Carrizo
BY CRISOSTO APACHE
For Edgar
The submarine’s inside was dim.
— Ryūnosuke Akutagawa, tr. by Will Petersen
in my youth, I hitched a ride to San Diego, across
chirping desert and distant night, I gazed upon a slow-moving
dark, encasing a convex cerulean cavity
each night, I stood beneath the sky for hours mesmerized
at the perplex reformatory, twinkling lights of broken
glass fragments spreading against a glistening sunset
a faceless man behind a lost reflection of glass
at a drive-up window informs me,
too bad, you know nothing of your own past
how far will I walk against the night?
conforming to a captivity I had never realized
some years later, under the kitchen table, they all huddle,
as the rampage continues toward the back of the house,
a clash of debris from the other room recoils
and broken sounds escape the barricade of doors
I remember I returned in 1970,
all they remember is me sitting at the edge of my bed,
with the war still in my hands
Anasazi
BY TACEY M. ATSITTY
How can we die when we're already
prone to leaving the table mid-meal
like Ancient Ones gone to breathe
elsewhere. Salt sits still, but pepper's gone
rolled off in a rush. We've practiced dying
for a long time: when we skip dance or town,
when we chew. We've rounded out
like dining room walls in a canyon, eaten
through by wind—Sorry we rushed off;
the food wasn't ours. Sorry the grease sits
white on our plates, and the jam that didn't set—
use it as syrup to cover every theory of us.
When Roots Are Exposed
BY ESTHER BELIN
I.
The empty of stomach
manifests silence
a stillness
that levels
coffee in a cup
and in a respectful manner
allows steam to penetrate
the surface.
Reversal of action
has created my sandstone canyon
rooted cedar and sage at my feet.
This movement is where
a tranquility stems.
II.
When my child creates
bubbles through a soapy wand,
I occupy the action of fate
that bursts the perfect form.
A halcyon absorbed
nesting within
the existence of the form
that no longer exists.
The formless form
is where my mind floats.
III.
It is easy to give form
especially with English words
a promotion of mechanical ligaments
binding spirit with assembly-fabricated molds.
Just as my hair poses an appendage of my brain
my tongue poses an appendage of my heart.
I cannot classify this thought as a typewritten symbol.
An ideogram of essence
cultivates my stillness to action.
ANWR
BY SHERWIN BITSUI
When we are out of gas,
a headache haloes the roof,
darkening the skin of everyone who has a full tank.
I was told that the nectar of shoelaces,
if squeezed hard enough,
turns to water and trickles from the caribou’s snout.
A glacier nibbled from its center
spiders a story of the Southern Cross,
twin brothers
dancing in the back room lit with cigarettes
break through the drum’s soft skin—
There bone faces atlas
a grieving century ...
Talk you round till dusk by Rebecca Tantony sampleClive Birnie
Every one of us is a complex and beautifully woven fabric of stories, and whether we tell them or not, there are no measuring tapes or weighing scales to speak of their worth. Talk You Round Till Dusk is a collection of tiny stories and big ideas celebrating the wonder of the moment. It’s about those journeys in a car driving across a desert, or walking from the bedroom to the kitchen, where we discover that what we have is enough. Stories so small they fit in the palm of a hand, yet carry the weight of the world with them.
Talk You Round Till Dusk is a collaboration between spoken word artist Rebecca Tantony and illustrator Anna Higgie. In a mix of flash-non-fiction, short stories, poetry and 16 full page colour illustrations, Rebecca and Anna take us on on a philosophical road trip from Bristol to Andalucía, Nicosia, India, San Francisco, Death Valley and Mexico.
Talk You Round Till Dusk by Rebecca Tantony SampleBurning Eye
Every one of us is a complex and beautifully woven fabric of stories, and whether we tell them or not, there are no measuring tapes or weighing scales to speak of their worth. Talk You Round Till Dusk is a collection of tiny stories and big ideas celebrating the wonder of the moment. It’s about those journeys in a car driving across a desert, or walking from the bedroom to the kitchen, where we discover that what we have is enough. Stories so small they fit in the palm of a hand, yet carry the weight of the world with them.
Talk You Round Till Dusk is a collaboration between spoken word artist Rebecca Tantony and illustrator Anna Higgie. In a mix of flash-non-fiction, short stories, poetry and 16 full page colour illustrations, Rebecca and Anna take us on on a philosophical road trip from Bristol to Andalucía, Nicosia, India, San Francisco, Death Valley and Mexico.
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
Summary of a Literary Non-Fiction Text 500 wordsA succinct sum.docxpicklesvalery
Summary of a Literary Non-Fiction Text 500 words
A succinct summary can help students explain key concepts or theories while formulating their arguments in a formal essay. While summaries can be extremely helpful in formal essay writing, one of the challenges to creating a summary is to know how much material to omit before the central idea has been lost. In this assignment students are asked to summarize one of the literary non-fiction texts from this course: “How it Feels to be Coloured Me.”
Format
All written assignments must be submitted in MLA (Modern Language Association) format, double spaced, with 1” margins, and in 12-point Times New Roman font. Please include your name, professor’s name, the course code, and date in the upper left corner. In the upper right corner please place your last name and a page number. Also, please do not include a cover page with any written assignments.
How It Feels to Be Colored Me
I AM COLORED but I offer nothing in the way of extenuating
circumstances except the fact that I am the only Negro in the United
States whose grandfather on the mother's side was not an Indian chief.
I remember the very day that I became colored. Up to my thirteenth year
I lived in the little Negro town of Eatonville l Florida. It is exclusively a
colored town. The only white people I knew passed through the town
going to or coming from Orlando. The native whites rode dusty horses l
the Northern tourists chugged down the sandy village road in automobiles.
The town knew the Southerners and never stopped cane chewing when
they passed. But the Northerners were something else again. They were
peered at cautiously from behind curtains by the timid. The more
venturesome would come out on the porch to watch them go past and got
just as much pleasure out of the tourists as the tourists got out of the
village.
The front porch might seem a daring place for the rest of the town l but it
was a gallery seat for me. My favorite place was atop the gate?post.
Proscenium box for a born first?nighter. Not only did I enjoy the show l but
I didn't mind the actors knowing that I liked it. I usually spoke to them in
passing. I'd wave at them and when they returned my salute l I would say
something like this: "Howdy?do?well?I?thank?you?where?yougoin'?"
