements and codes of practice relevant to the role and responsibilities of the teacher. Teachers must maintain their knowledge of legislation, regulatory requirements and codes of practice and ensure that they are up to date with all current requirements, which are often subject to change. Some are generic and affect all who teach, whereasRead MorePtlls 6302 Roles and Responsibilities Essay1510 Words   |  7 PagesAn introduction to roles, responsibilities and relationships in lifelong learning Legislation and codes of practice The code of practice for teaching further education, within the lifelong sector is regulated by the Institute for Learning (IFL). This independent professional body provides a register of teachers/trainers and skills, promotes continuous professional development, and represents their members when interacting with government, agencies and sector organisations (IFL: 2011). GeneralRead MorePtlls Assignment 1 Roles and Responsibilities Essay1137 Words   |  5 PagesLifelong Learning Sector Lifelong learning sector covers adult education (16+) outside universities and takes place in further education colleges, adult and community learning centres, work-bases, libraries, archives and information centres, the forces, NHS, prisons, private colleges. The learners range widely in their ages, interests, abilities, cultural and ethnic backgrounds, etc. Teacher’s Roles and Responsibilities Our role as ESOL teachers is extremely diverse and includes manyRead MoreHow Self Managed Learning Can Improve Deep Rooted Development1720 Words   |  7 Pageseducation is considered important while before, here individuals went to schools, completed, went to work; and quit examining totally. Individuals these days precede with their learning even, when they have finished with college, retain with new information to enhance their aptitudes and make a convention of lifelong learning. Personal and professional development is the most essential idea for the long haul vocation development. It is the procedure to setup the point in life. Everybody ought to create

Arab

Arab-israeli Wars Essay Since the United Nations partition of PALESTINE in 1947 and the establishment of the modern state of ISRAEL in 1948, there have been four major Arab-Israeli wars (1947-49, 1956, 1967, and 1973) and numerous intermittent battles. Although Egypt and Israel signed a peace treaty in 1979, hostility between Israel and the rest of its Arab neighbors, complicated by the demands of Palestinian Arabs, continued into the 1980s.THE FIRST PALESTINE WAR (1947-49)The first war began as a civil conflict between Palestinian Jews and Arabs following the United Nations recommendation of Nov. 29, 1947, to partition Palestine, then still under British mandate, into an Arab state and a Jewish state. Fighting quickly spread as Arab guerrillas attacked Jewish settlements and communication links to prevent implementation of the UN plan. Jewish forces prevented seizure of most settlements, but Arab guerrillas, supported by the Transjordanian Arab Legion under the command of British officers, besieged Jerusalem. By April, Haganah, the principal Jewish military group, seized the offensive, scoring victories against the Arab Liberation Army in northern Palestine, Jaffa, and Jerusalem. British military forces withdrew to Haifa; although officially neutral, some commanders assisted one side or the other.After the British had departed and the state of Israel had been established on May 15, 1948, under the premiership of David BEN-GURION, the Palestine Arab forces and foreign volunteers were joined by regular armies of Transjordan (now the kingdom of JORDAN), IRAQ, LEBANON, and SYRIA, with token support from SAUDI ARABIA. Efforts by the UN to halt the fighting were unsuccessful until June 11, when a 4-week truce was declared. When the Arab states refused to renew the truce, ten more days of fighting erupted. In that time Israel greatly extended the area under its control and broke the siege of Jerusalem. Fighting on a smaller scale continued during the second UN truce beginning in mid-July, and Israel acquired more territory, especially in Galilee and the Negev. By January 1949, when the last battles ended, Israel had extended its frontiers by about 5,000 sq km (1,930 sq mi) beyond the 15,500 sq km (4,983 sq mi) allocated to the Jewish state in the UN partition resolution. It had also secured its independence. During 1949, armistice agreements were signed under UN auspices between Israel and Egypt, Jordan, Syria, and Lebanon. The armistice frontiers were unofficial boundaries until 1967. SUEZ-SINAI WAR (1956)Border conflicts between Israel and the Arabs continued despite provisions in the 1949 armistice agreements for peace negotiations. Hundreds of thousands of Palestinian Arabs who had left Israeli-held territory during the first war concentrated in refugee camps along Israels frontiers and became a major source of friction when they infiltrated back to their homes or attacked Israeli border settlements. A major tension point was the Egyptian-controlled GAZA STRIP, which was used by Arab guerrillas for raids into southern Israel. Egypts blockade of Israeli shipping in the Suez Canal and Gulf of Aqaba intensified the hostilities. These escalating tensions converged with the SUEZ CRISIS caused by the nationalization of the Suez Canal by Egyptian president Gamal NASSER. Great Britain and France strenuously objected to Nassers policies, and a joint military campaign was planned against Egypt with the understanding that Israel would take the initiative by seizing the Sinai Peninsula. The war began on Oct. 29, 1956, after an announcement that the armies of Egypt, Syria, and Jordan were to be integrated under the Egyptian commander in chief. Israels Operation Kadesh, commanded by Moshe DAYAN, lasted less than a week; its forces reached the eastern bank of the Suez Canal in about 100 hours, seizing the Gaza Strip and nearly all the Sinai Peninsula. The Sinai operations were supplemented by an Anglo-French invasion of Egypt on November 5, giving the allies control of the northern sector of the Suez Canal.The war was halted by a UN General Assembly resolution calling for an immediate ceasefire and withdrawal of all occupying forces from Egyptian territory. The General Assembly also established a United Nations Emergency Force (UNEF) to replace the allied troops on the Egyptian side of the borders in Suez, Sinai, and Gaza. Robert E Lee Essay In counterattacks on the Egyptian front, Israel seized a major bridgehead behind the Egyptian lines on the west bank of the canal. In the north, Israel drove a wedge into the Syrian lines, giving it a foothold a few miles west of Damascus.After 18 days of fighting in the longest Arab-Israeli war since 1948, hostilities were again halted by the UN. The costs were the greatest in any battles fought since World War II. The Arabs lost some 2,000 tanks and more than 500 planes; the Israelis, 804 tanks and 114 planes. The 3-week war cost Egypt and Israel about $7 billion each, in material and losses from declining industrial production or damage.The political phase of the 1973 war ended with disengagement agreements accepted by Israel, Egypt, and Syria after negotiations in 1974 and 1975 by U.S. Secretary of State Henry A. KISSINGER. The agreements provided for Egyptian reoccupation of a strip of land in Sinai along the east bank of the Suez Canal and for Syrian control of a small area around the Golan Heights town of Kuneitra. UN forces were stationed on both fronts to oversee observance of the agreements, which reestablished a political balance between Israel and the Arab confrontation states. Under the terms of an Egyptian-Israeli peace treaty signed on Mar. 26, 1979, Israel returned the Sinai peninsula to Egypt. Hopes for an expansion of the peace process to include other Arab nations waned, however, when Egypt and Israel were subsequently unable to agree on a formula for Palestinian self-rule in the West Bank and Gaza Strip. In the 1980s regional tensions were increased by the activities of militant Palestinians and other Arab extremists and by several Israeli actions. The latter included the formal proclamation of the entire city of Jerusalem as the Israeli capital (1980), the annexation of the Golan Heights (1981), the invasion of southern Lebanon (1982), and the continued expansion of Israeli settlement in the occupied West Bank.

