The Harlem Renaissance and African American Identity Professor Ramos Blog

The Harlem Renaissance and African American Identity The Harlem Renaissance and African American Identity The Harlem Renaissance of the 1920’s was a pivotal era for African Americans. This was an era where African Americans produced a mass amount of literature, art, and music that represented and celebrated African American culture. The Harlem Renaissance also embarked â€Å"racial pride, and artistic expression† which â€Å"set a foundation for future activism† (Standish 40). This was the first time since the end of the Civil War where African American’s began to become more aggressive about fighting against the oppression and racism they faced as well as embracing their self-confidence. Although the Harlem Renaissance was set in Harlem, New York, there was an outbreak throughout different areas that celebrated blacks and spoke out against racism such as the Negritude movement for the French speaking blacks and also a movement in the British West Indies (Harden 8). Despite the various movements happening in different areas, the Harlem Renaissance was the most prominent and influential. Several social situations influenced the beginning of the Harlem Renaissance such as the Great Migration, Jim Crow laws, and frequent lynching’s. The Great Migration was a time when a large amount of African Americans traveled from the south to the north in hopes of leaving behind the â€Å"mean brutality of southern racial bigotry† (Harden 8). This was the time after the Civil War where brutal racism and oppression rose greatly. The spark of chain of events that led to the Great Migration included the creation of Jim Crow laws, which essentially were created in order to suppress blacks from their rights and freedom. Furthermore, the amounts of lynching’s increasingly grew, with there being â€Å"more than four thousand reported lynching’s occur[ing] between 1877 and 1950† (Standish 41). All these factors pushed toward the Great Migration that eventually began the Harlem Renaissance. There was a great amount of people who were very well known during the Harlem Renaissance but Langton Hughes and Zora Neale Hurston are two of the most prominent writers of the time. Langston Hughes poem Theme for English B and Zora Neale Hurston’s essay How it Feels to Be Colored Me efficiently portray the American life, specifically for African Americans, by conveying their acknowledgement of being colored in areas that were predominantly white, being aware of the racial differences but also, expressing how despite these differences, they are American. Langston Hughes is one of the most prominent writers of the Harlem Renaissance. He was recognized for depicting â€Å"African American pride† and portraying the â€Å"newly inspired, unapologetic voice of black America† (Standish 41). Hughes is greatly known for helping establish the newly found African American identity by opening up about personal experiences in his writing. In his poem Theme for English B, Hughes describes an assignment his professor assigned of writing a page that represents them. He begins the poem by stating â€Å"I am twenty-two, colored, born in Winston-Salem† (Hughes 1043). Hughes identifies that he is a young African American male in order to provide context to understand the contrasts he presents later on. He later states how he is â€Å"the only colored student in [his]class† (1043). Hughes points out that he is colored but emphasizes how he is the only person of color in his class to demonstrate the lack of diversity not only in in his school during that time but also the social segregation that was happening around them. Hughes attended school in a predominantly white area, therefore, being the only colored student in his class made him stick out a lot more. Hughes then begins to describe things he enjoys doing and realizes that despite the racism occurring, the two races are very similar. He believed â€Å"being colored doesn’t make [him] not like the same things other folks like who are other races†(1043). Hughes expresses how despite being colored, he still shares similar interests with other races (including whites). He decides to include this in order to point out how they are more related and equal than they think or care to see. Hughes begins to try to compare and relate himself to his professor. He describes how his professor is â€Å"white- yet a part of [him], as [he] [is] a part of [him]. That’s American† (1044). Hughes acknowledges their differences yet he is able to find a connection between them, which is how they are both American. Despite being different races, different color and from different areas, they still share being American with