Usually automobile or the horse paused at this l and after a queer
exchange of compliments l I would probably "go a piece of the way" with
them l as we say in farthest Florida. If one of my family happened to come
to the front in time to see mel of course negotiations would be rudely
broken off. But even SOl it is clear that I was the first "welcome?to?
ourstate" Floridian, and I hope the Miami Chamber of Commerce will
please take notice.
During this period, white people differed from colored to me only in that
they rode through town and never lived there. They liked to hear me I I
speak pieces" and sing and wanted to see me dance the parse?me?la, and
gave me gen ...
a couple discover each other as they explore an unending house of mysterious people and places in this prose poem story of a relationship's unraveling.
FOR THOSE WHO BELIEVE, OUR JOURNEY IN THIS WORLD IS OFTEN REPEATED, DEPENDING ON WHAT OUR PURPOSE IS. IT EXISTS IN A CONTINUUM OF A SERIES OF REBIRTHS.
TO THOSE WHO REFUSE TO BELIEVE; WE COME ONLY ONCE .... AND DIE. ONLY ONCE.
TO THOSE WHOSE PURPOSE IS UNFULFILLED; WE JUST HAVE TO BE BORN AGAIN.
Childhood Abuse and Delinquency 150 Words Research regarding.docxTawnaDelatorrejs
Childhood Abuse and Delinquency 150 Words
Research regarding spanking children has had mixed results, do you think spanking contributes to delinquency or helps to prevent it? Justify your response.
Please remember to use netiquette when responding to your classmates
.
Childrens StoryKnowing how to address a variety of situations in .docxTawnaDelatorrejs
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
Children build their identities based on what they are exposed to, a.docxTawnaDelatorrejs
Children build their identities based on what they are exposed to, as well as how adults and peers interact with them. After having read this Module's materials, let's discuss this further.
What do you think are the most influential factors in the building of multicultural identities in children?
How do you raise children to be sensitive, multicultural adults
.
Child poverty and homelessness are two of the most complex problems .docxTawnaDelatorrejs
Child poverty and homelessness are two of the most complex problems faced by society today. Since 2000, the number of children living in poverty has increased from 11.6 million to 15 million. Today, over 20% of all children live in families with incomes below the federal poverty level. In addition, it is estimated that 1% to 2% of children are homeless, a number that has surged as a result of the recent global recession and the ensuing financial strain it has placed on many families. Because growing up in poverty increases children’s risks of suffering physical, cognitive, emotional, and social problems, reducing rates of child poverty is a priority. However, politicians and policymakers often disagree on causes and solutions to child poverty, sparking vigorous debate. In this Discussion, you will consider your own thoughts on how child poverty might be addressed. Reflect on the following:
Based on what you have learned this week and your past experiences, what specific policies, initiatives, or programs do you think should be implemented to effectively reduce child poverty/homelessness and/or ameliorate its consequences? Consider at least three.
How and to what extent should technology/media be used for educational purposes? For example, should teachers integrate technology as much as possible in their lessons? Should parents encourage children to study using educational software and the Internet? Or are more traditional learning methods preferable?
Are there any policies, initiatives, or programs aimed at combating child poverty and/or homelessness with which you strongly disagree? Why?
Article:
Southwell, P. (2009). The measurement of child poverty in the United States.
Journal of Human Behavior in the Social Environment
,
19
(4), 317
–
329.
Retrieved from the Academic Search Complete database.
Web Resource:
Moore, K. A., Redd, Z., Burkhauser, M., Mbwana, K., & Collins, A. (2009, April).
Children in poverty: Trends, consequences, and policy options
(Publication No. 2009-11). Retrieved from the Child Trends website:
http://www.childtrends.org/wp-content/uploads/2013/03/PovertyRB.pdf
Web Resource:
Valladares, S., & Moore, K. A. (2009, May).
The strengths of poor families
(Publication No. 2009-26). Retrieved from the Child Trends website:
http://childtrends.org/wp-content/uploads/2009/05/Child_Trends-2009_5_14_RB_poorfamstrengths.pdf
.
Child abuse and neglect are critical issues inherent in the field of.docxTawnaDelatorrejs
Child abuse and neglect are critical issues inherent in the field of human services. You will likely encounter clients who are abused and neglected. Review the characteristics of neglected children in Chapter 4, and answer the following questions:
How does the presence of child abuse or neglect affect a child’s normal development?
How might you respond to a child who indicates that he or she is being abused or neglected?
What agencies would you contact and why?
.
Check.DescriptionI need help with this one-page essay Please!Co.docxTawnaDelatorrejs
Check.
Description:
I need help with this one-page essay Please!Compare and contrast the postcolonial elements that define the works of a range of world authors, including Derek Walcott, Chinua Achebe, Deepika Bahri, W.B. Yeats, Seamus Heaney, E. M. Forster, Salman Rushdie, and Arundhati Roy.
.
More Related Content
Similar to CarrizoBY CRISOSTO APACHEFor EdgarThe submarine’s inside was
Talk you round till dusk by Rebecca Tantony sampleClive Birnie
Every one of us is a complex and beautifully woven fabric of stories, and whether we tell them or not, there are no measuring tapes or weighing scales to speak of their worth. Talk You Round Till Dusk is a collection of tiny stories and big ideas celebrating the wonder of the moment. It’s about those journeys in a car driving across a desert, or walking from the bedroom to the kitchen, where we discover that what we have is enough. Stories so small they fit in the palm of a hand, yet carry the weight of the world with them.
Talk You Round Till Dusk is a collaboration between spoken word artist Rebecca Tantony and illustrator Anna Higgie. In a mix of flash-non-fiction, short stories, poetry and 16 full page colour illustrations, Rebecca and Anna take us on on a philosophical road trip from Bristol to Andalucía, Nicosia, India, San Francisco, Death Valley and Mexico.
Talk You Round Till Dusk by Rebecca Tantony SampleBurning Eye
Every one of us is a complex and beautifully woven fabric of stories, and whether we tell them or not, there are no measuring tapes or weighing scales to speak of their worth. Talk You Round Till Dusk is a collection of tiny stories and big ideas celebrating the wonder of the moment. It’s about those journeys in a car driving across a desert, or walking from the bedroom to the kitchen, where we discover that what we have is enough. Stories so small they fit in the palm of a hand, yet carry the weight of the world with them.
