Rap and Balladry free essay sample

A comparison between the musical expressions of Rap and Balladry. The paper compares these two genres using the works The Message by Grandmaster Flash and a childs ballad entitled The Trooper and the Maid by Ron Clarke, in an attempt to propose the idea that rap songs are an extension and adaptation of ballads. It begins by defining the two genres and discussing their origins. It then explores the structure and the melodies associated with these art forms in relation to the aforementioned works. The focus then shifts to the purpose of the musical forms and the ways in which these musical traditions are handed down from generation to generation. Over the past twenty years rap music and hip-hop culture have become a way of life. The music has become an art form that is often criticized for raunchy violent lyrics and described as garbage by many, but it has stood the test of time and crossed all racial and ethnic barriers. We will write a custom essay sample on Rap and Balladry or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page According to an article written by Curtis Blow, a forefather of the rap and the hip- hop movement, rap is conversing in rhyme to the rhythm of a beat. (Blow). Encarta explains further that rap is a genre of rhythm-and-blues music that consists of rhythmic vocals declaimed over musical accompaniment. (Rap) In a rap song the musical accompaniment is characterized by electronic drumbeats, which are used in combination with samples taken from previous musical recordings.

English Names in Chinese Characters - A

English Names in Chinese Characters - A Click on the English names beginning with the letter A to see the English name in Chinese. The Chinese names are translated based on the English pronunciation of the names. The Chinese names are written in simplified characters, which are used in Mainland China. To find your last name in Chinese, please see English Last Names in Chinese. Female Chinese Name: More about Chinese Names. AMarieAMeiyaAadilahAafkeAaliyahAaminaAaralynAarynAashkaAasthaAbagailAbbeyAbbieAbbigailAbbyAbeilleAbiAbidaAbigailAbigaleAbigayleAbriannaAbrilAcaciaAclairAdaAdaezeAdahAdalineAdalynAdaraAddieAddisonAddyAdelaAdelaidaAdelaideAdeleAdeliaAdelinaAdelineAdellAdellaAdelleAdenaAdesinaAdhrahAdiAditiAdnAdonnaAdreenaAdriaAdrianAdrianaAdrianeAdriannaAdrianneAdrianousAdrieAdrienneAfafAfricaAfshanAgathaAgeethAggieAgnesAhliAhooAichaAidaAidalynAideeAidenAileenAileenaAileighAilemaAilsaAimeeAinhoaAinsleeAinsleyAirynAishaAislingAislinAislinnAitanaAiyanaAjaAjaineAjdaAjlaAkebulanAkitaAlaaAladinaAlainaAlaineAlajaAlanaAlanisAlannaAlanyaAlaynaAlaysiaAlbanyAlbertaAlberthaAlbertineAlbinaAldaAldineAleahAleashaAleciaAleeceAleenaAlegriaAleighaAleishaAlejandraAlejandrinAleksaAlenaAleneAleshaAlesiaAlessaAlessandraAletaAlethAlethaAletheaAletheiaAlethiaAlexAlexaAlexanderAlexandraAlexandreaAlexandriaAlexiaAlexisAlexizAlexusAlexysAlfredaAlgernaeAliAliaAliceAliciaAlidaAlieceAlinaAlineAlintaAlisaAlishaAlisonAlissaAliviaAli xAliyaAliyahAlizaAlizeAlkhouriAllaAllegraAlleneAlleyAlliAllieAllineAllisonAlluraAllyAllysonAllyssaAlmaAlmedaAlmiraAlmudenaAlnieAlonaAlondraAlphaAlrunAltaAltagraciaAlthaAltheaAlvaAlvenaAlveraAlvertaAlvinaAlwynAlyanaAlyannaAlyceAlyciaAlyonaAlysaAlyseAlyshaAlysiaAlysonAlyssaAlysynAmadaAmaliaAmalieAmanAmandaAmandeepAmaniAmaraAmaranthaAmarhaAmariAmarisAmarliannaAmayaAmberAmberisAmberleighAmberleyAmeAmeeAmeiyaAmeliaAmelieAmenaAmeraAmerbelAmericaAmiAmiciyahAmieAminaAmiraAmparoAmyAmyaAnAnYeaAnaAnabelAnadeliAnahiAnaiahAnaisAnajahAnaliseAnastasiaAnayaAndeeAndraAndreaAndreeaAndreiaAndreinaAndreishaAndreshiaAndrewAndriaAneissaAneleAneesaAnetteAngelAngelaAngelesAngeliaAngelicaAngeliceAngelieAngelikaAngelinaAngelineAngeliqueAngelitaAngharadAngiAngieAnikaAnisahAniseAnissaAnitaAnitraAniyaAniyahAnjaAnjaliAnjanetteAnjelAnjelicaAnkeAnkieAnnAnn-marieAnnaAnnabelAnnabellAnnabellaAnnabelleAnnadelleAnnadelle MarieAnnahAnnaleeAnnalisaAnnaliseAnnalouiseAnnamAnnamaeAnnamarieAnneAnnekeAnnelieAnnemarieAnnemarie keAnnemieAnnemiekAnnettaAnnetteAnniAnnicaAnnickAnnieAnnikaAnnikeAnnisAnnuAnnyAnnzleyAnoukAnsAnsleyAnthonyAntionetteAntoinetteAntonetteAntoniaAntoniettaAntoninaAntraAnuAnyaAoifeAokiAprilAprilleAqsaAraAraceliAracelliAracelyArceliaArdellArdellaArdeneArdisArdithArdorynaAreejAreenaArelyArethaAretiAriaArianaArianeAriannaArianneArielAriellaArielleAriesArionnaAriyanaArleenArleneArlettArlieArlineArmaniArmidaArnaArnelaArohaAroleArrieArshiaArtaryArthurArtieArtilyaArumaArvillaAryaAryanaAryannaAsasiaAsdinAshAshaAshantiAshayaAshelyAshlandAshleaAshleeAshleighAshleyAshlieAshlyAshlynAshlynnAshraAshtonAshtynAshuntaAsiaAsifaAsmaAsmitaAspasiaAspenAssisAstenAstridAsyaAtbarAthenaAtiyahAubreeAubreyAubrieAuburnAudraAudreaAudreyAugustinaAuliAunjenaeAuroraAustraAustynAutumnAvaAvangalineAveryAvriAvrilAyaAyanaAyannaAydnAyelAyeshaAylaAylinAynurAyraAyushiAzariaAzeezaAziaAzizaAzrael Dont see your name here? Complete a Submit a First Name in Chinese form and your name will be added to the list in about two weeks. More about Chinese Names.