each other, therefore, sharing a â€Å"part of themâ₠¬ . This is an important statement, which embodies not only the changed attitudes during the Harlem Renaissance but also the African American life during that time. Hughes represents the changed attitude of being more aggressive in wanting equality by demonstrating their equality by both being Americans. Another important influential writer of the Harlem Renaissance is Zora Neale Hurston. Hurston is known for being able to â€Å"explore and capture Black cultural reality† (Harden 15). Especially in her essay How it Feels to Be Colored Me, Hurston vividly describes her experience as a child of when she was first made aware of being colored. Hurston was originally from Eatonville, Florida, a predominately colored neighborhood and it was not until she was sent to live in Jacksonville where she felt as though she did not fit in. Hurston begins the essay with the statement â€Å"I am colored† (Hurston 958). Hurston is very straightforward yet confident in how she is aware that she is a colored women, relating her American identity to being colored. Once Hurston was in her new environment, she felt as though her identity changed. She felt like she was â€Å"not Zora of Orange County any more, [she] was now a little colored girl† (959). Hurston’s identity changed when she moved because she felt as though she no longer fit in due to the racial differences of the area. She did not feel as if she was able to be just herself but as though she stood out and was viewed as solely the colored girl in her white neighborhood, meaning, the color of her skin defined her. Furthermore, Hurston describes how she is not always made aware or made self-cautious of her racial oppression due to being colored. She states: â€Å"I do not always feel colored†¦ I feel most colored when I am thrown against a sharp white background† (959).   Hurston claims she is usually made aware that there are racial differences due to her skin color when she is forced to notice it, by being surrounded or in a environment where there are mostly people of white skin color who therefore, make her skin color seem much more noticeable. Hurston then provides an example of a situation where this happens such as â€Å"at Barnard†¦[she] feel[s] [her] race. Among the thousand white persons, [she] [is] a dark rock surged upon, and overswept, but through it all, [she] remain[ed] [her]self† (960). Just like Hughes, Hurston went to a school in a predominately white area. Similarly to Hughes poem, Hurston uses this experience to explain how she was one of the few co lored people at her school, thus making her feel more aware of being black. Despite this realization of oppression and racism, Hurston expresses self-confidence, a common theme that was celebrated during the Harlem Renaissance, which emphasizes her views on African American identity during that time period. Lastly, just as Hughes does in his poem, Hurston points out how she is an American citizen but also colored. She believes she has â€Å"no separate feeling about being an American citizen and colored† (960). Stating that they are American allows them to show that being an American does not apply only to people who are white but people of color as well, further reclaiming their American identity. Hurston, along with Hughes, eloquently embodies the American identity of African American’s during the Harlem Renaissance. In conclusion, the Harlem Renaissance presented various works of literature and art that helped embody the time period but also helped influence future aspects of society. The Harlem Renaissance brought forward black confidence which allowed them to express their desires and needs for changes in society. This movement and its works allowed blacks to represent their American identity and how the races are equal. The works presented, of Langston Hughes and Zora Neale Hurston, are works that can still be referenced to fight against the lasting oppression and racism that blacks face in society in present day. Harden, Renata, et al. â€Å"Reading the Harlem Renaissance into Public Policy: Lessons from the Past to the Present.† Afro-Americans in New York Life History, vol. 36, no. 2, July 2012, pp. 7–36. Hughes, Langston. â€Å"Theme for English B.† The Norton Anthology of American Literature, by Robert S. Levine et al., W.W. Norton Company, 2017, pp. 1043–1044. Hurston, Zora Neale. â€Å"The Norton Anthology of American Literature.† The Norton Anthology of American Literature, by Robert S. Levine et al., W.W. Norton Company, 2017, pp. 958–960. Standish, Noah. â€Å"Pain, Pride, Renewal: How Langston Hughes Embodied the Harlem Renaissance.† LOGOS: A Journal of Undergraduate Research, vol. 11, Fall 2018, pp. 40–50.

