Thea Musgrave, Composer

Thea Musgrave, Composer A conductor as well as a composer,  Thea Musgrave  has conducted in the United States and Britain. She has taught at London University, the University of California at Santa Barbara, New College, Cambridge, and Queens University, New York. Her later work is known for dramatic-abstract musical forms. Dates:  May 27, 1928 - Occupation:  composer Music is a human art, not a sexual one. Sex is no more important than eye color. - Thea Musgrave Thea Musgrave was born in Barton, Scotland. She studied at Moreton Hall Schook, then at Edinburgh University, with Hans  Gl and Mary Grierson, and in Paris at the Conservatoire and with Nadia Boulanger. She studied with Tanglewood Festival with Aaron Copland in 1958. Thea Musgrave was a Guest Professor at the University of California, Santa Barbara, in 1970, and from 1987 to 2002 taught at Queens College, City University of New York, appointed as a Distinguished Professor.   She has honorary degrees from Old Dominion University in Virginia, Glasgow University, Smith College and Bostons New England Conservatory of Music. Her early works include  The Suite oBairnsangs, a ballet  A Tale for Thieves  and an opera  The Abbot of Drimock.  Her best known works include  The Seasons, Rainbow, Black Tambourine  (for female voices, piano and percussion) and operas  The Voice of Ariadne, A Christmas Carol, Mary Queen of Scots,  and  Harriet: The Woman Called Moses.   Her later work, especially, extends traditional boundaries, emphasizing abstract form and dramatic content. Though her operas are perhaps her best known work, she also composed for ballet and childrens theater, and published many pieces for orchestra, piano and chamber music. as well as some pieces for vocal and choral performance. She often conducted her own work at major music festivals in America and Euorpe.   She is married to Peter Mark since 1971, a violist who was the conductor and general director of the Virginia Opera Association in the 1980s. Key Operas Composed in the 1970s,  Mary, Queen of Scots  is about the period when  Mary Stuart  returned to Scotland after her years in France, through her flight to England. Her A Christmas Carol, based on the story by Charles Dickens, was first performed in Virginia in 1979. Harriet: A Woman Called Moses was first performed in Virginia in 1985.   The opera is based on the life of Harriet Tubman  and her role in the Underground Railroad. Key Orchestral Works Thea  Musgrave published Concerto for Orchestra in 1967. This piece is noted for the solos moving around through different sections of the orchestra, then the soloists playing, standing, in the climax.   Several later pieces also featured soloists highlighting different parts of the orchestra, moving the players around the stage. Night Music is a 1969 piece noted for the emotions that it evokes.   In Viola Concerto the whole viola section is to rise at a specific point.   She considered her Peripeteia a kind of opera without words or specific plot. Choral Works The texts for Musgraves choral pieces are from a variety of classical and modern sources, including Hesiod, Chaucer, Michelangelo, John Donne, Shakespeare and D.H. Lawrence. Writing Musgrave published  The Choral Music of 21st Century Women Composers  in 1997, written with Elizabeth Lutyens and Elizabeth Merconchy. About Thea Musgrave Categories: musician, composer, conductorPlaces: Edinburgh, Scotland, United StatesPeriod: 20th century Print Bibliography Musgrave, Thea, Elizabeth Maconchy and Elisabeth Lutyens.  The Choral Music of Twentieth-Century Women Composers.  1997.Hixon, Donald L.  Thea Musgrave: A Bio-Bibliography. 1984. Music Women of Note  (CD)Premiere Performances  by Boston Musica VivaTwentieth Century Settings

How to become a special education teacher

How to become a special education teacher Anyone who takes on the role of teacher is already pretty special- educating students of all ages is not for everyone, and it can be one of the most challenging and rewarding careers out there. And if you’re thinking of becoming a special education teacher, working with students with an even greater range of learning styles, academic needs, and levels of ability, the ups and downs of teaching can be even more intense. If you think this might be the teaching career for you, we have the info you need to get started on that path. What do special education teachers do?Special education teachers are educators who work specifically with students who have physical, academic, or emotional differences. Many special ed teachers focus on a particular age group (like elementary school or high school), but the range of student ages can vary, depending on how the school’s special education programs are set up. Special education teachers may work with students who have a variety of sp ecial needs conditions, including:Learning disabilitiesBehavior disordersAutism spectrum disordersPhysical disabilities (blindness, deafness, etc.)Students may range from having mild learning disabilities to severe mental and physical challenges. Special education teachers may choose to specialize in one of these areas and focus their master’s degree studies accordingly. As school employees, special education teachers typically have the same full-time work day and school year as other kinds of teachers, with summers off (unless a particular school or district offers summer courses as part of its special education curriculum). Although the school week typically involves a standard number of working hours, there may be additional time spent in the mornings, evenings, and off-hours to prepare for school and help students in extracurricular programs or other activities.These teachers have many of the same job responsibilities as other types of teachers, including:Lesson and curri culum planningManaging classroom lessons and activitiesTracking student progressMeeting with parentsAssisting students with everyday living tasksTeaching a variety of subjects (like reading, math, or science)Teaching communication skillsSpecial education teachers can be found in most types of schools: public, private, elementary, secondary, or magnet.What skills do special education teachers have?Special education teachers often need to have an extra dose of people skills, given that they’re dealing with students who may have a variety of physical, emotional, and educational needs.Teaching Skills:  This is the most important skill for any teacher, really, but special education teachers have to be especially good at teaching basic concepts to students who have different abilities to learn and understand the material.Flexibility:  Classrooms are unpredictable, and this can be even more true when a class has students with a variety of needs and abilities. The teacher should bring a certain amount of flexibility to lessons and classroom activities to help account for different students who learn in different ways. The special education classroom is rarely a one-size-fits-all educational experience, so a little flexibility in teaching can be very helpful.Patience:  This is a very important skill for a special education teacher to have. Many special needs students may require extra time or resources to learn the skills and concepts that other students may â€Å"get† faster. For the teacher, it’s crucial to understand that extra help or patience may be the best way to reach those students and help them learn.Creativity:  Again, because of the learning differences that special education students may have, standard lessons may not be the way to go. Finding ways to teach material in ways that students can relate to and understand, even if it’s a little unorthodox, can really help special education teachers in their day-to-day classroo ms.Organizational Skills:  Like in any classroom, organization can mean all the difference between chaos and success. Organization is extra important for a special needs classroom, where students have additional challenges and may need even more structure throughout the school day. There may be students with wildly different needs as well, so keeping the classroom and the students organized is essential to making sure everyone’s staying on track.What do you need to become a special education teacher?Becoming a special education teacher requires a four-year degree in education, ideally with a focus on special education. Many teachers also go on to complete a master’s degree in special education as well. Certification is typically required for special education teachers, particularly ones in public schools. Each state has its own certification requirements, so be sure to check with your state to see what’s expected.How much do special education teachers get paid ?According to the U.S. Bureau of Labor Statistics, the median annual salary for kindergarten teachers is $57,910. This can vary depending on the teacher’s experience and the type of school, as well as the types of students the teacher is working with.  What is the outlook for special education teachers?The U.S. Bureau of Labor Statistics expects that this field will grow about 8% by 2026, which is about as fast as average for all careers. Education is a rather perennial field (especially as the population continues to grow), and the demand for teachers who have the skills to work with special needs students will likely be one of the education specialties that sees the most growth within the industry.If you have the patience and skills to work with special students who have needs that go beyond many other students’, this can be an incredibly rewarding and satisfying career path. You’ll be helping students overcome their issues and learn and grow their potential . Good luck!

