Here are potential responses to the discussion questions:
Q: How is genocide of this magnitude possible?
A: The book suggests that genocide on such a large scale is possible when propaganda is used to dehumanize victims, authority figures demand absolute obedience, and people lose their sense of individual morality and empathy in the face of collective violence.
Q: What is a product of the intergenerational trauma of the Holocaust?
A: A product of the intergenerational trauma of the Holocaust could include increased anxiety, depression, feelings of guilt or hypervigilance in the children and later descendants of survivors, as the trauma experiences are transmitted psychologically and genetically to subsequent generations.
Eliezer loses his faith in God after witnessing extreme suffering and cruelty at the Nazi concentration camps. He no longer accepts God's silence and sees himself as the accuser of God. The traumatic experiences challenge his religious and spiritual beliefs. His psychological state deteriorates as he is confronted with depravity and inhumanity on a daily basis, including instances where fellow prisoners commit violent acts out of desperation to survive. The violin music played by Juliek provides a moment of beauty amidst the darkness, but also reflects the loss of hope and life that permeated the camps.
Illustrations, humor, poetry and quotations vol 2GLENN PEASE
This document contains a collection of short quotations, poems, stories and advice on various topics such as alcohol, animals, attitudes, and apologizing. Some key points:
- Several historical figures like Edison, Taft and Lincoln advocated abstaining from alcohol, comparing it to putting sand in delicate machinery.
- A Marine Corps safety officer developed the slogan "He who comes forth with a fifth on the Fourth may not come forth on the fifth" to discourage drinking over a holiday weekend.
- Attitude is likened to the position of an airplane - a good attitude can help one succeed while a bad attitude leads to poor performance, just as the position of a plane affects its flight.
Many pastors are under intense pressure to excite and entertain their congregations with good news. The resultant effect of this is the perversion and distortion of the gospel to suit a worldly taste. It is possible to be in a position of church leadership without ever having a pure and wholehearted devotion to God. The world’s commendation does not imply God’s approval neither is her condemnation a proof of God’s rejection. Research of many years has revealed there is always a contradiction between what is preached in the church and what is practiced in a larger society. As the church increases in population, riches and worldly wisdom, is there a corresponding spiritual power and piety? Despite the proliferation of churches, there has been an alarming wave of iniquities across the land. Terrifying winds of worldly distractions and compromise are blowing all around us. Sinners are becoming more hardened to the warnings of God. A man or woman can be characterized as godly while practicing ungodly things as a result of the end time satanic revival. The cup of iniquity of this generation is full and it is running over. The father of sin is the devil, the companion of sin is shame and the wages of sin is death. Prosperity message has taken over the pulpit at the neglect of the message of repentance which has enslaved many hearts in pleasure and love of the world. There is need to earnestly contend for the faith which was once delivered unto the saints in order not to run in vain.
Brochure - NEW REVELATION - Mathael clairvoyant experiencesSimona P
1. Mathael describes witnessing the separation of the soul from the body after death. As a young boy, he accompanied his father, a doctor, to a neighbor's house where several people had recently died from an illness.
2. At the house, Mathael saw the spirits of those who had died, including observing the soul of the neighbor's wife rising from her chest as she was dying, the usual exit point for the soul.
3. The Lord adds further explanation about the fear of death often stemming from a deep-rooted fear of work or effort by the soul, which it associates with further existence after death requiring high activity. He encourages focusing spiritual growth to overcome such fears.
This sonnet by John Donne expresses his desire to suffer as Jesus did and take on his sins. It depicts the violence of Jesus' crucifixion and laments that Donne continues to sin daily. However, the sonnet finds hope in God's strange and unconditional love shown through Jesus' sacrifice. Donne draws a parallel between Jesus humbling himself by taking human form to suffer and die for mankind, and Jacob disguising himself to receive his father's blessing. Both figures degraded themselves but for different purposes - Jesus to redeem humanity, while Jacob acted with selfish intent.
This sonnet by John Donne expresses his desire to suffer as Christ suffered to atone for his sins. The first part depicts his wish for persecution, acknowledging his sinfulness. The second part expresses hope in God's strange and unconditional love shown through Christ bearing punishment. Donne draws parallels between Christ and Jacob, both disguising themselves - Christ in human flesh, Jacob in goatskin. This allowed Christ to suffer weakness and atone for sins as the ultimate sacrifice, like animals in the Old Testament. Scholarly sources discussed explore themes of melancholy, atonement, and typology in the sonnet.
This document contains excerpts from teachings by Leader Olumba Olumba Obu, the sole spiritual head of the Brotherhood of the Cross and Star. The excerpts discuss topics such as anger, Moses breaking the Ten Commandments in anger, avoiding wrath, and how God has shown mercy to Black people by beginning this spiritual work in Africa. It is emphasized that Christ is the only leader who can guide people to truth and salvation.