Visiting the Johnson Houston Space Center

Visiting the Johnson Houston Space Center Every NASA mission is controlled from the Johnson Space Center (JSC)   in Houston, Texas. Thats why you often hear astronauts on orbit call out Houston. when theyre communicating to Earth.   JSC is more than just mission control; it also houses training facilities for the astronauts and mockups for future missions.   As you can imagine, JSC is a popular place to visit. To help visitors get the most out of their trip to JSC, NASA worked with the Manned Space Flight Education Foundation to create a unique visitor experience called Space Center Houston.  Its open most days of the year and offers a lot in the way of space education, exhibits, and experiences. Here are a few of the highlights, and you can learn more at the centers website.  Heres what to do at the Johnson Space Center in Houston.   Space Center Theater People of all ages are fascinated with what it takes to be an astronaut. This attraction shows the excitement, the commitment and the risks taken by the people who fly in space. Here we can see the evolution of the equipment and the training of the men and women who dreamed to be astronauts. We want guests to experience first hand what it takes to be an astronaut. The film, shown on a 5-story tall screen, takes the viewer by the heart to bring them into the life of an astronaut from the time they receive notification of their acceptance into the training program to their first mission. Blast Off Theater The only place in the world where you can personally experience the thrill of launching into space like a real astronaut. Not just a movie; its the thrill of personally feeling the launch into space - from the rocket boosters to the billowing exhaust. After docking at the International Space Station, guests enter the Blastoff Theater for an update on current shuttle missions, as well as details on the exploration of Mars. NASA Tram Tour With this behind-the-scenes journey through NASAs Johnson Space Center, you may visit the Historic Mission Control Center, the Space Vehicle Mockup Facility or the current Mission Control Center. Before returning to Space Center Houston, you can visit the all new Saturn V Complex at Rocket Park. Occasionally, the tour may visit other facilities, such as the Sonny Carter Training Facility or Neutral Buoyancy Laboratory. You may even get to see astronauts training for upcoming missions. Keep in mind that the buildings visited on the tram tour are real working areas of Johnson Space Center and are subject to closure without notice. Astronaut Gallery The Astronaut Gallery is an unparalleled exhibit featuring the worlds best collection of spacesuits. Astronaut John Youngs ejection suit and Judy Resniks T-38 flightsuit are two of the many spacesuits on display. The walls of the Astronaut Gallery also contain portraits and crew photos of every U.S. astronaut who has flown in space. The Feel of Space The Living in Space module simulates what life could be like for astronauts aboard the space station. A Mission Briefing Officer gives a live presentation on how astronauts live in a space environment. It uses humor to show how the smallest tasks like showering and eating are complicated by a microgravity environment. A volunteer from the audience helps to prove the point. Beyond the Living in Space Module are 24 part task trainers that use sophisticated computer technology to provide visitors with the experience of landing the orbiter, retrieving a satellite or exploring the shuttle systems. Starship Gallery The journey into space begins with the film On Human Destiny at the Destiny Theater. Artifacts and hardware on display in the Starship Gallery trace the progression of Americas Manned Space Flight. This incredible collection includes: an original model of the Goddard Rocket; the actual Mercury Atlas 9 Faith 7 capsule flown by Gordon Cooper; the Gemini V Spacecraft piloted by Pete Conrad and Gordon Cooper; a Lunar Roving Vehicle Trainer, the Apollo 17 Command Module, the giant Skylab Trainer, and the Apollo-Soyuz Trainer. Kids Space Place Kids Space Place was created for children of all ages who have always dreamed of experiencing the same things astronauts do in space. Interactive exhibits and themed area make exploring the different aspects of space and the manned space flight program loads of fun. Inside Kids Space Place, guests can explore and experiment commanding the space shuttle or living on the space station. (Age and/or height restrictions may apply on some activities.) Level 9 Tour The Level Nine Tour takes you behind the scenes to see the real world of NASA up close and personal. On this four-hour tour you will see things that only the astronauts see and eat what and where they eat. All your questions will be answered by a very knowledgeable Tour Guide as you discover the secrets that have been kept behind closed doors for years. The Level Nine Tour is Monday-Friday and includes a FREE HOT LUNCH in the astronauts cafeteria which makes it a Big Bang for your buck! The only security clearance is that you must be 14 years of age or older. The Space Center Houston is one of the most worthwhile trips any space fan can make. It combines history and real-time exploration in one fascinating day!   Edited and updated by Carolyn Collins Petersen.

