Saturday, May 16, 2020

Maya Angelou - Poet, Author, Actress, Playwright

Maya Angelou was an African-American author, playwright, poet, dancer, actress, and singer.  Her illustrious 50-year career included publishing 36 books,  including volumes of poetry and three books of essays. Angelou is credited for producing  and acting in several plays, musicals,  movies, and TV shows.  Ã‚  She is best known, however,  for her first autobiography,  I Know Why the Caged Bird Sings (1969). The book depicts the  tragedies of Angelous traumatic childhood,  detailing a brutal rape at 7 1/2,  and an early  adulthood encumbered by teenage pregnancy. Dates: April 4, 1928 to May 28, 2014 Also Known As:  Marguerite Anne Johnson (born as), Ritie, Rita A Long Way From Home Maya Angelou was born Marguerite Anne Johnson on April 4, 1928, in St. Louis, Missouri,  to Bailey Johnson Sr., a porter and navy dietitian,  and Vivian Bibbie Baxter, a nurse. Angelou’s only sibling, one-year-older brother Bailey Jr. was unable as a child to pronounce Angelou’s first name, Marguerite, and thus nicknamed his sister Maya, derived from My Sister. The name-change proved useful later in Mayas  life. After her parents separated in 1931, Bailey Sr.  sent three-year-old Maya and Bailey Jr. to live with his mother, Annie Henderson, in segregated Stamps, Arkansas. Momma, as Maya and Bailey called her, was the only black female storeowner in rural Stamps and was highly respected. Despite the fact that severe poverty abounded, Momma prospered during the Great Depression and World War II by supplying basic staples. In addition to running the store, Momma took care of her paralyzed son, whom the children called â€Å"Uncle Willie.† Although smart, Maya was extremely insecure as a child, viewing herself as awkward, unwanted, and ugly because she was black. At times, Maya sought to hide her legs, greased them with Vaseline, and dusted them with red clay --  deeming any color  was  better than black. Bailey, on the other hand, was charming, free-spirited, and extremely protective of his sister. Life in Stamps, Arkansas Momma put her grandchildren to work in the store, and Maya watched the exhausted cotton-pickers as they trudged to and from work. Momma was the chief stabilizer and moral guide in the childrens lives, giving them valuable advice in picking their battles with white people. Momma warned that the slightest impertinence could result in lynching. The daily indignities manifested through entrenched racism made life in Stamps  miserable for the displaced children. Their shared experience of loneliness and longing for their parents led to a strong dependence on each other. The childrens passion for reading provided a  refuge  from their harsh reality. Maya spent every Saturday in  Stamps library, eventually reading every book on its shelves. After four  years in Stamps, Maya and Bailey were surprised when their handsome father appeared driving a fancy car to take them back to St. Louis to live with their mother.  Maya watched curiously as  Bailey Sr.  interacted with  his mother  and brother, Uncle Willie -- making them feel inferior  with his boasting. Maya did not like it, especially when Bailey Jr. -- the splitting image of his father -- acted as if this man had never abandoned them. Meet Me in St. Louis Vivian was devastatingly beautiful and the children instantly fell in love with her, especially Bailey Jr.  Mother Dear, as the children called her,  was a force of nature  and  lived life to the fullest, expecting everyone else to do the same.  Although Vivian had a nursing degree, she made  a nice  living playing poker in gambling parlors. Landing in St. Louis during Prohibition, Maya and Bailey were introduced to underworld crime figures by their maternal grandmother (â€Å"Grandma Baxter†), who entertained them. She also had clout with the citys police. Vivians father and four brothers had city jobs,  rare for black men, and had a reputation for being mean. But they treated the children well and Maya was awed by them, finally feeling a sense of familial belonging. Maya and Bailey stayed with Vivian and her  older boyfriend, Mr. Freeman. Vivian was strong,  vibrant, and independent like Momma, treating her children well. However,  she was dispassionate and Maya could not establish a close relationship. Innocence Lost Maya craved her mothers affection so much that she began confiding in Vivians insecure  boyfriend. Mayas 7 1/2-year-old innocence was shattered when Freeman molested her on two occasions, then raped her—threatening to kill Bailey if she told. Although he was found guilty at a hearing and sentenced to one year in jail, Freeman was temporarily released. Three weeks later, Maya overheard police telling Grandma Baxter that Freeman had been found beaten to death, presumably by her uncles. The family never mentioned the incident. Thinking she was  responsible for Freemans death by testifying, confused Maya resolved to protect others by not speaking. She became mute for five years, refusing to speak to anyone except her brother. After a while, Vivian was unable to deal with Mayas emotional state. She sent the children back to live with Momma in Stamps, much to Baileys discontent. The emotional consequences caused by the rape followed Maya throughout her lifetime. Back  to Stamps and a Mentor Momma wasted no time getting Maya help by introducing her to Bertha Flowers, a beautiful,  refined, and educated black woman.  The great teacher exposed Maya to classic authors, such as Shakespeare, Charles Dickens, and James Weldon Johnson, as well as black female authors. Flowers had Maya memorize certain works by the authors to recite aloud—showing her that words have the power to create, not destroy.   