How does jazz the music and its story reflect the American experience

How does jazz the music and its story reflect the American experience Jazz is acknowledged around the globe for its rich cultural legacy entrenched in the African-American experience. Ever since its initiation in the early 20th century; jazz has greatly contributed to the American culture and has been a reflection of American experience and is also extensively believed to be the only truly unique American art form. The mission of Jazz in America is to integrate the teaching and learning of jazz story into every public institution in the country.Advertising We will write a custom essay sample on How does jazz the music and its story reflect the American experience? specifically for you for only $16.05 $11/page Learn More Jazz music reflects the American experience by creating a greater understanding of American culture hence appreciating it. It creates insight into issues such as teamwork, freedom with accountability, harmony with ethnic diversity, correlation of diligence, goal achievement and the American spirit. Its story he lps Americans acquire respect for diverse cultural heritage. The basics of jazz extend back in time of slave work songs in the 20th century where there were field bawls, grief songs and spirituals. The vocal, musical, and harmonious elements of jazz were mainly African. These elements slowly blended, and the earliest music that people now call jazz was played by African-American and Creole bands in New Orleans in the early 20th century (Prouty 151). In its early years, jazz had elements of Rag-time, marching rock band music, and Blues. As years passed, this indigenous-born type of music expression grew into swing, hard bop, cool jazz, fusion, smooth jazz and contemporary. Actually, the extensive jazz sounds capture the vibrant convolution of the American experience. Similarly, the medium of jazz has been held by musical groups and music funs straddling the world from Europe to Asia to Africa. Jazz is the only true American piece of music. It is a blend of African rhythms, with Weste rn influences. In the present day, jazz is played and listened to by people of all cultures and ethnic groups and comprises of musical elements and styles from all over the globe; jazz has gone from being the music of Americans to being the global music. Jazz was rooted from Africans and grew through the African-American experience in the USA. Jazz is an American melodic experience that represents America’s ingenuity and their spirit of change. Deeply entrenched in their culture, it has changed perpetually how they hear tone, distinguish rhythm and express themselves creatively and artistically. The story of jazz reflects the history of America, starting with the mandatory immigration of 11 million Africans to the New World as slaves (Dean 123). Musical traditions entwined in colonial America, European and in Western Africa and every American decade added its own cover of uniqueness to the music.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More All through the 20th century, Jazz evolved largely from a single cultural group’s experience. It is a gem brought about by decades of human anguish and a continuing struggle for liberty, self-respect and self-expression. Jazz is a tradition in evolution, having formed by classical, blues, R B, country, rock, gospel, funk, Latin, African, Far Eastern, pop, folk, rap, and hip hop. Jazz continues to evolve as an influence and an art-form of modern culture. Jazz was initiated to the post World War I with its export to Europe by martial jazz rock bands consisting of African American military. Ever since, jazz has turned into a soundtrack for our contemporary world. Individuals from every society, religion and ethnicity communicate in the jazz language. Dean, William. The American Spiritual Culture: And the Invention of Jazz, Football, and the Movies, USA: Continuum International Publishing Group, 2006. Print. Pro uty, Ken. Knowing Jazz Community, Pedagogy and Canon in the Information Age, New York: Univ. Press of Mississippi, 2011.Print.

Apply for a Canada Old Age Security Pension

Apply for a Canada Old Age Security Pension Canadas Old Age Security (OAS) pension is a monthly payment available to most Canadians 65 or older, regardless of work history. Its not a program that Canadians pay into directly, rather it is funded out of the Canadian Governments general revenues. Service Canada automatically enrolls all Canadian citizens and residents who are eligible for pension benefits and sends a notification letter to these recipients a month after they turn 64. If you have not received this letter, or you receive a letter informing you that you could be eligible, you must apply in writing for Old Age Security pension benefits. Old Age Security Pension Eligibility Anyone living in Canada who is a Canadian citizen or legal  resident at the time of applying and who has resided in Canada for at least 10 years since turning 18 is eligible for an OAS pension. Canadian citizens living outside of Canada, and anyone who was a legal resident the day before leaving Canada, might also be eligible for an OAS pension if they resided in Canada for at least 20 years after turning 18. Note that anyone who lived outside Canada but worked for a Canadian employer, such as the military or a bank, can have their time abroad counted as a residence in Canada, but must have returned to Canada within six months of ending employment, or must have turned 65 while abroad. OAS Application Up to 11 months before you turn 65, download the application form (ISP-3000)  or pick one up at a Service Canada office. You can also call a toll-free number to receive the  application, which requires basic information such as Social Insurance Number, address, bank information (for deposit), and residency information. For assistance with completing the application, call the same number. If you are still working and wish to put off collecting benefits, you can delay your OAS pension. Indicate the date you want to start collecting benefits in section 10 of the OAS pension form. Include  your  Social Insurance Number in  the space provided at the top of each page of the form, sign and date the application, and include any required documentation before sending it to the regional  Service Canada office nearest you. If you are filing from outside of Canada, send the application to the Service Canada office nearest to where you last resided in Canada. Required Information The ISP-3000 application requires information about certain eligibility requirements, including age, and asks applicants to include certified photocopies of documents to prove two other requirements: Certificate of citizenship, immigration documents, or temporary residents permit to prove Canadian legal status, unless you have lived in Canada your entire life.Stamped passport pages, visas, customs declarations, or other documents to prove Canadian residence history. Photocopies of documents proving your legal status and residence history can be certified by certain professionals, as outlined in the Information Sheet for Old Age Security Pension, or by staff at a Service Canada Centre. If you dont have proof of residency or legal status, Service Canada might be able to request the necessary documentation on your behalf. Fill out and include the ​Consent to Exchange Information with Citizenship and Immigration Canada with your application. Tips If you have already turned 65, send your application as soon as possible so you dont miss any more payments. If you have already supplied the documents when applying for a Canada Pension Plan retirement pension, you do not need to supply them again. If you are incarcerated, you can still apply for a pension but the benefits will be suspended until your incarceration ends. If your application is denied, you must submit a request for reconsideration in writing within 90 days of receiving the notification. The appeal should include your name, address, telephone number, Social Insurance Number, and the reason for your appeal, including any new information that would affect the application, and be sent to the address on the notification letter.