Accounting and society--litarature review Essay - 2

Accounting and society--litarature review - Essay Example In this case, the two environmental approaches that accounting practices can be conducted include the free market and the pro-regulatory approaches. These approaches have been interchangeably used for the interests of the society (Buckley & Weston 2006, p.16). In the recent past, the adoption of the free market was considered ideal but until the world economic crisis experienced in 2008, several issues have been aroused which necessitate the adoption of regulation approaches. However, the consideration of the ideal environmental approach necessitates the analysis of their effects in the economy. The free-market approach to accounting information entails the treatment of the information as normal goods and services, which are impacted by the forces of demand and supply. For this reason, the preparation and utilization of the accounting information would yield optimal output. For any business entity, they will offer financial information that would address the needs of the economic demand (Flegm 2004, p.56). In addition, business entities would be required to provide the expected financial information without the imposition of any regulation. For instance, when companies would be required to offer the shares in order to be listed, they would be necessitated to offer the required financial information to attract investors. On the other hand, the implementation of the pro-regulatory approach involves the incorporation of regulation that would necessitate all business entities, especially companies so as to offer their accounting information freely to the public. In this regard, the accounting information is considered to be a public need, and for that reason, companies have to set some finances for the preparation and presentation of the accounting information. After the accounting information have been produced, it is essential to realize that they become free and everyone can access them. Through this practice, there is a conception that

A Critique on Project Stage-Gating Essay Example | Topics and Well Written Essays - 500 words

A Critique on Project Stage-Gating - Essay Example The article strongly suggested that project stage-gating which continuously evaluates the viability, usefulness, and gains from a project through different development and implementation stages is required to efficiently "stop a project which should not continue." Vanderslius also put forward useful guidelines which should not be overlooked in a stage-gating project such as clear definitions of phases, documented set of deliverables, gates staffed with an odd numbered committee rather than an individual, and "setting 'out of bounds.'" My choice of this article is simple enough. The project stage-gating article must be read because I believe that the article is very useful in the decision-making process handled by every project manager. Project stage-gating is interesting as it tackles some issues which are often taken for granted when starting an innovative project. Over the past years, a large number of IT projects initialized had failed. Somebody can just imagine the total amount of time, labor, materials, and expenditures wasted for all these projects. I believe that Vanderslius' main point in endorsing stage-gating is to save on resources which can be channeled to other more profitable ventures. I agree with him that project stage-gating can be an option in order to allocate company resources more efficiently. The "gates" needed to be passed by any project serves as a screening procedure that eliminates less viable and unprofitable projects.

Tudors Paper Essay Example for Free

Tudors Paper Essay The English history would not be as it was colorful and interesting today had it not been for the two of the most important icons in the History of United Kingdom: King Henry VIII and Elizabeth I. Their personal life and their political strategies not to mention their contributions to English history is one of the most unparalleled in any time. The royal life had been transmuted to the world of political maneuvers, religious conflict and personal decisions. Henry VIII and Elizabeth I, were not just members of the same Tudor royal clan, more importantly both of them had shaped modern England today. Two leading biographers and historians Garrett Mattingly and Lacey Baldwin Smith, recalled the lives of two monarchs and wrote a biography, in a convention peculiar to their tastes. Other English royal biographers might have treated their works different from the styles of the two, but surely, Mattingly and Baldwin elevated the taste of biographical writing in another playing field. Henry VIII was born on June 28, 1491 from the Tudor family. Elizabeth I, his daughter was born September 7, 1533. Coming from the family of nobility of Welsch, the Tudors reunited the whole of England during their reign. However, their family’s contribution was overshadowed by scandal and impunity. Mackie and Clarendo(1990, p. 190), clearly view the Tudors as the royal family, headed by their predecessors were diplomats of their first rate. They have settled diplomatic relationship with their former enemies and made long lasting truce of peace. The evidence of which is the end of â€Å"War of the Roses†.    