Through Mrs. Flowers, Maya realized the power, eloquence, and beauty of the spoken word. The ritual  awakened Mayas passion for poetry,  built confidence, and slowly goaded  her out of silence. Once reading books as a refuge from reality,  she now read books to understand it. To Maya, Bertha Flowers was the ultimate role model—someone she could aspire to become. Maya was a great student and graduated with honors in 1940 from Lafayette County Training School. An eighth-grade graduation was a big  occasion in Stamps, but the white speaker  insinuated that  the black graduates could only succeed in sports or servitude, not academics. Maya  was inspired, however, when the class valedictorian led the graduates in Lift Evry Voice and Sing,  listening for the first time to the songs words. Its Better in  California Stamps, Arkansas was a town entrenched in severe racism. For instance, one day, when Maya had a severe toothache, Momma took her to the only  dentist in town, who was white,  and  to whom she had loaned money during the Great Depression. But the dentist refused to treat Maya,  proclaiming that he would rather stick his hand in a dogs mouth than in black Mayas. Momma took Maya outside and stamped back into the  mans office. Momma returned with $10 she said the dentist owed her in interest on his loan and took Maya 25 miles to see a black dentist. After Bailey came home terribly shaken one day,  having been forced by a white man to help load a black mans  dead, rotting body onto a wagon, Momma  prepared to get her grandchildren  away from further dangers. Never having traveled more than 50 miles from her birthplace, Momma left Willie and her store to take Maya and Bailey to their mother in Oakland, California. Momma stayed six months to get the children settled before returning to Stamps. Genuinely glad to have her children back, Vivian  threw  Maya and Bailey a welcoming  party at midnight.  The children discovered their mother was popular and fun-loving, with many male suitors. But Vivian  chose to marry  Daddy Clidell, a  successful businessman who moved the family to San Francisco. Upon Mayas entrance into Mission High School, she  was  advanced a grade and later transferred to a school where she  was one of only three blacks. Maya liked one teacher, Miss Kirwin, who treated everyone  equally. At 14, Maya received a full college scholarship to the California Labor School  to study drama and  dance. Growing Pains Daddy Clidell was the owner of several apartment buildings and pool halls, and Maya was enthralled  by his quiet dignity. He was the only true father figure she ever knew, making Maya feel like his cherished daughter. But when  Bailey Sr.  invited her to stay with him and his much younger girlfriend Dolores for the summer, Maya accepted. When she arrived, Maya was shocked to discover they lived in a low-class trailer  home. From the outset, the two women didnt get along. When Bailey Sr. took Maya to Mexico on a shopping trip, it ended disastrously with 15-year-old Maya  driving her inebriated father back to the Mexican border. Upon their return, jealous Dolores confronted Maya, blaming her for coming between them. Maya slapped Dolores for calling  Vivian a whore; Dolores then stabbed Maya in the hand and stomach with scissors. Maya ran from the house bleeding. Knowing she couldnt hide her wounds from Vivian, Maya did not return to San Francisco.  She was also afraid that Vivian and her family would cause trouble for Bailey Sr., remembering what happened to Mr. Freeman. Bailey Sr. took Maya to get her wounds wrapped at a friends house. Determined never to  be victimized again, Maya fled the home of her fathers friend and spent the night in a  junkyard. The next morning, she  found  there were several runaways  living there.  During  her month-long stay with the runaways, Maya learned to not only dance and cuss  but to also appreciate diversity,  which influenced the rest of her life.  At summers end, Maya decided to return to her mother, but the experience left  her feeling  empowered. Movin On Up Maya had matured from a timid girl into a  strong young woman. Her brother Bailey, on the other hand, was changing. He had become obsessed  with winning his mothers affection, even beginning to  emulate the lifestyles of the men  Vivian once kept company with. When Bailey brought a white prostitute home, Vivian kicked him out. Hurt and disillusioned, Bailey eventually left town  to take a job with the railroad. When school started in the fall, Maya  convinced Vivian  to let her  take a semester off to work. Missing Bailey terribly,  she  sought a distraction and  applied for a job as a streetcar conductor,  despite racist hiring policies.  Maya persisted for weeks, eventually becoming  San Franciscos first black streetcar operator. Upon returning to school, Maya began to mentally exaggerate her masculine features and became worried that she might be a lesbian.  Maya decided to get a boyfriend to convince herself otherwise. But all of  Mayas male friends  wanted slim, light-skinned, straight-haired girls, and she possessed none of these qualities.  Maya then  propositioned a handsome neighbor boy, but the unsatisfying encounter didnt allay her anxieties. Three weeks later, however, Maya discovered she was pregnant. After calling Bailey, Maya decided to keep her pregnancy a secret. Afraid that Vivian would make her quit school, Maya threw herself into her studies, and after graduating from the Mission High School in 1945  Ã¢â‚¬â€¹confessed her eighth-month pregnancy. Claude Bailey Johnson, who later changed his name to Guy,  was born shortly after 17-year-old Mayas graduation. A New Name, New Life Maya adored her son and, for the very first time, felt needed.  