Sweetness And Power Essays - Sidney Mintz, Sugar, Plantation

Sweetness And Power Sweetness and Power: The Place of Sugar in Modern History Some of the most brilliant minds have made many unorthodox suggestions. This is the case with Sidney Mintzs thesis in Sweetness and Power: The Place of Modern History. Mintzs suggestions that industrial capitalism originated in the Caribbean sugar plantations may seem to contradict the European version of world history fed to most of the Western world, but is nevertheless supported by substantial evidence. In general, Western education has conditioned students to believe that everything productive originated in Europe. Mintz begins by explaining the process of obtaining granular sugar from the liquid extracted from the sugar cane. There was very significant sense of discipline on sugar plantations. Each stage of the process required a certain amount of expertise, just as each worker in a factory has a specific skill. This is where Mintzs theory that plantations were a synthesis of field and factory is best explained; The specialization by skill and jobs, and the division of labor by age, gender, and condition into crews, shifts and gangs, together with the stress upon punctuality and discipline, are features associated more with industry than agriculture at least in the sixteenth century (Mintz 47). Plantations required a combination farmer-manufacturer. Workers on plantations worked assiduously with a definite sense of time. They worked continuous shifts, resting only form Saturday to Monday morning. Mintz goes on to explain that as the production of sugar became significant economically, so that it could affect political and military (as well as economic) decisions, its consumption by the powerful [people] came of matter less; at the same time, the production of sugar acquired that importance precisely because the masses of English people were now steadily consuming more of it, and desiring more than they could afford (Mintz 45). Similar to factory workers, cheap labor was used for mass production of commodities to meet the growing demand. As a result, Mintz completely transformed my ideas on industrial capitalism. As a consumer and lover of sugar, I have now given a considerable amount of thought to the sugar that I consumed so often. The extent to which the Caribbean people and land were exploited is unfathomable. When speaking of a plantation, Americans usually think and refer to the cotton plantations in the South. Even those Americans with roots in the Caribbean are completely unaware of the exploitation of their land and people. The long-term effects of this exploitation led to the underdevelopment of these Caribbean countries. These effects are still evident today as most of the Caribbean islands are labeled as Third World Countries. In addition, Mintz mentions the separation of the production from consumption. The Major consumers of sugar were not the hard workers on the plantation, but the far removed citizens of England. The plantation workers were not able to profit from the fruit of their land. They were forced to work under harsh conditions. Even after slavery ended, the workers were over-worked and under-appreciated just as factory workers were in the documented and established industrial societies Americans have been trained to visualize. Industrial capitalism involves an organization involving ownership, control and direction of production. This was what took place on sugar plantations in the Caribbean. Every worker had set duties and a unified goal of mass production of sugar at the most efficient rate. Mintz does an excellent job of contradicting the European version of world history fed to most of the Western world by proving that industrial capitalism originated in the Caribbean sugar plantations. Book Reports