The Kite Runner By Khaled Hosseini - 1586 Words

Alice Mo Ms. Hoque English 9/ Period 3 10/23/14 First Draft Question: What types of marriages are deemed valid/ acceptable in Afghan society? Topic: Gender According to the new data from UNICEF, fifty seven percent of marriages in Afghanistan involve girls that are under sixteen. In Afghanistan, located in the southern Helmand province, as many as 144 forced marriages were reported. In particular, farmers have been forced to abandon their daughters to the creditor as pay off for his debts. After the daughter is sold, she would be forced into marriage with anyone the creditor chose. This pertained to girls that were six years old or some even younger. These types of marriages were deemed valid in Afghan society and were quite frequent as well. In the novel The Kite Runner by Khaled Hosseini, a man named Amir has an arduous time trying to deal with his past as he moves from Afghanistan to America. The text cites several examples of how some types of marriages were forbidden in Afghanistan. Common marriages are comprised of forced marriages, arranged marriages and love marriages in Afghan society. In Afghan society, a forced marriage is when either the man or women is married against one’s will. This includes childhood brides and young women who are sold from their family in order to pay off debt. Adolescents that are forced into marriages in Afghanistan are consistently mistreated and abused in their households. In the article â€Å"Afghanistan: Women, Socially BoundShow MoreRelatedThe Kite Runner, by Khaled Hosseini883 Words   |  4 Pagesregret from past encounters and usually feel guilty and bitter about the situation. The Kite Runner, by Khaled Hosseini, revolves around the theme of redemption. Redemption can be used as a cure for guilt. Throughout the novel, the author shows that redemption requires some sort of sacrifice and the only way that is possible is if you can forgive yourself from the mistakes you have made in the past. Khaled Hosseini effectively portrays redemption through motifs such as rape, irony and flashbacks, symbolismRead MoreThe Kite Runner By Khaled Hosseini1651 Wor ds   |  7 Pages  Ã‚  Ã‚   The novel â€Å"The Kite Runner† by Khaled Hosseini describes the life of a boy, Amir. Amir’s best friend and brother (although that part isn’t known until towards the end), Hassan, plays a major role in Amir’s life and how he grows up. Hosseini portrays many sacrifices that are made by Hassan and Amir. Additionally, Amir seeks redemption throughout much of the novel. By using first person point of view, readers are able to connect with Amir and understand his pain and yearning for a way to be redeemedRead MoreThe Kite Runner By Khaled Hosseini1655 Words   |  7 PagesSarah Singer Major Works Data Form Title: The Kite Runner Author: Khaled Hosseini Date of Publication: 2003 Genre: Historical Fiction Historical information about the period of publication: Since the September 11th attacks in 2001, the United States has been at war with Afghanistan. Their goals were to remove the Taliban, track down those in charge of the attacks, and destroy Al-Qaeda. Biographical information about the author: Khaled Hosseini was born in Kabul, Afghanistan, in 1965. HIs motherRead MoreThe Kite Runner by Khaled Hosseini1098 Words   |  5 PagesIn The Kite Runner by Khaled Hosseini, we learn a lot about Amir the main character, and Hassan his servant/brother. In the beginning Hassan and Amir’s relationship was one of brotherly love despite the fact that Hassan was a Hazara and Amir a Pashtun. Back in the 1970’s race and religion played a big part in Kabul and these two races were not suppose to have relationships unless it was owner (Pashtun) and servant (Hazara). Baba Amir’s father had an affair with Hassan’s mother, but it was kept aRead MoreThe Kite Runner by Khaled Hosseini1313 Words   |  5 Pagesis not unique to just J.K. Rowling. Khaled Hosseini also incorporates life experiences into some of his novels. A prime example of this is The Kite Runner. The storyline of this novel reflects his past to create a journey of a young Afghanistan boy, whose name is Amir. This boy changes drastically throughout his lifetime from a close minded, considerably arrogant boy to an open hearted and minded man. This emotional and mental trip is partially based on Khaled Hosseini’s own life. Throughout Hosseini’sRead MoreThe Kite Runner By Khaled Hosseini1908 Words   |  8 Pages​In the novel, â€Å"The Kite Runner†, written by Khaled Hosseini, was taken place in Afghanistan during the 1970’s to the year of 2002. Many historical events happened during this time period and Hosseini portrayed it into his novel. Kabul, the capitol of Afghanistan, was a free, living area for many Afghanistan families to enjoy the life they were given. Until one day, Afghanistan was then taken over and attacked. In the novel, Amir, the protagonist, must redeem himself and the history behind his actionsRead MoreThe Kite Runner By Khaled Hosseini1050 Words   |  5 Pagesâ€Å"There is a way to be good again.† (Hosseini 334). This quote given by Rahim Khan to Amir holds a great amount of force and symbolism. In theory, this quote symbolizes the beginning of Amir’s path to redemption. The eye-opening Kite Runner by Khaled Hosseini tells about the struggles of Afghanistan before and during the Taliban, and one’s struggle for redemption and acceptance. With regards to the opening quote, some see Amir’s actions as selfish. However, others may believe that Amir truly changedRead MoreThe Kite Runner By Khaled Hosseini1583 Words   |  7 Pagesnovel the Kite Runner by Khaled Hosseini, Amir, the main character, shares his thoughts and actions due to his poor decisions. The problems he encountered were all because of the sin committed in his youth. His sins taunted the beginning of his life and gave him a troublesome memory full of guilt. As the novel continued, Amir attempted to disengage the memory of his sin and forget about it. Amir then faced the long bumpy road to redemption. Khaled Hosseini’s novel the Kite Runner is about sinRead MoreThe Kite Runner, by Khaled Hosseini871 Words   |  4 Pagesthat person is trying to fix that mistake. This also applies to the novel The Kite Runner. The story revolves around the main character Amir, and his childhood friend, Hassan. After Amir came to America with Baba, his father, he still regrets the things he had done to his childhood friend. He left Hassan getting raped by Assef in a small alley in 1975. Thereafter, Amir always feel regret and seeks for redemption. Hosseini -the author, argues that redemption can be achieved by helping others, teachRead MoreThe Kite Runner By Khaled Hosseini3402 Words   |  14 Pagestitle â€Å"The Kite Runner† is symbolic as fighting kites and the kite runnings are impacting moments in the novel. Hassan was the best kite runner in Kabul, if not the whole country, after Amir won the kite fighting the running of that last blue kite triggered the monumental changes for Amir. For the beginning of the story the kite running was associated with Hassan’s rape and Amir’s grief. As kites appear throughout the story, they begin Amir’s story and also end it. Amir flying the kite with Sohrab