The Reconstruction Essay Example | Topics and Well Written Essays - 750 words

The Reconstruction - Essay Example There were many challenges in the period trying to safeguard rights for African Americans leading to passage of various Acts and constitutional Amendments to guide the process. However, the aim of this paper is to compare the presidential and congressional Reconstruction and to develop a 3-point plan for Reconstruction which would have been more successful than the other plans. The main difference between presidential and congress plans was that the presidential plans were very lenient to the confederates contrary to what Radical Republicans expected. The Congressional Acts and Amendments were very stringent aimed at punishing the rebel states and especially the people in high ranks during the war. The 10% plan by Lincoln entailed pardoning those who swore allegiance to the union as well as the US constitution (Franklin 16). New governments were to be formed using new constitution and abolishment of slavery was a necessity for readmission to the union. Just like Lincoln, Johnson†™s plan was even more lenient. It involved pardoning those who took loyalty oaths except high ranking confederate political and military leaders (Ferrell 27). Though Republican and a Southerner by birth, Johnson loathed the wealthy planters as he believed they are the ones who led the secession of south. Those with property worth more than $ 20,000 were thus not allowed to take loyalty oaths and this meant they couldn’t hold public offices or vote. However, he did not address the plight of Freedmen giving room for southerners to establish Black Codes to limit black rights. Those states which created new governments were readmitted to the union on condition that they abolished slavery. The congressional plan was very radical. Republicans wanted to confiscate land of rebels and divide it among the Freedmen and the Freedmen bureau was entrusted with that task. The congress also refused to accept those elected from former confederate states in the congress especially former hig h ranking officers. The congress unlike Johnson was bent on securing rights and citizenship for former slaves thus passed the Civil Rights Act in 1866 that gave blacks equality under the law and due process of law. It also extended the life of Freedmen’s Bureau and overturned the Black Codes. To further black rights, the congress entrenched these rights in the constitution by passing the Fourteenth and Fifteenth Amendments to the constitution. Fourteenth Amendment gave citizenship to freedmen, equal protection of law and due process of law. It was passed in 1868 and stated â€Å"all persons born or naturalized in the U.S and subject to the jurisdiction thereof, are citizens of U.S and of state wherein they reside† (Foner 251). The Fifteenth Amendment of 1870 gave blacks suffrage and stated â€Å"the right of citizens to vote shall not be denied or abridged by the US or by any state on account race, color, or previous condition of servitude† (Ferrell 41). However , it did not guarantee voting as states could still deny blacks right to vote based on other criteria such as poll tax. Besides, gangs like Ku Klux Klan could not allow to them to vote thus unleashed terror on them. States had to ratify both amendments to be readmitted to the union. Besides the two amendments, the congress also devised Reconstruction Acts in 1867 to act as its plan for Reconstruction. Under these four acts, the remaining ten former confederate states which had not ratified the fourteenth Amendment

Article analysis Essay Example | Topics and Well Written Essays - 500 words - 2

Article analysis - Essay Example To build his argument he mentions the positive side of Fox stand. However, Bauder does not forget to mention the need of airing news that is unpleasant to the ears of its audience. He leaves the reader wondering about his stand on the debate when he takes on the opponent’s side. Towards the end of the article, Bauder takes the proposing stand to argue out his point in the article. Bauder gives support to his argument in several ways. Throughout the article, Bauder uses questions to drive his argument. Further, the use of quotation helps the reader to identify the stand of Bauder in the article. Rhetoric statements characterize the argument pointing out the cause of disagreement in the article. He compares the airtime given to Iraqi war by other channel using statistics. He sites 20% by CNN, 18% by MSNBC and 6% daytime news hole. It is probable that figures are assertive than mere use of words. He manages to use contradictory statements to exemplify his forth and back framing of his argument. This might challenge a reader who does not follow the argument. Bauder’s uses illustrative statement throughout the article to attest his argument. For example, ‘’certain folks don’t want bad news† helps to illustrate his point. This is a strategy since it sparks emotion of the reader, thus influencing readers stand on the point of argument. Another strategy that he employs in his article is the frequent use of questions to influence the stand of the reader. â€Å"So how to explain the divergent priorities?† The use of questions probably points the need to have a divergent view over the news to put in air. He effectively illustrates a situation of divergent views in the society. Moreover, he argued it is less rewarding to dwell on negative things. The central idea in his argument is the audience of they intend to serve. He points out that their intention is to give priority to the likes of their viewers. He believes

What made me choose to become a mental health couselor Essay

What made me choose to become a mental health couselor - Essay Example such a wide variety of factors which can negatively impact the emotional stability of today’s global citizens, there must be effective and thoughtful counselors available through which to discuss social and self-related issues and assist people in need to ensure they receive help and/or a rational voice to offer suggestions on how best to make life more satisfying. It is quite common to witness that many people have a very difficult time adjusting to the many complications and expectations which are placed upon them, both by peers or colleagues as well as social acquaintances. There are many social protocols which demand that people act differently than who they really are when in public situations, therefore they never seem to get the opportunity to really reflect who the person is on the inside. When dealing with basic lifestyle complications, coupled with social rules and in-crowd regulations associated with what is considered acceptable behavior, it is not unrealistic that a person will begin to lose the necessary internal balance to lead a healthy, emotionally-sound adult life. These basic stresses, it would seem, also strongly impact the male psyche leading to a considerable amount of domestic abuse and violence against women. When men are being forced to simply comply with inferior business leadership (such as a poor manager or inferior colleague), these frustrations can build up over time. Add to the professional stress a home life which is riddled with bill payment issues or other frustrations caused from an inability to stretch one’s imagination and creativity, it is likely they will lash out at the nearest thing which sometimes involves asserting this aggression against women because they are weaker. In many respects, violence stemming from men is likely this group attempting to assert their dominance over the weaker since they do not have the opportunity to accomplish this at work or socially otherwise. To lash out in the employment environment