Assignment Essay Example | Topics and Well Written Essays - 750 words - 23

Assignment - Essay Example The better looking components of the GDP were housing, business investments in software and equipment and increased consumer spending. Consumer spending is a key element for the betterment of the economythis year as seen it augmented at a 2.2% rate as compared to 1.6% in the third quarter. This was most probably because the personal income had increased by 2.8 percent in December 2012 (bea.gov) 1c. According to the Federal Reserve officials the downfall in economic growth in the fourth quarter of 2012 seems to be mainly due to ‘weather-related disturbances and various other temporary factors. However budget tightening is also a leading factor in the economic fall this quarter such as military spending that went down at a rate of 22.2% (Mitchell, 2013). The situation is likely to move towards betterment as the consumers are becoming more confident as prices of homes is increasing which gives them a feeling of security. As companies in the U.S invest more in equipment and software and consumers spending power growing, the economic situation might get better in 2013. 1d. The U.S economy was in trough in 2009 but it seems now that currently it is just about to enter the expansion phase. With the all the positive energy of the economy experts and their hopes up we might just see a bright future after all. 2b. There have been many reasons for the increase in value of Euro. People are now much relaxed about the death of the currency as the crisis no longer seems to be a threat so investors are not selling the currency in exchange for the dollar. As the U.S economy seems to topple as seen in the fourth quarter of 2012, the Euro has gained strength since the report. 2c. An ascending Euro is very useful for the Euro zone countries for obvious reasons such as a strong economy. There also a disadvantage to a strong Euro; as the currency ascends it threatens the export industry as the trading partners find it over expensive. For more developed countries the

Israeli-Arabs Peace Negotiations Essay Example | Topics and Well Written Essays - 750 words

Israeli-Arabs Peace Negotiations - Essay Example Historically, Arabs and Israelis have usually met at the negotiating table when many conditions seem not well organized and when status quo seems more painful or dangerous than potential negotiated compromise (Laura & Neli 35). This implies that an internationally accepted format to resolve this conflict based on the international treaty has not yet been established. This, therefore, calls for a strategy where conflict management pattern should be applied. Successful negotiation requires leaders to identify one another considerably as politically capable of persuading their followers to accept whatever agreements they reach through bargaining process (Laura & Neli 78). Many times, one, two or all the people at the negotiating table have not had power to carry his or their side of the proposed deal. This has subjected officials, from both sides, to the damaging ends. This has been characterized by unofficial representations from their own camps making overtures to personalities leadin g to more disagreements. Currently, different strategies are being adopted to facilitate the peace negotiation process between Arabs and Israelis. For instance, the Oslo talks were conducted with the knowledge and blessings of both Israeli and Palestinian leaders. In the 1993 accord, after the negotiation, Israel and Palestine agreed that the DOP should be followed by public gesture of mutual recognition of the state of Palestine and Israel (Laura & Neli 102). This was finalized with three letters dated September 9, 1993.