Essay on The Study of Existents in Sandpiper - 1551 Words

The Study of Existents in Sandpiper In a short story like Sandpiper, where the protagonist does little except move around in her beach-house in an uneventful afternoon, thinking her thoughts, readers must look for an attraction alternative to the plot. Indeed, the writer, Ahdaf Soueif, has chosen to offer to us an interesting array of existents, in place of the story line, as the main focus of this narrative. In the following essay, I shall discuss how existents--the collection of characters and setting--are used to invoke feelings of dispossession and displacement in the story Sandpiper, which are essential in raising the main issue of the story, which is the question of ones identity. Having agreed that the event itself, a†¦show more content†¦I-then exists in her memories. Not only is there an age difference between I-now and I-then, I-thens frame of mind has changed greatly over the span of her marriage and its degradation to become I-now. Therefore, the process of retrospection, in which I-now recalls the deeds and experiences of I-then, serves as a basis for comparison, highlighting mainly a sense of loss. In order to enhance the feeling of dispossession, the protagonist herself must have traits that make such a loss possible in the first place and be someone who feels deeply for the loss. Indeed, traits of characters must be aptly depicted to bring out the desired effect of the story. Certain traits predispose people to react in a specific way to a stimulus. We recall I-thens sentiment, as she walked on the beach six-years ago, in the words I did not want one grain of sand, blown by a breezeI could not feel, to change its course because of me (Soueif 23). This remark, together with the fact that she now stays alone in her room, instead of joining Lucy (and the rest of the family) outdoors however much she misses her, tells us that our protagonist is rather passive by nature. She lacks the initiative to look for her child but waits for her lover to return Lucy to her. Her repeated lament that she should have gone but ironical act of staying behind tells us that she will not actively ch ange her circumstances (27). Such a trait predisposes her to be helpless, bound by inaction and

Should High School Students Have to Complete Community Service Hours to Graduate free essay sample