What Happened In The Tlatelolco Massacre History Essay

What Happened In The Tlatelolco Massacre History Essay The Plaza of the Three Cultures, known as the Plaza de las Tres Culturas in Spanish, symbolizes Mexicos unique cultural heritage. La Plaza de las Tres Culturas was once the center of one of the most powerful Native American empires, the Aztecs, located in the ancient city of Tlatelolco. The square contains the remains of the Aztec temples and is flanked by the Colonial Cathedral of Santiago, and the Secretaria de Relaciones Exteriores (Department of Foreign of Affairs) building. Las Tres Culturas is in recognition of the three periods of Mexican history reflected by those buildings: pre-Columbian, Spanish colonial, and the independent mestizo nation. The plaza not only represents three cultures but is an important reminder of the Mexican spirit of determination. It is the site where the Aztecs made their final stand against the Spanish army in 1521 and the massacre of 1968. It has been called Mexicos Tiananmen Square, Mexicos Kent State. During the presidency of Gustavo Dà ­az Ordaz (1964-1970), there were several antecedents to the 1968 student confrontations with the Mexican government, but nothing comparable to the Tlatelolco Massacre that occurred on the night of October 2, 1968, in Mexico Citys Plaza de las Tres Culturas. Background The year1968 was a year of political turmoil around the world. The International Olympic Committeeheaded by Avery Brundage from the U.S.had chosen Mexico as the first Third World country ever to host the Olympic Games. This was aimed both to draw oppressed countries into imperialist-dominated world sport and to showcase Mexico as a model of U.S.-sponsored growth and relative stability. Mexico was supposed to provide a contrast to the national liberation struggles which were shaking most of Latin America, Asia, and Africa and sparking rebellions in the imperialist citadels from Detroit to Paris as well. To date, no other Latin America country has subsequently hosted the Olympic Games. The Mexican government invested a massive $150 million in preparations for the Olympics, an ostentatious amount considering the poverty that existed in Mexico. The Mexican president during the Olympics, Gustavo Dà ­az Ordaz ineptly strained tenuous conditions in Mexico in an attempt to preserve the peac e. During the Dà ­az Ordaz presidency, Mexicans endured the suppression of independent labor unions, peasant farmers, and the economy. From this general dissatisfaction with President Dà ­az Ordaz, the student movement was born. Initially their demands were limited to greater employment and respect for university autonomy; however, the struggles of the factory workers and rural peasants soon resonated with them. This movement of rebellious students was touched off on July 24 when a fight between gangs at two high schools connected with the longtime rivals, the Mexican National Autonomous University (UNAM) and National Politechnical Institute (IPN, or Poli), was viciously put down by antiriot police called granaderos. When outraged vocational students protested, granaderos attacked again, killing many. In response, students seized buses and put up barricades to defend their schools. Student strikes and takeovers hit high schools all over the capital. The high school students were supported by UNAM and IPN students. Students from 70 universities and preparatory schools in Mexico formed a grassroots National Strike Council (CNH) and put forward six strike demands: disband the granaderos; fire police chiefs; investigate and punish higher officials responsible for the repression; pay compensation for students killed and injured; repeal laws making social dissolutionbreaking down of societya crime (under these laws many independent unionists and communists had been jailed); and free political prisoners, including students arrested in the recent disturbances as well as those seized earlier for social dissolution. Within three days the government had to call in the army to take back several Mexico City prepas (preparatoriashigh schools connected to universities). There were clashes which led to many hundreds of arrests and injuries. Thirty-two students had been killed since the first confrontation, but this only fired up the youths resistance. The student strike spread to the UNAM, IPN, and universities throughout the country, supported by a majority of professors. By late August and September the students were calling marches of 300,000 to 600,000 people; important contingents of workers and peasants participated regularly. Over the coming months, the student movement gained support from students outside the capital and other segments of society that continued to build until that October, despite several instances of violence. CNH Tactics Student brigades strained their creativity and skills to foil police and get the word out. Engineering students designed balloons which would burst when they got to a certain height and rain leaflets on the heads of pedestrians. Acting students put on realistic street theater in which a student and a conservative woman in pearls and heels carried out loud debates in crowded markets. Hundreds of observers would be drawn in, the majority on the side of the youth, and the advanced would be quietly contacted by undercover students in the crowd. Some students found that they and the barrio or slum dwellers spoke what seemed to be two different languages. They had to throw out bookish talk and learn from the vivid calà ³ slang of the streets. After a full day of brigade work, they would spend the night in classrooms they had taken over, discussing the conditions and outrages the masses had exposed them to and figuring out how to use this new knowledge in their leaflets and agitation. The red and white buses of the IPN, always with some daring students and a loudspeaker perched on the roof, became famous for a kind of roving speak-in. Workers, market vendors, and even mariachi singers would climb up on the bus roof one after another to voice their support or disagreement with the students demands or tactics and to air their grievances. In some neighborhoods, just the appearance of an IPN bus was enough to immediately attract crowds of hundreds of people who would gather around. Students captured the spirit of the people in a way that the national government was never able to do. In fact, the national government was despised by its people. Mexican Government The turmoil of the 1960s in part reflected a widespread dissatisfaction among Mexicans with the rule of the Institutional Revolutionary Party (PRI). The PRI was aptly described in 1968 as entrenched, stagnant, and primarily self-serving in the eyes of many Mexicans. The PRI controlled the nation with an iron fist for over 70 consecutive years. The party has been known to use violence, manipulation and corruption to win elections and hide information from the public, such as the details concerning the Tlatelolco massacre. President Gustavo Diaz Ordaz was known for an authoritarian manner of rule over his cabinet and country, despite Mexico being a democratic country. Luis Escheverria, Interior Secretary to Ordaz, was also known for a no nonsense attitude against student protesters. The Mexican governments planned response to the student rally on the evening of October 2 was called Operation Galeano. The most definitive account of this operation, culminating with the Tlatelolco Massacre, is found in a Mexican special prosecutors report released in November 2006. According to this report, early on October 2 elements of the militarys Estado Mayor Presidencial (the Presidential High Command) were placed in apartments on the upper floors of the Chihuahua apartment building and other apartment buildings surrounding Tlatelolcos Plaza de las Tres Culturas. Once the rally started, the Army, using from 5,000 to 10,000 soldiers (the accounts varying) and more than 300 tanks and other vehicles, would surround the plaza to prevent those attending the rally from fleeing, while armed military men in civilian clothes, members of a unit called the Batallà ³n Olimpia that had been organized to help protect the Olympic Games, would prevent anyone from entering or leaving the Chi huahua apartment building, in which the organizers of the rally were to be arrested. The planned response of the government ended in bloodshed by the order of Luis Escheverria. Tlatelolco Massacre: The Event On October 1, the CNH held two rallies at UNAM. Speakers urged the thousands of students present to attend an October 2 rally at the Plaza de las Tres Culturas, in the Tlatelolco area of Mexico City, to be followed by a march to Casco de Santo Tomà ¡s to demand the withdrawal of authorities from the IPN campus. On October 2, 1968, approximately 10,000 people, most of