Health Care Delivery in the US Essay Example | Topics and Well Written Essays - 1250 words

Health Care Delivery in the US - Essay Example Think of a machine whose parts are working together and running smoothly and efficiently. This is how health care delivery in the United States should be. Ludwig von Bertalanffy's Systems Theory shows there is more than just one part involved in the process. It takes all the parts involved to make the machine work properly. Getting these parts to fit, however, can be a challenge. Unfortunately, the uninsured does not always have access to good quality medical care, and/or services. Lack of education, when it comes to paperwork, multiple physicians, and understanding exactly what the disease and its treatment process becomes extremely confusing leading to errors and unneeded care. health care has had to go through many tests before being incorporated in the industry. Testing and proving the benefits of such programs, such as HomeMed or EHR, depends entirely on the ones doing the testing. If it is perceived by health consumers to provide benefits and has real time advantages, it will be accepted, if not it will be rejected. The incorporation of technology, and the acceptance of the internet, has seen many organizations implementing telemedicine. This will lead to more efficient care and access to remote areas.Conducting cardio-pulmonary resuscitation on a dummy leaves a lot to the imagination. The true sense of performing this life saving technique is lost. Roger's Diffusion of Innovation theory deals with the idea of accepting a new way of doing things.In today's health care setting, with many new

The Roman Fever Essay Example | Topics and Well Written Essays - 1000 words

The Roman Fever - Essay Example Background Essentially, the story was about the friendship of two women, Grace Ansley and Alida Slade. They were vacationing in Rome with their daughters, Barbara Ansley and Jenny Slade. This was the second time that the two elderly women had been to the city. They had previously visited Rome and the present travel provided a conducive for the two protagonists to reflect on their lives. A good part of it came as offshoot of what transpired in Rome many years ago. As they looked back on the past, a secret was revealed by Mrs. Slade amidst the long rivalry that hounded their friendship through the years. There was some sort of love triangle between Grace, Alida and her husband Delphin Slade in the past. It turned out that Mrs. Slade wrote a fake letter to Mrs. Ansley that supposedly came from Delphin Slade. The letter invited Grace to a tryst in the Coliseum in an effort to break her heart and cease getting in the way between Alida and Delphin as a consequence. It turned out that the t ryst actually transpired with Grace and Delphin meeting each other after the former revealed that she answered the letter and Delphin actually came. Strong Competing Women The story was a convoluted affair, but typical of the experience of the women of the American upper class during the 1930s. What makes this theme remarkable is that the story was controlled throughout by female protagonists, which depicted strong female roles. Certainly, the story was dominated by the two women and, then, there were their daughters, playing minor parts. The only physically present male in the narrative was the Italian waiter and some unseen Italian suitors who, from the statements of the protagonists, can be considered as objects of the predatory desires of their children. When the husbands were finally mentioned, they were referred to in passive roles or as tools in making a make a point, introducing an argument, and issue or a narration of experience. Mr. Horace Ansley was brought up by the two women only to be referred to as dull, spineless, boring and insufferably passive character – â€Å"just a duplicate of his wife† (12). It was obvious that his wife dominated him throughout their married life. Meanwhile, Delphin Slade was only introduced when the letter was brought up. Here, he was a facilitator or a device, if you may, in order for the desired reaction in the case of the letter to be effective. They are not unlike the Italian lovers previously mentioned. They were objects of the female rivalry and female negotiations as they navigated their relationships and pursued their objectives. They were there for a reason and such reason was determined by the women who need their respective resources and ammunition to outdo each other. There are some subtle hints provided by Wharton to support the above point of view. Delphin closely resembles the word "delphic" which is synonymous to ambiguousness and obscurity. The name Delphin may also be related to the Roman Apollo, who was the god of light and represents manly beauty. So Delphin was like the trophy - the object - by which Grace and Alida and their mothers, before them, worked hard to achieve. From the very first words of the story, this tone was already established: â€Å"the women, ladies of ripe but well-cared for middle age moved across the lofty terrace of the Roman restaurant... looked first at each other, and then down on the outspread glories of the Palatine... with the same expression of vague but