Talk You Round Till Dusk is a collaboration between spoken word artist Rebecca Tantony and illustrator Anna Higgie. In a mix of flash-non-fiction, short stories, poetry and 16 full page colour illustrations, Rebecca and Anna take us on on a philosophical road trip from Bristol to Andalucía, Nicosia, India, San Francisco, Death Valley and Mexico.
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
Summary of a Literary Non-Fiction Text 500 wordsA succinct sum.docxpicklesvalery
Summary of a Literary Non-Fiction Text 500 words
A succinct summary can help students explain key concepts or theories while formulating their arguments in a formal essay. While summaries can be extremely helpful in formal essay writing, one of the challenges to creating a summary is to know how much material to omit before the central idea has been lost. In this assignment students are asked to summarize one of the literary non-fiction texts from this course: “How it Feels to be Coloured Me.”
Format
All written assignments must be submitted in MLA (Modern Language Association) format, double spaced, with 1” margins, and in 12-point Times New Roman font. Please include your name, professor’s name, the course code, and date in the upper left corner. In the upper right corner please place your last name and a page number. Also, please do not include a cover page with any written assignments.
How It Feels to Be Colored Me
I AM COLORED but I offer nothing in the way of extenuating
circumstances except the fact that I am the only Negro in the United
States whose grandfather on the mother's side was not an Indian chief.
I remember the very day that I became colored. Up to my thirteenth year
I lived in the little Negro town of Eatonville l Florida. It is exclusively a
colored town. The only white people I knew passed through the town
going to or coming from Orlando. The native whites rode dusty horses l
the Northern tourists chugged down the sandy village road in automobiles.
The town knew the Southerners and never stopped cane chewing when
they passed. But the Northerners were something else again. They were
peered at cautiously from behind curtains by the timid. The more
venturesome would come out on the porch to watch them go past and got
just as much pleasure out of the tourists as the tourists got out of the
village.
The front porch might seem a daring place for the rest of the town l but it
was a gallery seat for me. My favorite place was atop the gate?post.
Proscenium box for a born first?nighter. Not only did I enjoy the show l but
I didn't mind the actors knowing that I liked it. I usually spoke to them in
passing. I'd wave at them and when they returned my salute l I would say
something like this: "Howdy?do?well?I?thank?you?where?yougoin'?"
Usually automobile or the horse paused at this l and after a queer
exchange of compliments l I would probably "go a piece of the way" with
them l as we say in farthest Florida. If one of my family happened to come
to the front in time to see mel of course negotiations would be rudely
broken off. But even SOl it is clear that I was the first "welcome?to?
ourstate" Floridian, and I hope the Miami Chamber of Commerce will
please take notice.
During this period, white people differed from colored to me only in that
they rode through town and never lived there. They liked to hear me I I
speak pieces" and sing and wanted to see me dance the parse?me?la, and
gave me gen ...
a couple discover each other as they explore an unending house of mysterious people and places in this prose poem story of a relationship's unraveling.
FOR THOSE WHO BELIEVE, OUR JOURNEY IN THIS WORLD IS OFTEN REPEATED, DEPENDING ON WHAT OUR PURPOSE IS. IT EXISTS IN A CONTINUUM OF A SERIES OF REBIRTHS.
TO THOSE WHO REFUSE TO BELIEVE; WE COME ONLY ONCE .... AND DIE. ONLY ONCE.
TO THOSE WHOSE PURPOSE IS UNFULFILLED; WE JUST HAVE TO BE BORN AGAIN.
Similar to CarrizoBY CRISOSTO APACHEFor EdgarThe submarine’s inside was (16)
Childhood Abuse and Delinquency 150 Words Research regarding.docxTawnaDelatorrejs
Childhood Abuse and Delinquency 150 Words
Research regarding spanking children has had mixed results, do you think spanking contributes to delinquency or helps to prevent it? Justify your response.
Please remember to use netiquette when responding to your classmates
.
Childrens StoryKnowing how to address a variety of situations in .docxTawnaDelatorrejs
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
Children build their identities based on what they are exposed to, a.docxTawnaDelatorrejs
Children build their identities based on what they are exposed to, as well as how adults and peers interact with them. After having read this Module's materials, let's discuss this further.
What do you think are the most influential factors in the building of multicultural identities in children?
How do you raise children to be sensitive, multicultural adults
.
Child poverty and homelessness are two of the most complex problems .docxTawnaDelatorrejs
Child poverty and homelessness are two of the most complex problems faced by society today. Since 2000, the number of children living in poverty has increased from 11.6 million to 15 million. Today, over 20% of all children live in families with incomes below the federal poverty level. In addition, it is estimated that 1% to 2% of children are homeless, a number that has surged as a result of the recent global recession and the ensuing financial strain it has placed on many families. Because growing up in poverty increases children’s risks of suffering physical, cognitive, emotional, and social problems, reducing rates of child poverty is a priority. However, politicians and policymakers often disagree on causes and solutions to child poverty, sparking vigorous debate. In this Discussion, you will consider your own thoughts on how child poverty might be addressed. Reflect on the following:
Based on what you have learned this week and your past experiences, what specific policies, initiatives, or programs do you think should be implemented to effectively reduce child poverty/homelessness and/or ameliorate its consequences? Consider at least three.
How and to what extent should technology/media be used for educational purposes? For example, should teachers integrate technology as much as possible in their lessons? Should parents encourage children to study using educational software and the Internet? Or are more traditional learning methods preferable?
Are there any policies, initiatives, or programs aimed at combating child poverty and/or homelessness with which you strongly disagree? Why?
Article:
Southwell, P. (2009). The measurement of child poverty in the United States.
Journal of Human Behavior in the Social Environment
,
19
(4), 317
–
329.
Retrieved from the Academic Search Complete database.
Web Resource:
Moore, K. A., Redd, Z., Burkhauser, M., Mbwana, K., & Collins, A. (2009, April).
Children in poverty: Trends, consequences, and policy options
(Publication No. 2009-11). Retrieved from the Child Trends website:
http://www.childtrends.org/wp-content/uploads/2013/03/PovertyRB.pdf
Web Resource:
Valladares, S., & Moore, K. A. (2009, May).
The strengths of poor families
(Publication No. 2009-26). Retrieved from the Child Trends website:
http://childtrends.org/wp-content/uploads/2009/05/Child_Trends-2009_5_14_RB_poorfamstrengths.pdf
.
