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