Vulnerable Population Essay Example for Free

Vulnerable Population Essay Children are one population group of the society that is vulnerable. The U. S. A agencies for Development, most vulnerable children are those who get inadequate support from adults due to abandonment, chronic illness i. e. those who have AIDS or those that are suspected to have it. Other causes of vulnerability emanate from the destruction of social systems that used to protect children in the community. Such destruction comes around due to conflicts, violence, and living outside family care. These bad conditions expose children to serious survival risk. The UNAIDS projects that by 2010 there will be 20-25 million AIDS orphans. Orphans are confronted by a large number of challenges. They don’t easily have access to funds for food, clothing, basic healthcare, or school fees. The desperation that comes out of this scenario makes the children more vulnerable to exploitation and abuse that ends up making them contract the disease. According to the 2006 act: safeguarding vulnerable groups, chapter 47. subsection 21; controlled activity relating to children; schedule 3 parts 1 sub paragraph 4 in reference to offence committed against children it states culpable conduct is that which puts or is likely to put the child in danger, conduct involving material on sex, graphical material conduct. In part 2 of the same subsection a person endangers a child in cases where; they harm the child, put the child into risk, attempts to harm or incites someone else to harm the child. ( Act, 2006) According demographics of there are groups in the category of children that are more vulnerable than others. Orphans are the most vulnerable section among the vulnerable children. Others are the children who come from poor families, children from minority ethnicities, or children with disabilities among others. In a study done on Hester-sway area of local community, in a population of 11,730 it was identified that high risk group areas for children constitute twenty percent of the population. Speakers addressing the congress on the world aids day cited orphaned children and children suffering from the deadly AIDS disease as the most vulnerable group. Children who lack parental care consequently lack a source of primary care. Under this category we have orphans, refugees, detainees, abducted children, children under care of caregivers, and children in prolonged stay at the hospital, or detained seekers of asylum who happen to be children. (Cox, The child is first exposed to risk when there occurs a separation of the family unit. Placement of children to institutions such as care institutions that may follow is not good for the well being of the child. It is known that children who lack protection and guidance of their parents or guardians are more predisposed to becoming victims of violence, discrimination, trafficking, exploitation etc. Children who get orphaned in conflict situations such as war face malnutrition, physical and psychological trauma, illness, and suffer faulty development emotionally. Unprotected girls run the risk of being sexually abused, while boys in similar situation are prone to forced participation in armed conflict and violence The numbers of children facing orphanage situations are many across states. Central and eastern Europe has 1. 5 million children living in public care. In Russia, despite a fall in birth rates over the last ten years, numbers of children left without parental care continue to soar. Worldwide armed conflict separated or orphaned a million children. Of all refugees five percent are unaccompanied children, and finally the estimated number of total orphans in the in the world is 143 million. (Unicef, 2008) Putting the children into institutions is often a move that is meant to keep them out of the society. This is caused by certain biases members of the society harbor for the vulnerable and disadvantaged groups such as orphans, children suffering from AIDS, and children with disabilities among the others. Institutionalized, in this sense, amounts to deprivation of the right of the persons to freely associate with other members of the society. The conditions in the institutions of essentially violate the children’s. In the institutions there is rampant discrimination, neglect, denial of the right to education and participation among other abuses. Being victims of blatant discrimination, vulnerable children under five years of age carry the bulk of disease and mortality rates for the world’s population. According to the World Health Organization (WHO) this is caused by lack of health support services which leaves the children in risk of contracting infectious diseases such as HIV/AIDS. In Eastern Europe the stigma surrounds HIV causes many cases of abandonment of children by their HIV positive mothers. ( Unicef, 2004) The children end up neglected, either on the streets or in an institution. And following the sense of lack of support from the society the children end up being dehumanized, others become social misfits due to substance abuse and their condition generally worsens. According to research it has been established that the risk of orphan hood or suffering from the dreaded HIV is not reserves of a few but all people can suffer from it. This is due to the escalation of violence and the unpredictability of contracting aids. Similar risks exist in the categories of disability, and poverty, that threatens everyone in the modern times. In a new vision then, vulnerable children should be seen as children who face increased risk of negative outcome compared to average children in the society. If the society doesn’t change the stereotyping it has condoned on the vulnerable groups the same may soon or later affect them the same way. Appropriate interventions that can help the orphaned and vulnerable children should be structured alongside the specific needs of the children. This should be done with the children’s circumstances, gender age etc. There should be improvement of nutritional status for the children from poor backgrounds, and proper integration that is tailored to restore the mental health of the children. In any case the vulnerable children are only disadvantaged by discrimination the society has for them. Their situations are not a cause for failure and if they are given fair chances in the society they can perform even better out of sheer resilience. (Molenaar, 2002) Doctors Of the World (DOW) work among vulnerable groups. In an analysis of their target groups they concluded that children are the most vulnerable group. For the organization violation of the Childs healthy development amounts to violation of their rights. The society emphasizes and works towards protection of basic rights of children i. e. those orphaned, disabled, institutionalized, and those on the street. With a perspective like that of the DOW we see that the vulnerability risks of the child are enormous, but can be surmounted. Through an approach such as theirs, that are principally done with the cooperation of the governments and civil societies, people can build capacities for and develop children welfare, and substantially reduce the risks that make children vulnerable all over the world. Juvenile crime has sent many young people to juvenile detention in America today. Most of the young detainees are held on nonviolent cases such as mental health, failed families. Instead of addressing the young persons need for treatment, they are locked up that can only keep them, not help them positively. (Liss, 2005) References Cox, T. (2000), Combating Educational Disadvantage: Meeting the Needs of Vulnerable Children, Routledge. Liss, S (2005) No Place for Children: Voices from Juvenile Detention University of Texas Press. Molenaar M.(2002) Assessing and Promoting Resilience in Vulnerable Children: A Handbook on Social Work and Student Counseling, Kingsley Publishers Child protection from violence, exploitation and abuse, Unite for Children press centre http://www. unicef. org retrieved November 20, 2008 Children on the Brink (2004). A Joint Report of New Orphan Estimates and a Framework for Action. UNICEF/UNAIDS/USAID http://www. cheltenhampartnership. org. uk/libraries/documents/neighbourhood%20policing/hestersway profile . pdf. Retrieved; November 20, 2008.