Child abuse and neglect are critical issues inherent in the field of.docxTawnaDelatorrejs
Child abuse and neglect are critical issues inherent in the field of human services. You will likely encounter clients who are abused and neglected. Review the characteristics of neglected children in Chapter 4, and answer the following questions:
How does the presence of child abuse or neglect affect a child’s normal development?
How might you respond to a child who indicates that he or she is being abused or neglected?
What agencies would you contact and why?
.
Check.DescriptionI need help with this one-page essay Please!Co.docxTawnaDelatorrejs
Check.
Description:
I need help with this one-page essay Please!Compare and contrast the postcolonial elements that define the works of a range of world authors, including Derek Walcott, Chinua Achebe, Deepika Bahri, W.B. Yeats, Seamus Heaney, E. M. Forster, Salman Rushdie, and Arundhati Roy.
.
Check the paper you write and add your perspective I forgot to say s.docxTawnaDelatorrejs
Check the paper you write and add your perspective I forgot to say some instructions. put some opinion about torah
Write a 3 page paper on what you have learned about Judaism that new for you and which is somehow significant to your understanding about this religion and how it affected your thinking.
Could you add some perspectives to paper you wrote...
i dont want you write new paper just add some opinion to paper
.
Check out attachments and read instructions before you make Hand Sh.docxTawnaDelatorrejs
"Check out attachments and read instructions before you make Hand Shake. Otherwise, I can't sign the agreement"
The most
IMPORTANT
things for me:
1)
Use very simple language, I'm an international student
.
2) Follow ALL instructions carefully 100%.
3) Finish it
on time
.
4) Last but not least,
Originality
.
====
I will run the paper through Copyscape that homework market provides, and the result MUST be = ZERO.
Thanks in advance,
.
check out the attachment, it has prompt, use the 4 website to quote .docxTawnaDelatorrejs
check out the attachment, it has prompt, use the 4 website to quote AND paraphrase (both are required) that i pasted on there. 800 words. APA style
download the attachment and follow the requiremen
1. A Swiveling Proxy That Will Even Wear a Tutu
By ROBBIE BROWNJUNE 7, 2013
http://www.nytimes.com/2013/06/08/education/for-homebound-students-a-robot-proxy-in-the-classroom.html?_r=0
2. How One Boy With Autism Became BFF With Apple’s Siri
By JUDITH NEWMANOCT. 17, 2014
http://www.nytimes.com/2014/10/19/fashion/how-apples-siri-became-one-autistic-boys-bff.html
3. The Ethical Frontiers of Robotics
Noel Sharkey*
http://webpages.uncc.edu/~jmconrad/ECGR4161-2011-05/notes/Science_Article_Robotics_Ethics2.pdf
4. THE ROBOTIC MOMENT
sherry turkle
In late November 2005, I took my daughter Rebecca, then fourteen, to the Darwin exhibition
at the American Museum of Natural History in New York. From the moment you step into
the museum and come face-to-face with a full-size dinosaur, you become part of a celebration
of life on Earth, what Darwin called “endless forms most beautiful.” Millions upon millions of
now lifeless specimens represent nature’s invention in every corner of the globe. There could
be no better venue for documenting Darwin’s life and thought and his theory of evolution by
natural selection, the central truth that underpins contemporary biology. The exhibition aimed
to please and, a bit defensively in these days of attacks on the theory of evolution, wanted to
convince.
At the exhibit’s entrance were two giant tortoises from the Galápagos Islands, the bestknown
inhabitants of the archipelago where Darwin did his most famous investigations. The
museum had been advertising these tortoises as wonders, curiosities, and marvels. Here,
among the plastic models at the museum, was the life that Darwin saw more than a century
and a half ago. One tortoise was hidden from view; the other rested in its cage, utterly still.
Rebecca inspected the visible tortoise thoughtfully for a while and then said matter-of-factly,
“They could have used a robot.” I was taken aback and asked what she meant. She said she
thought it was a shame to bring the turtle all this way from its island home in the Pacific, when
it was just going to sit there in the museum, motionless, doing nothing. Rebecca was both
concerned for the imprisoned turtle and unmoved by its authenticity.
It was Thanksgiving weekend. The line was long, the crowd frozen in place. I began to talk
with some of the other parents and children. My question—“Do you care that the turtle is
alive?”—was a welcome diversion from the boredom of the wait. A ten-year-old girl told me
that she would prefer a robot turtle because aliveness comes with aesthetic inconvenience:
“Its water looks dirty. Gross.” More usually, votes for the robots echoed my daughter’s sentiment
that in this setting, aliveness didn’t seem worth the trouble. A twelve-year-old girl was
adam.
Charles Mann is not only interested in how American societies arrive.docxTawnaDelatorrejs
Charles Mann is not only interested in how American societies arrived, developed, and
evolved, but also how they adapted to the multiple environments of the Americas. How
did indigenous Americans find ways to overcome environmental obstacles? What
techniques, attitudes, or actions did indigenous Americans share? What techniques were
unique to certain areas? Why did some communities and societies thrive in the years
before 1492 while others fell apart and disbanded into new groups or the landscape? How did scholars of the eighteenth, nineteenth, and twentieth centuries differ on their ideas of American Indian development?
.
Check out attachments and read instructions before you make Hand Sha.docxTawnaDelatorrejs
Check out attachments and read instructions before you make Hand Shake.
Otherwise
, I can't sign the agreement"
The most
IMPORTANT
things for me:
1)
Use very simple language, I'm an international student
.
2) Follow ALL instructions carefully 100%.
3) Finish it
on time
.
4) Last but not least, Originality.
====
I will run the paper through Copyscape that homework market provides, and the result MUST be = ZERO.
.
Chapters 5-8. One very significant period in Graphic Design History .docxTawnaDelatorrejs
Chapters 5-8. One very significant period in Graphic Design History was the Renaissance. Maybe a person or object of art made you start thinking about how it was done. here's the link for the chaper that u need to look at
https://www.youtube.com/watch?v=3vCNvvQwCos&list=PLxPtyllY6Cx_Xar71rcNFqX2bDB7Wzfll
.
childrens right in Pakistan.6 pagesat least 7 referencesAPA s.docxTawnaDelatorrejs
children's right in Pakistan.
6 pages
at least 7 references
APA style
References, citation needed
outline:
1.
Country in context
2.
Demographics
3.
History
4.