them students carrying red carnations, arrived in the vast colonial plaza of Tlatelolco for a demonstration. At 6:04 p.m. green and red flares dropped from helicopters, soldiers burst into the square, tanks blocked the exits and an elite plainclothes battalion stormed the speakers platform on the third-floor balcony of an apartment building, where the National Strike Committee, the leadership body of the student movement, was stationed and opened fire. The gunfire lasted for sixty-two minutes, then started again and continued for hours. Late in the evening, when the shooting finally ceased, scores of demonstrators lay d ead and woundedchildren and the elderly among them. The official government explanation of the incident was that armed provocateurs among the demonstrators, stationed in buildings overlooking the crowd, had begun the firefight. Suddenly finding themselves sniper targets, the security forces had simply returned the shooting in self-defense. By the next morning, newspapers reported that 20 to 28 people had been killed, hundreds wounded, and hundreds more arrested. Most of the Mexican media reported that the students provoked the armys murderous response with sniper fire from the apartment buildings surrounding the plaza. El Dà ­as morning headline on October 3, 1968 read as followed: Criminal Provocation at the Tlatelolco Meeting Causes Terrible Bloodshed. The government-controlled media dutifully reported the Mexican governments side of the events that night, painting the students as trouble makers who needed to be brought to order by any and all means necessary. Olympic Games 1968 Controversy The death of hundreds did not even phase the International Olympic Committee. They did not consider to cancelling the games, due to their belief that the massacre was an isolated event involving a social minority. On October 16, 1968, an action by two African-American sprinters at the Mexico City Olympics shook the sporting world. Tommie Smith and John Carlos, the gold and bronze medalists in the mens 200-meter race, took their places on the podium for the medal ceremony barefooted and wearing civil rights badges, lowered their heads and each defiantly raised a black-gloved fist as the Star Spangled Banner was played to show their support for the student protesters and the Olympic Project for Human Rights. Some people (particularly IOC president Avery Brundage) felt that a political statement had no place in the international forum of the Olympic Games. In an immediate response to their actions, Smith and Carlos were suspended from the U.S. team by Brundage and banned from the Olympi c Village. Those who opposed the protest said the actions disgraced all Americans. Supporters, on the other hand, praised the men for their bravery. Tlatelolco Massacre: Response and Investigation Some argue that an understanding of the domestic political context within Mexico explains why the government reacted in such a harsh manner. Mexico stayed relatively isolated from other foreign powers which provided them more freedom in their ability to deal with their domestic problems. The strongest censure from abroad that Mexico received for the massacre was a mild finger wagging from the representatives of a few foreign governments. The worlds failure to confront and condemn the actions of the Mexican government fueled the killing rampage throughout Mexico in the years to follow. In 1998, President Ernesto Zedillo, on the 30th anniversary of the Tlatelolco massacre, authorized a congressional investigation into the events of October 2. However, the PRI government continued its recalcitrance (defiance of authority) and did not release official government documents pertaining to the incident. Eventually in 2001, President Vicente Fox, the historic president that ended the 70-year reign of the PRI, attempted to resolve the greatest of these unanswered questions: who had orchestrated the massacre? President Fox ordered the release of previously classified documents concerning the 1968 massacre. The documents revealed that the students did not open fire first and showed that the snipers were members of the Presidential Guard, who were instructed to fire on the military forces in order to provoke them. President Fox also appointed Ignacio Carrillo Prieto in 2002 to prosecute those responsible for ordering the massacre. In June 2006, an ailing, 84-year-old Luis Eche verrà ­a was charged with genocide in connection with the massacre. He was placed under house arrest pending trial. In early July of that year, he was cleared of genocide charges, as the judge found that Echeverrà ­a could not be put on trial because the statute of limitations had expired. However, in March 2009, after a convoluted appeal process, the genocide charges against Echeverria were completely dismissed. Despite the ruling, prosecutor Carrillo Prieto said he would continue his investigation and seek charges against Echeverria before the United Nations International Court of Justice and the Inter-American Human Rights Commission. In October 2003, the role of the U.S. government in the massacre was publicized when the National Security Archive at George Washington University published a series of records from theCIA, the Pentagon, the State Department, the FBI and the White House which were released in response to Freedom of Information Act requests. The LITEMPO documents detail: That in response to Mexican government concerns over the security of the Olympic Games the Pentagon sent military radios, weapons, ammunition and riot control training material to Mexico before and during the crisis. That the CIA station in Mexico City produced almost daily reports concerning developments within the university community and the Mexican government from July to October. Six days before the massacre at Tlatelolco, both Echeverrà ­a and head of Federal Security (DFS) Fernando Guiterrez Barrios told the CIA that the situation will be under complete control very shortly. That the Dà ­az Ordaz government arranged to have student leader Sà ³crates Campos Lemus accuse dissident PRI politicians such as Carlos Madrazo of funding and orchestrating the student movement. Still, some today believe the United States government was only concerned with security and safety during the Olympic Games 68 and was not involved in the Tlatelolco massacre in any form. Determining who is at fault however, will not change the events that occurred on October 2, 1968. The blood and tears shed that day are still fresh in the minds of those who witnessed the horrific event. Remembering Tlatelolco In 1993, a stele was erected to remember those who lost their lives. The former headquarters of the Secretariat of Foreign Affairs is now a memorial museum called Memorial 68 to remember the Mexican student demonstrations and the Tlatelolco massacre victims and survivors. Each year the anniversary of the Tlatelolco massacre is marked with a march to the same plaza and a protest for the release of government records. On October 2, 2008, the 40th anniversary, two marches were held in Mexico City to commemorate the event. One traveled from Escuela Normal Superior de Maestros (Teachers College) to the Zocalo. The other went from the Instituto Politecnico Nacional to the massacre site of the Plaza de las Tres Culturas. According to the Comità © del 68 (68 Committee), one of the organizers of the event, 40,000 marchers were in attendance. Unfortunately, still too many are unfamiliar with the events that occurred since the massacre fails to appear in most history textbooks. When asked how this could be, high school Headmaster Samuel Gonzalez Montano, replied, You cant teach anything that didnt officially happen. As of now, the newest generation of Mexicans only have a general knowledge of the events surrounding the 68 Olympic Games, which are unavoidably intertwined. Gregory P. Groggel, a graduate of the University of Puget Sound, recounts: During a visit to the plaza, I encountered a group of boys playing soccer. When I inquired from one of them if he knew what happened in October of 1968 here in the plaza, he shrugged and looked around. I told him some 300 people died. He seemed lost and turned slowly to read the memorial he was sitting in front of and had lived near his whole life. The end of it reads: Who? Whom? No one. The next day, no one. The plaza awoke swept; The newspapers said for news the state of the weather. And on the television, on the radio, in the theaters, there was not a single change in the program, not a single announcement. Nor a moment of silence at the banquet (or following the banquet). The deaths of so many youths and protesters must not be forgotten. They deserve more than a simple moment of silence. Remember Tlatelolco. Fore, those who can not remember the past are condemned to repeat it.(George Santayana)

