Jennifer Vazquez created a family tree documenting her ancestry. Her father's side originated from Spain and Cuba, while her mother's side came from France, Spain, and Cuba. Jennifer's parents, Luis and Ivonne Vazquez, immigrated from Cuba to the United States in 1980 during the Mariel boatlift, facing hardship and prejudice but seeking greater opportunities. The family still maintains traditions like big Sunday meals and holidays together.
The Lakshmis are back with Chapter 4 of Apocalypse Please! - Don't Look Back, weeks 12-14. Both Anna and Al are pregnant and everyone is trying desperately to
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PETER CHRISTIAN SORENSEN and ANE K. CHRISTIANSEN
JOHN AUGUST ANDERSON and MARI ANE NIELSEN
By S. Calvin Sorensen
The Lakshmis are back with Chapter 4 of Apocalypse Please! - Don't Look Back, weeks 12-14. Both Anna and Al are pregnant and everyone is trying desperately to
SOREN C. SORENSEN and LlLLIE MATILDA ANDERSON
PETER CHRISTIAN SORENSEN and ANE K. CHRISTIANSEN
JOHN AUGUST ANDERSON and MARI ANE NIELSEN
By S. Calvin Sorensen
Marketing can be defined as a process of socializing or communicating the value of product or service to the customers with the objective to sell products or services. It is actually a very critical function of business which focuses towards attracting the customers (Kotler, 2001). If properly planned and executed, marketing aims at getting far better results in form of increased sales, brand /image building, higher revenues, etc. The aim of this report is to provide an understanding of how marketing, research, planning and marketing mix are used in all organizations (Palmer, 2012). Marketing not only earns profitability to the marketers but also to the customers, as they have all the options in front of them to choose the best among the available ones (Palmer, 2012). Marketing is done with the aim of selling goods, services, events, experiences, ideas, people, businesses, information, awareness programs etc.
Marketing can be defined as a process of socializing or communicating the value of product or service to the customers with the objective to sell products or services. It is actually a very critical function of business which focuses towards attracting the customers (Kotler, 2001). If properly planned and executed, marketing aims at getting far better results in form of increased sales, brand /image building, higher revenues, etc. The aim of this report is to provide an understanding of how marketing, research, planning and marketing mix are used in all organizations (Palmer, 2012). Marketing not only earns profitability to the marketers but also to the customers, as they have all the options in front of them to choose the best among the available ones (Palmer, 2012). Marketing is done with the aim of selling goods, services, events, experiences, ideas, people, businesses, information, awareness programs etc.
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. B Y J E N N I F E R V A Z Q U E Z
MY FAMILY TREE
2. Me
Jennifer Vazquez
04/22/1989
Father
Luis Vazquez
10/17/1948
Father's Father
Luis Venancio Vazquez
12/25/1900-05/01/1980
Father's Paternal
Grandfather
Luis Vazquez
Father's Paternal
Grandmother
Elisa Vazuqez
Father's Mother
Josefina San Roman
02/04/1922-09/20/2012
Father's Maternal Grandfather
Venancio Sanroman
Father's Maternal Grandmother
Margarita Sanchez
Mother
Ivonne Vazquez
05/11/1958
Mother's Father
Felipe Valois
03/04/1930-09/08/1999
Mother's Paternal Grandfather
Felipe Valpis
Mother's Paternal
Grandmother
Maria Marcias
Mother's Mother
Caridad Marerro
04/06/1934
Mother's Maternal
Grandfather
Valentin Marrero
Mother's Maternal
Grandmother
Violeta Castro
MY FAMILY TREE
3. • My grandfather migrated to Cuba in the early
1920's from Spain. He was part of the Navy
in Span.
• Never came to the United States
• He was in the Military for most of his life.
• Never got to meet him.
• My grandmother was born and raised in
Havana Cuba.
• At 90 years old she came to the United States
on June 2nd 2012.
• Married in the 1930’s
• Had 4 children.
• Gave birth to my dad on 10/17/1948.
My father’s side of the Family!
Grandmother
Josefina SanRoman
Born on: 02/04/1922
Died on: 09/20/2012
Grandfather
Luis Venancio Vazquez
Born on: 12/25/1900
Died on: 05/01/1980
4. My mother’s side of the Family!
• My grandfather migrated to Cuba in the early
1920's from France with his family.
• Never traveled to the United States.
• My grandmother was born and raised in
Havana Cuba but her family migrated from
Spain.
• Currently lives in the Miami, Florida
• Married in & Divorced
• Had 4 children.
• Gave birth to my mom on 05/11/1958.
Grandmother
Caridad Marerro
Born on: 04/06/1934
Grandfather
Felipe Valois
Born on: 03/04/1930
Died on: 09/08/1999
6. FROM WHAT PARTS OF THE WORLD DID
YOUR FAMILY (OR FAMILIES) ORIGINATE?
• My family originated in
many parts of the world
and all came to Cuba.
For instance, my
grandfather from my
mom side originated
from France and my
grandmother’s family
was from Spain. On my
father’s side of the
family his dad also came
from the Navy to
Havana Cuba.