Culture and socio-economic context: official language, religion,
5.
Legislation/policies addressing rights
6.
Health status of child
7.
Education
8.
Well-being and quality of life: human develop index
9.
Status of children with special needs
10.
summary
.
CHAPTER ONEIntroductionLearning Objectives• Be able to concept.docxTawnaDelatorrejs
CHAPTER ONEIntroduction
Learning Objectives
• Be able to conceptualize the “information explosion” and how it relates to the brain sciences.
• Be able to describe pharmacodynamics and pharmacokinetics.
• Be able to articulate the benefits of an integrative approach to psychopharmacology.
ENCOURAGEMENT TO THE READER
Some of you may begin this book with some anxiety because this is a new area for you. You may imagine that psychopharmacology is exclusively a “hard science,” and perhaps you don't think of yourself as a “hard science” kind of person. You may even feel uncertain about your ability to master basic psychopharmacological concepts. First, let us assure you one more time that our goal is to make this topic accessible to readers who are practicing as or studying to be mental health professionals, many of whom may not have a background in the physical or organic sciences. Second, we recommend to those teaching a course in psychopharmacology that, because of the rapid nature of change in the field, teaching styles that rely on memorization are of limited use in this area. We recommend helping students master basic concepts and then applying these concepts to cases. To facilitate that process, we supply cases and objectives/review questions for main sections of the book. Finally, we invite you students to join us in an incredible journey centering on the most complex organ known to humanity—the human mind and brain. We hope you can revel in the complexity of the brain and the sheer magnitude of its power. We hope you can resist the temptation to want simple and concrete answers to many of the questions this journey will raise. We also hope you learn to appreciate the ambiguous nature of “mind” and its relationship to the brain. As authors and researchers who have traveled this path before us will attest, there are no simple or even known answers to many of the questions that arise (Grilly & Salmone, 2011; Schatzberg & Nemeroff, 1998). We encourage a mixture of trying to comprehend the information while dwelling in the mystery that is the context for the information. Before moving on, we offer a mantra to help you implement this recommendation.
A MANTRA
Even though psychopharmacology is in its embryonic stage, it is a vast and complex topic. Several years ago I (Ingersoll) engaged in some multicultural counseling training with Paul Pederson. In that training, Dr. Pederson commented, “Culture is complex, and complexity is our friend.” We offer a paraphrase as a mantra for psychopharmacology students: “Reality is complex, and complexity is our friend.” We remind the reader of this mantra throughout the book. You might try saying it aloud right now: “Reality is complex, and complexity is our friend.” If you reach a passage in this book that is challenging for you or that arouses anxiety, stop, take a deep breath, and practice the mantra.
The primary audience for this book is mental health clinicians who may not have had much training in biology.
Chapter TenThe Federal JudiciaryBrian M. MurphyLearnin.docxTawnaDelatorrejs
Chapter Ten
The Federal Judiciary
Brian M. Murphy
Learning Objectives
After covering the topic of the federal judiciary, students should
understand:
1. The relationship of state courts to the federal judiciary.
2. The jurisdiction of federal courts.
3. The structure of the federal judicial system.
4. The procedures of the U.S. Supreme Court.
5. The powers of the federal judiciary.
Abstract
The udicial y e i he i ed a e i a ed he d c ri e
federalism. Two court systems exist side-by-side, national and state, and
each has a distinct set of powers. State courts, for the most part, are
responsible for handling the legal issues that arise under their own laws. It
is primarily when a federal uestion is presented that the federal udicial
system can become in ol ed in a state court. therwise, state udiciaries
are generally autonomous even from one another. The Constitution
precisely outlines the types of cases that can be heard by federal courts,
yet it is almost impossible to force a federal court to hear a case that falls
under its urisdiction if the udge s wants to avoid it. The authority of
the U.S. Supreme Court has slowly grown over time, largely through the
power of udicial review. onetheless, federalism has managed to remain
a signi cant barrier against federal courts becoming too powerful. The
udicial system designed by the framers continues to survive and function
after 200 years.
Introduction
The federal judicial system is the least commonly known and least
understood branch of American government. In 2007, 78% could not
name the current Chief Justice of the U.S. Supreme Court but 66% were
able to identify at least one of the judges on the T show American
Idol (Jamieson, 2007). Much of judicial work is conducted out of the
limelight and courts are not considered an important in uence in the daily
lives of people. It is clear the framers believed that the federal judicial
system would be the weakest of the three branches because, as Alexander
amilton wrote, it has no in uence over either the sword or the purse
(Hamilton, 1961, 465). In other words, courts cannot command an army
(or even police) to ensure that decisions are enforced or allocate money to
implement one of their rulings. Judges must depend on the other branches
in order to get anything done. According to an oft-repeated story, President
Andrew Jackson supposedly mocked a decision by Chief Justice John
Marshall with the words, John Marshall has made his decision, now let
him enforce it’’ (Schwartz, 1993, 94).
But times and the role of the federal judiciary have changed. One
scholar even concluded that the United States is now operating under a
government by judiciary’’ because the U.S. Supreme Court can revise
the Constitution by how it interprets the wording (Berger, 1997). As Chief
Justice Charles vans Hughes once uipped, e are under a Constitution,
but the Constitution is what the judges say it is’’ (Hughes, 1916, 185). .
Chapter 9 provides a discussion of the challenges of identifying ELL.docxTawnaDelatorrejs
Chapter 9 provides a discussion of the challenges of identifying ELLs’ as having a learning disability or being gifted with their lower than grade-level proficiency in English. After reading Chapter 9, write a post that addresses the following questions:
What kinds of disabilities might an ELL have?
What are the challenges of determining whether an ELL has a learning ability or is gifted?
What kinds of interventions are used once an ELL has been identified as having a learning disability?
What kinds of interventions are used once an ELL is determined to be gifted?
If you were teaching a class with some ELLs in it, what signals would you look for in the behavior or they ELLs to determine whether they might need to be tested for learning disabilities or being gifted?
How might you adapt your curriculum for an ELL student with a learning disability or who is gifted?
.
Chapter 8 -- Crimes
1. Conduct that may be a misdemeanor in one state may be a felony in another state.
2. A required element for a crime is that the criminal party voluntarily commits the prohibited act (think “gun to head”).
3. A person cannot commit a crime if the person does not know that his or her conduct is criminal (think “Honduran bony fish or short lobster).