Essay --

Hayanny Silva Coach Hansen Brit Lit December 13, 2013 Shakespeare Hamlet Insanity VS Sanity The Tragedy of Hamlet In the Tragedy of Hamlet, Prince of Denmark, by William Shakespeare, Hamlet an intellectual prince switches from sanity and insanity throughout the entire play. You can see that during the play when madness seems right, he puts on an "antic disposition (I.V.173). Nevertheless when Sanity proves to be the answer Hamlet returns to being logical. Hamlet claims he is "mad north-north-west" (II.ii.376), meaning he is mad sometimes and sane other times. Therefore, to reach his goals, Hamlet switches between sanity and insanity. In the poem, Hamlet switches to insanity to achieve some of his goals. Hamlet uses his insanity to conquer his obstacles. Hamlet is only insane towards his enemies and his enemy’s allies. For example, Hamlet attacks Gertrude verbally and physically, because she is an obstacle to Hamlet. Also, Hamlet kills Polonius and assures that Polonius is "dead, for a ducat, dead" (III.iv.25).When hamlet kills Polonius he feels nothing, no sympathy, no sorrow, and no fear. His insanity overcame him to the point that he would kill someone with not a hence of pity nor feelings. Hamlet gradually harms Gertrude with his words of insanity, while killing Polonius with his insanity. All of these two people, Gertrude, and Polonius, are Claudius' allies, and by harming Claudius' allies, Hamlet is harming Claudius, which is Hamlet’s goal. Death of his [Hamlet] father caused a fault in Hamlet's logic, and that fault forced the madness on him. Hamlet believes that Gertrude his mother has had an affair with his Uncle and actually aided in the slaughter of his beloved father. On top of that, Hamle... ... ideas that Hamlet is mad and that Hamlet is not mad. Readers and critics can agree that Hamlet is not a "man of action," but is instead a "man of reflection"-reflection that is concentrated on both himself and the world (Schucking 31).I believe it is Shakespeare's anger towards corruption and religion that makes Hamlet to fall into madness. â€Å"Finding a character in real life of a person endowed with so delicate as to border on weakness with sensibility too exquisite to allow of determined action â€Å"(Sylvia 13).While it’s difficult to point out the exact cause in Hamlet's life that lead to his insanity, one thing is for certain; he went mad, and the madness did to him what it does to everything that holds madness; it destroys whatever it touches. Insanity in The tragedy of Prince Hamlet over powered sanity which concludes that the entire play revolves around insanity

Asn report

Materials and products must be inspected to assure that the quality characteristics conform to requirements. Inspection may occur as the product is being produced, at final Inspection on completed product at the producer, or at receiving Inspection at the consumer. There are three ways that a lot of N quantity may be Inspected: complete Inspection of the lot, no Inspection of the lot, or a partial inspection of the lot. Complete inspection of the lot, referred to as 100% inspection, can be extremely time consuming, and as such expensive. 0% inspection should be reserved for those situations where even a single defect is associated with unacceptable risk, as in medical or aerospace applications. 100% inspection may also be necessary if there is reason to believe that the lot is of particularly low quality, or if no information is available to estimate the lot quality. No inspection of the lot, or 0% inspection, is the ideal inspection level from a financial view, as there is no cost a dded. However, 0% inspection Is risky, as even one bad lot of material can have a significant monetary impact, easily erasing any savings realized from the lack of Inspection.Regardless, certain situations do lend themselves to Inspection. The material may be so Inexpensive, Like a screw or nut, that there Is no Justification for Inspection. Or there may be sufficient statistical and/or historical evidence that the lot will meet the required quality level that inspection is unwarranted. A partial inspection of the lot, called sample inspection, provides an alternative to the extremes of 100% or 0% inspection, and is the most common method of lot inspection. Sample inspection Lana typically use statistically derived tables from a know standard, such as the ubiquitous IEEE military standard.These sampling plans allow for the selection of an Acceptable Quality Level (SQL) with a corresponding sample size (n) based on lot size (N). The inspector then uses the specified acceptance number (c) and rejection number (d or r) to decide if the lot should be accepted or rejected, called sentencing the lot. The lot Is accepted and considered of adequate quality when the number of Identified defects In the sample is less than or equal to the acceptance number; otherwise the lot Is rejected. A refinement to single sampling plans, where a single sample is used for lot sentencing, is a double sampling plan.Instead of a single sample (ml), a second sample size (no) is also defined by the selected plan, as well as a second set of acceptance and rejection numbers (ca and do). If the number of defects identified in the first sample is less than CLC, the lot is accepted; if the defects are greater than ca, the lot is rejected. If the number of defects is greater than CLC, but less than or equal to ca, a second sample is drawn. If the sum of the defects identified in both samples is less than or equal to ca, the lot is accepted, if the sum is greater than ca, the lot Is rejected.Dou ble sampling plans can be psychological appealing, with a perceived â€Å"second chance† for accepting a lot. The reality Is that no such advantage exists, as both single and double sampling plans are designed to provide similar probable's for accepting or rejecting lots of Identical quality. The actual advantage of double sampling plans over single sampling plans Is found In the sampling plan will always have a lower ASSN then a single sampling plan; the inspection took less time and so cost less.