A Rose for Emily Essay Example for Free

A Rose for Emily Essay Beyond these two similarities the stories differ greatly. One of the most notable differences between the two stories is the tense with which they are written. Poe takes us into the mind of the main character using the first person. In this way we learn about the insults perpetrated against the main character along with the intimate reasoning he uses to justify his act of murder. On the contrary, Faulkner writes his story in the third-person omniscient voice and defines the main character through a myriad of supporting characters and dynamic imagery. This use of tense functions well and reinforces the writers plot design. The two writers create very different environments in which the action takes place. Faulkner opens his short story setting up a gloomy, dark stage by describing a derelict Victorian home in a denigrated neighborhood. In the case of Poe’s short story the first clear description of the environment comes later in the story and describes the tunnels leading to the cask of Amontillado. This cramped setting appears to reinforce the cramped space in which Fortunato is ultimately entombed. These settings work well to create a mysterious and tense plot. Faulkner uses many characters in his story where Poe restricts himself to just two. In Faulkner’s story the protagonist is defined through the eyes of many characters thus creating an air of mystery that surrounds the main character, Miss Emily. Miss Emily is known only through the minds others. Conversely, Poe restricts his story to include only the aggressor and victim. This minimal cast, combined with the first person tense, keeps the reader focused exactly where Poe intended. This diverse use of characters adds greatly to the tension prevalent in these two dynamic stories. The creative use of tense, environment and characters make these two stories stand out. The first person tense takes you deep into the mind of a killer in one story and 2 in the other a portrait is painted by a diverse group of characters. Two very different settings reinforce an air of mystery. The dynamic use of these techniques makes these two short stories stand out as industry standards. 3

Offensive Speech Should be Allowed -- Freedom of Speech

There seems to be an internal desire for freedom within the soul of every man. Men realize that freedom is something basic, and to rob a man of his freedom is to take from him the essential basis of his manhood. The words of Dr. Martin Luther King Jr., spoken forty-three years ago, capture the spirit of the American dream. Since its conception, the United States of America has been the universal symbol for freedom and hope. The five most fundamental freedoms cherished by every citizen are granted in the First Amendment to the Constitution. Among them, Americans treasure the right to freedom of speech above all others. Yet, as we stand here in the birth of a new millennium, this right has become endangered. College campuses across the nation are embroiled in a heated debate over what, exactly, constitutes free speech. At the heart of the debate is the issue of hate speech, or speech that "offends, threatens, or insults" a person because of some trait such as gender or race (McMasters). Incidents of hate speech include an international student shouting racial epithets from his dorm room window (Hinds 108), complaints of email harassment (Harmon 115), and fraternity rush T-shirts depicting raci ally insulting caricatures (Frammolino 112). What is the solution to this fundamental conflict? Many people strongly advocate implementing speech codes into campus legal systems in order to control such displays. However, this is an inadequate and superficial response to a much deeper issue. College campuses should not regulate hate speech because such regulations violate our constitutional rights, no practical definition of hate speech exists, and there is no way to enforce punishment. Abridging freedom of speech on college campuses banda... ...t Austin. "Sexual Harassment of Students by Faculty and Staff." Writing the World. Ed. Charles R. Cooper and Susan Peck MacDonald. New York: Bedford/St. Martins, 2000. 123-124. U.S. Supreme Court. "Beauharnais v. Illinois." Writing the World. Ed. Charles R. Cooper and Susan Peck MacDonald. New York: Bedford/St. Martins, 2000. 128-135. U.S. Supreme Court. "Chaplinsky v. New Hampshire." Writing the World. Ed. Charles R. Cooper and Susan Peck MacDonald. New York: Bedford/St. Martins, 2000. 126-128. Virginia Commonwealth University. "Rights and Prohibited Conduct." Writing the World. Ed. Charles R. Cooper and Susan Peck MacDonald. New York: Bedford/ St. Martins, 2000. 121-123. Walker, Samuel. "Hate Speech: The History of an American Controversy." Writing the World. Ed. Charles R. Cooper and Susan Peck MacDonald. New York: Bedford/ St. Martins, 2000. 135-143.