Eliezer loses his faith in God after witnessing extreme suffering and cruelty at the Nazi concentration camps. He no longer accepts God's silence and sees himself as the accuser of God. The traumatic experiences challenge his religious and spiritual beliefs. His psychological state deteriorates as he is confronted with depravity and inhumanity on a daily basis, including instances where fellow prisoners commit violent acts out of desperation to survive. The violin music played by Juliek provides a moment of beauty amidst the darkness, but also reflects the loss of hope and life that permeated the camps.
Illustrations, humor, poetry and quotations vol 2GLENN PEASE
This document contains a collection of short quotations, poems, stories and advice on various topics such as alcohol, animals, attitudes, and apologizing. Some key points:
- Several historical figures like Edison, Taft and Lincoln advocated abstaining from alcohol, comparing it to putting sand in delicate machinery.
- A Marine Corps safety officer developed the slogan "He who comes forth with a fifth on the Fourth may not come forth on the fifth" to discourage drinking over a holiday weekend.
- Attitude is likened to the position of an airplane - a good attitude can help one succeed while a bad attitude leads to poor performance, just as the position of a plane affects its flight.
Many pastors are under intense pressure to excite and entertain their congregations with good news. The resultant effect of this is the perversion and distortion of the gospel to suit a worldly taste. It is possible to be in a position of church leadership without ever having a pure and wholehearted devotion to God. The world’s commendation does not imply God’s approval neither is her condemnation a proof of God’s rejection. Research of many years has revealed there is always a contradiction between what is preached in the church and what is practiced in a larger society. As the church increases in population, riches and worldly wisdom, is there a corresponding spiritual power and piety? Despite the proliferation of churches, there has been an alarming wave of iniquities across the land. Terrifying winds of worldly distractions and compromise are blowing all around us. Sinners are becoming more hardened to the warnings of God. A man or woman can be characterized as godly while practicing ungodly things as a result of the end time satanic revival. The cup of iniquity of this generation is full and it is running over. The father of sin is the devil, the companion of sin is shame and the wages of sin is death. Prosperity message has taken over the pulpit at the neglect of the message of repentance which has enslaved many hearts in pleasure and love of the world. There is need to earnestly contend for the faith which was once delivered unto the saints in order not to run in vain.
Brochure - NEW REVELATION - Mathael clairvoyant experiencesSimona P
1. Mathael describes witnessing the separation of the soul from the body after death. As a young boy, he accompanied his father, a doctor, to a neighbor's house where several people had recently died from an illness.
2. At the house, Mathael saw the spirits of those who had died, including observing the soul of the neighbor's wife rising from her chest as she was dying, the usual exit point for the soul.
3. The Lord adds further explanation about the fear of death often stemming from a deep-rooted fear of work or effort by the soul, which it associates with further existence after death requiring high activity. He encourages focusing spiritual growth to overcome such fears.
This sonnet by John Donne expresses his desire to suffer as Jesus did and take on his sins. It depicts the violence of Jesus' crucifixion and laments that Donne continues to sin daily. However, the sonnet finds hope in God's strange and unconditional love shown through Jesus' sacrifice. Donne draws a parallel between Jesus humbling himself by taking human form to suffer and die for mankind, and Jacob disguising himself to receive his father's blessing. Both figures degraded themselves but for different purposes - Jesus to redeem humanity, while Jacob acted with selfish intent.
This sonnet by John Donne expresses his desire to suffer as Christ suffered to atone for his sins. The first part depicts his wish for persecution, acknowledging his sinfulness. The second part expresses hope in God's strange and unconditional love shown through Christ bearing punishment. Donne draws parallels between Christ and Jacob, both disguising themselves - Christ in human flesh, Jacob in goatskin. This allowed Christ to suffer weakness and atone for sins as the ultimate sacrifice, like animals in the Old Testament. Scholarly sources discussed explore themes of melancholy, atonement, and typology in the sonnet.
This document contains excerpts from teachings by Leader Olumba Olumba Obu, the sole spiritual head of the Brotherhood of the Cross and Star. The excerpts discuss topics such as anger, Moses breaking the Ten Commandments in anger, avoiding wrath, and how God has shown mercy to Black people by beginning this spiritual work in Africa. It is emphasized that Christ is the only leader who can guide people to truth and salvation.
SEVENTH DAY ADVENTIST HISTORY; (ADVENTIST HERITAGE) Credits to Adventist University of the Philippines Theology Students Reports, From the Class of Pastor Cadao
From August - December 2018.
- Report 1 (R1) - Report 23 (R23)
This document provides a summary of chapters from the book "Spiritual Warfare & The Purple Robe" by Christ End Time Ministries. It describes various spiritual visions and battles witnessed by the author. In one vision, the author sees a demon called "Freezer" appearing before them. The document then describes how playing a cell phone game opened the author to spiritual attack, and their mother helped close spiritual doorways. It provides other examples of spiritual visions and battles experienced by the author and their mother in ministering to others.