Adapting Communicative Language Teaching Approach to China’s Context Essay

1. Introduction With the development of market economy, China is accelerating its steps to join the world family in commerce and cultural partnership. With the recent accession to the WTO, the long-awaited Olympic Games in Beijing, China has made learning English a national priority. English, with its unique status, has been taught in China for more than 100 years. Today, English is becoming more and more popular. It is a compulsory course for all Chinese students from primary school to university. Clearly it is relatively easy to demonstrate the importance of English in current China. This essay intends to argue that to achieve success in English learning for Chinese students the methods of teaching must be reconsidered. Therefore this article is structured as follows: First, analyzing different types of English teaching methods in China and then focusing on the CLT Method. By analyzing and contrasting these English teaching methods, the need to change current English teaching methods in China will be discovered. Finally, explaining the problems of adopting the more modern CLT Approach and giving suggestions on how it may best be adapted to the Chinese context. See more:  Social Satire in The Adventures of Huckleberry Finn Essay 2. A Brief Introduction to English Teaching Methods in China 2.1 Grammar-Translation Method  English has been taught in China for more than 100 years. In the beginning stage, people did not have any experience on modern language teaching and learning, so they followed a European language teaching method YE Jin (1978- ), Master of education, lecturer of School of Foreign Language, Shenzhen University; research fields: English language teaching methods, cross-cultural communication, educational assessment,which is used in teaching Greek and Latin in Middle Ages in Europe—Grammar-Translation Method. Some Chinese students become accustomed to this method in learning English and generally showed great interest in language structures and linguistic details. Most of them believe â€Å"we would like to know what happens, because if we understand the system, we can use English more effectively† (Harvey, 1985). Therefore, most Chinese English teachers always stick to this method, and think it is essential to analyze grammar to learners, without considering the age of the students or their English proficiency. This method is effective and suitable for some Chinese students, but not all of them. The outcome of this method is that students develop poor oral English ability with pronunciation and intonation not standard. Although they have learned lots of grammar rules, when using English to communicate, they will make grammatical mistakes frequently. Especially when they are in foreign countries, they cannot ask the way; they cannot order taxi. They are â€Å"observers† rather than active participants in classes. Students became almost â€Å"structurally competent but communicatively incompetent† (Johnson & Morrow, 1981). It has been pointed out that this grammar-oriented approach reflects an artificial and formalistic view of language skills and learning. It doesn’t allow the learners to use a language in a natural way (Widdowson, 1990). This is the most serious problem in Grammar-Translation Method and also in current China’s English teaching. 2.2 Direct Method  This English teaching method is totally different from Grammar-Translation Method. It uses English directly in teaching, such as using English to make conversations or have discussions. Students’ English competence is developed in this way instead of using mother tongue to translate. The basic principle of this method is that the foreign language learning process should be like the natural process of a child learning his or her mother tongue. It believes that language is a skill or habit, and this habit can be achieved by repetition and imitation. Although this method can inspire students’ interests in learning English and is in favour of their English pronunciation and intonation, it has certain limitations: (1) It only focuses on experiences and perceptual knowledge in English and it has little estimate on students’ level of consciousness. (2) This method rejects mother tongue in English teaching. It only sees the disadvantages of mother tongue, but never makes use of mother tongue to facilitate students’ comprehension. (3) After learning English for a long time, some students may understand simple oral English but not complicated sentences and have poor grammar skills. (4) The class size should be small in using this method. So this method is just suitable to teach English beginners, and cannot be fully applied in the large country—China. 2.3 Audio-Lingual Approach  This English teaching method puts listening and speaking in the first place. It uses sentence pattern as the base of teaching and tries to avoid mother tongue in class. When using this method in learning English, students should first listen and then speak. After a long time practice, students can automatically express what they had heard. Because this method relies on repetition and drills, the main limitations are: (1) It over emphasizes the mechanical practice and ignores students’ English skills training and learning flexibility. (2) This method focuses too much on the language structure and ignores the meaning of the language, so students’ reading and writing abilities are poor. 2.4 Communicative Language Teaching Approach (CLT)  In the early 1990s, a new English teaching method was introduced to China—Communicative Language Teaching Approach. This method emphasizes how to use language as a media to communicate. Teachers should not only train students’ listening, speaking, reading and writing skills, but also train them how to use all of these language skills into the real life communication. The teacher sets up a situation that students are likely toï ¿ ¼encounter in real life. The CLT can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses (Galloway, 1993). The basic features of CLT are: (1) It focuses on students’ active participation, the whole classroom is not the teacher-centered, but students-centered one. The teacher should give students enough time to practise during class. (2) The English teacher should help students to be more independent, active and fluent in using English. In real life situation, students will use the language without teacher’s help. (3) When using the CLT, the teacher often organizes pair and group work, the whole classroom setting should be arranged in favour of these activities. Although this method is quite useful and can inspire students’ interest, it still has some limitations: (1) The textbook using in CLT breaks up the English grammatical system, which increases students’ difficulty in learning grammar. (2) This method is hard to assess. The above four English teaching methods are all used in China in different time and to a certain extent; they have their own features and focuses on improving different language skills. So the limitations are unavoidable when we use them separately in English teaching. Among them, the oldest language teaching method—Grammar-Translation Method is still popular in some places in current China. Meanwhile, for various reasons, using the CLT in China met considerable difficulties. How to use the CLT in China’s English teaching context properly still has a long way to go. 3. Adapting Communicative Language Teaching Approach in China To solve this problem, we need to use the CLT flexibly, that is to say, we need to adapt CLT to China’s English teaching context. But just as Johnson and Morrow (1981, p. 1) state â€Å"new movements often begin as reactions to old ones. Their origins lie in a discontent with an existing state of affairs†. In fact, in 1992 the State Education Development Commission (SEDC) introduced a functional syllabus, in which the communicative teaching aim was set and the communicative functions to be taught were listed. In the same year, in cooperation with the British Longman, the SEDC published a new textbook series. The syllabus and the textbooks required teachers to teach communicatively in classrooms. This action met considerable resistance at that time. 3.1 Problems  The main problems of adopting CLT in China are: First, class size. In China, each class has at least 50 