Catcher in The Rye by J. D. Salinger

In the novel Catcher in The Rye, Salinger has employed a very realistic portrayal of teenagers and how they act. There are plenty of characteristic on how he properly conveyed this to the audience and he also spread these characteristics through-out all of the characters that are used within the novel.Firstly, you have Holden; a teenager who is not always the brightest bulb in the cabinet, but he has a clear understanding on how the world works and yet he ironically does not have the brains to execute this knowledge directly into the world. Secondly, you have Stradlater; a teenager who just spends all his time going out with girls and partying. Some might say he is a ‘party animal’. Lastly, you have Ackley; a mostly grotesque teenager who does not listen to social cues, acts profoundly around people actions and his practically obnoxious about everything (not knowing, that is how he is acting though). So, Salinger’s opinion (when it comes to characteristics of a te enager) is that all teenagers are blatantly ignorant everything, that all teenagers think they can just coast their way through life and do not have any respect for the people around us.Holden does not really think about what he is going to say, he just kind of spits everything out. Maybe he is an intelligent boy and all, but how he speaks and what he says proves otherwise. Holden states â€Å"I practically got T.B†¦ I’m pretty healthy, though.† (J.D Salinger, 5) In this sentence he talks about basically having a life threatening disease and then tries to reassure to the reader that he is ‘pretty healthy’, I personally think that in a logical statement he would have said something on the lines of â€Å"I practically got T.B†¦ [I should get that checked out].† (J.D Salinger, 5)While Holden is having a conversation with Mr. Spencer he even acknowledges his own stupidity to himself/the reader through the idea of immaturity. â€Å"I was sixte en then, and I’m seventeen now, and sometimes I act like I’m about thirteen.† (Salinger, 9) It is kind of ironic if you think about it, he does not want to be known as dumb or stupid or an idiot, yet he has the  occasional time when he acts like a thirteen year old. Holden, he understands where his faults are, but he cannot come to a conclusion on how to actually fix them he just carries on with his day as if it does not matter.Holden’s roommate Stradlater thoroughly enjoys going out on Friday night, Saturday night, well every night. To do so, he has to find ways to be able to still do well in school while 0slacking off and shrugging all his work aside and his solution; anyone he can find. At one point Stradlater and Holden (because they are roommates) meet up in their room and Stradlater asks Holden is he can do a big favour for him and if he was planning on going out. Holden replies asking what the favour is and that he did not have plans of any sorts. Afterwards Stradlater asks ‘the big question’, â€Å"I got about a hundred pages to read for history†¦ How ‘bout writing a composition for me†¦?† (Salinger, 28)In this instance he had just initiated a vital opening for Holden to be a friend or to just blow him off, and Holden accepts the offer and says he will do the paper for him. Stradlater had just avoided doing his work for one reason; he wanted to go out that night with a girl.Stradlater is also a guy who knows how to be flattering enough that he can convince people to do things for him, you could look at it as he has it better than everyone else because he is ‘prettier’ than other people. He compliments Holden’s new hat with the term â€Å"sharp† and then almost instantaneously afterwards asks â€Å"Listen. Are ya gonna write that composition for me? I have to know.† (Salinger, 29) Why did he need to know you might ask? Well, if Holden has explicitly said à ¢â‚¬Å"no.† to him then Stradlater would have stayed in that night to do it, although Holden says â€Å"If I get the time, I will†¦Ã¢â‚¬  (Salinger, 29) Stradlater, using Holden like a boat in the river of life, just expects Holden to float on his way through life, carrying Stradlater along while he is having a party in the boat.Finally, there is Ackley. Now, Ackley has a knack for hanging out in the wrong place for too long. In chapter three, Holden is laying down in his room reading a book and enjoying the feeling of his new hat on the top of his head when, let it be hold that his neighbour Ackley comes strolling over into his room without any true intent on why he is there.Ackley moves  friskily around the room, touching everything he can multiple times while trying to hold a conversation with Holden (who clearly does not want one). â€Å"I’ve read this same sentence about twenty times since you came in.† (Salinger, 20) After stating that Ackley was a disturbance to him, he still did not get the hint and clearly not picking up on the cue to get out of Holden’s room. Later on while Ackley is still occupying the room, Holden says to his self â€Å"I sometimes horse around to keep myself from getting bored.† (Salinger, 21) Once Holden starts to annoy Ackley, trying to make him vacate the room he STILL does not leave. So, clearly Ackley has a problem with following what people are trying to put out to him because he is just plain ignorant about other people and quite frankly himself if you were to take a look at how he manages his outer image.In conclusion, J.D Salinger has made the novel Catcher in The Rye a story that really shows how teenagers act/acted. Salinger also adds his own input on how he thinks teenagers act and/or acted in our time period and the time period at which this novel was written and/or published in through the characters he had created. Three of the main characters; Holden, Stradlater and Ackley are all extremely different which expresses a wide variety of teenager characteristic.Holden symbolizes blatant ignorance for the world around him, Stradlater shows us how un-caring and un-motivated teenagers are when it comes to working on anything and lastly, Ackley describes the lack of respect that we as teenagers have for the people around us. Salinger has made it pretty clear that he believes that teenagers need to change and used this novel to get his point across the world.

