Jealousy, Bullying, and Isolation
the children ostracizing and bullying a child who doesn’t fit in. she has real memories of the sun, unlike her classmates who have seen only Venus’ constant rain. Margot is the reason for the children’s frustration and longing. Their jealousy
This story imagines a world in which humans have left Earth for Venus. an planet where they must live completely indoors and can only dream about the pleasures of being outside. This changes humanity, both physically and emotionally.
Nostalgia and Discontent
depicts a world in which the sun's absence has tremendous power over people’s lives. Margot is obsessed with their memories of the sun. Margot is sustained by her detailed memories, while her classmates whose memories of the sun are either distant and brief. Which makes the children's insecure causing their jealousy.
Answer:
The author chooses to use the North Korean version of certain words in order to show their identity, and the impact that North Korean culture and the North Korean situation had on her.
When analyzing the use of these terms, the purpose of the author should be kept in mind. The purpose is to inform the reader of horrible situations that were occurring in North Korea, and to create awareness about those situations.
Using these North Korean version of words steps away from the objective, third-person view and helps the reader "understand" North Korean culture and their style of living more.
As for the term you provided (inminban), it is a "neighborhood watch system" in where people "watch over" each other and ensure that no one is doing anything wrong. This is alike to the 1984 situation of Big Brother.
Explanation:
brainly.com/question/21814672
Hope this helps.
Answer:
What is the <em>question</em>
Explanation:
I did 't get it
Answer:
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Explanation:
when you communicate effectively with people around you,you learn more about them and vice versa. there is understanding between you.
Answer:
Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits. They create opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence.
While discussions provide avenues for exploration and discovery, leading a discussion can be anxiety-producing: discussions are, by their nature, unpredictable, and require us as instructors to surrender a certain degree of control over the flow of information. Fortunately, careful planning can help us ensure that discussions are lively without being chaotic and exploratory without losing focus. When planning a discussion, it is helpful to consider not only cognitive, but also social/emotional, and physical factors that can either foster or inhibit