Her life became more colorful as  she worked to  provide for  him by singing and  dancing in nightclubs, cooking, being a cocktail waitress,  a prostitute, and  a brothel madam. In 1949, Maya married  Anastasios Angelopulos, a Greek-American sailor. But the interracial marriage in 1950s America was doomed from the start, ending in 1952. In 1951, Maya studied modern dance under greats  Alvin Ailey and Martha Graham, even  teaming with Ailey to perform at local  functions  as Al and Rita. Working as a professional calypso dancer  at the Purple Onion in San Francisco, Maya was still called Marguerite Johnson. But that soon changed when, at the insistence of her managers, Maya combined her former husbands surname and Baileys nickname of Maya,  to create  the distinctive name,  Maya Angelou. When Angelou’s beloved Momma passed away, Angelou  was sent into a tailspin. Distraught,  but vowing to live fully,  Angelou turned down a contract for a Broadway play, left her son with Vivian, and  embarked on a 22-nation  tour with the opera Porgy and Bess (1954-1955). But Angelou continued to hone her writing skills while traveling, as she found  solace in creating poetry. In 1957, Angelou  recorded her first album, Calypso Heat Wave. Angelou had been dancing, singing, and acting  throughout San Francisco, but then moved to New York and joined the Harlem Writers Guild in the late 1950s. While there, she befriended literary great James Baldwin,  who encouraged  Angelou to  focus directly on a writing career. Triumph and Tragedy In 1960, after hearing civil rights leader Dr. Martin Luther King, Jr. speak,  Angelou wrote along  with Godfrey Cambridge,  Cabaret for Freedom,  to benefit Kings Southern Christian Leadership Conference (SCLC). Angelou was a great asset as a fundraiser and organizer;  she was then appointed SCLCs Northern Coordinator by Dr. King. Also in 1960,  Angelou took a common-law husband, Vusumzi Make, a South African anti-apartheid leader from Johannesburg.  Maya,  her 15-year-old son Guy, and new husband moved to Cairo, Egypt, where Angelou became an editor for The Arab Observer. Angelou continued taking teaching and writing jobs as she and  Guy adjusted. But as her relationship  with Make came to an end in 1963,  Angelou left Egypt with her son for Ghana. There, she became an administrator at the University of Ghanas School of Music and Drama, an editor for The African Review, and a feature writer for  The Ghanaian Times. As a result of her travels,  Angelou was  fluent in French, Italian, Spanish, Arabic, Serbo-Croatian, and Fanti (a West African language). While living in Africa,  Angelou  established a great friendship with Malcolm X. Upon returning to the States in 1964 to help him build the newly  formed Organization of African American Unity, Malcolm X was assassinated soon thereafter. Devastated,  Angelou went to live with her brother in Hawaii but returned to Los Angeles during the summer of the 1965 race riots.  Angelou wrote and acted in plays until  she returned to New York in 1967. Hard Trials, Great Achievement In 1968, Dr. Martin Luther King, Jr. asked Angelou to organize a march, but the plans were interrupted when King was assassinated on April 4, 1968 –  on Angelous 40th birthday. Reeling and vowing never to celebrate the date again, Angelou was encouraged by James Baldwin to overcome her grief by writing.   Doing what she did best,  Angelou wrote, produced, and narrated Blacks, Blues, Black!,  a ten-part documentary series about the link between the blues music genre and black heritage.  Also in 1968,  attending a dinner party with Baldwin, Angelou was challenged to write an autobiography by Random House editor Robert Loomis.  I Know Why the Caged Bird Sings, Angelous first autobiography,  which was published in 1969, became an immediate bestseller and brought Angelou worldwide acclaim. In 1973, Angelou wed the Welsh writer and cartoonist Paul du Feu. Though Angelou never spoke openly about her marriages, it was  deemed by  those closest  to be her longest and happiest union. However, it ended in amicable divorce in 1980. Awards and Honors Angelou was nominated for an Emmy Award in 1977 for her role as Kunta Kintes grandmother in Alex Haleys television miniseries, Roots. In 1982, Angelou began teaching at Wake Forest University in Winston-Salem, North Carolina,  where she held the first lifetime Reynolds Professorship of American Studies. Past presidents Gerald Ford, Jimmy Carter, and Bill Clinton requested Angelou to serve on various boards. In 1993, Angelou was asked to write and recite a poem (On the Pulse of the Morning) for Clintons inauguration, winning a Grammy award and  being the second individual after Robert Frost (1961) so honored. Angelous numerous awards include  the Presidential Medal of Arts  (2000),  the Lincoln Medal (2008), the Presidential Medal of Freedom by President Barack Obama (2011), the  Literarian Award from the National Book Foundation (2013), and the Mailer Prize for Lifetime Achievement (2013). Though her educational pursuits were limited to high school, Angelou received 50 honorary doctorates. A Phenomenal Woman Maya Angelou  was highly  respected by millions as  an  astounding  author,  poet,  actor, lecturer, and activist.  Starting  in the  1990s and continuing to shortly before her death,  Angelou made  at least 80 appearances annually on the lecture circuit.   Her comprehensive body of published works include  36 books, seven of which are autobiographies, numerous collections of poetry, a book of essays, four plays, a screenplay—oh,  and a cookbook. Angelou once had three  books—I Know Why the Caged Bird Sings, The Heart of a Woman, and Even the Stars Looked Lonesome—on New York Times bestseller list for six consecutive weeks, simultaneously. Whether through a book, a play, poem, or lecture, Angelou inspired millions,  especially women, to  use the negative experiences they survived  as a  catapult to impossible achievements. On the morning of May 28, 2014, frail and suffering from a heart-related  extended  illness, 86-year-old Maya Angelou was  found unconscious  by her caretaker.  Accustomed to  doing things her way, Angelou had instructed her staff to not resuscitate her in such a condition.   The memorial ceremony in  Maya Angelous honor, hosted by Wake Forest University, included many luminaries. Media mogul Oprah Winfrey, Angelous long-time friend and protege,  planned and  directed the heartfelt tribute. The town of Stamps renamed its only park  in Angelous honor in June 2014.