Nowadays, many people have to learn as many skills as they can, so that they can get the jobs that they are interested in. The government requires students to perform minimum of 40 hours community service to graduate from HYPERLINK http://en. wikipedia. org/wiki/High_school \o High school high school. Many high school students do not know how to have well communication and organization skills, so I think that students have to complete community service hours to graduate, so that they will become responsible members of our society in the future. Community service assignments can teach students to be on time for a service they are providing for. The place that they are doing the service at may be able to teach them a lesson so that they can use it in the future as experiences they have obtained on the job. You should do the services from your heart and do not give up easily. We will write a custom essay sample on Should High School Students Have to Complete Community Service Hours to Graduate? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Besides, although community services are helping people, and gain an understanding about each other and a sense of human compassion. Students are given responsibility from their volunteer work and can be thought about issues and situations that are taking place in the real world. Moreover, community services can help for your future. Some students may even be interested in a career through doing the jobs. A few months ago, my friends and I went to do the volunteer that helped the campaign team to canvass. During the campaign, we had to distribute flyers and sort different flyers into envelopes. We encouraged them to join the campaign and hope that they can vote for our team, Progressive Conservative. While in the canvassing, we had to communicate with people. It demonstrates excellent organization, communication and good team spirit. People can use previous experiences in the future as they have obtained on the job. Therefore, there are many knowledge can be learnt from doing the community services. While you are doing the community services, you may know different kinds of people that enlarge the social network and that may help you in the future. It may be easier for you to achieve your goals. Also, your friends can introduce you to some of the companies, so they can help you to find the job that are you interested in. In addition, they may also help you to get more information of your career. So that you will have more opportunities to get the job. Therefore, community services can help you to know more friends and some threats for the future. To conclude, communication skills are the most important skills that can help you overall. Community services can teach students responsibility. It can help you for your future and you can meet different people. Therefore, high school students should have to complete community service hours to graduate.