7. WHAT MOTIVATED YOUR ANCESTORS TO LEAVE
THEIR HOMELAND FOR A NEW WORLD? WHEN DID
THEY LEAVE?
• My parents decided to leave
Havana Cuba, because they
saw it as a chance to have a
better life. They knew that
there was a lot more for them
somewhere in the land of the
free.
• My parents left on May 27th
1980 during the Mariel Boat
lift along 80,000 people that
year.
8. WHAT HARDSHIPS DID YOUR ANCESTORS FACE IN PREVIOUS
GENERATIONS, EITHER WHEN THEY FIRST ARRIVED OR SOON AFTER
CONTACT? WHAT DID THEY DO TO OVERCOME ANY HARDSHIPS? DO
THEY RECALL ANY PREJUDICE THAT WAS EXPERIENCED?
• My parents experienced hardships way before they arrived.
The first challenge my parents faced was getting fired
from their jobs after their employers found out they were
trying to leave the country. As their employers duty they
had to report it. From the moment they decided to leave
Cuba until they left my parents had to constantly move
from house to house, with friends, family because the
Cuban government was after them. Also those that
believed in communism looked for individuals that wanted
to flee to harm them physically. Both my mother and
father had to deal with the different emotions they felt
leaving their family behind. They both took a risk of not
knowing what was ahead of them. The day came were
they would embark to the U.S. Stepping on board the Blue
Bayou along 284 passengers, with only the clothes on their
backs, leaving behind everything they have ever knew was
something no one could ever forget. The struggle they
faced was the fear of getting stranded, or someone
harming them on the boat. Arriving to the U.S. opened a
new can of struggles and challenges. For a while my mom
and dad had to live on a campground with thousands of
other refugees. My mom says that the hunger for a better
life kept helped them overcome everything they were
afraid of or were going through. They envisioned a life of
freedom and of opportunity and motivated them to keep
fighting. Yes the did experience prejudice. Anyone who
left the country during that time were seemed as low,
convicts, prostitutes or people that were worthless.
9. WHAT DID YOUR ANCESTORS DO IN THE PREVIOUS
TWO OR THREE GENERATIONS? HOW DID THIS
INFLUENCE WHAT THE FAMILY DOES TODAY?
• One of the things my great
grand parents did was
travel to another country.
This became a norm for
my family. My parents
followed in my
grandparents footsteps and
left Cuba for a chance to a
better life. If my parents
wouldn’t have done this I
would have half the
opportunities that I have
today.
10. WHAT LANGUAGES DID YOUR ANCESTORS SPEAK?
WHAT HAS HAPPENED TO THESE LANGUAGES IN
YOUR FAMILY TODAY?
• My grandparents spoke
Spanish and French. We
have all kept the tradition
on speaking Spanish. But
the only one in my family
that still speaks a little
French is my mom.
11. WHAT FAMILY TRADITIONS OR PRACTICES HAVE
BEEN PERFORMED OVER THE YEARS THAT ARE
SPECIAL OR UNIQUE TO YOUR FAMILY?
• Some family traditions that
my family still does is big
breakfast with the family on
Sunday mornings, Shopping
for groceries on Saturday
afternoons, Dinner together
each night, Cooking, and
preparing Sunday dinner,
Holidays are a big deal for
my family, it’s a time were we
all gather and enjoy what we
have accomplished up to that
point. Family vacations at
least once a year.
12. WHAT DO YOU KNOW OF THE MEANING BEHIND YOUR
FAMILY NAME? HOW, IF AT ALL, HAS IT CHANGED OVER THE
YEARS? DO YOU KNOW THE REASON FOR ANY CHANGES?
• Fathers Last name origin &
meaning:
• Galician and Spanish
• variant of Vásquez
• Means the son of Vasco.
• Not aware of any changes.
• Mother Last name origin &
meaning:
• French: topographic name for
someone who lived in a valley or
regional name from the district in
northern France so called, which
was once an independent duchy. In
all cases the source is an adjective
derivative of Old French ‘valley’.
13. HOW ARE THE EXPERIENCES OF YOUR FAMILY
SIMILAR TO OR DIFFERENT FROM THOSE FACED BY
VARIOUS IMMIGRANTS OR REFUGEES TODAY?
• The experience that my
parents went through I
can say it is similar to
what immigrants today
go through. However, I
feel that it has gotten
easier for immigrants to
make a living in the
United States. I also feel
that the immigrants that
arrive to the U.S now feel
like they are entitled to
receiving money from the
government and
everything to be handed
to them on a platter.
14. IN WHAT WAYS WAS THIS EXERCISE EASY OR DIFFICULT FOR YOU TO
DO? UNDER WHAT CIRCUMSTANCES MIGHT AN EXERCISE LIKE THIS
BE DIFFICULT FOR A STUDENT TO DO? WHAT MIGHT YOU DO AS A
TEACHER TO MODIFY IT IN SPECIAL CIRCUMSTANCES?
• For me this assignment was
quite difficult because I didn’t
have that much information on
my family tree.
• For a student this may be
difficult if they do not have any
knowledge of their ancestors. I
would maybe let the students
chose who the wanted to share
information about instead of
asking for details on every
generation.
• Or maybe naming everyone in
current and past generations.
Like in the charts on the left.