students, and there are only 45 minutes in one English class. Each student could potentially speak in each class less than 1 minute. So it is impossible for English teachers to conduct CLT well in this kind of class. Second, English teachers especially some primary and secondary school English teachers lack sufficient English knowledge and teaching skills to adopt CLT without further guidance and training. â€Å"Many teachers have tried to change the dominant teaching procedures but quickly get frustrated, lose their initial enthusiasm, and acquiesce to tradition†. (Campbell & ZHAO, 1993) Third, in China the whole process of English teaching and learning is heavily influenced by examinations, and the matriculation English test focuses on students’ linguistic competence. The English teaching pattern in China is textbook-based, teacher-dominated and test-oriented, which prevents students from improving their communicative competence (ZUO, 1993). Finally, lack of teaching materials is another obstacle to adopt CLT in China. Right now, some universities in China stick to their own textbooks—College English, which was published in 1989 by Shanghai Foreign Language Education Press, and has remained unchanged for more than 10 years. College English does include some authentic materials from English novels and magazines, but it lacks practical applications and is hard to organize communicative classroom activities to go with it. Because of the above reasons, English teachers cannot adopt CLT directly in China’s context, and the history 31 Adapting communicative language teaching approach to China’s context ï ¿ ¼has already proved that direct adoption would fail at last. They must adapt CLT and use an eclectic method according to Chinaà ¢â‚¬â„¢s current situation. 3.2 Factors to be considered of adapting CLT to China’s context The above four English teaching methods are all used in China’s English teaching. They have their own advantages and disadvantages. Previous research and analysis show that the most scientific way to teach English in China’s context is to combine those different English teaching methods together, using an eclectic method. An eclectic method is a method that accepts the best teaching techniques from other methods according to the actual situation. To reconcile communicative approaches to the teaching of English with traditional Chinese methods helped English teachers in their teaching, but to be eclectic, teachers were required to use CLT as a method while accepting elements of the traditional methods, especially the Grammar-Translation Method. 3.2.1 Combining accuracy and fluency in China’s English teaching In English learning, accuracy and fluency are two equally important factors, but in China, accuracy is emphasized more than fluency. Chinese students are keenly interested in the exact words, have a low tolerance of ambiguity, and tend to focus on discrete grammar points and specific syntactic constructions (Barnhouse, 1981). Modern society needs students use English not only accurately but also fluently, so more attention should be paid to fluency in the future’s English teaching. As for teaching beginners, a solid foundation of English must be emphasized, which is primarily built on accuracy, so English teachers should use Grammar-Translation Method more in this stage . Then teachers should encourage students to use English orally with as few errors as possible, and to manipulate the language system as spontaneously and flexibly as possible. CLT is largely involved in this process. After students have mastered the language forms, they ought to be given intensive fluency practice, because although linguistic competence is the basis of communicative competence, communicative competence does not automatically result from linguistic competence (DUAN, 1992). At this stage, English teachers should not interrupt students’ practice to correct their mistakes frequently, but at the end of each fluency practice, the teacher should let students aware their mistakes, so they can avoid next time. During the whole practice, the teacher should let students use English extensively and limit the use of Chinese. Through this way, accuracy and fluency can be achieved and students’ English linguistic competence and communicative competence can both be developed. 3.2.2 Student-centered orientation  For a long time, China’s English classroom is dominated by teachers. They always stand in front of the blackboard, and talk all the time; students sitting in lines separately to listen. This kind of classroom setting is in favour of using Grammar-Translation Method in teaching, but it is not convenient to carry out students’ practice. In order to facilitate English acquisition, students need oral practice in English classroom. Teachers must ensure that classroom interactions are managed, not just by the teacher, but by all participants. To achieve this, teachers should arrange the desks in such a way that the students can look directly at one another to help create interactions among students. 3.2.3 Teacher’s role  Instead of being the master of the class, the English teacher could act as an independent participant and facilitator in English classroom. He or she facilitates the communicative process among all learners and between students and various tasks. He or she can give guidance and advice when necessary. But this does not mean in the teaching process, the teacher should only be a passive observer. Although the teacher may be nondirective in general, it is still the teacher’s responsibility to recognize the distinctive qualities in the students (HAN, 1979) and to help students develop those qualities. Of course, to perform these roles well, English teachers in China need further guidance and training to let 32 Adapting communicative language teaching approach to China’s context ï ¿ ¼them fully understand that teaching English does not consist only of teaching grammar but that the true mastery of a language involves communicative competence, and to let them know how to use CLT in their daily teaching process successfully. 3.2.4 Classroom activities  Classroom activities such as role-play, pair work and group discussion should be largely involved in English teaching. At the same time, teachers can also use any unexpected occurrence that happens during class. I still remember when I was in secondary school, I was always attracted easily by outside sights and noises. Once in an English class, I saw a very beautiful butterfly flying outside the window. It was so beautiful that I signaled my best friend to look at it. Just at this moment, my English teacher also noticed my signal. Instead of being angry, she asked the whole class to enjoy the beautiful butterfly, and me to describe it in English. Although in China, classroom activities are usually based on textbooks; English teachers can try to create activities to provide students with speaking opportunities and motivate them. 3.2.5 Changes in English test  For a long time, English examinations in China did not have oral test and the language use section. Recently, some important English tests in China developed by the State Education Development Commission began to include the language use section. English teachers can teach to the test from now on. The section was added to measure the four English language skills used for communication and it included such elements like: role-play, reading comprehension and communicative writing. Most of my students in China told me that the English examination is more interesting than ever before and they like these changes. 4. Conclusion  English teaching in China, with its traditional setting and current situation, differs from many English speaking countries. But this does not mean that the CLT approach is not applicable in China’s context. On the other hand, English teachers can use an eclectic method according to their actual situations. Adapting the CLT approach, making full use of its advantages and reconciling it with the traditional Grammar-Teaching Method, this approach can work the most effectively in China. But adapting CLT to China’s context is a very complicated process, under the guidance of the SEDC, the representatives of the central government, it should be done step by step. Right now what English teachers in China need to do is to modernize, not westernize, English teaching.