All characters in the novel Essay

All characters in the novel ‘Of Mice and Men’ are either lonely, bored or in need of escaping from the soulless existence of the itinerant labour. It is based on a society of men leading empty lives, trapped in a lonely life, consisting mainly of hard physical work. There was not enough happiness, love and affection in their lives. The novel is set in California, the Southern states of America, in the 1930’s around the time of the ‘Great Depression’. The ranch is based in ‘Soledad’; which is the Spanish word for ‘Loneliness’. The bunkhouse that the men sleep and live in is a long and rectangular building. The walls are white washed and the floor unpainted. In three of the four walls are small, square windows. In the fourth one was a solid door with a wooden latch. There are eight bunks, all with a nailed apple box over them with the opening forward. This made two small shelves for the personal belongings of each ranch hand occupying the certain bunk. On these shelves were little articles, soap, razors, talcum powder, Western magazines, medicines, little vials, combs and a few neckties. There was also a black cast iron stove, and a big square table in the centre of the room, with scattered playing cards across it, and surrounding the table were boxes for the men to sit on. The bunkhouse also had lice and roaches in it! Carlson and the other ranch hands all dream of owning their own land and living and working from this, resulting in wealth and happiness. This was known as the ‘American Dream’, this is shown as an opportunity to all people no matter how rich or poor they are. There is a lot of government propaganda, informing people that if they work hard and push their ambitions to the limit, they can make this dream reality. However they all knew, no matter how hard they worked or how successful they were, it was very unlikely of this dream ever becoming reality. Their way of escaping this disappointment was to collect their fifty bucks at the end of the month and of a weekend spend all of it on women and alcohol, usually at the nearest ‘cat-house’. During the week they play cards games or horseshoes. Crooks is very lonely, this is due to the fact that he is coloured and everyone knows him as a nigger! He is treated completely differently to all the others, an outsider. He is also crippled, after a horse kicked him and severely damaged his back. In the 1930’s it was very racist in America and the coloured people weren’t allowed to speak up or were too scared to defend themselves in fear of what the white people would do to them. This is the situation Crooks is in. However he is the only coloured person at the ranch, so he has to accept all racial comments on his own. He has his own separate room, which isn’t even a room it is a shed that leans off the side of the barn wall. He is isolated from everyone else, therefore unable to socialise. On one occasion Lennie entered the barn to see his pup. He saw Crooks’ light shining and stood in the doorway of Crooks’ room. Crooks saw him and said sharply ‘†you got no right to come in my room. This here’s my room. Nobody got any right in here, but me. † He then followed with â€Å"I ain’t wanted in the bunkhouse and you ain’t wanted in my room†, â€Å"they play cards in there, but I can’t play because I’m black. They say I stink. Well, I tell you all of you stink to me. † Crooks reads to amuse himself when he has nothing better to do. This keeps his mind off of the atmosphere and situation he is surrounded by in his everyday life. Curley’s wife is perhaps one of the loneliest characters, trapped in her strict and original woman’s/wife’s role. Her daily routine only ever consists of her doing housework, such as cooking Curley’s dinner, washing Curley’s clothes, making Curley’s bed, cleaning Curley’s house, etc. If Curley catches her talking to the ranch hands he is always very annoyed by it, she is to stay in the house. She is known as ‘Curley’s wife’, no one knows her name so they cannot call her by it. One time when she enters the bunkhouse and begins to talk to the ranch hands, Crooks suggests † Maybe you better go along to your own house now. We don’t want no trouble. † It is this idea that she is ‘trouble’ that makes Curley’s wife so upset and angry. † Well, I ain’t giving you no trouble. Think I don’t like to talk to somebody ever’ once in a while? Think I like to stick in that house alla time? † Having a husband even makes her loneliness worse, because Curley is so strict about whom she socialises with and what she does. She calls him sarcastically a â€Å"Swell guy†, who † Spends all his time sayin’ what he’s gonna do to guy’s he don’t like, and he don’t like nobody. † Curley’s wife tries to escape her loneliness and sadness by dreaming of being an actress or a model. She had been offered the chance before â€Å"I tell you I could of went with shows† † An’ a guy tol’ me he could put me in pitchers†. Curley’s wife is also very good at flirting, this attracts male attention. Therefore just for a moment she is listened to and is the centre of attention, this moment matters so much to her because she is being paid attention to for once, that she makes a very bad habit of it. However the ranch hands have got used to her scheming ways and do not want to risk getting â€Å"canned† because of a â€Å"tart†. However Lennie and George are different to the other ranch hands, they may live a lonely existence, but they have each other. Other than the other ranch hands expressing their feelings about their hopes, dreams, lonely lives etc, George and Lennie are the only characters we really get to know. All other ranch hands haven’t got a family or anything to look forward to, but it is different with George and Lennie; they believe they have a future and as long as they have got each other, it doesn’t matter whether they have a family or not. These men love each other. They talk to each other and know that the other cares for them, because George looks after Lennie, and Lennie looks after George. However, George has a much greater job in looking after Lennie, than Lennie has in looking after George. Lennie is a bit of a dunce and is always forgetting things, but George has the brains. They both are physically well built, but Lennie does not realise his own strength sometimes, he is dangerously strong. Lennie is the physical side of the pair, whereas George is the mental. The fact that they have each other gives them more of a chance of