Antoine De Saint Research Articles

MORAL VALUES IN ANTOINE DE SAINT EXUPERY’S THE LITTLE PRINCE

This thesis entitled is Moral Values ​​in Antoine De Saint Exupery's The Little Prince. This analysis is about the moral values ​​contained in the little prince character. In this thesis, the writer wants to show some of the moral values ​​that exist in the character of the little prince and show how the author describes each of the moral values ​​contained in the novella. To complete this analysis, the writer used Teori Pengkajian Fiksi by Nurgiyantoro,the writer also used qualitative research and conducts several analysis results on the library. As data analysis, the writer chose the novella The Little Prince (le petit prince) with the title Moral Values ​​in Antoine de saint exupery's The Little Prince. The results of this thesis, the writer found several moral values ​​namely responsibility, care, love and affection, politeness, friendship, loyalty, honestly and humility and the writerdescribe how the potrayed of moral values that have been found

The Little Prince

Abstract This paper studies translations of Antoine de Saint Exupéry’s The Little Prince into Hebrew and Arabic, genealogically related Semitic languages. The discussion in the paper focuses on three questions related to subjects already raised in the translation literature: What does the word count of any translated text contribute to translation study? How does comparing different translations of the same text into the same language contribute to translation research? Will translating one text into genealogically related languages reveal similarities between the translations? The research hypothesizes that (1) similarities and differences will be found between the translations, but (2) they will not affect target language rules. The main findings are that (1) total word sums were smaller in the translations than word sums in the source text. (2) The differences reflect the style and register considerations (formal versus daily lexical and structural elements) rather than grammatical issues. The research hypotheses appear to be correct, at least for these languages.

Leadership in the Time of Plague

The main point of this article is comparison of two types of leadership: heroic, individualistic, formal, and dispersed, networked, spontaneous. The first is presented in the famous novel by Antoine de Saint Exupery The night flight the second is depicted in Plague by Albert Camus. Formal leadership is experiencing nowadays visible deficit of power. Even the top political leaders of the world, CEOs of global corporations and media moguls are not as powerful as the used to be and not as powerful as they seem. Many of them openly admit that they are simply not able to fulfill their promises and to follow their agendas. This is particularly visible in the times of plague. When degenerated “heroic” traditional power gradually evaporate new networks replace it spontaneously. People who do not seek rewards take over burden of responsibilities in the critical fight against plague. To what extent they will be able to replace the leftovers of traditional leadership?

DECLARATIVE MOOD OF IDEATIONAL THEME IN “EXUPERY’S THE LITTLE PRINCE: A FUNCTIONAL GRAMMAR ANALYSIS

This research entitled “Declarative mood of Ideational Theme in “Exupery’s The Little Prince” (A Functional Grammar Analysis) discusses declarative mood in ideational theme in the position of clause used in novel. The purpose of this research is to analyze declarative mood and to analyze the constituents used in the novel The Little Prince. To analyze the issues, this research uses the theory of mood types: declarative mood by M.A.K Halliday and Christian Matthiessen (2004) as the grand theory while Linda Gerot dan Peter Wignell (1994) as supporting theory. The method used in this research is descriptive analysis. Data are taken from the novel The Little Prince by Antoine de Saint Exupery. After analyzing the data, it can be concluded that the all data are included into the declarative mood in this research, two data are included into constituent the nominal group as theme, and one data is included include into constituent prepositional phrase as theme in this research.

DEFAMILIARIZATION OF CHARACTER IN ANTOINE DE SAINT EXUPERY’S THE LITTLE PRINCE

Defamiliarization is a device of art to make things unfamiliar by a process of making strange (estrangement) to increase the difficulty and length the perceptions. The Little Prince, a novella by Antoine De Saint Exupery presents the defamiliarized characters which appear strange and unfamiliar. To recognize them, the character’s familiarity should be identified by the schemata study before came into defamilarization. Experiencing the artfulness of object will give the reader chance to discover any kind of perceived meaning without inhibition for their judgments. This study uses qualitative method in terms of close reading technique in scrutinizing Antoine de Saint Exupery’s The Little Prince. The discussion is conducted through its characters. Although those device are common objects, they appeared strange to open the reader’s mind into any possible assumptions, meaning, and interpretation.