This view was kinder tone as a description of the House of Tudors. Historically speaking, during their reign, England made several important decisions for herself but actually personal preferences of her king. Yet, undeniably, the reign of the Tudors was full of their inclinations toward their interests that had strong impact to the national life, religion, system of politics and governance of the entire country. Tudors were not entirely viewed by Mackie, Mattingly, Smith and Garvin. All of them, while had distastes with the rule of each Tudor monarch, none of them actually condemned any sovereign. While Smith has strong words used to chronicle the life of Tudors, most especially King Henry, he left in his spaces room to be defended.   In his book, â€Å"Henry VIII† he said: â€Å"For a king, do like a king; and when Henry learned that James V of Scotland besmirched the role of clean-fingered royalty with the filthy profits of sheep-raising, he warned that such actions cannot stand well with the honour of his estate, and that they would surely cause his subjects to mutter and mutiny. Henry instinctively knew that princes could survive the hatred of their subjects but never their scorn (1971, p. 43). Baldwin never saw Tudors, especially Henry the acclaim accorded to him by other historian-biographers. Henry VIII is the son of Henry VII, the latter being the first monarch in the House of Tudors. It was said that, Henry VIII lived a secluded life in the royal courthouses of the Tudors. He lived outside the confidence of his father’s privies and counselors. His growth as a monarch was characterized by his distinct personal convictions at the expense of his institutions. For instance, the divorce to Catherine of Aragon and the subsequent marriage to Ann Boleyn were the real reasons behind his defection to the Roman Pontiff’s authority. He asserted his royal right in his country and severed the Catholic Churches in England, outside the rule of the Papacy. But this is more personal than a stately decision. The refusal of the Pope to recognize his marital actions, lead him to justify himself and legalize his marital union to Ann Boleyn. However, this decision had made a positive impact to the religious life of the English. Since, the Church of England is under no authority except the king   the Church of England was more open and flexible with in terms of changes and reformation the country has faced. Gavin (1935) had a subtle view, for her the plans of Henry VIII are more nationalistic impression than self-serving act. Gavin relates (p.25) that England is not yet prepared for a woman ruler. Henry VIII has to secure the throne for a male monarch who shall embody the entire nation. For Gavin, unlike Baldwin’s view, her stand on certain royal issues during the late medieval period was more defensive. Unlike Baldwin who used strong indicators of Henry VIII’s mistakes, but were only forborne by the results of his actions, Gavin and Smith had more defensive stance on King Henry’s action. To prove this point, Gavin made this chronicle: Catherine of Aragon, whom he had not chosen himself, failed him: one miscarriage or still-born child succeeded another, and in 1514, after five years of parental misfortune Henryor Wolseypetitioned Leo X to annul the marriage with his brothers wife which another pope had sanctioned, doubting the validity of his own dispensation. Then in 1516 came Mary, who was welcomed, not for her own sake, but as an earnest of the son to follow. No woman had yet reigned in England, and Henry VII had secured the throne, not only by ending a civil war, but by excluding from the throne his mother, from whom he derived whatever hereditary right he possessed. The expected heir never followed Mary, and by 1527 it was certain that Henry VIII would have no legitimate son so long as Catherine remained his wife. He ceased to cohabit, though not to live, with her from that date, and fell a victim to the one grand passion of his life. (p. 25 [italics and undersco re ours]). Note that, Gavin in this excerpt utilized the apologetic language she can use to defend the Tudor Monarch from criticisms. She openly defended the choice of Henry to secure a male heir, because no queen has lead England as sole sovereign. All of the previous queens were just consorts. The subtlety of Gavin as compared to being straightforward of Smith and Smith is evident in her last phrase, ‘victim to the one grand passion of his life’. This statement is but a magnification of her romantic conveyance of an act to justify the king’s directions to justify her marriage and to give religious validity to his separation to the Pope. On another