1. After Sarah's death, Abraham mourned for her and wept. He then negotiated with the local Hittites to purchase a plot of land in which to bury Sarah. While grief and loss are difficult, believers have hope of reuniting with their loved ones in eternity through the resurrection of Christ.
2. Abraham negotiated with the Hittites to purchase land to bury Sarah, as was the universal custom even among non-believers, serving as a witness to the hope of bodily resurrection. Though details varied, all people recognized the importance of proper burial rites.
3. Abraham rose from mourning Sarah to make arrangements for her burial, speaking to the Hittites to purchase
FEMINISM "ON PORTRAIT OF ARTIST AS A YOUNG MAN CHAPTER:4"Fatima Gul
1) Stephen rigorously applies spiritual discipline to his actions, depriving himself physically and mentally through ascetic practices like limiting his senses.
2) He pictures himself joining the priesthood but begins to feel unrest, seeing his disordered home life is not conducive to the church.
3) Stephen reflects on his difficulty merging his life with others and finds constant failure leaves him feeling spiritually dry.
1) C.S. Lewis is admired for his ability to speak intimately to people about Christianity despite intellectual struggles with his faith. This is because he experienced deep pains like the deaths of his mother and wife despite earnestly praying for their healings.
2) These events shook Lewis' faith and led him to doubt God. However, he continued wrestling openly with difficulties in believing rather than ignoring objections.
3) Lewis' relationship with God feels authentic because it underwent serious testing but withstood rigorous scrutiny, representing the thinking believer who chooses Christ not for appeals to emotion but because faith has met objections head on.
1. Dumitru Duduman had a vision while living in the US where an angel showed him several American cities and said they would burn in one day due to their sin, including California, Las Vegas, New York, and Florida.
2. The angel told Dumitru that Russian spies had discovered US nuclear warehouses and that during a time of peace and safety, some Americans would start fighting the government, distracting them. Then Cuba, Nicaragua, and other countries would bomb the warehouses, causing America to burn.
3. The angel also said that after America burns, other nations would defeat Russia and push them to Paris, where they would unite against Israel. This would cause Israel to turn
Adapted from a Jeff Strite sermon https://www.sermoncentral.com/sermons/4-the-hour-of-the-power-of-darkness-jeff-strite-sermon-on-gethsemane-180115?ref=SermonSeriesDetails
This chapter describes additional visions of heaven seen by Chinese children and tribal people in China, as well as a young woman in the United States. The visions depict beautiful mansions surrounded by parks, trees, and flowers. Avenues lined with mansions and trees are seen. One vision matches Revelation's description of a golden street with a crystal stream and trees. The young American woman had visions while in a trance for three days, seeing the heavenly city with gold streets, trees bearing all kinds of fruit, and mansions made of silver and jewels. Jesus appeared and spoke to her before she returned to consciousness.
The document discusses the problem of evil and suffering in the world from philosophical and theological perspectives. It describes the Lisbon earthquake of 1755 that killed thousands and challenged views of a benevolent God. It outlines Bart Ehrman's rejection of Christianity due to being unable to reconcile an all-powerful, loving God with the facts of human suffering in the world. Ehrman discusses the Bible's contradictory explanations for suffering and examines perspectives on whether free will, punishment for sin, or the inscrutability of God can adequately address the problem of evil.
1) After Joshua's death, the Israelites asked God who should lead them first against the Canaanites. God answered that Judah should go first, as He had given them control over the land.
2) Judah was likely chosen because they were the largest and most powerful tribe. They would have been respected by the other tribes. Judah also held a position of prominence, as they were the tribe from which the Messiah would descend.
3) This marks a positive start to Judges, with the people seeking God's guidance on leadership after Joshua. However, the book also shows how the Israelites struggled without consistent direction, often falling into sin when leaders died. Each time, they had to repent and
This document provides an agenda and materials for an English class discussion on A Game of Thrones by George R.R. Martin. The agenda includes a vocabulary test, student haiku poems on themes from the book, and discussions on various ethical issues that arise in the story. Students are asked to use the FREECASH method to generate reasons for arguing different sides of topics like the execution of a character and incest. An in-class writing assignment involves using FREECASH to brainstorm an issue. There is also a content quiz on the book and instructions on writing a Question-Hypothesis-Question response to discuss passages read for homework.
From psychopathia sexualis by richard von krafftjordanlachance
This document appears to be an excerpt from Psychopathia Sexualis by Richard von Krafft-Ebing, which discusses various psychological and sexual disorders. However, as the excerpt contains no actual content or information, no meaningful summary can be generated from the document provided.
This document provides an agenda and guidance for writing personal statements for college application essays. It discusses choosing options and goals, and how universities use the statements. The purpose is to provide clarity, depth, and context beyond other application materials. Students are advised to brainstorm qualities, experiences, and accomplishments before drafting their essays in response to prompts about intended major, personal qualities, and reasons for transferring schools. The document cautions against common mistakes and introduces faculty leading a workshop on revising statements.