Reaction Papers free essay sample

After a few daisies, he looks to his side and notices his professor, Dr. Peddiwell, from Petaluma State College. Raymond invites him over, and the Professor continues to establish himself to be superior in statue in comparison to Raymond, continually disrespecting him by forgetting his name numerous of times throughout their conversation. The professor symbolizes all the facets of higher education fixed into one character, both negative and positive. But it wasn’t it until Dr. Peddiwell starting downing the tequila daisies that suddenly his external fixtures that related to his high position as a noted professor where suddenly melted away, a true connection between student and teacher began to develop. CHAPTER TWO: The Saber-tooth Curriculum In Chapter 2,  The Saber-Tooth Curriculum,  New Fist is introduced to reader as a revolutionary thinker who greatly impacted the well being of his tribe through his systematic educational system, which was created by his ability to think beyond the realm of fixated cultural intelligent existence. However, New Fist was quickly reputed by the elders of the tribe, stating education was only to be given by the Great Mystery and not created by man. After New Fists  rebuttal, most of the elders bought into his system of education, which then led to a positive production of growth for the tribe. Three fundamentals marked the first educational curriculum: (1) catching fish with the bare hands, (2) clubbing tiny horses to death, and (3) frightening saber-toothed tigers with torches. By studying those three subjects in their schools the stone-age people got along fairly well until a changed condition came caused by the movement of ice from the north, the forerunner of the ice age. The streams became muddied and fish could not be seen to catch with the bare hands, so someone invented the net, made of vines. The tiny horses fled and the antelope replaced them. The stone-agers invented antelope snares. The saber-toothed tigers died of pneumonia, but the big ice bear replaced them, and the stone-age men dug pits to trap them. So net-making, twisting antelope snares and digging bear pits became the three essentials of life. But the schools continued to teach fish-catching with the hands, horse-clubbing, and tiger-scaring because they had taught them for years. Some liberal wanted to teach net-making, snare-making, and pit-digging but he was met with opposition. Some even wanted to do away entirely with the old subjects, but they aroused a storm and were called radicals. The old subjects must be retained for their cultural value, the school people contended. The proposed new subjects had no place in the curriculum. The conservatives said: Training to catch non-existent fish with bare hands is the best way to achieve muscular coordination and agility; training in clubbing horses that do not exist is an education in stealth and ingenuity; practicing to frighten tigers that do not exist develops courage. Some things are fundamental and sacred in education and must not be changed. And with this belief the cemented unchanging cultural ideals of education were implemented forever. CHAPTER THREE: The Real Tiger School In chapter 3, The Real-Tiger School, we begin to get an insight into the world of schooling and philosophy behind schools as shaped by the educators of the school. The professors of the schools who had been involved for a long period of time created the system and curriculum design which related back to the philosophy of those specific individuals. For example, teacher led and teacher focused. In response to this irreversible issue, a progressive school was created called The Creative Fish-Grabbing school, where the parents wanted the curriculum not to be driven with too much direction from the educator, but allowing the child to naturally learn through their own creative spirit of knowing. Overtime the school was deemed a success, but its practices were still rooted in a fictional reality when students were using fish-grabbing techniques with old tired fish in a small pond, even with true real world practice of fish-grabbing the students were still in a fictional environment that could not allow the growth of new intellect. When students started to use these fish-grabbing techniques in the real-world in real lakes, and streams they were punished, shutting down their true-creativeness. The same was true for the  school  of  The Real-Tiger School. As the children practiced to learn methods of tiger-scaring, the tigers were old and unwilling to participate to represent a real-world event. But still all members of the community believed the teaching practices of these schools were progressive. However, the sad reality was that no true changes were made to curriculum and the belief system of the school help develop a  Real-Progressive  School. I remember a person who once told me that we show who we really are when we are free from restriction. The time Mr. Peddiwell indulges in his daisies he was freed from restrictions and somehow leveled with Wayne. The first chapter somehow demonstrates the idea of superiority and how it was lost for a good reason. The same situation was highlighted in the Paleolithic age of education where universities express superiority than of the other levels of education. They seemed to forget that the true essence of their existence narrows down to one single objective and that is to prepare their students for life. The second chapter of the book which focuses on New Fist’s curriculum sums up the true essence of education which is to prepare the students for life: making them able to provide their needs thus giving them the ability to survive. The curriculum includes fish grabbing, horse clubbing and tiger scaring. However, changes happen. These old practices were no longer applicable to the world they live in but still they taught it in school. Why would they even bother teaching their students useless subjects? That was a very sad picture. On the other hand, while the other members of the tribe are struggling for survival, some of them discovered fish net making, pit digging and trap snares. This was a very effective means of survival during those times. These new found ways of survival didn’t make it to the curriculum. The elders refuted these so called radicals and that these new practices would be just mere training and not education. They rejected the changes which they should have embraced. I think, education should be a response to the changing world. Modern teachers must provide students modern ways to adapt to a modern world. Education must be a response to a changing world and at the same time a tool to change the world. The third chapter’s main focus is progress or being progressive. In this era, the teaching profession was much developed. The curriculum in becoming a teacher was made respectable by making them hard to learn but still they are unable to produce better teacher. As a response to this situation, they made the students do much of the learning activities but with the guide of the teacher. This was very similar to our curriculum Understanding by Design. An incident occurred which gave birth to the Real-fish school. In this school, students were engaged to a resemblance to what is real (a hole filled with old tired fish). Other subjects followed and tried to make their subject realistic as possible and they considered this as the idea of being progressive. This is not progress at all. The mere fact that they are teaching subjects which their students couldn’t use in life has made their education stagnant. Progress as defined in some dictionaries means to step forward or changing for the better. They have improved their curriculum but yet the curriculum doesn’t provide the students information and tools which they could use in real life. Comments: The book shows the predicament of our present educational system. The author used the Paleolithic age to represent our own time. The New Fist’s curriculum represents the Basic Education Curriculum on some ways. The Real-Tiger school represents the UBD (Understanding by Design) where students do most of the learning activities. The problem with the youth of the Paleolithic age and today also shows resemblance. The books ideas are very timely and it somehow suggests the need for a change in our educational system. However there are differences between Paleolithic and modern age. Back then, they learn to survive and keep up with reality. Now, we learn to prepare for a better life. According to Mr. Peddiwell, most of the teachers in the Paleolithic age were taken from those were not really good at horse clubbing or fish grabbing. It hit me, why would they put hire a teacher that doesn’t even have the necessary skills to do the things he actually teaches. This was a tragic situation and to top that up, our educational system too is in the same predicament. Education has continued to stay stagnate in its cultural norms and perspectives for decades, unwilling to compromise to change. In today’s changing world, we must be able to create students who can critically analyze and critique the stimuli provided by their educators, in order to create an original reality that allows students to grow continuously towards their future goals. The intelligently written satire called The Saber-Tooth Curriculum (1939) by J. Abner Peddiwell provides an everlasting insight to the unchanging world of education. Its content is still very relevant in today’s world of education, allowing teachers to begin to find their own unique interpretation of the purpose of teaching and the delivery of its curriculum different from what has been imbedded in the system.