4. The Fourth Amendment prohibits ALL government searches of businesses.
5. Traditionally, extortion involves wrongful demands made by public officials.
6. A company cannot be found guilty of a crime that is committed by its agent.
7. If an employee wrongfully keeps money that was entrusted to the employee by his or employer, the employee has committed the crime of embezzlement.
8. Government officers do not need a search warrant in order to inspect property that is in "plain view".
9. The Constitution guarantees individuals the right to a speedy trial in criminal cases.
10. The Digital Millennium Copyright Act allows a person to thwart encryption devices that copy right holders place on copyrighted material if the person has purchased the copyrighted item in question.
Chapter 9 -- Torts
11. One wrongful act may be both a crime and a tort.
12. A person is not entitled to recover for EVERY injury or loss that is caused by another person.
13. In general, tort liability will not be imposed for an involuntary act even if the act harms another.
14. Under tort law, one owes a duty to society to conform his or her conduct to a required standard (think: does society sue the tortfeasor does the “somebody done me wrong” individual plaintiff sue the tortfeasor?).
15. The U.S. government cannot be sued for harm caused by the negligence of federal employees.
16. In some states, a plaintiff may recover for emotional distress that is negligently caused by another.
17. Companies can now make commercial use of the name or likeness of celebrities without first obtaining the celebrities permission to do so because most states do not recognize the tort of invasion of the right to publicity.
Chapter 10
18.
Patents are granted by state governments, not by the federal government.
19.
Trademarks may be protected for up to three years prior to the time that they are actually used.
20. A “term” acquires a secondary meaning when, through prolonged use, the public has come to associate that term with a particular product.
21. In general, mere ideas and concepts cannot be copyrighted or patented.
22.
A trade secret may be disclosed without losing its legal .
chapter 5 Making recommendations for I studied up to this .docxTawnaDelatorrejs
chapter 5
Making recommendations for I studied up to this point, what should now be study after I have written about what I found. All chapter 5 about chapter 4 what all things I discovered, what senses do they make to you what would you have study more if you have more time, what I think about , what I found
.
Chapter 4. Terris, Daniel. (2005) Ethics at Work Creating Virtue at.docxTawnaDelatorrejs
Chapter 4. Terris, Daniel. (2005) Ethics at Work: Creating Virtue at an American Corporation. Brandeis University Press. Apply critical thinking skills
in evaluating Lockheed Martin's efforts.
1. What do you think about the notion presented by Terris that Lockheed's ethics program does little to prevent ethical breaches at the highest level of the organization?
2. Are the efforts put forth—such as making sure higher level executives participate in training—enough to help executives navigate what Terris calls the 'ethical minefield' faced by leadership in such an organization?
3. What are some things that could be done to address the issue related to ethics at higher executive levels of the organization?
4. Terris points out that the company's program is overly focused on individuals and that it doesn't really address group dynamics that can impact ethical situations. For instance, there can be a tendency for groups to ‘go with the flow’ of the group decision making process and overlook ethical issues in the process. What would you recommend that Lockheed Martin do to address this situation?
(Hint: reviewing p. 128 and the following pages – before section headed “Personal Responsibility, Collective Innocence” - of the text might be helpful).
Assignment Expectations: Write a 4- to 5-page paper, not including title page or references page addressing the issue.
Your paper should be double-spaced and in 12-point type size.
Your paper should have a separate cover page and a separate reference page. Make sure you cite your sources.
.
Chapter 41. Read in the text about Alexanders attempt to fuse Gre.docxTawnaDelatorrejs
Chapter 4
1. Read in the text about Alexander's attempt to fuse Greek and Eastern cultures (116-120 -see box Alexander meets an Indian King, 115). Then go to:
Alexander the Great
- a from a BBC documentary. The video will have to be opened in a new window.
Write a brief review after watching the documentary (You don't have to watch the entire hour). What does Wood have to say about the scope of Alexander the Great's accomplishments? Does watching a video set in the actual landscape of Macedonia and Turkey help understand the history of an ancient civilization? How?
2. Go to:
Building of the Parthenon
and
Optical 'tricks' at the Parthenon
to see the accomplishments of Greek architects and politicians. What is the connection between Athenian politics and the building of the Parthenon? What illusions were utlitzed by the architects and engineers to emphasize the grandeur of the Parthenon?
Chapter 5
Select TWO of the following questions and complete the links assignments: Remember to mention source material in your response.
(Select 3 for extra credit
1. Go to:
Roman Writers view their world
and choose 2 authors to write an essay on entertainments and past times of Roman citizens and how eyewitnesses wrote about their world. Who are they? What position did they hold in Roman society? Is this important to their view point?
2. Go to
Christian symbolism
and
Colors in religious art
and write about how a largely illiterate (slave and lower class Romans and client state residents) society could learn about this new "Christian" religion through art, symbolism and color. How would this help the conversion process?
3. Go to
Sights along the Silk Road
. Click on the interactive maps and visit several of the stops along the Silk Road. What did you find? Learn? Then go to :
Silk Road Project
. Click on "Music and Artists." Then "Listen to Music."
Click on a title for ex: "Arabian" to listen to sample of the music and instrument. Write on your findings.
You may have to update your "Flash" player to hear music
.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
CarrizoBY CRISOSTO APACHEFor EdgarThe submarine’s inside was
1. Carrizo
BY CRISOSTO APACHE
For Edgar
The submarine’s inside was dim.
— Ryūnosuke Akutagawa, tr. by Will Petersen
in my youth, I hitched a ride to San Diego, across
chirping desert and distant night, I gazed upon a slow -moving
dark, encasing a convex cerulean cavity
each night, I stood beneath the sky for hours mesmerized
at the perplex reformatory, twinkling lights of broken
glass fragments spreading against a glistening sunset
a faceless man behind a lost reflection of glass
at a drive-up window informs me,
too bad, you know nothing of your own past
how far will I walk against the night?
conforming to a captivity I had never realized
some years later, under the kitchen table, they all huddle,
as the rampage continues toward the back of the house,
a clash of debris from the other room recoils
and broken sounds escape the barricade of doors
I remember I returned in 1970,
all they remember is me sitting at the edge of my bed,
with the war still in my hands
2.
