We Need A People Of Color ( Poc ) Room - 1690 Words

We need a People of Color (POC) room: In lieu of the creation of the vagina tent we want an answer and the creation of a POC room. While we do understand the reasoning for the vagina tent’s creation: it being a part of a student’s IB project as well as a place for people who identify as women to sit through and talk about the injustices of male privilege in this institution. It is also a safe environment for these women to go to when feeling unsafe, this was the same intent that the POC room would have. Students of color need the POC room just as much as the women need the vagina tent; the space would not have to be permanent, although preferably permanent, it would be a place in which students of color would be able to vent about their problems in a safe open space with other students who face similar issues. We demand to know why the creation of the POC room has not come into fruition. We demand to know why the talk of the room has died down; the reasoning that  "the room will be used for the new dean† is an unacceptable explanation. We need sensitivity training for teachers and administration: Several students such as Hasanti, Tarisai, Janine, and Tydell have had problems with teachers in class humiliating them and making it difficult to function within the classroom. It has been brought up time and time again that teachers are making students feel uncomfortable by disregarding their questions in the classroom; the school constantly tries to defuse the situation byShow MoreRelatedWomen s Impact On Women1305 Words   |  6 PagesThe same way that white men trembled in the eye of flourishing black and brown continents and islands and destroyed them for their own enrichment. Throughout my research, it has been interesting to see an inherently feminine space, that never made room for men, being taken over by male intervention; what I will refer to as a male flock. I define â€Å"male flock† as the moral panic of men that caused the influx of male intervention in childbirth. This influx was based on the perceived power of women andRead MorePublic Policy Concerning Educa tion During Prisons1449 Words   |  6 Pagesthus targets people of color (POC), the population with the lowest levels of educational attainment and functional literacy in the US. Educational inequality starts at an early age; the Pew Center cites a study by High/Scope as showing that disadvantaged and minority children who participated in pre-kindergarten programs reduced adult and juvenile participation in crime. The upholding of educational inequality through lack of prison education paints a bleak picture for incarcerated POC in the US. InRead MoreUnderstanding The Relationship Of Staff And Teachers1322 Words   |  6 Pagesand forth between the front office and the classroom to drop off paperwork. However, the teacher assigned me the task of setting up the 7th grade bulletin board for the month. She informed that I had to go to the front office and talk to one of the people there to gain access to the storage closet that held all of the arts and craft material. I nodded, reme mber the name and objectives I was set out to do. I was sent back to speak to one of the supporting staff. I explained the task at hand and wasRead MoreThe Current Generation Of The United States1226 Words   |  5 Pageshigher education as has changed over the course of history. As we continue to evolve, the laws on education as a whole will constantly change and there will be more requirements. People have already predicted that the current generation will have to obtain their PhD in order to get their dream job. We can infer that since the length requirement is constantly changing, officials will also make the curriculum a little bit more challenging. If we take a look into the history of the education curriculum,Read MoreIp Essay1961 Words   |  8 Pagesmove forward with our plan in a manner that is genuinely inclusive of all of those who are involved. However, in the last few days, discussions surrounding this problem have encouraged our classmates to become more responsive and active. In fact, we just had an important meeting with the team at Etc. Pictures, and every single participant was present and [relatively] on time. This has left me hopeful for our future progression. Thus far, I have assisted in the success of our project by settingRead MoreOrange Creek Inc Essay12565 Words   |  51 PagesCreek Inc. DRP should be strictly controlled. Orange Creek Inc. data includes private personnel data, proprietary patents and designs, and marketing information. The information in this plan is distributed only to Orange Creek Inc. personnel with a â€Å"need to know† and with the understanding that they will hold this information confidential and will not disclose any information in this plan to third parties without the prior written consent of Ray Maybus, President, or the filing by the third party ofRead MoreAbstract: Strategic Contingency Planning23625 Words   |  95 Pagesorganization, its people and its assets. Various estimates of failure rates of businesses after a disaster abound. While there is no way to confirm these statistics, they seem to suggest that contingency planning will improve the odds of an organization’s survival. Due to the fear of terrorist attacks, cyber crime, pandemics and the increasing costs of natural disasters, more organizations than ever before are considering contingency planning to help protect their people, assets, and facilities