Wednesday, May 6, 2020

Business Law Paper - 15517 Words

Business Law Term Paper Legal Analysis of Dating Site User Agreement Chosen Site: eHarmony BUSI 2601B Dr. G. Levasseur March 8th, 2015 Table of Contents I Executive Summary 1 II Introduction 3 Overview and Objectives: 3 Methodology: 3 Business Relationship: 5 III Clausal Description and Explanation 6 Document 1: Privacy Policy (3 pages) 6 Document Two: Terms of Service (five pages) 18 IV Application of Legal Principles 32 V Lessons Learned, Recommendations and Example Scenario 46 VI Legal Corrective Measures 49 V Conclusion 55 I Executive Summary The concept of online dating has exploded into mainstream culture since the emergence of the Internet. Websites have allowed for the virtual facilitation of basic needs†¦show more content†¦Methodology: In order to achieve the above goals, several steps were carried out. First, various online dating sites were considered and narrowed down to three possible choices: eHarmony, Match.com, and Christian Mingle. Three ideas were brought forth regarding which site to analyse in order to determine which sites could potentially hold more issues and which site had sufficient content to be analyzed effectively. Next in the process, eHarmony was chosen as the site that would be the target for analysis. eHarmony is a very popular dating site and is well known due to their numerous infomercials and online advertisements and thus presents a great opportunity to examine the elements involved in a formal and well-designed user agreement. Following the choosing of a site, a copy of the user agreement from eHarmony was obtained and given an initial review. This step acted as the first run through of the agreement, which involved identifying possible legal issues in the clauses, highlighting important points form each clause, and gaining a general understanding of the agreement. The agreement consisted of two separate documents titled â€Å"Privacy Policy† and â€Å"Terms of Service†, each outlining the obligations of the company and the customer respectively. In addition, an examination of the actual purpose and requirements of the assignment was carried out. In this particular phase of the paper, the course outline was reviewed and the outline of the paperShow MoreRelatedBusiness Law Final Paper2895 Words   |  12 Pages Final Paper – Acme Fireworks As the manager for Acme Fireworks, I have been asked to determine if common law or the Uniform Commercial Code (UCC) will govern the contracts entered into by Acme Fireworks. In addition, I am to analyze whether the five essential elements of a contract have been met. Acme Fireworks is currently licensed as a sole proprietorship. As such, I will examine any potential personal liability they may have if a spectator was to get injured during a firework display. 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Tuesday, May 5, 2020