This document outlines the agenda for a class on justice. It includes:
- Reviewing previous discussions on Machiavelli and Lao-Tzu.
- Introducing the third essay assignment on justice, which will involve analyzing an excerpt from Cicero and/or Thoreau.
- Discussing Cicero's "The Defense of Injustice" including his biography, rhetorical strategies used, and questions for critical reading.
- Breaking into groups to analyze the rhetorical strategies in Cicero and discuss critical thinking questions. Homework involves reading and analyzing Thoreau's "Civil Disobedience".
This document provides the prompt and guidelines for Essay #5 in an EWRT 2 course. Students are instructed to write a 5-6 page essay applying concepts from at least one of six philosophers (Lao-tzu, Machiavelli, Thoreau, Cicero, Plato) discussed in class to themes or events in the novel A Game of Thrones. The essay must cite at least four credible sources in MLA format and include an intersection between the selected philosophy and the novel. Fifteen potential essay topics are provided relating to various leaders, governments, and societies depicted in both the philosophical texts and A Game of Thrones.
This 3 sentence document agenda provides an overview for Class 23 EWRT 1A. It lists "Speeches" as the topic to be discussed. The final sentence wishes students "Have a Happy Summer Break!" signaling that this may be the last class of the term before summer.
This document provides an agenda and guidance for writing personal statements for college application essays. It discusses choosing options and goals, and how universities use the statements. The purpose is to provide clarity, depth, and context beyond other application materials. Students are advised to brainstorm qualities, experiences, and accomplishments before drafting responses to two prompts for the University of California application. The document also covers the Common Application transfer student prompt. It provides outlines and warns against common mistakes in personal statements.
This document provides an overview of the class schedule and assignments for an English writing course. It includes:
- An outline of the topics and essays to be covered over the 15-week semester, including introductions to argumentative, narrative, concept, and problem-solution essays.
- Details of homework assignments such as readings from course texts, blog posts responding to readings and outlining draft essays, and submitting essay drafts and revisions.
- In-class activities like presentations, discussions, vocabulary reviews, peer workshops, and essay writing and exams.
- Due dates for submitting essay drafts and revisions as well as the final exam, which involves students presenting their speech assignments.
SEVENTH DAY ADVENTIST HISTORY; (ADVENTIST HERITAGE) Credits to Adventist University of the Philippines Theology Students Reports, From the Class of Pastor Cadao
From August - December 2018.
- Report 1 (R1) - Report 23 (R23)
This document provides a summary of chapters from the book "Spiritual Warfare & The Purple Robe" by Christ End Time Ministries. It describes various spiritual visions and battles witnessed by the author. In one vision, the author sees a demon called "Freezer" appearing before them. The document then describes how playing a cell phone game opened the author to spiritual attack, and their mother helped close spiritual doorways. It provides other examples of spiritual visions and battles experienced by the author and their mother in ministering to others.
1. After Sarah's death, Abraham mourned for her and wept. He then negotiated with the local Hittites to purchase a plot of land in which to bury Sarah. While grief and loss are difficult, believers have hope of reuniting with their loved ones in eternity through the resurrection of Christ.
2. Abraham negotiated with the Hittites to purchase land to bury Sarah, as was the universal custom even among non-believers, serving as a witness to the hope of bodily resurrection. Though details varied, all people recognized the importance of proper burial rites.
3. Abraham rose from mourning Sarah to make arrangements for her burial, speaking to the Hittites to purchase
FEMINISM "ON PORTRAIT OF ARTIST AS A YOUNG MAN CHAPTER:4"Fatima Gul
1) Stephen rigorously applies spiritual discipline to his actions, depriving himself physically and mentally through ascetic practices like limiting his senses.
2) He pictures himself joining the priesthood but begins to feel unrest, seeing his disordered home life is not conducive to the church.
3) Stephen reflects on his difficulty merging his life with others and finds constant failure leaves him feeling spiritually dry.
1) C.S. Lewis is admired for his ability to speak intimately to people about Christianity despite intellectual struggles with his faith. This is because he experienced deep pains like the deaths of his mother and wife despite earnestly praying for their healings.
2) These events shook Lewis' faith and led him to doubt God. However, he continued wrestling openly with difficulties in believing rather than ignoring objections.
3) Lewis' relationship with God feels authentic because it underwent serious testing but withstood rigorous scrutiny, representing the thinking believer who chooses Christ not for appeals to emotion but because faith has met objections head on.
1. Dumitru Duduman had a vision while living in the US where an angel showed him several American cities and said they would burn in one day due to their sin, including California, Las Vegas, New York, and Florida.