success, than the other ranch hands. Lennie loves George to tell him what; one-day things will be like. Their dream is to one day buy a little house, with a ten acres, a â€Å"win’mill†, a kitchen, an orchard to grow â€Å"cherries, apples, peaches, ‘cots, nuts, and a few berries†, a section on the land to grow alfalfa that Lennie will use to feed the rabbits with, hutches and pens full with pigs, chickens, cows, goats, cats, pigeons, a dog and rabbits that Lennie could pet, a smoke house so they could kill the pigs and then smoke it, for smoked ham and bacon etc, and for them to literally â€Å"live off the fatta the lan'†. They would only work six or seven hours a day. Lennie likes to pet, smooth, soft, furry things, as a kind of comfort. Other than for George and animals, love and affection are withheld, not only from Lennie, but also for all the ranch hands. This is why they have their own individual comfort or way of escaping from the repetitive daily routine and loneliness. Candy is a dissimilar character from the other ranch hands. He is very lonely and sad. He has no hand, but a very old dog that he cares for very much. This dog is similar to Candy. They are both very old and when Carlson shoots the dog, because it smells, has no teeth, he cannot eat, is stiff with rheumatism, is nearly blind and Carlson thinks it will be better to put the dog out of his ageing misery. Candy wants people to treat him once he is canned like this. This is because he â€Å"won’t have no place to go, an’ he can’t get no more jobs†. The other ranch hands say that he can replace the dog with one of Lulu’s pups, but of course that wouldn’t be the same, never is anyone or anything the equivalent, everyone and everything is unique. Candy seems to think that when he is dead, people will say the same thing about him. When a new ranch hand comes and replaces him, he’ll be forgotten. For obvious reasons Candy is upset and hurt by this. It is as if the characteristics of his dog and the way the other men treat the dog, symbolises Candy. Candy wants to join George and Lennie in their ‘dream’. Candy has already got three hundred bucks and another fifty coming at the end of the month, when the men get paid. He explains that he â€Å"ain’t much good, but I could cook, tend the chickens, and hoe the garden some†. Then when George and Lennie get their fifty bucks each at the end of the month, they will have four hundred and fifty bucks, and although the woman wants six hundred bucks, George thinks she will accept their offer as a deposit and then George will get a job and start to collect the rest, while Candy and Lennie could work on the land as well as sell eggs etc, making more money. This is Candy’s route of escaping. Everything seems to be falling into place and their dream looks like it could become reality. This is everything a man wants and Candy is thrilled he is part of it. However much their dream looks real, it all ends when Curley’s wife tries her old tricks with Lennie. Curley’s wife enters the barn, as Lennie sits there mourning over his pup, he has just accidentally killed! George has already warned Lennie about Curley’s wife, says she is trouble, so Lennie refuses to talk to her, â€Å"George says I ain’t to have nothing to do with you- talk to you or nothing†. Curley’s wife says in a innocent voice, â€Å"All the guys got a horse-shoe tenement goin’ on†, so â€Å"Why can’t you talk to me? † She eventually persuades Lennie that it is safe to talk to her. They talk for ages and Lennie tells her how he â€Å"likes to pet nice things with my fingers, sof’ things†. She tells Lennie to â€Å"feel right here†, on her hair. Lennie was enjoying stroking her hair until she warned him not to â€Å"muss it up†. She then got angry because Lennie wasn’t listening to her. She went to pull away and Lennie clasped his fingers tightly in her hair and wouldn’t let go. She began to shout, â€Å"you let go†. Lennie began to get scared because he thought George would hear and go mad. He covered her mouth and nose to prevent her screaming, and continued to beg her to be quiet. She continued to struggle and he shook her. Suddenly â€Å"her body flopped like a fish†. She was dead! Lennie ran to the brush that George had told him to hide in when they first arrived in Soledad if he ever got into trouble. When Candy found Curley’s wife dead and told all the ranch hands, they all knew it was Lennie! Most of the men wanted to kill Lennie, but George got there first. George knew that Lennie would be scared if half a dozen men ran towards him shooting, but if George was to do it at the back of his head, just like Candy’s old dog it would be pain free. When George found him, Lennie asked for the story of their dream to be told to him and questioned George why he wasn’t mad at him, but obviously if this was George’s last moments with Lennie he didn’t want to be mad at him. As George told the story and paused every so often, Lennie would say â€Å"go on† or â€Å"Gonna do it soon† as if he knew what George was about to do and was encouraging George to get it over and done with. George finally shot Lennie. Lennie jarred forward and the settled peacefully as he lay on the sand. George just sat stiffly and silently n the bank, looking at his hand that had just pulled the trigger disgustedly. George knew it was for the best, where ever they were to go Lennie’s unrecognised strength would lead to trouble; it had already, both in Weed and Soledad. Lennie was trapped by his strength. Although, Lennie has now been released from pain by no longer being able to kill others and from not getting shot by half a dozen men cruelly, but peacefully by George. The upsetting thing is, that Lennie was so afraid of being alone and away from George, and now he was just that. It was all over!!! George is now free; he is no longer trapped by his want of freedom, of constantly looking after Lennie. I think the novel tries to give us the message that people try to lead their lives as successfully as possible, in order to result in the best possible outcome. However this is very hard to succeed. The ranch hands wanted the ‘American Dream’ to become reality, but is very unlikely and as shown does not happen. The novel gave a very positive view of the ‘American dream’, but this is erroneous and does not come true. The chances of finding true, lasting friendship and happiness are also very unlikely as it is always spoilt by misfortune, arguments, inconveniences and sometimes death, as in this case.

