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Entre espoir et nostalgie : récits de départs et de nouvelles vies chez Irène Némirovsky
Get PDFLes thèmes du départ et du commencement sont inscrits dans l’œuvre d’Irène Némirovsky. Qu’il s’agisse du départ physique d’un pays ou du moment décisif où l’enfance bascule vers l’âge adulte, les personnages des récits Némirovskiens se retrouvent à faire face à des problèmes d’adaptation à de nouveaux contextes socioculturels et, par conséquent, à devoir se confronter à des soucis identitaires. Autour de la relation principale qui oppose le couple mère/fille gravitent autant d’autres épisodes de commencement que de personnages secondaires. On se concentrera en particulier sur la figure de la nourrice, éducatrice de substitution et guide morale, lors de son exil. Détentrice des valeurs traditionnelles, elle représente un lien vers le passé dont il faut se défaire. Vécu par ses maîtres comme un nouveau départ dans la vie, l’exil condamne la gouvernante à une mort solitaire, la privant ainsi de tout recommencement.
Maximizing student experience in mathematics: Traditional tools versus digital technologies
Get PDFThis study was created to find out the tools that encourage and maximize student learning in mathematics, what causes positive and negative experiences in mathematics, and can any of these tools and experiences be replaced by digital technologies. I gathered an assortment of information through online surveys, interviews and field notes. My main findings showed that most people think that math manipulatives, direct teaching, and hands on learning were very important to their learning and help to decrease negative experiences in math. Furthermore, positive experiences were created through teacher feedback and encouragement and when students could relate what they were learning to their life experiences. My findings show that teachers need to be a positive model and create positive experiences for students. Moreover, teachers need to use traditional hands on tools for students and then use digital technologies as an assistive tool for further clarification and understanding
Technology as a resource: Increasing engagement in learning and developing 21st century skills
Get PDFThe purpose of this research study was to help inform the researcher’s future practice as a teacher on the influence of technology on young learners. The question of inquiry pertained to define how technology has initiated and increased student engagement within their learning, and through this, how technology has specifically influenced the creation of the 21st century learner. By beginning the inquiry through a literature review on the theme of technology and student engagement, the researcher was able to gain an understanding that technology is the motivator for children in developed, and even in undeveloped countries. In order to assess the relationship of technology and student engagement in learning, along with how digital devices influence the creation of 21st century learners, the researcher surveyed a variety of teacher candidates and university students to draw conclusions. From the research findings of the study, the researcher concluded that students were attracted to technology as it is a tool that is convenient in organizing information, and is efficient in making data easier to allocate. Therefore, the skills that technology imparted upon 21st century learners from the findings were allowing students to become self-directed learners, access and, evaluate information through critical thinking and solving data to become more engaged thinkers, and influencing leadership and collaboration skills
Editorial
Get PDFAn overview to the journal and an introduction to each of the twelve research manuscripts
Où commencer ?
Get PDFCommencer, chacun de nous sait ce que cela veut dire, et nous pouvons tous assigner à nos actes et aux événements de notre vie, ainsi qu’à notre vie elle-même, un commencement, sans qu’il soit pour cela préalablement nécessaire d’avoir à s’expliquer, avec soi-même ou avec autrui, sur ce que commencer signifie. Et c’est d’ailleurs préférable. Car dans le cas contraire, toute tentative d’éclaircissement se heurte inévitablement au fameux paradoxe de la question de la définition du temps qui avait déjà troublé saint Augustin. De fait, commencer et définir un commencement s’avèrent, comme les deux faces d’une même pièce, tout à la fois incompréhensibles l’un sans l’autre et insuperposables l’un à l’autre. Cette aporie est peut-être celle qui décrit d’autant mieux la possibilité de tout commencement qu’elle la mesure à notre impossibilité de le saisir, sinon comme un recommencement sans origine
Comparing Film Language Amongst Genres: A Comparative Analysis of Schindler\u27s List, In Darkness and The Last Days
No full textThe purpose of this paper is to provide a comparative analysis of the film language and genre conventions used in three Holocaust films, Schindler\u27s List, In Darkness and The Last Days. Each of these films provide the perspective of a unique genre on real historical people and events that took place during the Holocaust. Schindler\u27s List is a biopic film that follows the true story of Oskar Schindler, a wealthy German businessman who managed to save the lives of more than 1,000 Jews by keeping them employed in his factory during the Holocaust. In Darkness is a Polish-made drama film which profiles Leopold Socha and the 10 Jews he managed to save by helping them to hide in the sewers during the Holocaust. The men profiled in both movies were declared Righteous Among Nations for their heroic real life actions. The final film, The Last Days is a documentary, which profiles the stories of survival of five Hungarian-Jews during the Holocaust. Through the use of film language, Schindler\u27s List, In Darkness and The Last Days are all able to effectively communicate key themes and ideas present during the Holocaust. Symbolism is used in each of these films in the areas of colour and light. This symbolism, most heavily present in Schindler\u27s List, seems to depict the lack of light, or lack of hope during the Holocaust. Another theme present in the films is the stark inequality between Germans, common people and Jews. This inequality is particularly relevant to both Schindler\u27s List and The Last Days. All three films effectively capture the emotion of their audiences by making them feel as if they are actually experiencing the Holocaust through the use of both camera movement and real footage. A final important idea surrounding this Holocaust that can be taken away from each of these films is the brutality of German soldiers. Overall, the analysis of these three films provides a powerful and personalized insight into the Holocaust.