Life :: essays research papers

"Life" In the novel "A Raisin in the Sun" an African American family suffers the loss of one of their family members. He was the oldest person in the family and had always had dreams of his family having a better life. When he died the life insurance company sent the rest of the family a check for ten thousand dollars. The family argues impatiently about how they should spend the money when they finally recieve the money. Walter Lee, the oldest son, wants to invest the money into a liquor store but his younger sister, Beneatha, wants to save most of it to help pay her college tuition. Walters' wife, Ruth, does not know how the money should be spent. The following paragraph will be told in her point of view. My name is Ruth Younger, I am married to Walter Lee and I love him dearly. He is a good husband but he can also cause me much grief. He is always explaining to me his newest dreams about how he is going to make life better for me and the rest of the family. Walters' father just passed away and the life insurance company sent us a hefty check for ten thousand dollars in the mail. No one can decide how to spend the money. I think that Walters' mom should spend the money and go on a trip somewhere far away. Walter keeps telling me about his newest dream of buying a liquor store and how I should try to persuade his mom into letting him spend the money on it. I don't know how we should spend the money so I joined Walters' side and tried to get Mama to let him spend it on his dream. Apparently I joined the wrong side because as soon as Walter gave the money to Willy Harris, one of his buddies who wants to go into business with him, he ran off with the money.

At Mornington and Father and Child Essay

Gwen Harwood’s poetry explores ideas of the rejuvenating powers of memory, the inexorable nature of time and the adversity of advancing through various stages of human psychological development and the extent of life and death. â€Å"At Mornington† and â€Å"Father and Child† are poems which both demonstrate Harwood’s distinctive voice that transcends the barriers of time and examine universal issues that are pertinent to all. Moreover, the ability for these two poems to provide different interpretations makes them relevant to differing contexts with differing values. This is seen with two variant readings, a psychoanalytical reading and a post-modern reading. ‘At Mornington’ is a reminiscence of the persona’s life, evaluating the extent of life and death through memories, as shown by the first person point of view and past tense. It contains â€Å"memories of early childhood† that are described as â€Å"light in a sea-wet shell†, fragile and fleeting. The persona also continues to explore a collection of other memories and meandering thoughts, which the persona draws strength from in order to cope, understand and make sense of the present and the inevitability of her future death. The idea of memories in turn leads the poems into a psychoanalytical reading, in conjunction with a post-modern interpretation. The poem starts with the persona stating: ‘They told me that when I was taken to the sea’s edge’, implying that her memories are dependant on what ‘they’, her authoritative figures have told her, implying how they are dictated by that of authority. However memories can sometimes be unreliable as there are points of doubt where the persona ‘seem to remember my father fully clothed’. A post-modern view also shows authority losing power and individuals challenging them, as when the persona â€Å"leapt from my father’s arms† after being â€Å"taken to the sea’s edge. † The scene is a metaphor for an individual escaping from the passive grasps of authority, represented in the father, and acting upon their own interests. The fact that the persona was taken to their current position illustrates their lack of control over the situation, however, the persona later asserts control, breaking free of the authoritative figure and is controlling her own life. The inexorable nature of time is contemplated by the persona to make sense of her life. Through language and the lifecycle of the pumpkin as a metaphor of her own life, the persona defines herself in order to gain solace. The ‘pumpkin’ presented an image of the persona’s youth and innocence. She refers to â€Å"fine pumpkins grown on a trellis† at her friend’s house as a â€Å"parable of myself† as she ages, rising â€Å"in airy defiance of nature† towards the sun before returning to earth. The metaphor of the pumpkins striving to reach â€Å"the light† comments on both the physical and metaphysical aspirations of humans, and the confrontation and acceptance of death. It shows that she too has grown above her ‘humble station’ – not necessarily external success but bridging the gap between the conscious and unconscious. However, this metaphor alone is insufficient to make sense of her existence, and it is this gap between reality and the naming of it which is a key element of psychoanalytical theory. The need and desire of human beings to locate a sense of unity of self is also integral to the psychoanalytic theory, and Harwood achieves this through the circular structure of the poem. Emotive words such as ‘peace’, ‘shine’ and ‘forever’ create a serene image of death, while the symbolic ‘light’ and ‘water’ interlink with the first stanza. The use of water as a motif throughout the poem connects the important people and moments in her life such as in her childhood with her father ‘water soaked’ and with her friend in the Brisbane Gardens ‘pitcher of water’ and finally she uses the line ‘waters that bear me away for ever’ to show her acceptance of death. By drawing threads of the poem together, just as the persona draws together her dreams, thoughts and memories are used to establish her sense of unity and wholeness. Harwood creates a serene image of death, allowing the persona to reach a conclusion about its inevitability and the relevance of her experiences and dreams to it. Harwood’s poem ‘Father and Child’ is a parallel to ‘At Mornington’ as it investigates the advancement of human psyche, from the innocence of childhood to the frailty of old age. The poem also observes the human psyche’s attempt to rationalise and resist the inescapable nature of time. Harwood explores the change in human psyche in this poem and suggests that experiences undergone in childhood shape lives and morality in the future. The juxtaposition of settings and syntax is used to convey the evolution of the human psyche and morality. â€Å"Father and Child† is separated into two sections, â€Å"Part I Barn Owl†, which takes place in the persona’s childhood, and â€Å"Part II Nightfall† which is set when the persona has presumably reached middle age, as the father is now 80, blind and dying. The adversity of advancing through various stages of human psychological development is prevalent in ‘Barn Owl’. Harwood has used vivid descriptions to portray the callousness and cruelty of the situation where a little girl attempts to shoot a barn owl but fails and harms it dreadfully, causing the owl having had ‘dribbled through loose straw tangling in bowels’. For the responders this is strong imagery and portrays the unusual situation. The young girl is empowered because the owl is blinded by the light but later there is a role reversal as her father enters and becomes ‘owl-blind in early sun’, like the owl was initially. The killing of the owl demonstrates aspects of a post-modern interpretation where the girl revolts against authority by defying her father, the authoritative figure, and sneaks out with his gun – a representation of the father’s power and authority. The owl is a representation of wisdom or authority, thus, the child is destroying, in her mind, authority. The metaphoric imagery surrounding the death of the owl supports the psychoanalytical view that, dramatic moments such as these impact upon the psyche and have an everlasting effect on the individual. The girl comes to a realization of â€Å"those eyes that†¦ mirror my cruelty† and is now aware of the consequences of her actions, yet it is too late to change the result. The transition has been made and forever she will remain in the world of pain while ironically the bird has escaped it. The role of light is important in this poem as it differentiates between the ideas of life and death. In Part II, Harwood has challenged the responders by portraying light as a metaphor for life by making it set in the latter part of the day, at dusk, when the sun is setting. This shows the transition from life to death. Neither has the power to control the inevitability of death as the ‘sunset exalts its known symbols of transience’, personifying sunset – as the day becomes night the sun has the power because it brings about the process of change and deterioration. By doing this Harwood is exploring the concept of death being associated with darkness. In stanza 6, the atmosphere is saddened as direct speech is used and the poem nears the end. ‘Your night and day are one’ describes how death is a blur of both light and dark because it is a transition between the two. ‘Father and Child’ can also be read from a postmodernist perspective where it draws attention to the number of intertextual connections that are made between the poem and other texts, which focuses on both the extent of life/death and memories. The most apparent allusions are concerned with Shakespeare’s ‘King Lear’ and the line in Nightfall â€Å"Be your tears wet† creating a link between the child persona and the character of Lear’s daughter Cordelia, which examines the fact that she is confronting the death of her father. It’s as if a string of tenderness was touched by him inside of her which led to the tears. She had learnt a lot of concepts in regards to life from her father and is thanking him for teaching her. However, tears cannot mend the facts of life and death, since everybody has to come to the end of a journey at some stage. She relies on her father’s ‘white stick’ to take her back to her memories of her father and the lessons learnt – showing how memories can overcome tears at this last sorrow. The allusion of her father as ‘King’ is a reference to King Lear, showing her admiration and love for her father and how she still sees him as someone that she can rely on. The use of contrasting tones of the two parts reinforces the ideas of memory and life/death, that after many life experiences, her perspective of her father changes from â€Å"an old No Sayer† when the girl is young, to a â€Å"stick thin comforter†. By valuing texts in different perspectives, responders are able to react to a text on a variety of ways, making them relevant to differing contexts with differing values. â€Å"At Mornington† and â€Å"Father and Child† are texts which transcend the barriers of time and examine universal issues that are applicable to all.