One Body, Two Bloods Essays - Derek Walcott, Eddie The Head

One Body, Two Bloods Essays - Derek Walcott, Eddie The Head One Body, Two Bloods The writer that I chose is Derek Walcott. The reason that I chose him was because we had never read his poetry in class and we did not cover many black poets in class. After reading much of his poetry I feel that Walcott and me have not only a lot in common but at times the same feelings toward are heritage. Walcott descended from a white grandmother and a black grandmother on both the paternal and maternal sides, hes a living example of divided heritage between two worlds. For Walcott his heritage is painful, but fortunately he can elevate personal crises into art. My family tree is identical to Walcotts, so this is why I can relate to what he is saying. A Far Cry from Africa A wind is ruffling the tawny pelt Of Africa. Kikuyu, quick as flies, Corpses are scattered through a paradise. Only the worm, colonel of carrion, cries: Waste no compassion on these separate dead! Statistics justify and scholars seize The salients of colonial policy. What is that to the white child hacked in bed? To savages, expendable as Jews? Threshed out by beaters, the long rushes break In a white dust of ibises whose cries Have wheeled since civilizations dawn *From the parched river or beast teeming plain. The violence of beast on beast is read As natural law, but upright man Seeks his divinity by inflicting pain. Delirious as these worried beasts, his wars Dance to the tightened carcass of a drum, While he calls courage still that native dread Of the white peace contracted by the dead. Again brutish necessity wipes its hands Upon the napkin of a dirty cause, again A waste of our compassion, as with Spain, The gorilla wrestles with superman. Where shall I turn, divided to the vein? I who have cursed The drunken officer of British rule, how choose Between this Africa and the English tongue I love? Betray them both, or give back what they give? How can I face such slaughter and be cool? How can I turn from Africa and live? This poem shows the reader how much pain Walcott has inside its about his own experiences. He is picturing Africa as a black leopard. At the beginning, he was explaining how the Mau Mau tribe is killing white children and this bothers him significantly. He is describing how the British and the Africans are both animals because they are both killing each other. He is comparing the massacres to those of the Jews. He said that they should have ignored the battle in Spain because it was useless. He was being tempted. The gorilla that he mentions in line 25 is from Darwin and the superman represents how people can become better. Walcott is saying that he is confused because he does not know where to turn. The reason he is confused is because he has both white and black blood from his parents, so he does not know what side to choose. He describes his heritage as a curse or something that he is not happy in receiving. Hes divided between Africa and his British culture that which he grew up on. He grew up on the English language, but he loves Africa, so he does not know where to turn if the two of them are on bad terms. He can not leave his homeland, but he also can not turn his back on the land of his anscestors. The question of identity is one of the most frequently recurring themes. He defines this not only as his problem but that of all men whose heritage comes from divided blood and culture. Nights in the Garden of Port of Spain Night, the black summer, simplifies her smells into a village; she assumes the impenetrable musk of the negro, grows secret as sweat, her alleys odorous with shucked oyster shells, coals of gold oranges, braziers of melon. Commerce and tambourines increase her heat. Hellfire or the whorehouse: crossing Park Street, a surf sailors faces crests, is gone with the seas phosphorescence; the boites-de nuit tinkle like fireflies in her thick hair. Blinded by headlamps, deaf to taxi klaxons, she lifts her face from the cheap, pitch of oil flare towards white stars, like cities, flashing neon, burning to be the bitch she must become. As daylight breaks the coolie turns his tumbril of hacked, beheaded coconuts towards home. This is a

Slavery and Identity Among the Cherokee

Slavery and Identity Among the Cherokee The institution of slavery in the United States long pre-dates the African slave trade. But by the late 1700’s the practice of slaveholding by southern Indian nations- the Cherokee in particular- had taken hold as their interactions with Euro-Americans increased. Today’s Cherokee still grapple with the troubling legacy of slavery in their nation with the Freedman dispute. Scholarship on slavery in the Cherokee nation typically focuses on analyzing the circumstances that help to explain it, often describing a less brutal form of slavery (an idea some scholars debate). Nevertheless, the practice of African slaveholding forever changed the way Cherokees view race which they continue to reconcile today. The Roots of Slavery in the Cherokee Nation The slave trade on US soil has its roots in the arrival of the first Europeans who developed an extensive transatlantic business in the trafficking of Indians. Indian slavery would last well into the mid-to-late 1700s before it was outlawed, by which time the African slave trade was well established. Until that time, the Cherokee had a long history of being subject to capture and then exported to foreign lands as slaves. But while the Cherokee, like many Indian tribes who also had histories of inter-tribal raiding which sometimes included the taking of captives who could be killed, traded, or eventually adopted into the tribe, the continual incursion of European immigrants into their lands would expose them to foreign ideas of racial hierarchies that reinforced the idea of black inferiority. In 1730 a dubious delegation of Cherokee signed a treaty with the British (the Treaty of Dover) committing them to return runaway slaves (for which they would be rewarded), the first â€Å"official† act of complicity in the African slave trade. However, an apparent sense of ambivalence toward the treaty would manifest among the Cherokee who sometimes aided runaways, kept them for themselves, or adopted them. Scholars like Tiya Miles note that Cherokees valued slaves not just for their labor, but also for their intellectual skills like their knowledge of English and Euro-American customs, and sometimes married them. Influence of Euro-American Slavery One significant influence on the Cherokee to adopt slavery came at the behest of the United States government. After the Americans’ defeat of the British (with whom the Cherokee sided), the Cherokee signed the Treaty of Holston in 1791 which called for Cherokee to adopt a sedentary farming and ranching-based life, with the US agreeing to supply them with the â€Å"implements of husbandry.† The idea was in keeping with George Washington’s desire to assimilate Indians into white culture rather than exterminate them, but inherent in this new way of life, particularly in the South, was the practice of slaveholding. In general, slaveholding in the Cherokee nation was limited to a wealthy minority of mixed-blood Euro-Cherokees (although some full blood Cherokees did own slaves). Records indicate that the proportion of Cherokee slave owners was slightly higher than white southerners, 7.4% and 5% respectively. Oral history narratives from the 1930s indicate that slaves were often treated with greater mercy by Cherokee slave owners. This is reinforced by the records of an early Indian agent of the US government who, after advising that the Cherokee take up slave owning in 1796 as part of their â€Å"civilizing† process, found them to be lacking in their ability to work their slaves hard enough. Other records, on the other hand, reveal that Cherokee slave owners could be just as brutal as their white southern counterparts. Slavery in any form was resisted, but the cruelty of Cherokee slave owners like the notorious Joseph Vann would contribute to uprisings like the Cherokee Slave Revolt of 184 2. Complicated Relations and Identities The history of Cherokee slavery points to the ways relationships between slaves and their Cherokee owners were not always clear cut relationships of domination and subjugation. The Cherokee, like the Seminole, Chickasaw, Creek and Choctaw came to be known as the â€Å"Five Civilized Tribes† because of their willingness to adopt the ways of white culture (like slavery). Motivated by the effort to protect their lands, only to be betrayed with their forced removal by the US government, removal subjected African slaves of the Cherokee to the additional trauma of yet another dislocation. Those who were the product of mixed parentage would straddle a complex and fine line between an identity of Indian or black which could mean the difference between freedom and bondage. But even freedom would mean persecution of the type experienced by Indians who were losing their lands and cultures, coupled with the social stigma of being â€Å"mulatto.† The story of the Cherokee warrior and slave owner Shoe Boots and his family exemplifies these struggles. Shoe Boots, a prosperous Cherokee landowner, acquired a slave named Dolly around the turn of the 18th century, with whom he had an intimate relationship and three children. Because the children were born to a slave and children by white law followed the condition of the mother, the children were considered slaves until Shoe Boots was able to have them emancipated by the Cherokee nation. After his death, however, they would later be captured and forced into servitude, and even after a sister was able to secure their freedom, they would experience further disruption when they along with thousands of other Cherokees would be pushed out of their country on the Trail of Tears. The descendants of Shoe Boots would find themselves at the crossroads of identity not only as Freedman denied the benefits of citizenship in the Cherokee nation, but as people who have at times denied their black ness in favor of their Indianness. Sources Miles, Tiya. Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom. Berkeley: University of California Press, 2005.Miles, Tiya. â€Å"The Narrative of Nancy, A Cherokee Woman.† Frontiers: A Journal of Women’s Studies. Vol. 29, Nos. 2 3., pp. 59-80.Naylor, Celia. African Cherokees in Indian Territory: From Chattel to Citizens. Chapel Hill: University of North Carolina Press, 2008.