Adela En La Casa De Bernarda Alba Essay Example For Students

Adela En La Casa De Bernarda Alba Essay 1 de noviembre, 2000El personaje de Adela en ?La casa de Bernarda AlbaEstoy estudiando, ?La casa de Bernarda Alba, y en mi trabajo escrito voy a estudiar el personaje de Adela. Creo que Adela es la m?s din?mica de la obra y la evoluci?n de su personaje entre cada acto es muy interesante, porque las influencias de las situaci?nes influ?an su personalidad mucho. En muchas de las escrituras de Federico Garcia Lorca, ha vinculado el fascismo y la represi?n, porque los reglos y derechos de Franco y del gobierno han tan influado su y de todos la manera de la vida. En ese obra, Lorca le represente Bernarda c?mo Franco, y las reglas del gobierno, y Adela como lo contrario..la rebeli?n, y la lucha del pueblo por una vida m?s normal, y el buscando de justificaci?n en la sistema. Todo de la obra est? establecada en la casa de Bernarda, donde elle, sus cinco hijas, su madre: Mar?a Josefa y las dos criadas: Poncia y una otra viven. Del muerto de su marido, Bernarda piensa que puede estar al m?s mando. Pero, ella solamente quiere protgerlos de estanheridos y no realiza que las consecuenc?as son m?s heridas. Es c?mo si fueron prisinieros en una carcel tortuosa. Todos: Adela 20 a?os, Martirio 24 a?os, Amelia 27 a?os, Magdalena 30 a?os, excepto de Angustias 36 a?os que se casar? con Pepe Romano, estan solteras. Entonces, es evidente que todas tienen pasion por ese hombre y no quieren estar encerradas en la trampa en que viven. ?No, no me acostumbrar?! Yo no quiero estar encerrada. No quiero que me pongan las carnes como a vosotros. ?No quiero perder mi blancura en estas habitaciones! (Adela, acto primero, p?gina 95)Adela es la m?s joven de todos entonces es posible que piensa que puede cambiar su futuro para no tener la misma vida que tienen sus hermanas. Pero, creo que elle no sepa c?mo hacerlo, entonces segue su instincto natural. Adela se considera una hija de la naturaleza porque es la m?s interesada con la naturaleza qu? los otros, por ejemplo: gustaba a hablar/charlar con las gallinas: ?Me llegu? a ver si hab?an puesto las gallinas. (Adela, p?gina 77, acto primero). Tambien gustaba observarlas estrellas, se vestire en los colores m?s vivos qu? los otros, (qu? se visten en negro, para demostrar el respeto, de su padre), pero ella se viste en verde en un acto, y tenia un abanico con los flores qu? ha causado los problemas con su madre: Es ?ste el abanico que se da a una viuda? Dame uno negro y aprende a respetar el luto de tu padre. (Bernarda, p?gina 72, acto primero)Hay similaridades entre los personajes de ?La casa de Bernarda Alba y las otras escrituras de Lorca. Por ejemplo, Adela puede estar vinculada con ?La Monja Gitana, una poema de Lorca, porque la monja tiene una obsesi?n con la naturaleza. Tambien, es como s? ellos, (Adela y la monja), saben lo qu? quierian, pero son las v?ctimas de las reglas y las tradici?nes de la sociedad en qu? viven. Un buen m?todo qu? Lorca usa mucho es el simbolismo. Por ejemplo, la menci?n del calor y los animales, (el caballo y los perros), pueden representar la tensi?n y la frustraci?n sexual de las chicas. ?Abre la puerta del patio a ver si nos entra un poco de fresco. (Amelia, p?gina 105, acto segundo)? por encima de mi madre saltar?a para apagarme este fuego que tengo levantado por piernas y boca. (Adela a Poncia, p?gina 118/9, acto segundo). Creo que el caballo, un gara?on represente las emoci?nas de Pepe Romano adem?s de, la frustraci?n de las chicas. ?El caballo gara?on, que est?, encerrado y da coces contra el muro. (Bernarda, p?gina 157, acto tercero). .u44dcc2f9d71385b6f3f8fde571ed5e3b , .u44dcc2f9d71385b6f3f8fde571ed5e3b .postImageUrl , .u44dcc2f9d71385b6f3f8fde571ed5e3b .centered-text-area { min-height: 80px; position: relative; } .u44dcc2f9d71385b6f3f8fde571ed5e3b , .u44dcc2f9d71385b6f3f8fde571ed5e3b:hover , .u44dcc2f9d71385b6f3f8fde571ed5e3b:visited , .u44dcc2f9d71385b6f3f8fde571ed5e3b:active { border:0!important; } .u44dcc2f9d71385b6f3f8fde571ed5e3b .clearfix:after { content: ""; display: table; clear: both; } .u44dcc2f9d71385b6f3f8fde571ed5e3b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u44dcc2f9d71385b6f3f8fde571ed5e3b:active , .u44dcc2f9d71385b6f3f8fde571ed5e3b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u44dcc2f9d71385b6f3f8fde571ed5e3b .centered-text-area { width: 100%; position: relative ; } .u44dcc2f9d71385b6f3f8fde571ed5e3b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u44dcc2f9d71385b6f3f8fde571ed5e3b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u44dcc2f9d71385b6f3f8fde571ed5e3b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u44dcc2f9d71385b6f3f8fde571ed5e3b:hover .ctaButton { background-color: #34495E!important; } .u44dcc2f9d71385b6f3f8fde571ed5e3b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u44dcc2f9d71385b6f3f8fde571ed5e3b .u44dcc2f9d71385b6f3f8fde571ed5e3b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u44dcc2f9d71385b6f3f8fde571ed5e3b:after { content: ""; display: block; clear: both; } READ: Winston Churchill Essay ThesisLa agua tambien tiene un significa metaf?rica de la fertilidad, y eso es un reflejo, porqu? en el pueblo no hay mucho de agua. ?Es as? como se tiene que hablar en este maldito pueblo sin r?o, pueblo de pozos, donde siempre se bebe el agua con el miedo de que est? envenenada. (Bernarda, p?gina 72, acto primero) Adela es la extremist del gruop, y no quiere estar como su madre pero, podemos ver los simlaridades entre las dos. Por ejemplo; como les tratan Poncia. Cu?ndo quiere, Adela tratale como una madre..que es como Bernarda tratale, pero cu?ndo Poncia dice o da la opinion que ellos no quieren oir ellas le tratan malo. Adela es tambien muy defe nsiva de lo todo de que otros critican ,de ella. ? ?Soy m?s lista que tu!?pues me oir?s! Te he tenido miedo. ?Pero ya soy m?s fuerte que tu!. (Adela p?ginas 119/120, acto segundo). Bernarda: Calla esa lengua atormentadora!Poncia: ? Contigo no se puede hablar. ?Tenemos o no tenemos confianza?Bernarda: ? No tenemos. Me sirves y te pago.?Nada m?s! (Bernarda y Poncia, p?ginas 82/3, acto primero). Al final de la obra, todo qu? hab?a ocurrido, ha tan affectado Adela qu? se suicid?. Es posible qu? pensaba qu? no pod?a vivir con los reacci?nes de su familia, (qu? ella estaba con Pepe al mismo tiempo que su hermana). Tambien, es como si conozca qu? su vida estar?a como la de su abuela, Mar?a Josefa, a quien fue encerrad? en un ambiente m?s grave qu? las hijas. Mar?a Josefa fue encerrada por sus opiniones ?locas, (que esaban los mismos que las de Adela) y porque Bernarda no quier?a para su clase en la sociedad estar bajado. Bernarda no quier?a que los quein quier?an expresar sus opiniones sencillos (s? los opiniones estan diferentes de la mayor?a del pueblo).Tambien, Adela tiene miedo porque ha o?do a las opiniones de su familia de qu? ha ocurido con la chica quien fue embarazada en el pueblo, y ese fue una problem porque hab?a una possibilidad qu? Adela fueembarazada de Pepe. Qualquiera raz?n Adela conozca qu? su vida estar?a un empeoramiento, pero, el pregunto es qu? s? su suicido estuve un salido lo m?s fac?lmente. Y ?c?mo les (la familia) afectar?n su muerto en ?La casa de Bernarda Alba? Unos pueden preguntar s? su decisi?n fue irracional. Pero, mi repuesta es que Adela ha contemplado su decisi?n bien; y tambien ha conseguido hacerlo con un mensaje, poque se ha suicido en la habitacion d?nde estuvieron todas de las cosas preparadas por la boda de Angustias y Pepe Romano. Foreign Languages