light, Mattingly (1963) had picturesquely described the Tudors, so stately and assertively. Unlike Smith who openly gave emphatic characterization to the Tudors and King Henry, Mattingly gave the scenario with the comments unconsciously buried in the deep of his biography. For her implied diction, she described Elizabeth I, the Tudor, a wise-lady. In the work of Mattingly, Elizabeth I is a strategist than a military chief, a restorer of culture than procter of the land, a compromiser to advance her interest for England mutually than to lead a nation in war. Mattingly had this for a statement:   Elizabeth preferred to have the Spanish bear the burden. To the end, until Spanish guns were heard in the Channel, the English negotiators at Bourbourg were arguing desperately for the solution which seemed to the Queen no more than elementary common sense. Let the King offer his subjects a general amnesty, restore the ancient liberties of the Seventeen Provinces as they had been at the beginning of his fathers reign, and withdraw his troops except for garrisons in the frontier cities. In exchange, the rebellious provinces would return to their allegiance to their legitimate sovereign and declare the Roman Catholic faith the only established religion. Nothing need be said about the toleration of heretic sects (p. 7).   In her words, Elizabeth I,   was still female, she cannot lead a nation to war. But that took her to an advantage. She (Elizabeth) strategize her connections and empowered her military fortresses.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The defeat of the Spanish Armada, shocked the entire European kingdoms, the female virgin queen, who had no king consort had defeated the vast naval strength of the Spanish crown, Mattingly described it as Elizabeth’s opportunity to lead the entire England under her own spell, than to be subdued by a foreign king. The efforts and the achievement of Elizabeth I was seen by Mattingly, impliedly as usual courses in the history of her reign. Mattingly gave the comment that, though much celebrated, the defeat of the Spanish Armada should not be seen so heavily as Elizabeth’s legacy. For Mattingly, the defeat of the Spanish people had little or no greater impact to England’s solidarity as a people. Noticeably, unlike Smith or Gavin, Mattingly sees the perspective of common notions of other historians in a different, yet solid view. Note that in the last sentence of this statement, she was convincingly of the belief that Elizabeth’s actions, specifically the defeat of the Spanish Armada, in many ways futile. Mattingly said: It is probable, too, that the victory gave a lift to English morale. It may be that a good many Englishmen, like a good many other Europeans, though not like Elizabeths sea dogs, had doubted that the Spanish could ever be beaten. Now they knew that they could. The thoughtful and the well-informed understood, however, that England had not won a war, only the first battle in a war in which there might be many more battles. England was braced for the struggle. But to say that the defeat of the Spanish Armada led to a sudden outburst of buoyant, self confident patriotism is to read the interpretation of later centuries back into the past. One would search the records of the next two or three years in vain for any specific evidence in support of such a view (p.23)  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thus, it becomes clear that the leaning of Smith was somewhat skeptical if not negative in his narration to the achievement of the Tudors. More so, Smith’s view on King Henry’s creation of the Church of England was seen more personal than nationalistic. Gavin has taken a lighter view, for her, the Tudors and the reign of Henry VIII, needs no less than understanding. These choices made by the King while personal were to secure the succession of the throne and the safety of the English throne. She (Gavin) has taken a more benign stance. On the other hand, Mattingly gave Elizabeth the treatment she portrays. As a woman, she may not have the power to lead the army with dauntless acts but surely she will stage a strategic plan to advance her kingdom’s interests. Mattingly, may not openly be a feminist advocate but her treatment was also fair, yet opposed to the main projection of Elizabeth I, as the pomp, untouchable queen. The latter view of Mattingly is so laid-back compared to Carole Levin’s   (1994) biographical notes on Elizabeth I. She (Levin) openly justified and even sees the reign of Elizabeth, as power struggle of sexes. For Levin the succession of Elizabeth I in the throne is but a clear, manifestation (perhaps the earliest) of the women’s role. During Elizabeth I time, women were subservient to their husbands, but Elizabeth not only transcended her personal tragedies but also penetrated through the norms of domestic views on women to a global and effective female leadership. Thus, her view is to support active gender roles, equality and sex issues. Her concern has a direct leaning, feminist point of view. Levin has this for a chronicle:   Ã‚  A central concern is how gender construction, role expectations, and beliefs about sexuality influenced both Elizabeth’s self-presentation and others perception of her. A crucial question this study examines is how such issues affected the methods of power used by a woman ruler as opposed to the traditional king. The way people regarded a queen and her use of power will also be valuable in answering more general questions about attitudes toward women during the English Renaissance (Levine, p.3).   