3. Anasazi
BY TACEY M. ATSITTY
How can we die when we're already
prone to leaving the table mid-meal
like Ancient Ones gone to breathe
elsewhere. Salt sits still, but pepper's gone
rolled off in a rush. We've practiced dying
for a long time: when we skip dance or town,
when we chew. We've rounded out
like dining room walls in a canyon, eaten
through by wind—Sorry we rushed off;
the food wasn't ours. Sorry the grease sits
white on our plates, and the jam that didn't set—
use it as syrup to cover every theory of us.
4.
5. When Roots Are Exposed
BY ESTHER BELIN
I.
The empty of stomach
manifests silence
a stillness
that levels
coffee in a cup
and in a respectful manner
allows steam to penetrate
the surface.
Reversal of action
has created my sandstone canyon
rooted cedar and sage at my feet.
This movement is where
a tranquility stems.
II.
When my child creates
bubbles through a soapy wand,
I occupy the action of fate
that bursts the perfect form.
A halcyon absorbed
nesting within
the existence of the form
that no longer exists.
The formless form
is where my mind floats.
III.
It is easy to give form
especially with English words
a promotion of mechanical ligaments
binding spirit with assembly-fabricated molds.
6. Just as my hair poses an appendage of my brain
my tongue poses an appendage of my heart.
I cannot classify this thought as a typewritten symbol.
An ideogram of essence
cultivates my stillness to action.
7. ANWR
BY SHERWIN BITSUI
When we are out of gas,
a headache haloes the roof,
darkening the skin of everyone who has a full tank.
I was told that the nectar of shoelaces,
if squeezed hard enough,
turns to water and trickles from the caribou’s snout.
A glacier nibbled from its center
spiders a story of the Southern Cross,
twin brothers
dancing in the back room lit with cigarettes
break through the drum’s soft skin—
There bone faces atlas
a grieving century.
9. BY TREVINO L. BRINGS PLENTY
Chorus rumbles constant throughout night
storied roots curl around obsidian
arrowhead dissolved into shaft groove
you unbuckle the stems from your leg
Coda’s systemic sameness & design
monsoon shovels clay onto hand
pushes up arm, pericardial shift dams
its build you prostrate in an office chair
Massacre song foundation roll fields hypoxic
grasses scribe a hill slope horripilation
a pronghorn horns the air stirs skin cells
Unpeel bison hide bundle
piece stem into its chamber
pillar a room with red cedar smoke
Confusion forms to recall its palms air push
different if not warranted you hear only
past reflections bounce off the keystone surface:
a beast skips on a butte
thrown across a wheeling prairie
oak shadow outline casts to your interior
walls angled from captured leaf veins
Unmoved trailer homes center scene
cottonwoods bend your head
you thumb forward then walk
11. BY JULIAN TALAMANTEZ BROLASKI
the bear was born
thrown from its side by killer-of-enemies
its rage scratched open several rivers and the gulf of mexico
an aspect so to speke
made fulsomely as it were one
whos habitat
full somely made
reaches all its leaves and feathers to the smoky air
a tanager on an elm in oahu
really reminded of the grand canyon
by the souvenir mug of the muleskinner
& the horse & the name angel
12. Prints
BY JOSEPH BRUCHAC
Seeing photos
of ancestors
a century past
is like looking
at your own
fingerprints—
circles
and lines
you can't
recognize
until someone else
with a stranger's eye
looks close and says
that's you.
13.
14. Combing
BY GLADYS CARDIFF
Bending, I bow my head
and lay my hands upon
her hair, combing, and think
how women do this for
each other. My daughter’s hair
curls against the comb,
wet and fragrant— orange
parings. Her face, downcast,
is quiet for one so young.
I take her place. Beneath
my mother’s hands I feel
the braids drawn up tight
as piano wires and singing,
vinegar-rinsed. Sitting
15. before the oven I hear
the orange coils tick
the early hour before school.
She combed her grandmother
Mathilda’s hair using
a comb made out of bone.
Mathilda rocked her oak wood
chair, her face downcast,
intent on tearing rags
in strips to braid a cotton
rug from bits of orange
and brown. A simple act
Preparing hair. Something
women do for each other,
plaiting the generations.
16. Emplumada
BY LORNA DEE CERVANTES
When summer ended
the leaves of snapdragons withered
taking their shrill-colored mouths with them.
They were still, so quiet. They were
violet where umber now is. She hated
and she hated to see
them go. Flowers
born when the weather was good - this
she thinks of, watching the branch of peaches
daring their ways above the fence, and further,
two hummingbirds, hovering, stuck to each other,
arcing their bodies in grim determination
to find what is good, what is
given them to find. These are warriors
distancing themselves from history.
They find peace
in the way they contain the wind
17. and are gone.
Sometimes I Feel Like All Indians
BY CHRYSTOS
For Kelly Morgan
ever do is die
Her brother was thrown out the window
18. by Black men he was drinking with
His cousin was stabbed near the store
She got shot
Nobody knows where he ended up
She hasn’t heard from her brother in 17 years
He killed himself when his wife left
Her son was hit by a car of drunk whites
Her uncle went off a cliff in the dark
Her grandmother died in the hospital
because they gave her the wrong medicine
Her baby was born addicted & died
My brother died as a baby
Her mother died of an overdose
She doesn’t know how her mother died
but no one has seen her for a long time
She was put in foster care because her parents died in a car
wreck
I close my eyes & keep praying
sometimes there’s nothing to do
but brush back the tears
& keep on folding the laundry
20. BY LAURA DA'
To each orphaned child—so long as you remain close enough to
walk to
your living kin you will dance, feast, feel community in food.
This cannot
stand. Eighty acres allotted.
To each head of household—so long as you remember your
tribal words
for village you will recollect that the grasses still grow and the
rivers still
flow. So long as you teach your children these words they will
remember
as well. This we cannot allow. One hundred and sixty acres
allotted.
To each elder unable to till or hunt—so long as your old and
injurious habits
sing out over the drum or flicker near the fire you cripple our
reward. We
seek to hasten your end. Eighty acres allotted.
To each widowed wife—so long as you can make your mark,
your land
may be leased. A blessing on your mark when you sign it and
walk closer
to your favored white sister. Eighty acres allotted.
To each full blood—so long as you have an open hand, we shall
fill it with
a broken ploughshare. One hundred and sixty acres allotted.
To each half blood, each quarter strain—so long as you yearn
for the broken
ploughshare, you will be provided a spade honed to razor in its
place.