Ethnic studies Essay

â€Å"The students, united, will never be defeated! â€Å". This was the rallying call of students at San Francisco State University trying to save their Asian America Studies classes in 2008. 40 years after the first Third World Liberation Front protested and fought against discrimination and for their rights to have ethnic studies classes, the fight still continues. Students fought to have classes from the perspective of ethnic peoples, and not the Eurocentric point of view. In doing so, the struggle for ethnic studies from students and the community challenged and broke the status quo and construct of â€Å"race† in a Eurocentric America. Ethnic studies in the U. S. campuses started in the 60’s along with the Civil Rights Movement, opposition against the Vietnam War, the fight for women’s rights, and many other fights by the people for their rights. In March of 1968, The SFSU Third World Liberation Front was created by students of different ethnicities coming together. This was the longest strike in student history, and resulted in the creation of ethnic studies at SFSU, as well as increased admissions for students of colors to the university. The second longest strike occurred in UC Berkeley, with the strike more violent than the first. The clenched fist was the symbol for the strike, equality, power, unity, and change for the minority groups in America. Over the years, there have been many strikes and protest from students to have ethnic studies. California was a hotbed for the struggle of ethnic studies because it has the most immigrant and ethnic groups in the United States. It was a melting pot of African Americans, Asians, American Indians, Latinos, and so on. It was really only a matter of time before they stood up against discrimination. â€Å"When people of color got up in unity and went on strike, it scared them. † Them referring to the white political leaders of the schools. The first to stand up to discrimination is usually those that are educated and realize they can make a change through their actions. Students of ethnic background fought for social justice not only for themselves, but for a larger picture going back to their communities. Ethnic students are representatives to their families and communities. Many of these ethnic students were the first to attend college because their parents or families came to America in search for a better life and an opportunity for their children at an education. As these strikes were occurring, the community came to support them. Not only the communities of ethnic students, but white supporters as well. Supporters that understood the struggle of the ethnic groups, and came together to fight together. â€Å"Quite a few white students had come to the point of understanding, what our cause was, what it meant, and that we did not want to take over the university, take over the country, we wanted ends†. When we think third world we think of people that are improvised, poor, and lacking education. These third world people a Though they weren’t really â€Å"third world† students, inadequate access to classes that represented their ethnic background meant they had no way to really learn the struggle of ethnics people that came before them. Luis Alarcon made a point that he considered UC Berkeley his university, but the president of Berkeley disagreed and said the university was for â€Å"the people of California†. Although Luis is a person of California, the president did not consider the university for him. As a race of minorities, they were trying to free themselves from being â€Å"third world† citizens in the United States. â€Å"What we got from this agreement were things that we as third world peoples deserved, and we as students, and we as citizens of this country deserved†. But is there a scientific claim that makes certain people â€Å"third world†, or is it a political agenda to people ethnic people third world citizens? Ethnic people living in the United States in the were often discriminated against. As Laureen Chew said,† of course I blamed it all on ourselves and our family for being born Chinese, etc†. They blamed their race, instead of finding a fault in society for making them an inferior race that were mistreated unfairly. Even today, although racism is not as obvious, it is still alive and in place. â€Å"Color-blind racism serves as the ideological armor for a convert and institutionalized system in the post-Civil Rights era†. Minorities can be discriminated against their morals, values, and character without whites sounding racist. But is being color-blind discriminating as well? By not seeing color, one fails to recognize that we still haven’t reached a level where we only judge from character, and not the color of our skin. It’s apparent we today, have not reached that goal yet. Tom Horne Arizona superintendent of public instruction believes in cutting off ethnic studies classes because it will divide kids up and only teach them narrowly about the race they were born into. Ethnic studies is for the empowerment of not only ethnic students, but for all students who want to learn about the history of different peoples. It wasn’t so long ago when minorities were second citizens in the United States. Many were segregated against, beaten, killed, and uneducated. But what were the terms that classified certain peoples as a different race from whites? â€Å"Race is a concept with signifies and symbolizes social conflicts and interests by referring to different types of human bodies†. So because people of different ethnicities have different bodies, specifically skin color they were disadvantaged in comparison to white Americans. â€Å"The word ‘domination’ reminds us that the institutional racism is a type of power that encompasses the symbolic power to classify one group of people as ‘normal’ and other groups of people as ‘abnormal’, the political power to withhold basic rights from people of color and marshal the full power of the state to enforce segregation and in equality. To