Thursday, April 16, 2020

The National Numeracy Strategy Essay Example

The National Numeracy Strategy Essay The National Numeracy Strategy (DfEE 1999: part 1, p.12) requires teachers to identify mistakes, using them as positive teaching points by talking about them and any misconceptions that led to them. When dealing with a childs errors in their work it is not enough to simply mark them as wrong, the child must be given the opportunity to develop a greater level of understanding through correction. This may not simply be re-calculating a sum, but revising their ideas and concepts of the particular topic area. According to Skemp (1989) by the process of understanding, that which began as an error becomes a contribution to knowledge p.200. As identified in Pollard Tann (1993) it is also true that if a child is allowed to continuously make errors in the same subject or on the same topic the child can be caught in a vicious circle in which failure leads to anxiety which leads to further failure p. 68. Children too, experience frustration when they cannot reach their goals and repeated failure may result in loss of confidence and self-esteem. Teachers must provide the opportunity for the child to attain their targets. We will write a custom essay sample on The National Numeracy Strategy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The National Numeracy Strategy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The National Numeracy Strategy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Once the teacher realises the necessity to identify the misconstrued knowledge/concepts, they must discover underlying problems in the most accurate way. To simply study the childs work shows a self-important belief that the teacher can understand what the child is thinking. It is only by discussing with the child their ideas and perceptions that the true reasons for the misconceptions become evident. Alice states that multiplication makes numbers larger and division makes numbers smaller. Alices statements will be accurate when applied to the contexts of multiplication and division that she is most likely to be familiar with, for example positive integers. When children are first introduced to multiplication in school, they become familiar with the terms lots of and sets of, this then leads to an understanding of multiplication as repeated addition, which is often one of the first strategies introduced to children to tackle multiplication questions. One example of this is identified in Suggate et al (1998): Again the assumption could be made that because subtraction makes numbers smaller so too will division. So closely linking these four operations and not distinguishing the differences will map properties of one onto the other. Skemp (1989) identifies how introducing multiplication as repeated addition can lead to further problems, this [repeated addition] works well for the counting numbers, but it does not apply to multiplication of the other kinds of number which children will subsequently encounter; so to teach it this way is making difficulties for the future p.144. He goes on to identify the multiplication of negative numbers and fractions as being an area where children will develop problems. This thinking is reinforced by the Concepts in Secondary Mathematics and Science (CSMS) project where whole number computations and extensions to fractions and decimals were considered (Hart 1981); conclusions note that many children are still only groping towards ideas of multiplication a nd division. Alices teacher would need to discuss, with her, all the ideas and concepts she holds about multiplication and division. Only by exploring the childs understanding of underlying concepts and principles will the reason for the misconceptions become apparent. As already mentioned the teachers assessment of the reason for a childs errors may not be accurate purely by studying their work.  A starting point to rectify the misconception would be to identify in the NNS (DfEE 1999) what understanding Alice should have acquired by her age. Children, according to the NNS (DfEE 1999), do not encounter multiplication or division until year 2, and confirms my previous thinking that children are to understand the two operations as repeated addition and subtraction. It is not until year 4 that children multiply and divide decimals and fractions and examine related theory, such as the commutative law. Alice needs to be taught that multiplication and division are more than just complicated forms of addition and subtraction. There is more to multiplication and division than just computing sums. According to Nunes Bryant (1996) The child must learn about and understand an entirely new set of number meanings and a new set of invariants, all of which are related to multiplication and division, but not to addition and subtraction p.144. Research conducted by Hoyles, Noss Sutherland in 1992 showed an ingenious method to enable children to see that multiplication does not always make numbers bigger. The children were asked to reach a target number (e.g. 100) from a starting point (e.g. 13) through successive multiplications. The pupils easily overshot the target and therefore had to face the question: how do you make numbers smaller by multiplying them? The research identified this as a significant question, which helps pupils see the discontinuity between addition and multiplication. This type of activity along with one related to division could be used in school to highlight concepts children may not have realised. By addressing difficulties within topics early on children are prevented from forming certain misconceptions. The next stage for the teacher would be to decide how to prevent these sorts of misconceptions occurring in following years. It is apparent that Alices previous teaching has not allowed her to access the topic in a way that she can understand it. Teachers must consider both their teaching styles and childrens learning styles when approaching areas that children can easily misconstrue. The following years class should be given the opportunity to explore the concepts and theory behind multiplication and division, this may not be in line with the NNS (DfEE 1999)) order, but may provide those children with a greater comprehension of the operations they are carrying out. Once they are confident with the reasoning their manipulation and computation of numbers should be secure due to their underlying understanding. Emilys work shows four calculations with vulgar fractions. It is apparent that she is working horizontally to complete the sums either adding or subtracting the two numerators and the two denominators. The NNS (DfEE 1999) identifies that children from year 4 upwards should recognise the equivalence between fractions and at year 5 should be able to recognise from practical work simple relationships between fractions part 6 p.23. It appears from Emilys work that she does not understand the relationships. In the first question (shown below) she has to add two fractions with the same denominator.