2. The angel told Dumitru that Russian spies had discovered US nuclear warehouses and that during a time of peace and safety, some Americans would start fighting the government, distracting them. Then Cuba, Nicaragua, and other countries would bomb the warehouses, causing America to burn.
3. The angel also said that after America burns, other nations would defeat Russia and push them to Paris, where they would unite against Israel. This would cause Israel to turn
Adapted from a Jeff Strite sermon https://www.sermoncentral.com/sermons/4-the-hour-of-the-power-of-darkness-jeff-strite-sermon-on-gethsemane-180115?ref=SermonSeriesDetails
This chapter describes additional visions of heaven seen by Chinese children and tribal people in China, as well as a young woman in the United States. The visions depict beautiful mansions surrounded by parks, trees, and flowers. Avenues lined with mansions and trees are seen. One vision matches Revelation's description of a golden street with a crystal stream and trees. The young American woman had visions while in a trance for three days, seeing the heavenly city with gold streets, trees bearing all kinds of fruit, and mansions made of silver and jewels. Jesus appeared and spoke to her before she returned to consciousness.
The document discusses the problem of evil and suffering in the world from philosophical and theological perspectives. It describes the Lisbon earthquake of 1755 that killed thousands and challenged views of a benevolent God. It outlines Bart Ehrman's rejection of Christianity due to being unable to reconcile an all-powerful, loving God with the facts of human suffering in the world. Ehrman discusses the Bible's contradictory explanations for suffering and examines perspectives on whether free will, punishment for sin, or the inscrutability of God can adequately address the problem of evil.
1) After Joshua's death, the Israelites asked God who should lead them first against the Canaanites. God answered that Judah should go first, as He had given them control over the land.
2) Judah was likely chosen because they were the largest and most powerful tribe. They would have been respected by the other tribes. Judah also held a position of prominence, as they were the tribe from which the Messiah would descend.
3) This marks a positive start to Judges, with the people seeking God's guidance on leadership after Joshua. However, the book also shows how the Israelites struggled without consistent direction, often falling into sin when leaders died. Each time, they had to repent and
This document provides an agenda and materials for an English class discussion on A Game of Thrones by George R.R. Martin. The agenda includes a vocabulary test, student haiku poems on themes from the book, and discussions on various ethical issues that arise in the story. Students are asked to use the FREECASH method to generate reasons for arguing different sides of topics like the execution of a character and incest. An in-class writing assignment involves using FREECASH to brainstorm an issue. There is also a content quiz on the book and instructions on writing a Question-Hypothesis-Question response to discuss passages read for homework.
From psychopathia sexualis by richard von krafftjordanlachance
This document appears to be an excerpt from Psychopathia Sexualis by Richard von Krafft-Ebing, which discusses various psychological and sexual disorders. However, as the excerpt contains no actual content or information, no meaningful summary can be generated from the document provided.
This document provides an agenda and guidance for writing personal statements for college application essays. It discusses choosing options and goals, and how universities use the statements. The purpose is to provide clarity, depth, and context beyond other application materials. Students are advised to brainstorm qualities, experiences, and accomplishments before drafting their essays in response to prompts about intended major, personal qualities, and reasons for transferring schools. The document cautions against common mistakes and introduces faculty leading a workshop on revising statements.
This document outlines the agenda for a class on justice. It includes:
- Reviewing previous discussions on Machiavelli and Lao-Tzu.
- Introducing the third essay assignment on justice, which will involve analyzing an excerpt from Cicero and/or Thoreau.
- Discussing Cicero's "The Defense of Injustice" including his biography, rhetorical strategies used, and questions for critical reading.
- Breaking into groups to analyze the rhetorical strategies in Cicero and discuss critical thinking questions. Homework involves reading and analyzing Thoreau's "Civil Disobedience".
This document provides the prompt and guidelines for Essay #5 in an EWRT 2 course. Students are instructed to write a 5-6 page essay applying concepts from at least one of six philosophers (Lao-tzu, Machiavelli, Thoreau, Cicero, Plato) discussed in class to themes or events in the novel A Game of Thrones. The essay must cite at least four credible sources in MLA format and include an intersection between the selected philosophy and the novel. Fifteen potential essay topics are provided relating to various leaders, governments, and societies depicted in both the philosophical texts and A Game of Thrones.
This 3 sentence document agenda provides an overview for Class 23 EWRT 1A. It lists "Speeches" as the topic to be discussed. The final sentence wishes students "Have a Happy Summer Break!" signaling that this may be the last class of the term before summer.
This document provides an agenda and guidance for writing personal statements for college application essays. It discusses choosing options and goals, and how universities use the statements. The purpose is to provide clarity, depth, and context beyond other application materials. Students are advised to brainstorm qualities, experiences, and accomplishments before drafting responses to two prompts for the University of California application. The document also covers the Common Application transfer student prompt. It provides outlines and warns against common mistakes in personal statements.