Introduction to Life Prediction Methodologies for Materials and Structures

In his book Citadelle Antoine de Saint Exupery wrote Intelligence examines the material while the mind only sees the ship. Such a quote sets the context of this issue of ONERA’s Aerospace Lab Journal entitled Life prediction Methodologies for Materials and Structures very well. In order to predict the mechanical integrity and lifetime of complex components and structures, it is essential to understand the physical mechanisms that control local deformation and damage phenomena at the relevant scales in the material. This issue of the Aerospace Lab Journal addresses this problem by providing a forum for some of the leading members of the mechanics of materials community to report on recent theoretical and computational modeling approaches to describe the mechanics of materials at scales ranging from the atomistic, through the microstructure, and up to the continuum. A broad range of materials and physical phenomena are addressed, including metallic and composite materials, dislocation behavior, crystallographic slip, fatigue and damage, and other macroscopic and structural behavior.

The ‘Gift Exchange’: a metaphor for understanding the relationship between educator commitment and student effort on placement

‘It is only with the heart that one can see rightly; what is essential is invisible to the eye’ Antoine de Saint Exupery (1900–1944) It is a truism that a sound working relationship between student and practice educator is a major contributory factor to positive placement experiences for health and social care students. However, there is limited research that goes any further in explaining how this relationship is established and might work. This paper utilizes the metaphor of the ‘gift’ to emphasize the importance of generosity and reciprocity within the student/practice educator relationship. Qualitative research findings, generated from interviews with practice educators, reveal that whilst the educator gives the student the benefit of their expertise and provides access to opportunities to learn from practice, the student is expected to return this ‘investment’ by demonstrating that they too are putting in effort, for instance, by showing keenness to learn, and developing subject knowledge and skills. Although educators demonstrate a sense of obligation or duty to support students in their endeavours this commitment is not necessarily unconditional; reciprocal student effort is an important motivator for some practice educators for whom a demonstrable response to their input confirms their own sense of identity as educators and clinicians.

Between Sand and Sky

It was January in North Africa, and I was twenty years old. I'd expected the desert to be hot, but as I stood with my tour group in the pale blue light of early morning, the air was surprisingly cold. It was the kind of cold, I was beginning to understand, that only happens in empty places, where the atmosphere is too thin to keep hold of the sun's heat once darkness has fallen. To one side, a col lection of irritable camels kneeled in the sandy parking lot, waiting for us tourists to be hoisted, like sacks of grain, onto their backs. The camels' masters?our guides?were there too, standing in a third cluster, smoking hand-rolled cigarettes and speaking to each other in voices that sounded angry but probably weren't. My boy friend at the time, David, had wandered away from our group and was standing at the edge of the parking lot with his back to me, his arms wrapped tightly around his own body as he stared off at some mysterious point on the horizon. Before him lay the main event: a sea of sand reaching out for the ends of the earth. My limited knowledge of the Sahara came from two sources: the Peter O'Toole movie Lawrence of Arabia and Antoine de Saint Exup?ry* s memoir of his years as a pilot on the line between Southern France and Dakar. David and I had rented Lawrence of Arabia one night back in California. We sat through all four hours, pausing only to order Chinese food, which we ate in bed as we watched, transfixed. For weeks afterward, we referred to each other as Pasha, and David worked on his posture, trying to stand as tall and erect as Omar Sharif, the ultimate noble savage in his long black robes. I thought he looked more like Peter O'Toole, though, the way both men's lightly colored eyes stood out like fireflies when the sun darkened their skin.

Review: Past–Present–Future: The ETH Zurich

The French writer and technology enthusiast Antoine de Saint Exupery once exclaimed: ‘Instead of trying to foresee the future, we should rather see to it that we make it happen.’ Indeed, when we look back at the past 150 years and the ways in which scientists and engineers have made the future happen, this seems to be advice well taken. In many respects, the enormous changes brought to fruition through science and technology have probably had a much deeper impact on our daily lives than most other social, cultural, or political events. At the forefront of these changes have been technical universities such as MIT, CalTech, Imperial College London, RWTH Aachen, the Technical University at Karlsruhe, and the ETH Zurich (the Swiss Federal Institute of Technology). These are not only the incubators of new ideas and services, and hosts to an impressive array of researchers, but also the training grounds for the next generation of leaders in research and technological development. Their threefold mission makes them crucial to a sustainable future. As contrasted with Europe’s universities and academies, the polytechnics and technical universities have a relatively short history, mostly dating from the 19th century. This was the case with the Eidgenossische Technische Hochschule (ETH)

Discovering the Business Soul

That is my secret. It is very simple: you can only see clearly with the heart. The essential is invisible to the eyes. (Antoine de Saint Exupery, The Little Prince) Holding entrepreneurial action u...