CORPORATE GOVERNANCE Essay Example | Topics and Well Written Essays - 2500 words

CORPORATE GOVERNANCE - Essay Example aller subtitles such as ‘corporate governance’ and ‘implementation of corporate governance principles and recommendations in the UK and the US’ in order to cover the topic exhaustively. The conclusion section summarizes the main issues discussed in the paper and makes inferences where appropriate. Corporate governance refers to a set of laws, policies, institutions and customs that affect the manner in which a corporation is controlled, administered, or directed1. Corporate governance also incorporates the corporation’s goals of governance and the relationships among its numerous stakeholders2. The major stakeholders in any corporation include the board of directors, management, and shareholders or members. Others include regulators, suppliers, creditors who include bond holders and banks, customers and employees or labour. For non-profit organizations as well as other membership organizations, their shareholders are their members. Corporate governance is a many-sided subject3. One of the most important themes of corporate governance is ensuring the accountability of particular individuals in the corporation. This is achieved through mechanisms aimed at reducing or eliminating altogether the problem of principal-agents. Corporate governance also helps in improving economic efficiency by emphasizing on the welfare of the shareholders. Corporate governance also has encompasses other subjects such as the view of stakeholders and corporate governance models4. Modern corporations have increasingly renewed their interest in corporate governance practices, particularly since 2001. This has been attributed to the high profile crumbling of numerous big corporations in the United States, including MCI Inc and Enron Corporation. For instance, the US federal government enacted the Sarbanes-Oxley Act in order to restore the confidence of the public in corporate governance5. Corporate governance involves a number of parties such as the regulatory body that

Behaviour for Learning Essay Example | Topics and Well Written Essays - 1750 words

Behaviour for Learning - Essay Example Autistic children also have problems in communication. These are as follows: 1. Two – way communication process. These people find it difficult to express their language to others. 2. They also have problems in receptive language. In other words, these people cannot understand what others say to them. 3. These people also have problems understanding non – verbal communication like body language and facial expressions An autistic child also has problems in dealing with social situations due to the problems faced in communication. Social situations may be extremely stressful and demanding for these children as they find it difficult to communicate with other people. Such people may not even understand the general social rules that govern the social situation. For example, they may not understand how close one needs to stand in front of another person in order to communicate. Children may find it extremely daunting especially if they are in an unfamiliar or new situation. There may be some who may avoid contact with others due to these difficulties. Participant description: A thirteen year old autistic boy is having problems in behavior and learning. He is currently working on P levels in autism. He exhibits tantrums, screams, mouths objects, non – compliance, grinds his teeth, rocks, throws objects, spits and bolts. His tantrums usually last for about 20 – 30 minutes and repeats this at least 4 – 5 times a day. The thirteen year old scored a rating of 49 on the Childhood Autism Rating Scale which puts him in the severely autistic range. This boy was sent to a special school wherein he learnt the functional use of five American Sign Language signs. However he did not learn any other communication skills including gestures. The Children Act and its aims: The Children Act 2004 (the Act) provides the legislative spine on which Every Child Matters. It aims to promote early intervention, integrate and improve children's services, prov ide strong leadership and bring together different professionals in multi-disciplinary teams in order achieve positive outcomes for children and young people and their families. Five key outcomes for children and young people are emphasized in the Act and Change programme. The act aims to attain, 'being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being'. (Surrey County Council, 2011). Behavioral and communication strategies: For autistic children and adolescents IQ and speech level is not questioned. However, many studies suggest that outcomes can be affected by intervention. Intensive behavioral intervention program is very effective in getting better results out of autistic people. An important component of prognosis is the type of intervention used for achieving desirable outcomes. The intervention also depends on the clinical traits and attributes of an autistic child and the best outcomes are derived from children ha ving high cognitive levels. Intervention is administered via multidisciplinary, comprehensive approaches that may include speech therapy, psychotherapy, educational sessions and psychomotor rehabilitation. Approaches are eclectic and vary considerably across individuals. Speech levels and autism severity are widely acknowledged as two of the prognosis factors irrespective of the methodology used. A predictive factor of outcomes is the presence or absence of speech in an autistic child. Higher level of autism is also responsible for