break this institution, learning ethnic studies brings out the truth of this country, which in turn brings out the greatness of the United States. Ethnic studies allows us to think critically about our relationship in terms of our relationship this country and our backgrounds. It gives us a basis to deal with historic racial issues such as the Zimmerman trial. â€Å"Ethnic studies departments in the CSU are at the forefront in leading students to balanced, critical, and open discussions of racial and ethnic matters that, unfortunately, have yet to be resolved in the US†. It’s important to have a format in educating students so that we may form our own educated opinions and learn facts on the history of our ethnicities. People gave up their bodies for their right to have ethnic studies. â€Å"I wanted to give you a poem, but I give you my body instead†. As she finished her speech, her fellow supporters agreed with her with loud applause. She was only one of many proponents in decades of struggle by students to fight for their ethnic studies departments. The protesting for ethnic studies was intertwined with the opposition against the war, civil rights, and other social issues going on at the time. In 1999 the issue was California becoming increasingly wary against immigrants, using them as a scapegoat for the economy failing. Protesting at Berkeley meant defending affirmative action, defending the rights of immigrants†. The protesting in SFSU was the longest lasting student protest. Their cries for â€Å"we want the puppet! † meant they wanted to discuss ethnic studies with S. I. Hayakawa who did not rally with the students even though he was Asian American. These students were subject to police violence, who went into the cafeterias to harass and attack the students. At Valley State University, Latino students with the black students protested in order to have more representation in and open up classes for Chicano studies and Black studies. So what role does race really play in all of this? We know that even if it’s not about race, it’s always about race. You can say that the student protests were all about race. When you ask people about which â€Å"race† they are, one normally gets a response like, asian, black, white, or so on. The two schools of thought, Primordialism and Instrumentalism, are opposing forces in which the former believes that â€Å"races existed, that races are biologically determined and distinct from one another. † The latter believes â€Å"race as a man-made, human created reality. It is an instrument that was constructed sociohistorically in order to allocate resources†. An outcome of the struggle for ethnic studies is that it challenged what the racial norm really was. By fighting for their rights, the protestors inadvertently chipped away at what really defines race; â€Å"a racist invention† to divide and allocate resources’. But can we really ignore that our race has nothing to do with our genetic makeup and the way we look? Discriminatory and prejudiced behavior towards minorities was the cause of the student unrest, as well as gaining support from non-ethnical students and community. Jesus Rodriguez realized â€Å"people can be so quick to attach certain characteristics to a person’s race†. The characteristics we attach to minorities are they’re lazy, they don’t want to leave the bottom, they’re slow learners, etc. With this in mind, white people in power discriminated these minorities, saying they don’t belong in their universities. Many white people believed in the status quo or race at the time and opposed the ethnic protestors. But what about everyone else that eventually sided with the protestors? Especially during the 60’s and 70’s, people began to fight for each other’s rights. The division between races between people were lessening, and the thought of a human race were expanding. They fought for their own rights and they fought for each other’s rights, because they realized all minorities at the time were going through the same struggle. † I believe that it is important for every American to know their history, even if it has nothing to do with their color or ethnicity: since events such as the Third World Strike influenced some of your fellow Americans, these same events indirectly influenced you as well†. Where would we be without ethnic studies today? Without the efforts and sacrifices of those student protesters, someone like me might not even appreciate and understand the struggle that so many went through. We stand on the shoulders of those who dared to challenge injustice and discrimination, and broke the barriers of race and racial equality. Leon, Teresa W. History of AAS at CSUN. N. p. , 13 Sept. 2013. Web. 11 Oct. 2013. Shiekh, Irum. â€Å"On Strike: Ethnic Studies – Progressive Films. † Progressive Films. Progressive Films, n. d. Web. 11 Oct. 2013. â€Å"Ethnic Studies Ban Racist? † YouTube. YouTube, 13 May 2010. Web. 11 Oct. 2013. â€Å"CSUN Student Political Activism 1960’s/70s â€Å"The Storm at Valley State†Ã¢â‚¬  YouTube. YouTube, 27 Jan. 2009. Web. 11 Oct. 2013. Bonilla-Silva, Eduardo. Racism without Racists: Color-blind Racism and the Persistence of Racial Inequality in America. 3rd ed. Lanham: Rowman & Littlefield, 2010. Print. â€Å"SF State Third World Student Strike. † YouTube. YouTube, 22 June 2007. Web. 11 Oct. 2013. â€Å"Save Our AAS. † YouTube. YouTube, 09 Nov. 2008. Web. 11 Oct. 2013. Leon-WIlliams, Teresa. â€Å"Lecture Notes on â€Å"The Historical Origins of Race†Ã¢â‚¬  CSU Northridge: Login to the Site. N. p. , 30 Sept. 2013. Web. 11 Oct. 2013. â€Å"Student Unrest at SF State College and S. I. Hayakawa. † YouTube. YouTube, 19 Apr. 2008. Web. 11 Oct. 2013. Leon-WIlliams, Teresa. â€Å"How the Blind Perceive â€Å"race†. . . † CSU Northridge: Login to the Site. N. p. , 30 Sept. 2013. Web. 11 Oct. 2013. Rodriguez, Jesus. â€Å"Re: Race & the Working Field. † Weblog comment. N. p. , 8 Oct. 2013. Web. 12 Oct. 2013. Leon-WIlliams, Teresa. â€Å"Prejudice & Discrimination. † Moodle, 16 Sept. 2013. Web. 12 Oct. 2013.