The Medium and the Thing Itself

Two drawings in Antoine de Saint Exupery's The Little Prince put forth the fundamental problem of comprehension with the respect to the medium of drawing. The first drawing, which the narrator produced as a child, actually represents a boa constrictor that has swallowed an elephant whole and is mistaken for a hat by all the adults to whom it is shown. (Figure 1.) Frustrated by the adults' persistent misreading, the narrator produced a second drawing, which clearly shows the elephant inside. To his chagrin, the adults were still baffled by the rudimentary section, which convinced him to abandon drawing and what, he later lamented, might have been a “magnificent career as a painter.”

A Reading List for Adults

LIBRARIANS do it. High school English teachers do it. Freshman orientation programs at colleges do it. So in this column I'm going to assemble a summer reading list, perhaps a bit quirky, but intended to get certain people with certain problems through the long drought of a summertime when school is out, legislatures have gone home, and few voluntarily pick up a book for pleasure. This summer reading list is designed for adults, although its titles come from literature for younger readers (where morality still reigns). It owes its existence to the mention of a Dr. Seuss classic as a balm for frustrated teachers who were checking in on the Middleweb listserv. Friends of mine and some of their acquaintances have added other nominations. All insults are the responsibility of the writer. First, for teachers who can't calm their qualms when state testing days roll around, look for the antidote in Dr. Seuss. Hooray for Diffendoofer Day says, in Dr. Seuss' mesmerizing rhythm, that if you study and learn what you are supposed to all the time, testing day is a great experience. Another one for teachers, especially threatening to leave the profession because they can't handle always-misbehaving students, is E. L. Konigsburg's latest, View from Saturday. This is about some unlikely candidates for high achievement who wind up on the school's academic bowl team and how they learn to work together and come to understand themselves. Or find a new appreciation for mischievous and irresponsible young boys by picking up a copy again of Adventures of Tom Sawyer. Underneath all the bravado of frustrating kids, there are souls yearning to be understood. On the other hand, The Ransom of Red Chief, a short story by O. Henry, will amuse readers with its tale of frustrated kidnappers forced to deal with a little brat. And remember the children who learn differently. Maybe, like the star of Story of Ferdinand, by Munro Leaf, they don't want to compete or rush through learning. Perhaps they would prefer to sit and smell the flowers. For teachers who have seen it all and who are yearning for retirement day, how about a copy of Phantom Tollbooth, by Norton Juster. young protagonist declares the world boring, but when he steps into this strange tollbooth, he finds that life is anything but. He must jump to reach the island of Conclusion, he rescues rhyme and reason, and he returns (or wakes up) with a renewed enthusiasm for everything around him. These careworn teachers might also learn from I Never Did That Before, by Lilian Moore. There is joy in learning something new, these little poems declare, from breaking in a new pair of sneakers to dealing with the dark or learning how to say hello to someone who speaks a different language. Readers learn that life is one new experience after another, something adults often forget. Little Prince, by Antoine de Saint- Exupery, is an older version of this lesson. fox gives meaning back to the Little Prince, who is persuaded that taking care of his one rose is his important role in life, no matter how many other roses may exist. Looking for inspiration to overcome fear of change? Check out Mercer Mayer's There's a Nightmare in My Closet and There's an Alligator Under My Bed. If a little boy can rid his room of scary monsters, teachers ought to be able to let go of the things that hold them back from using better practices. For teachers who still refer to those other kids as if they were a throwaway group, I recommend a reading of A Pig Tale. Olivia Newton- John has written a little story about a pig that saves everything -- much to the embarrassment of his family -- but then turns the junk into marvelous objects. …

Acknowledgments

Acknowledgments

The similimum and Hahnemann's delayed reaction

“Les mots signifient, mais ne saisissent point” (Words have meaning but no grasp) Antoine de Saint Exupéry

Wind, Sand and Stars. Antoine de Saint Exupéry.

Wind, Sand and Stars. Antoine de Saint Exupéry.

Wind, Sand and Stars. Antoine de Saint Exupery.

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