Ã‚  Ã‚  The sensitivity of Levin to social constructs leads her to be the most gender sensitive of all.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lastly, the epitaphs of these biographers will surely vary. For instance, Smith will describe Henry VIII, as â€Å"The Ruler, whose hands are not tied with anyone†. For his views truly reflect the strong will of King Henry to assert his own beliefs. Mattingly may use the lines â€Å"Here lieth a queen, who reign without fear† as Elizabeth I, epitapth. This is only apt for a queen who defied norms and social expectations. Perhaps it will be the same as Levin’s, â€Å"A Queen who outlived, outwit any Kings on earth†, she would strongly assert it for the same reasons. And lastly, Gavin, who is the most laid back of all of the biographers would name, King Henry’s tomb, engraved in gold, which reads: â€Å"A King who died, and believed his own mind and lived by it†¦Ã¢â‚¬    Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The history, intricacies, scandals of the English monarchy might be totally different from their counterparts in Asia or Middle East. Yet their weaknesses and their personal legends bespeaks of one thing: No person in this earth has walked so glorious to ascribe them the power that belongs to God’s.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   SOURCES Smith, Baldwin L. (1971).   This Realm of England. New York: Houghton-Mifflin Co, Vol. II Levin, Carole. (1994). The Heart and Stomach of a King: Elizabeth I and the Politics of Sex and Power. Pennsylvania: University of Pennsylvania Press Mattingly, Garret, (1963). The Armada . USA: Cornell University Press Garvin, Katherine. (1935). The Great Tudors. Philadelphia: University of Pennsylvania Press

Absolutism Essay -- English History French History Papers

Absolutism During the pre-Enlightenment period, France and England went through very dramatic and very different government change. At the beginning of this time period, England had achieved relative stability, due largely in part to Elizabeth I long and successful reign. On the other hand, France had been subjected to numerous civil and religious wars, therefore leading to instability. French absolutism was largely a result of these crises and tragedies, with the country recognizing the need for a strong, powerful leader, which they found during the long and successful reign of Louis XIV. In England however, many problems arose due to a series of short and incapable rulers, beginning with James I and ending with James II. During Louis XIV’s reign, he was able to create a strong and stable absolute state by controlling the French nobility. Previously, during Louis XIII reign, the nobility had a great deal of power, and the French government was not centralized. Instead, the nobles acted as the middlemen, regulating the taxes and military of the French regions. The peasants paid taxes directly to the nobles, who kept a certain portion for themselves and then paid the remainder to the King. Individual regions raised and paid for their own armies; when the king required military help, the army came from these semi-private sources. Religiously, the state was also controlled by the nobles due to the Edict of Nantes, which gave the nobles the power to determine the religion of their lands. These factors lead to a divided French state, which reduced the power of Louis XIII. France was subjected to various civil wars and wars of religion, and the future king, Louis XIV, witnessing this period of unrest, vowed to impleme... ...V had achieved, and the English people feared their religious freedom was being jeopardized. These circumstances would then lead to England’s â€Å"Glorious Revolution,† which would take on the unpopular monarchy and defeat it, thereby putting William and Mary in the English throne. France and England underwent very different changes during the seventeenth century. While France transformed from an instability, war-torn country to a united, prosperous nation, England did just the opposite. France’s success can be largely attributed to Louis XIV long reign, and England’s decline was caused by a series of short rules by vastly different rulers. The rise of absolutism in France proved Louis’s power over his people, and the rise of constitutionalism and parliamentary power in France was due to monarchial weaknesses and strained relations between the two governing bodies.