This document provides an overview of the class schedule and assignments for an English writing course. It includes:
- An outline of the topics and essays to be covered over the 15-week semester, including introductions to argumentative, narrative, concept, and problem-solution essays.
- Details of homework assignments such as readings from course texts, blog posts responding to readings and outlining draft essays, and submitting essay drafts and revisions.
- In-class activities like presentations, discussions, vocabulary reviews, peer workshops, and essay writing and exams.
- Due dates for submitting essay drafts and revisions as well as the final exam, which involves students presenting their speech assignments.
This document provides an overview of an English 1A course, including goals, requirements, policies, and grading. The main points are:
1. The course aims to prepare students to analyze college texts and write papers through learning skills like developing theses and integrating ideas. Students will read diverse texts and write four papers.
2. Requirements include class participation, keeping up with readings and assignments, four papers, blog posts, and tests/quizzes. The main texts are The St. Martin's Guide to Writing and The Hunger Games novel.
3. Grades are based on 1000 points from assignments like papers, blog posts, tests, and participation. Letter grades correspond to point ranges. Academic
This document provides an agenda for a class discussion on Thoreau and justice. It includes a review of an upcoming essay assignment on justice due the following week. The class will discuss Thoreau's biography, rhetorical strategies in his work, and questions for critical reading of his text. Students will break into groups to prepare to discuss rhetorical strategies, questions for reading, and Thoreau's concept of what kind of government would be most just. Suggestions are provided for writing the essay assignment analyzing ideas about justice from excerpts from Cicero and Thoreau.
This document outlines the agenda for a class on rhetorical strategies and persuasive techniques. It includes a review of Monroe's Motivated Sequence and a presentation on the three main types of motivational appeals: ethos, pathos and logos. It then discusses how these appeals are used in Martin Luther King Jr.'s "I Have a Dream" speech. Students analyze examples of rhetorical strategies like antithesis, metaphor, repetition and allusion from the speech. The class includes an in-class writing and homework to write and refine their own speech using these persuasive techniques.
The document outlines the agenda for an ELIT 10 Class 7, which includes a 90 minute film screening about the Stonewall Riots of 1969. During the early hours of June 28, 1969 at the Stonewall Inn in New York City, a group of gay customers took a stand against police harassment, which sparked a riot that soon included other gay men and lesbians joining in. Over subsequent nights, thousands of demonstrators continued protesting, marking a pivotal moment that changed the trajectory of the queer rights movement. The homework assigned is to read Giovanni's Room and post a discussion on either a queer film or how early texts interact with the featured film.
This document provides information about the EWRT 1A class to students. It discusses class policies like only accepting 30 students and handling the waitlist. It outlines the course requirements including essays, tests, homework posts, and participation. Grading policies, academic honesty, and conduct are also addressed. The document directs students to set up a WordPress account to complete homework assignments and outlines the process for submitting essays electronically for feedback.
This document provides an agenda for Class 10 of EWRT 2 that includes:
- Essay #1 is due Friday before noon and should be submitted through Kaizena in MLA format.
- A discussion of passages from Lao-Tzu's "Thoughts from the Tao-te Ching" and introducing the topic of Essay #2 on government.
- Instructions for submitting essays electronically and how the teacher will provide feedback through Kaizena.
- Information about forming new discussion teams and dividing up questions from the readings.
- Homework includes reading selections from Machiavelli and preparing questions from the readings.
This class covered 1910-1927 and included presentations on Havelock Ellis and the story "Miss Ogilvy Finds Herself". Students discussed these works in groups. The class introduced Freud, Woolf, Forster, and Hemingway by providing biographical information and context about their works. Students were assigned to read pieces by these authors on homosexuality and post discussion questions on one of the authors.
This document outlines an EWRT 1A class agenda that focuses on writing a concept essay. It includes discussing vocabulary words, presentations on sample concept essays, and an in-class writing exercise. Students will work in groups to analyze the sample essays, discuss the basic features of a concept essay, and draft a focused concept and thesis statement for their own essays. The document provides examples of effective theses and outlines a process for students to develop a working thesis and tentative outline for their concept essays. Homework includes continuing to read the assigned text, posting writing from the in-class exercise, finding more examples of their concept, and choosing a contrasting concept.
The class agenda includes a group discussion about themes and tensions in assigned readings and applying a theoretical lens. They will also discuss the third essay assignment, which asks students to analyze one of three novels through a feminist, psychoanalytic, or trauma theory lens in a 4-7 page paper. The paper is due before the final exam and must follow MLA format, include 3-5 secondary sources, and be submitted electronically.
This document provides an agenda and background information for a class discussion on Virginia Woolf's essay "Shakespeare's Sister" and Plato's "The Allegory of the Cave". It includes a brief biography of Woolf, an overview of the topics and questions to be discussed, including rhetorical strategies used by Woolf and issues raised. It also lists potential essay prompts that students will respond to in an in-class essay comparing Woolf and Plato's works.