“Each has a house of her own”: Purpose, Domesticity and Agency of First Nations Women in Canada’s Industrial School System, 1883-1923.
Get PDFThis paper uses the lenses of gender and colonialism to examine the goals and actual outcomes of industrial schools, as well as the experiences of female students in a particular era—the 1880s to the turn of the century. The industrial school system was originally implemented in western Canada to train First Nations males in various trades such as farming, and to assimilate these students into the dominant Euro-Canadian society, but administrators changed their mind and decided to educate female students as well. Specifically, the first three industrial schools created which laid the foundation for the system in the west (including British Columbia) will be the focus. These schools are High River Industrial School in what is now Alberta, and the Qu’Appelle Industrial School and the Battleford Industrial School in Saskatchewan. Two leading questions have shaped this study. First, this work interrogates the various churches’ and government’s goals for female students in the industrial schools of western Canada. This study argues that the Canadian federal government’s and various churches’ goals for the female students were twofold. Initially the purpose of education for the female student was to create “proper” wives for the male students who would stand in place of the “non-educated” and “unassimilated” First Nations females who would otherwise, according to officials of the institutions, pull male graduates back into a life of “savagery.” However, as time progressed, the methods of educating female students changed. Female students, with support from the government and the churches, took on the role of domestic servants both inside and out of the school as part of the “outing system.” However, administrators intended such positions to be temporary as the primary goal remained that female graduates would marry and conform to gender ideals at the time. Second, the paper examines the “success” of the schools based on their projected outcomes and argues that the system was ineffective. Female students prevented the federal government and various churches from achieving their goals of making “proper” housewives through the industrial school system. Many women kept their traditions after graduation by returning to their families and nations, and through activities such as leaving graduate colonies to attend traditional activities such as the Sun Dance. Still others did not conform to Victorian ideals of womanhood when they became “breadwinners” through their work in domestic service. This study concludes that while government and church administrators believed that the schools would teach female Aboriginal students how to conform to ideals of white, Victorian womanhood and would help advance the cause of “civilizing” male students, in the end, female students found employment outside of the home, the opposite of what administrators envisioned
German Atrocities Against Allied Prisoners of War in the First World War
Get PDFThe German atrocities towards Allied prisoners of war during the First World War is a topic that is widely over-looked. Millions of Allied POWs were taken prisoner and held captive by the Germans. At the hands of their captors, the Allied POWs suffered brutal atrocities in the form of violence and inhumane conditions. Through ignoring the Hague Convention\u27s laws of war to the many months or even years spent in POW camps in Germany to the impact of the period of captivity, the Allied POWs endured atrocities commited by the Germans. In examining the many ways the Allies suffered, the atrocities are now being brought to light
The Journey to and After Alcatraz: The Legacy of the Occupation of Alcatraz for Native American Protest Movements
No full textThe Occupation of Alcatraz was a movement in 1969, which sparked National Debate in the United States. The Occupation lasted from 20, November 1969 till June 1971 when 15 last occupiers were peacefully escorted off the island. The protest did not end with a change in government policy but inspired other protests and an activist group to be created for Native American rights. Reflecting on why the occupation at Alcatraz was ineffective, Vine Deloria, Jr. argued in 1994, “we want change, but we do not know what change.” Deloria was a well-known activist during the 1960s and was invited to the island of Alcatraz during its occupation. The Occupation of Alcatraz was seen as an unsuccessful protest because it did not spur government action to address Native American grievances. The occupation occurred at a time when tensions between minority groups and the government were rising due to the civil rights movement. Native Americans were forcibly removed from reserves due to relocation and assimilation programs, and land was being taken away for resources as well. The Occupation was a response to what seemed to be the continuous cycle of abuse from the American government. Termination and assimilation policies divided and separated families and tribes, which created disconnections among Native Americans, making it hard to unify against the American government. Though the Occupation did not end with government action or policy change, it started a collaboration of Native American protests, which revived Native American identities for many people. Native Americans’ reactions to federal suppression at the Occupation of Alcatraz led to a legacy of protests that changed Native American life