Friday, March 13, 2020

How to Type Accents in Italian on a Keyboard

How to Type Accents in Italian on a Keyboard Suppose youre writing to an Italian friend, and you want to say something like  Di dov’à ¨ la tua famiglia?  (Where is your family from?), but you don’t know how to type the accent over the â€Å"e.† Many  words in Italian  need accent marks, and while you could just ignore all those symbols, it’s actually quite easy to type them on a computer keyboard. You only need to make a few simple adjustments to your computers keyboard program- whether you have a Mac or a PC- and youll be able to insert accented Italian  characters (à ¨, à ©, à ², , à ¹) for  any electronic message. If You Have a Mac If you an  Apple Macintosh computer, the steps for creating accent marks in Italian are quite simple. Method 1: To place an accent over: option tilde (~) / then press the ‘a’ keyà ¨ option tilde (~) / then press the ‘e’ keyà © option ‘e’ key / then press the ‘e’ key againà ² option tilde (~) / then press the ‘o’ keyà ¹ option tilde (~) / then press the ‘u’ key Method 2: Click on the Apple icon on the top left of the screen.Click System Preferences.Choose Keyboard.Choose Input Sources.Click the add button on the bottom left of the screen.Choose Italian.Click Add.In the top right-hand corner of your desktop, click on the symbol of the American flag.Choose the Italian flag. Your keyboard is now in Italian, but that means you have a whole new set of keys to learn. Semicolon key (;) à ²Apostrophe key (‘) Left bracket key ([) à ¨Shift left bracket key ([) à ©Backslash key (\) à ¹ You can also choose Show Keyboard Viewer from the flag icon drop-down to see all of the keys. If you have a PC Using Windows 10, you can actually turn your keyboard into a device that will type Italian letters, accent marks and all. Method 1: From the desktop: Choose Control PanelsGo to the Clock, Language, Region option.Select (click on) Add a LanguageA screen with dozens of language options will appear. Choose Italian. Method 2: With the NumLock key on, hold down the ALT key and strike the three- or four-digit code sequence on the keypad for the desired characters. For example, to type , the code would be â€Å"ALT 0224.† There will be different codes for capitalized and lowercase letters.Release the ALT key and the accented letter will appear. Consult the Italian Language Character Chart for the correct numbers. Tips and Hints An upper-pointing accent, as in the character , is called laccento acuto, while a downward-pointing accent, as in the character , is called laccento grave. You may also see Italians using an apostrophe after the letter e instead of typing the accent above it. While this isn’t technically correct, it’s widely accepted, such as in the sentence: Lui e’ un uomo simpatico, which means, He’s a nice guy. If you want to type without having to use codes or shortcuts, use a website, such as this one from  Italian.typeit.org, a very handy free site that provides typing symbols in a variety of languages, including Italian. You simply click on the letters you want and then copy and paste what youve written onto a word-processing document or email.

Wednesday, February 26, 2020

Final Essay Example | Topics and Well Written Essays - 500 words - 19

Final - Essay Example The main aim of the imperialist policies in the British Empire was to assist in the acquisition of many foreign territories. These territories would therefore provide raw materials and the market for the British manufacturers. They also established trade monopolies that would ensure that their export exceeds imports. They believed this would provide foreign income to expand and maintain the empire. After successful wars with the French, Spanish and the Dutch in the seventeenth century, Britain was successful in acquiring most territories in the Caribbean, St Lawrence basin in Canada, parts of Africa for slavery acquisition and the coast of the North America. They developed interest in India and the British government took over the East India Company. Britains control extended to neighbors of India, including Burma and Afghanistan. After the end of the Napoleonic wars in1815, Britain became more powerful. At this time, they acquired Dutch South Africa but were challenged in India due to the eastern and southern expansion of the Russian empire. During this period, the traditional rivals of Britain had been diminished in power and size and so Britain remained the leading empire in Europe. However, the old mercantile empire weakened due to certain factors during the late eighteenth and early nineteenth century. Some of the factors were freeing in slaves held in another part of the empire and colonial associations for greater commercial and political independence. British Empire had several motives in penetration in India. The British investors ventured into certain parts of India in search of opportunities that had significant profits. British intellectuals, including Christian missionaries facilitated the movement that sought to bring western technological innovations and intellectuals to Indians. The Christian missionaries translated the bible

Sunday, February 9, 2020

Compare Two Types of Music Eras Essay Example | Topics and Well Written Essays - 1500 words

Compare Two Types of Music Eras - Essay Example This esssay stresses that the popular forms of music have taken over Western Culture, with the more artistic forms of music losing their niche in the world. Orchestra attendance is dropping all around the world due to this widening gap between what people listen to in the world. Also, modern composers have created some very interesting and complex music however the modern audience wants nothing to do with these complex and intricate forms of musical art. This article makes a conculusion that the advancements of music recording and the recording industry have also been great. Musical recording is able to do things with the composition and recording of music that would make past generations quake, and the vast possibilities that are possible with this new technology is amazing; even to someone like me who is not a fan of the modern music age. Despite what else the modern age has done, it’s contributions to music recording and technology have really increased the myriad of possibilities for anybody who wants to go into electronic music or the recording or music. Despite the advancements we have seen in the Modern Age, it has done nothing to compete with the huge musical development of other ages, such as the Middle Age. The rift that has developed has left the art forms of music in the dust, and I cannot advocate this by any means. Hopefully we will see a return to the artier forms of music one day.