Digestive System essays

Digestive System essays The digestive system is the the group of organs that changes food to carbohydrates, fats, and proteins and used by our body. Digestion takes places begins form our mouth and ends with our anus. the function of our digestion system are to ingest food, digest into nutrients, cross our plasma mambranes, absorb nutrients and eliminate indigestible remains. our stomach is our main organ because it mixes the food and breaks down into unis that can be taken into carbohydrates, fats and proteins which can be used by our There are different parts of main organs of our digestive system, esophagus, stomach, large intestines, small intestine, liver, pancrea and finally our anus. As our digestion begins in our mouth, the food is cut an dchopped by our teeth. Our tongue helps mix the food with saliva so it can be swallowed easily. From our mouth, the food is swalllowed into a transportube called esophagus. Esophagus actually carried food to our stomach, through before that there is a flap called epiglottis which is an air passage and the food passage in the pharynx. when you swallow, the air passage will automatically blocked by itself so the food won't enter the esophagus though Our stomach is shaped as a J- shaped organs, when food is present, the stomach will mixing food with gastric juice, after that it will churns food into a liquid called chyme, and it will leaves the stomach enters the small intestine. the small intestine is a longest part of our digestive tract of human. food remains in the small intestine for several hours. Two lasrge galnds are the liver and the pancreas, which connect with the small intestine by ducts or tubes. Fluid from the ancreas is called pancreatic juice. fluid from the liver is called bile. bile is stored in the gallblader helps digest carbohydrates, proteins and fats. Inside the small intestine, there's a lot of fingerlike folds ...