English as a second language

Since many years ago in Costa Rica has been implemented English as a second language in educational institutions. Thence, there have been a lot of teachers in order to teach this language to our students during elementary school and high school. However, this goal has been limited and in most cases is not met. This is because many of the teachers do not have basis and rationale for teaching, in many schools across the country many of them do not speak the language or by 50%, do not have good pronunciation, grammar is incoherent and they don ‘t have secretaries skills to teach.Taking this as a starting point we can reach the conclusion of the importance of linguistics and how some of its branches can help teachers improve their classes. Some of these branches that teachers must considered in order to improve their classes are the following: sociolinguistic, phonology linguistic and second language acquisition. All teachers must know how people speak in the society, to understand this topic we have sociolinguistic that is precisely what is responsible for studying the way people speak in a specific society.Sociolinguistic contains many fields which is very important to know because it could help us improve the classes. Why? According with sociolinguistic one of the aspect that it consider is education, the more educated you are the better you speak that is really important; besides, gender is other aspect that you have to dominate especially when you need sort in which we are referring to man or woman, it said women speak better than men, they use more words and sentences it is something we should Consider when you are teaching.In other hands, the idioms should take into account, because we must know that in any region have idioms it means word that simplify a group of words, students must learn about it because may be they will be in contact with foreign people in a Job or they travel to another country.Also, is necessary to know about slang, this is what is known as vulgar vocabulary, as we student usually ask about expressions that they hear, as a teacher we must direct them which of these expressions must use according to the context. In addition, there are phrases that people use to soften the real meaning of a word (euphemism) for example, make love – copulate, teachers should know about these concepts because are synonyms in which is a topic that is taught in Costa Rica ‘s educative system.Race is another aspect very important to know, it determine the way that some people speak a language, for example, if a teacher teach Spanish at USA, especially in a state where most of the people speak Black American English, he or she must know that they reduce vowels, verb to be is deleted, they use â€Å"you was and they was† instead of â€Å"you were and they were†, etc. In order to understand the phrases.Also in sociolinguistic there is an especial meaning which is evolution, this is divided into two categori es nee of them is â€Å"pidgin† (using a language that is not our language is Just to survive) and the other is Creole or native language, this one is very important to take account because here at Costa Rica we have Lemon is a province where most of the people speak Creole from Jamaica, this kind of language is not totally perfect for example; obsolete – me I GU mausoleum – I is good and idiolect – I am good; if a teacher is teaching in Lemon must of knowing interpreter these terms and try to correct them to speak at a correct way.Another aspect teachers must consider is profession, as we know occupations is another topic that needs to be taught at high school, according with professions people use technical words belong to a specific occupations, so teacher must teach to the student how to associate a specific word with an occupation, for example, legal-lower, trauma-doctor.To teach this topic the teacher can use cards, board games combining words adapt ed to occupations related to the profession and the profession name. Phonology study of phonemes-phoneme is the basic unit of sounds (pronunciation, accent, stress); with doubt, if a teacher has enough knowledge about their class will e improved considerably, now days most of the schools in Costa Rica must teach speaking English, to make students acquire a good pronunciation teachers have to emphasize vowel sounds.Also they need to know about diphthongs which is the combination of vowels. There are many kinds of activities to teach vowels especially in school, but the most effective one is audiovisual, fortunately now days the technology is closer to everyone, in most of the schools have video beam, laptops and speakers with these tools teachers can play, songs, videos in order to learn vowel sounds.In other hands, consonants are very important, remember that consonants are divided by two categories mainly which are the following: voiced (vocal cords vibrate) and voiceless (vocal co rds don ;t vibrate), one of the main challenges facing teachers is to get students learn the correctly pronounce the words, so they have to let students know about the differences between consonants; one technique to obtain good results is make students work in groups, where they repeat the words identifying what has vibration and what not.To make easier this teaching the teacher would watch and guide students with the sounds and indicate when are continuant or stop, internal, alveolar-ridge, affricative or fricative and retroflex, certainly not due to give many details about this, but if we can do a little explanation Just let students learn to identify sounds.To end this essay, we must recognize that linguistic is very important and it should be known by teachers to make their lessons better, we know that to teach a second language teachers must know how do people speak in a society determined with all the fields of linguistic, such as, education, gender, idioms, slang, race, evol ution, reversion, it is what we know as sociolinguistic.Also, teachers should implement techniques and activities such as audiovisual presentations to recognize the sounds of the vowels, in the other hand, for recognizing the consonant sounds one very effective technique is group formation where students learn to recognize when the consonants has vibration or not, of course, with the guidance and help of the teacher who must have extensive knowledge of all the implications in the pronunciation of consonants for example when are continuant or stop, internal, alveolar-ridge, affricative or fricative and retroflex.