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
4. Night is a short piece of fiction born of the author's
eight hundred-page memoir of his time in the Nazi
death camps.
The story is told from the first person point of view.
Not only does the narration not enter other
characters’ minds, there is little effort to explain what
is going on in the narrator’s mind.
The reader's conclusions are meant to be independent
and based on events and behavior; however, readers
are clearly led toward a loathing of the camps.
5. Night is full of scriptural allusions, or
hints of reference to biblical passages.
One example of allusion is the execution
of the three prisoners, one of whom is
an innocent child, a pipel.This scene
recalls the moment in the Christian
Gospel when Christ is crucified in the
company of two thieves.
6. The traditional German bildungsroman is the story of
a young, naive man entering the world to seek
adventure. He finds his adventure that provides him
with an important lesson.The resolution finds him
mature and ready for a productive life.
Wiesel's novella turns this tradition upside down. He
presents an educated, young man forced into a man-
made hell.There he learns more than he asks for.The
result is not that he will think about being a productive
worker, but about healing humanity.
9. Death
"Someone began to recite the Khaddish, the prayer for the dead. I do not know
if it has ever happened before, in the long history of the Jews, that people have
ever recited the prayer for the dead for themselves."
God and Religion
Hasidism teaches belief in a personal relationship with God. One ofWiesel's
favorite prayers may serve as a summary: "Master of the Universe, know that
the children of Israel are suffering too much; they deserve redemption, they
need it. But if, for reasons unknown to me,You are not willing, not yet, then
redeem all the other nations, but do it soon!”
Sanity and Insanity
There are many examples of madness exhibited during the novel.Two in
particular stand out as representing the greater insanity of the Holocaust.The
first is the hysterical Madame Schachter and the second is Idek's enthusiasm
for work—being more than a simply mockery of the motto "Work is liberty!"
10. External tensions:
Between Jews and
their Nazi
oppressors
Between Jews and
the harsh winter
climate
Among Jews about
how to respond to
brutality and terror
Internal tensions:
In the narrator’s mind
about his response to
the dehumanization at
the hands of the Nazis
His loss of religious
faith
How he should behave
toward his father.
11.
12. In two ofWiesel's later novels, TheTestament and The
Fifth Son, the author explores the effects of the
Holocaust on the next generation of Jews.Critics,
notably Globe and Mail contributor Bronwyn Drainie,
have questioned the validity of the author's belief that
children of Holocaust survivors would be "as morally
galvanized by the Nazi nightmare as the survivors
themselves." Richard F. Shepard asserted in the New
YorkTimes that even if the feelings of these children
cannot be generalized, "the author does make all of us
'children' of that generation, all of us who were not
there, in the sense that he outlines for us the burdens
of guilt, of revenge, of despair."
13. Wiesel writes, "Never shall I forget that night, the first night in
camp, which has turned my life into one long night, seven times
cursed and seven times sealed. Never shall I forget that smoke.
Never shall I forget the little faces of the children, whose bodies I
saw turned into wreaths of smoke beneath a silent blue sky.
Never shall I forget those flames which consumed my faith
forever. Never shall I forget that nocturnal silence which deprived
me, for all eternity, of the desire to live. Never shall I forget those
moments which murdered my God and my soul and turned my
dreams to dust. Never shall I forget these things, even if I am
condemned to live as long as God Himself. Never."
14.
15. Eliezer wonders if he has changed for the worst when a guard struck his
father in the face. An innocent question to use the restroom, the father of
Eliezer is slapped “with such force that he fell down and then crawled back
to his place on all fours.” Eliezer stood in shock as his father endured the
pain. He stood petrified, wondering what had happened to him since he
could not confront the officer. He notes, if this occurred a day earlier, he
would have “dug his nails into this criminal’s flesh.” But all he could think
of was the change he had experienced in such little time.
The idea alluded by the narrator is similar to the events that occur in the
beginning of the story. He witnesses the German soldiers suddenly tear
family’s apart before being transported with his family to new ghettos and
the beating of the woman screaming “fire,” which could all be new to him.
So it would seem that the change Eliezer experiences is caused by events
he witnessed before being a prisoner, and the horrific things he witnessed
once inside.
16. “Why, but why would I bless Him? Every fiber in me rebelled.
Because He caused thousands of children to burn in His mass
graves? Because He kept six crematoria working day and night,
including Sabbath and the Holy Days? Because in His great
might, He had created Auschwitz, Birkenau, Buna, and so
many other factories of death? How could I say to Him: Blessed
beThou, Almighty, Master of the Universe, who chose us
among all nations to be tortured day and night, to watch our
fathers, our mothers, our brothers end up in the furnaces?
Praised beThy Holy Name, for having chosen us to be
slaughtered onThine altar…man is stronger, greater than God”
(67).