Definition and Examples of Vowels in English

Written English has a 26-letter alphabet. Of the 26, 20 are proper consonants, five are proper vowels, and one, the letter Y, can either be either a consonant or a vowel depending on usage. The proper vowels are A, E, I, O, and U. Coming from the Latin word for voice, vowels are the part of speech that is created by the relatively free passage of breath through the larynx and the mouth. When the mouth is obstructed during speech production—most often by the tongue or teeth—the resulting sound is a consonant. One Vowel, Many Pronunciations Vowels comprise the  principal sounds of syllables and form a major category of phonemes which are the distinct sets of sounds that allow a listener to distinguish one word from another  in speech.  Standard spoken English  has approximately 20 distinct vowel sounds, although regional dialectal variations account for more. As you can imagine, with each one potentially symbolizing multiple sounds on any written page, vowels letters are kept busy. How a vowel is pronounced in English depends very much on who is pronouncing it and where they hail from. There are currently as many as 160 distinct English-language dialects worldwide. For example, Standard American English has fewer vowel distinctions than Standard Southern British English, so while a Londoner from Mayfair would likely pronounce the words merry, marry, and Mary in three distinctly different ways, for the majority of Americans all three sound pretty much the same. With 29, England has the largest number of distinct dialects, and that doesnt even take dialects from Wales, Scotland, Northern Ireland, The Isle of Man, or the Channel Islands into account. The United States has 27 recorded dialects; India clocks in at 14 distinct dialects, followed closely by Ireland with 13, and Australia with 9. Long and Short Vowels In the English language, each of the vowels can be pronounced more than one way, but the two most common variations are long pronunciation and short pronunciation. These variations are often represented by typographical signs: a curved  symbol  above a vowel represents short pronunciation: ÄÆ', Ä•, Ä ­, Ã… , Ã… ­, while long  pronunciation  has by a horizontal line above the  vowel: Ä , Ä“, Ä «, Ã… , Ã… «. Vowels that have long pronunciations are most often modified by a secondary vowel thats generally silent. In words such as late or tune, the letter e is added to modify the main vowel sound, while in words such as goat or beat, the modifying vowel is the letter a, and in words such as night, knight, flight, and right, the long vowel i is modified by the letters gh. Fast Facts: Examples of Short and Long Vowel Pronunciation The Letter A—Short pronunciation: My hat sat on the mat. (hÄÆ't, sÄÆ't, mÄÆ't); Long Pronunciation: He ate the date on my plate. (Ä te, dÄ te, plÄ te)The Letter E—Short pronunciation: She let her pet get wet. (lÄ•t, pÄ•t, gÄ•t, wÄ•t); Long Pronunciation: His feet beat a neat retreat. (fÄ“et, bÄ“at, nÄ“at, rÄ“trÄ“at)The Letter I—Short pronunciation: Spit out that pit and I quit! (spÄ ­t, pÄ ­t, quÄ ­t); Long Pronunciation: The site of the bite from the mite was red. (sÄ «te, bÄ «te, mÄ «te.)The Letter O—Short pronunciation: That spot on the pots got rot. (spÃ… t, pÃ… t, gÃ… t, rÃ… t); Long Pronunciation: I wrote the quote on the note. (wrÃ… te, quÃ… te, nÃ… te)The Letter U—Short pronunciation: He cut the nut with a knife from his hut. (nut, cut, hut); Long Pronunciation: The mute on his lute was acute. (lÃ… «te, mÃ… «te, acÃ… «te) Vowel Pronunciation Rulebreakers While long and short are the most common vowel pronunciations, many words with vowel combinations do not follow these rules. For example, doubling the o in the word moon produces a long u (Ã… «) sound, while the y in duty not only modifies the u to an ew sound but rather than being silent, is pronounced as its own syllable with a long e (Ä“) sound. Words that must be pronounced on a case by case basis—such as aardvark, height, and diet—can be even more confusing for those first learning English. Using Phonetics to Pronounce Vowels Correctly As challenging as it may be to learn every correct vowel pronunciation with so many rules and exceptions, theres actually a fairly easy-to-learn system that can help to guide you. Phonetics is the branch of  linguistics  that deals with how  speech  is produced and offers a system of written symbols that represents each component sound in a language. Learning phonetics is an extra step in knowing how to pronounce words correctly but its not difficult and the results can be well worth the effort. In fact, actors often use phonetics to break words down into component sounds when they are required to speak in a dialect or accent that is not a reflection of their native voice.