21. When every acre of your allotment has been leased or sold, you
will turn it
on yourself. From that date begins our real and permanent
progress.
22. Amelia’s First Ski Run
BY NORA MARKS DAUENHAUER
Eaglecrest, Juneau, February 24, 1989
Amelia, space-age girl
at top of Sourdough
makes her run with Eagle Grandpa Dick,
Raven girl, balancing on space,
gliding on air
in Tlingit colors:
black pants, turquoise jacket,
yellow shoulder patches,
black hair like feathers
clinging to her head,
face the color of red cedar.
Once in a while
I could even see space
between her legs and skis.
Diving downhill
she continues
side to side, slalom style,
following Grandpa’s red boots.
Then the two figures swoop around the
corner,
swishing downhill,
shooshing home.
23.
24. Abecedarian Requiring Further Examination of Anglikan
Seraphym Subjugation of a Wild Indian Rezervation
BY NATALIE DIAZ
Angels don’t come to the reservation.
Bats, maybe, or owls, boxy mottled things.
Coyotes, too. They all mean the same thing—
death. And death
eats angels, I guess, because I haven’t seen an angel
fly through this valley ever.
Gabriel? Never heard of him. Know a guy named Gabe though—
he came through here one powwow and stayed, typical
Indian. Sure he had wings,
jailbird that he was. He flies around in stolen cars. Wherever he
stops,
kids grow like gourds from women’s bellies.
Like I said, no Indian I’ve ever heard of has ever been or seen
an angel.
Maybe in a Christmas pageant or something—
Nazarene church holds one every December,
organized by Pastor John’s wife. It’s no wonder
Pastor John’s son is the angel—everyone knows angels are
white.
Quit bothering with angels, I say. They’re no good for Indians.
Remember what happened last time
some white god came floating across the ocean?
Truth is, there may be angels, but if there are angels
up there, living on clouds or sitting on thrones across the sea
wearing
velvet robes and golden rings, drinking whiskey from silver
cups,
we’re better off if they stay rich and fat and ugly and
’xactly where they are—in their own distant heavens.
25. You better hope you never see angels on the rez. If you do,
they’ll be marching you off to
Zion or Oklahoma, or some other hell they’ve mapped out for
us.
26. True Myth
BY HEID E. ERDRICH
Tell a child she is composed of parts
(her Ojibway quarters, her German half-heart)
she'll find the existence of harpies easy
to swallow. Storybook children never come close
to her mix, but manticores make great uncles,
Sphinx a cousin she'll allow, centaurs better to love
than boys—the horse part, at least, she can ride.
With a bestiary for a family album she's proud.
Her heap of blankets, her garbage grin, prove
she's descended of bears, her totem, it's true.
And that German witch with the candy roof,
that was her ancestor too. If swans can rain
white rape from heaven, then what is a girl to do?
Believe her Indian eyes, her sly French smile,
her breast with its veins skim milk blue—
She is the myth that is true.
27. Indian Boarding School: The Runaways
BY LOUISE ERDRICH
Home’s the place we head for in our sleep.
Boxcars stumbling north in dreams
don’t wait for us. We catch them on the run.
The rails, old lacerations that we love,
shoot parallel across the face and break
just under Turtle Mountains. Riding scars
you can’t get lost. Home is the place they cross.
The lame guard strikes a match and makes the dark
less tolerant. We watch through cracks in boards
as the land starts rolling, rolling till it hurts
to be here, cold in regulation clothes.
We know the sheriff’s waiting at midrun
to take us back. His car is dumb and warm.
The highway doesn’t rock, it only hums
like a wing of long insults. The worn-down welts
of ancient punishments lead back and forth.
All runaways wear dresses, long green ones,
the color you would think shame was. We scrub
the sidewalks down because it's shameful work.
28. Our brushes cut the stone in watered arcs
and in the soak frail outlines shiver clear
a moment, things us kids pressed on the dark
face before it hardened, pale, remembering
delicate old injuries, the spines of names and leaves.
Bluetop
BY SANTEE FRAZIER
Her head bangs against the window
29. and dash when I stop and turn,
my legs too short to work
the brakes.
Mama’s crooked
brow, her makeup smearing away,
slurs something about good
ol’ boy music, a pint of Kentucky
Deluxe in her hand. Two hours,
she said, and three days later,
Tuesday, she is finally wanting
to stop. I am getting better
at the turns, guiding her
Cutlass through these hills,
ten miles an hour, gravel roads,
the Cutlass
rattling out the last
fumes of gas. Engine stops,
the night dimly lit by the moon
hung over the treetops;
owls calling each other from
hilltop to valley bend.
The radio
fades in and out of static,
tractors revving, cows lowing,
and we may never make it back,
home still five hills away, daylight
coming over rocky edges of the hills.
30. Contemporary Poetry Assignment
Instructions: As a group, select one of the contemporary poems
and sign up on the attached spreadsheet. Only one group per
poem. Then prepare the following presentation using Google
Slides.
Slide 1: Title Slide with a creative title for your presentation,
the title of the poem and poet, the full names of all group
members, and your group number.
Slide 2: The background of the poet
Slide 3: A summary of the poem in your own words
Slide 4: Which of the “Common Topics in Native Literature”
does this poem address? What does the speaker want you to
understand about this/these topic(s) (speaker’s message or
theme of poem)?
Slide 5: Big Picture: What is being dramatized? Who is the
speaker? What happens in the poem? When does the action
occur? Where is the speaker? Why does the speaker feel
compelled to speak at this moment?
Slide 6: Design: Describe the form (type of
poem/shape/structure). How is the message rhetorically or
poetically conveyed? How are the lines structured? Describe
the diction choices.
Slide 7: Patterns: What patterns do you notice
rhetorically/poetically, rhyme, sound, visual (imagery), rhythm,
and/or meter
Slide 8: Write a thesis statement about this poem.
Slide 9: Ask 3 discussion questions about this poem that your
classmates can answer. These questions should ask students to
analyze the poem and be open ended.
Slide 10: outside references
31. Your presentation should include:
· At least three images
· Citations of any outside sources used (you don’t need outside
sources, but I’m assuming you will at least for slide 2)
· A manageable amount of words on each slide
· Speaker notes for additional information, so your slide doesn’t
get too crowded OR you can include a voice over, if you know
how to do that
· Your name on the slides you worked on
*You will not be presenting these slides, but rather students
will be viewing them independently as a gallery walk.