Exposition of 3 characters in Fight Club essays

Exposition of 3 characters in Fight Club essays I'm starting to wonder if Tyler and Marla are the same person. As indicated in the novel Fight Club, written by Chuck Palahniuk, there is an individual with a split personality. But is there more to this split personality than just your average two sides? Is there a third personality living within the narrators mind? Tyler, the more riskier and dangerous side, comes out when no name, the narrator, goes to sleep. Throughout the book, mention of the word 'trinity' plays off in continuous displaying of items in three. So it leaves you to wonder, are there three individuals lurking in no names mind? First off, the narrator is inflicted with insomnia, a sleeping disorder. Some nights he can't sleep, and often doesn't go to sleep for weeks at a time. His case of insomnia is even more of a dispute because of his split personality. His two identities almost exist as two contrasting people. The narrator works during the day, meanwhile Tyler, his other side, works the night shift. Carrying on life as if Tyler was his best friend, no name talks about him and lives as if he was physically there. No name met Tyler at a nude beach and was watching his naked, sweaty, gritty body, lure driftwood onto the shore. Tyler is not like normal people; not only can Tyler do anything he wants, but he can also have whomever he wants. In this case, Tyler wants and has Marla. Tyler demands respect, and at Fight Club he gets it. He has jobs he hates, and can manage to blackmail his bosses into paying him for doing nothing. Tyler is free in a sense that he can get away with anything he does, unlike the narrator who is stuck in his job and to the life he has created for himself. To the narrator, Tyler is how he wants to be, yet he doesn't realize that this self-confident, self dependent person is really himself. Chuck Palahniuk uses many techniques and styles of writing to get the reader to read between the lines. The constant repeating of w...

Reaction paper Essay Example | Topics and Well Written Essays - 250 words - 31

Reaction paper - Essay Example Even if employees are not ranked according to their performance, other adjustments like salary, and benefits are necessarily made. The only difference is that some organizations strict in this evaluation system to the extent that they do forced ranking while others apply other measures. I personally believe that Salwa’s and Abdullah’s points are more realistic in that they represent the organizational culture and practices of a wide array of organizations. The negative points that Youseef and Andrew have identified are also correct but have lesser application than the points of Salwa and Abdullah. However, I do agree that forced ranking may lead to employee dissatisfaction since this occurs as a result of evaluation of the employees’ performance by the management, and the management’s decision can be faulty, but there are ways to improve the evaluation system. A potential way to improve forced ranking and make it more justified is involving a board of managers in the decision making process rather than giving the entire decision making responsibility to one manager. This will remove bias from the decision and improve the evaluation

Exploring CSR in aquacultural sector in Greece evaluating Nireus SA Essay

Exploring CSR in aquacultural sector in Greece evaluating Nireus SA CSR strategy - Essay Example In a recent survey report that was conducted, it was ascertained that the implementation as well as the application of CSR in an organisation fosters significant progress as well as provides business benefits. Furthermore, it has been revealed that CSR represents and depicts the company’s values and norms (ABA Section of International Law, 2008; Brennan, 2011). CSR plays an important role in aquaculture sector as well. Aquaculture deals with aqua farming which represents the farming of the aquatic organism. In the recent scenario, aquaculture is determined as a relatively growing sector and moreover, it is enabling to generate a significant extent of quality fish as well as other aquatic food items for human consumption. Furthermore, aquaculture depicts a highly diversified production sector that encompasses various systems, facilities, processes as well as products under a vast range with regard to political, social, economic as well as environmental conditions. In accordance with the present day context, aquaculture productions as well as allied trade activities have accelerated by a considerable extent. In this situation, a major concern has cropped up with regard to the negative impact of aquaculture based activities on environment, consumers as well as communities. CSR plays an imperative role in this particular sector as it depicts the prior responsibilities of an organisation. In present times, the business firms related to aquaculture are adopting an increased level of CSR initiatives in order to attain technical as well as financial assistance to comply with the competitive market requirements along with advanced marketing methods regarding aquaculture products. CSR with regard to aquaculture provides an insight on organisational development. Furthermore, CSR initiates sustainable development of aquaculture that mainly depends upon three basic factors social, environmental as well as economical. It also helps in ascertaining welfare as well as h ealth concerns of animals, environmental integrity and socio-economic aspects (Karnani, 2012; Morsing & et. al., 2006). Nireus SA group is represented as the leader in terms of the production as well as the exportation of aquaculture species on a worldwide basis. At Nireus SA, the company performs an effective set of CSR initiatives on the grounds of human beings, society and environment. On conducting the business related to aquaculture, it aims to diminish the negative impact if any on society at large as well as on the environment. The concerned company focuses on quality that reflects its compliance with legal aspects and regulations. This also frames a part of Corporate Social Responsibility (4Nireus, 2012). The concerned research study intends to â€Å"explore CSR in the aqua-cultural sector in Greece along with evaluating Nireus SA CSR strategy†. The objective of the study is to ensure and explore the CSR of Nireus SA group within Greece. Furthermore, this study entail s introduction with regard to the implementation and benefits of CSR on aquaculture sector. Moreover, this study will also ascertain about the company and its Corporate Social Responsibilities. This particular research study also presents findings based on a questionnaire survey in which a set of questions related to Nireus’ CSR initiatives have been presented. In addition, qualitative semi-structured interview has been conducted. The interview takes into account