Brahms Symphony No.3 Programme Note Free Essays

â€Å"Many music lovers will prefer the titanic force of the first symphony; others the untroubled charm of the second, but the third strikes me at being artistically the most nearly perfect. † – Edward Hanslick, music critic. Brahms’ third symphony was long awaited by his fans, after a six year break from his second symphony. We will write a custom essay sample on Brahms Symphony No.3 Programme Note or any similar topic only for you Order Now It is neither forceful, nor charming. It is a strange, non-traditional work. Its opening is reminiscent of Schumann’s â€Å"Rhenish†, making us wonder, why? Is it an homage to his friend? Or is it yet another alleged reference to Clara Schumann? The premier was one to remember. On December 2nd, 1883, under the conducting of Hans Richter, the Vienna Philharmonic Orchestra debuted the symphony to fans and hecklers alike. Even with the death of long time enemy Richard Wagner the feud lingered on. Wagner fans chose that night to attempt an interference. However, it was unsuccessful and the show was a hit. After the premier, Brahms polished the score several times before releasing a final copy in may of 1884. There are many strange attributes to this relatively short piece. The first obvious one is the third movement; it is a poco allegretto, which is unusual for the time period. The other is the repeated use of an F- Ab – F motive, which gives a diminished sound that is completely unexpected. The motive (F – Ab – F) is said to be derived from a saying of Brahms’ close friend Joseph Joachim, â€Å"Free, but lonely† or â€Å"Frei aber einsam†. Taking the first three letters of each word you get F- A- E. This short motive Brahms, Schumann and Dietrich used to compose a violin sonata in honor of their friend. Brahms later declared himself â€Å"Free, but happy† or â€Å"Frei aber froh†. This gives us the motive F – A – F. Why, then, does Brahms choose to use an Ab instead of natural A? Probably because the Ab gives his harmony a non–traditional sound. Instead of the regular chord progression he uses an F major chord to a diminished 7th. This should resolve to a C major, but instead it goes back to F major. It then slides to an F minor chord, and then to an unexpected Db minor chord before another diminished 7th, finally resolving to C major, as it should. This motive is heard throughout the symphony, whether quite obvious as in the first three bars, or in the bass line as in bars 4-6. This unusual chord progression also explains why the last movement is in F minor, instead of the expected F major. The final movement of this piece leads you to think of dark, dramatic struggle due to the F minor. Rather than a tragic ending, he lets the clouds part and brings back the motive of F – Ab – F, and finishes his symphony as it began. The finale is lyrical, passionate and rich in melody. The motive is quoted just before the recapitulation and the symphony ends very peacefully. Julie White Symphony No. 3, Free Scores at The International Music Score Library Project. Leonard Burkat; notes for the 1998 recording (Pittsburgh Symphony Orchestra) Kamien R, (2000) Johannes Brahms. In Music: An Appreciation (9th edition, P. 352) McGraw- Hill Walter Frisch. Brahms: The Four Symphonies, New Haven: Yale University Press (2003) : 91 – 114 How to cite Brahms Symphony No.3 Programme Note, Papers