Typically, God is the accuser and accuses others of sins such as
when he accused Adam and Eve for betraying God and punished
them. However, now Elizier is in the position of God as the accuser
and accuses God for betraying his creations.
17. I decided to choose the passage when Eliezer makes the decision not to
fast since he is already starving. [. . .]During such hard times, Eliezer
begins to question his faith in God. “I did not fast. First of all, to please
my father who had forbidden me to do so.” We realize that Eliezer’s
father told Eliezer not to fast. “As I swallowed my ration of soup, I
turned that act into a symbol of rebellion, of protest against Him. And I
nibbled on my crust of bread. Deep inside me, I felt a great void
opening.”Those that had faith in God believed that they would be
protected by Him. Eliezer, on the other hand, questioned God’s divine plan
as God would not let his people die for no reason.The irony exists as
Eliezer eats, he feels a void opening inside of him. Either he feels bad for
abandoning God or he feels that because he gave up on God, he is able to
worry about his own safety. Because Eliezer and his father gave up on their
God, they were only able to depend on each other. I feel that it helped
them survive the torture of concentration camps since they were able to
depend on something physical rather than the abstract idea of faith in
God.
18. Eliezer focuses primarily on the different ways that all the
prisoners of the camp treat one another. Because he takes such
great notice in the broken nature of humankind by the way that
people within the camp treat one another, he is traumatized, and
holds onto his father a greater deal than most would. He even risks
death himself when he goes against the authority figures within
the camps to ensure that his father would not have to die a
premature death. In a way, his desperation to be with his father
reflects the struggle to hold onto the faith that God is still with
him. He relies on his father for so much, when in reality his father
can do so little for him, and also seeks his guidance, counseling,
and encouragement. His father is the extension of what it means
for him to be a human and feel like a human, and his fear of
abandoning the love he has for his father seems to reflect the fear
he has towards losing his humanity.
19. “ It was pitch dark. I could hear only the violin, and it was as though
Juliek’s soul were the bow. He was playing his life.The whole of his life
was gliding on the strings-his lost hopes, his charred past his
extinguished future. He played as he would never play again.”
Besides being an incredibly moving vignette, a brief redemptive flash in a
landscape of hopelessness and terror, Juliek’s elegiac performance
demonstrates how human beings instinctively gravitate towards art as an
attempt to combat the insidious effects of trauma.
The experience of creating art offers a hedonic counterpoint to the
otherwise often hellish experience of being in a body that has been
physically and/or psychologically assaulted and violated; I’d like to
speculate that the need for dissociation diminishes as the body
experiences neutral and even pleasurable reset points from which to
re-experience itself again.
20. Eliezer’s first attraction to death comes on the first day at Auschwitz: “[…] then I
don’t want to wait. I’ll run into the electrified barbed wire.That would be
easier than a slow death in the flames” (33)
Eliezer’s next death fascination comes during the “death march.” He says, “the
idea of dying, of ceasing to be, [begin] to fascinate me” because he no longer
has to go on living his current painful life. However, his father’s presence
keeps him from falling apart: “I [have] no right to let myself die.What would
he do without me? I [am] his sole support” (86-87).
“All around me, what [appears] to be a dance of death. […] One [dies] because
one [has] to” (89).
Nevertheless, Eliezer overcomes death drive and even urges his father not to fall
asleep (90). In fact, the role reverses as his father grows weak. Eliezer practically
revives his father when he is about to be rid from the train as a corpse (99).When
his father sits down in the snow begging his son to let his life drain out of him as it
may, Eliezer becomes furious, pointing to the corpses: “They’re dead!They will
never wake up! Never! Do you understand?” (105). Here again, Eliezer’s
perception of death is unsettled by the need to live his life for both of them.
21. A few days after my visit, the dentist’s office was shut down. He had
been thrown into prison and was about to be hanged. It appeared
that he had been dealing in the prisoners’ gold teeth for his own
benefit. I felt no pity for him. In fact, I was pleased with what was
happening to him: my gold crown was safe. It could be useful to me
one day, to buy something, some bread or even time to live. At that
moment in time, all that mattered to me was my daily bowl of soup,
my crust of stale bread.The bread, the soup—those were my entire
life. I was nothing but a body. Perhaps even less: a famished stomach.
The stomach alone was measuring time
Empathy is considered on of the most valuable traits humans have when
we work in groups. It allows us to connect with other people’s priorities
and understand their methods of working, their psyches. In the above
passage, Eli’s ability to connect with people, including himself, has been
demonstrated to be fundamentally damaged.
22. Q: How is genocide of this magnitude
possible?
Q:What is a product of the
intergenerational trauma of the
Holocaust?
23. Finish Outer Dark
Post #29: Choose One
Outer Dark carries a heavy load of symbolism.
Its characters and their actions seem burdened
with meanings beyond the simple story and
action.What does Rinthy represent?What does
Culla represent?
QHQ Outer Dark