Connector Words Every Italian Student Should Learn

Connector Words Every Italian Student Should Learn â€Å"I like to go to the beach. I like to read. The books I like to read are mystery novels. The other books I like to read are romance novels.† While you are sure to get your message across using a variation of the sentences above, you’ll also feel stilted, uncomfortable in what you’re saying because it doesn’t feel like something you would say normally. This is why students in the beginning stages of learning hesitate to speak to natives. They feel incompetent like they’ve regressed 35 years and that makes it harder for them to enjoy having conversations. While there are a variety of techniques you can use to make your conversations more fluid, and therefore increase your confidence, one of them is to learn connector words or words that connect two separate sentences together. These could be conjunctions, like â€Å"and† or â€Å"but†, or they could be adverbs, like â€Å"also† or â€Å"then†. Below are eight of those words that are critical for every beginner student to know in order to have conversations that feel less awkward and more natural. 1. E - And Mi piace andare in spiaggia e leggere. - I like to go to the beach and read.Vorrei andare quest’estate in Toscana e in Puglia. - I would like to go to Tuscany and Puglia this summer.Mi serve un po’ di zucchero, del pane e della frutta. - I need a bit of sugar, some bread, and some fruit.Vuoi guardare un film e poi prendere un caffà ¨? - Do you want to watch a movie and then grab a coffee? TIP: â€Å"Poi† is also a great word that gives a sequence to phrases, like â€Å"E poi dovremmo andare al cinema. - And then we should go to the movies†. 2. Perà ²/ma - But Vorrei venire in centro con voi, ma oggi ho troppe cose da fare. - I want to go downtown with you all, but I have too many things to do today.Mi piace andare in spiaggia, perà ² non mi piace prendere il sole. - I like to go the beach, but I don’t like to suntan.Volevo venire a trovarti, ma ho perso il treno! - I wanted to come and visit you, but I missed the train.Ho provato a leggere questo libro, perà ² à ¨ troppo noioso. - I tried to read this book, but it’s too boring. 3. O/Oppure - Or Preferisci mangiare il pesce o la carne? - Do you prefer to eat fish or meat?Ti piace leggere romanzi oppure gialli? - Do you like to read romance novels or mystery novels?Vuoi andare a Roma o a Tivoli? - Do you want to go to Rome or Tivoli? 4. Anche - Also Mi piace anche leggere. - I also like to read. Note that the placement of â€Å"anche† can only be before the verb â€Å"leggere†. Ho comprato anche un libro di grammatica. - I also bought a grammar book. Here you could place â€Å"anche† between â€Å"ho† and â€Å"comprato†, and its placement serves to highlight different parts of the sentence. Vorrei anche un contorno. - I would also like a side.Anche io. - Me too. 5. Che - That Preferisco che andiamo al mare invece che in piscina. - I prefer that we go to the sea instead of the pool.Non pensi che faccia troppo caldo? - You don’t think it’s too hot?Silvia à ¨ un’insegnante che si aspetta molto dagli studenti. - Silvia is a teacher that expects a lot from her students. 6. Quindi – So/Then Oggi ho molto da fare, quindi non posso uscire con voi. - Today I have a lot to do, so I can’t go out with you all.Non mi piace la neve, quindi mi trasferisco alle Hawaii. - I don’t like the snow, so I’m moving to Hawaii.Amo la cultura italiana, quindi imparo l’italiano. – I love Italian culture, so I’m learning Italian. 7. Allora – So, Then, Well Allora, ti racconto cos’à ¨ successo. – So let me tell you what happened.Ci vediamo allora! – We’ll see each other then!Allora, che facciamo? – Well, what are we doing? 8. Cioà ¨ – That is Faccio la scrittrice, cioà ¨ scrivo articoli su come s’imparano le lingue straniere. - I’m a writer, that is I write about how to learn foreign languages.La mia auto appartiene alla classe Euro 6, cioà ¨ quella delle auto meno inquinanti. – My car belongs to the Euro 6 class, thats the one more environment friendly.Vado in Italia fra due mesi, cioà ¨ a giugno. – I’m going to Italy in two months, in June actually.

Strategic Analysis Research Paper Example | Topics and Well Written Essays - 1500 words

Strategic Analysis - Research Paper Example However, the company particular focuses to target United States and sustain it edge in the industry. The company is currently facing criticism that Voss contains similar sources as the tap water due to which the company is currently struggling to sustain its positioning in the industry. However, the competition in the bottled water industry is becoming intense with the passage of time. The present document strategically analyzes Voss Water and its positioning in the industry. In order to determine the positioning of the company, industrial analysis, PESTLE analysis and PORTER five forces analysis have been conducted to determine strategic positioning of Voss Water in the  Bottled Water industry (Anon., 2014). The overall trend in Bottle Industry has significantly improved that has significantly affected the sales of the bottled water. According to a report of International Bottled Water Association (2014),  "Bottled Water Industry in the United States has showed significant growth during 2012-2013 after the Great Recession 2009  (IBWA Report, 2014)".  Despite the fact that the United States  has slower economic recovery but has high-income level due to which the consumer are comfortable to spend money on discretionary items, including bottled water. It is predicted that the improvement in the economic conditions will cast  positive impact on the revenues of bottled water industry (Hamphell, 2013). The consumer’s response is improving with the passage of time (2008-2009) due to which the some of the consumers that were distracted from the high-calorie beverages are also now getting back to the same category. On the contrary, the low-income Americans that were also disprop ortionately affected are currently struggling for employment due to which they are inclined towards discounted bottled water. In 2013, the off-trade value sales of bottled water have increased by 2 percent. However, the prices of the bottled water have