sarah bernhardt :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Sarah Bernhardt was one of the stage’s most admired actresses. She was born in Paris, France where she became a star and later traveled the world touring. Bernhardt didn’t start out as the best but did rise to the success she is known for today. She was known for her romantic looks and her melodious voice, her natural acting style and sometimes her tempestuous attitude. Bernhardt lived quite a life, from her many famous lovers, her fabulous clothing, and her travels performing on stages all over the world and even becoming a star of silent movies. She was what we know today as a â€Å"drama queen† in many ways. She wasn’t successful right away, but did rise to her stardom. As stated in The Divine Sarah, even Sigmund Freud who saw her in a performance (Sardou’s Theodora) has said â€Å"†¦I believed at once everything she said†¦, it is incredible what postures she can assume and how every limb and joint acts with her.â⠂¬    Ã‚  Ã‚  Ã‚  Ã‚  Sarah Bernhardt was born Henriette Rosine Bernard in 1844 to women named Julie Bernard, who was of Jewish descent and little is known about her father. What is known about her mother, is that she was a legendary courtesan and was rarely home, and when she was home, there were always rich men around. Sarah was a wild child who, when she wasn’t sick, did what she wanted and threw many temper tantrums. Her mother wanted Sarah to follow in her footsteps and entertain men for money, the idea made Sarah sick (although later she learned that there is a thin line between acting and prostituting), she told her mom she was to become a nun. That all changed when she saw Racine’s Britannicus at the Comedie Francaise. She planned on attending the Conservatoire, and in 1860 she did where she was trained for two years.   Ã‚  Ã‚  Ã‚  Ã‚  In 1862, at the age of 18 she made her first debut as the lead in Racine’s Iphigenie. Sarah often suffered from stage fright and her dire performance received some bad reviews. According to Gold and Fizdale, Francisque Sarcey, Paris’s most powerful critic, was quoted to say â€Å"[she] is remarkably beautiful. She carries herself well and pronounces her words with perfect clarity. That is all that can be said at the moment.† Her next appearance was in Scribe’s Valerie which was virtually unnoticed, and her third debut in Moliere’s Les Femmes Savantes was not any better.

The Biography of Absalom Jones and Richard Allen Essay -- Race in Amer

The union and biography of Absalom Jones and Richard Allen is a unique tale. Nonetheless, when we think of major influences in black history theirs is not amongst the names that readily come to mind. When discussing great advocates for equality and rights for the African Americans, names such as Martin Luther King Jr., Malcolm X, Rosa Parks, and other prominent advocates widely televised are thought about. But seldom, if ever, are we are we told the tale of two seemingly distant African-American men, who unite for a similar cause and later leave one of the most important impacts made in the city of Philadelphia. Although Jones and Allen were not popular as other well-known leaders, their background story is much more distinctive. Both born into slavery in Delaware, living just a few hours away from each other, they both eventually earned their suffrage and began their own lives. But as providence would have it their individuality was much more entwined than they knew. Absalom Jones a nd Richard Allen were great men who were able to transform their lives from bondage to founders of great establishments and principal figures amongst Philadelphia’s African- American community. Absalom Jones was born into slavery in Delaware, Sussex County on November 1746. Jones and his family served Benjamin Wynkoop who was a well known merchant. Due to his illiteracy, Jones sought to teach himself how to read and write by spending his allowances on spelling books and reading materials. Well into his childhood Jones was separated from his mother and six other siblings, but Wynkoop chose to keep Jones. This serves as an opportunity for Jones to begin earning wages and was given permission to attend a school set up for African-Americans. Into 17... ...ractices in Pennsylvania.† CommonwealthofPennsylvania, February 21, 2012, http://www.portal.state.pa.us/portal/server.pt/community/community/18326/religion/673925 â€Å"Richard Allen.† Christianitytoday , August 8, 2008, http://www.christianitytoday.com/ch/131christians/denominationalfounders/richardallen.html â€Å"A Narrative of the Proceedings of the Black People... â€Å" PBSOnline, February 21, 2012 http://www.pbs.org/wgbh/aia/part3/3h456.html Dean Kevin, â€Å"Saints of the Week.† EpicospalCathedral.org, last modified February 20, 2012, http://www.episcopalcathedral.org/index.php?option=com_content&view=article&id=69&Itemid=73 Scott Miltenberger, â€Å"Absalom Jones.† OxfordUniversityPress, February 21, 2012 www2.oxfordaasc.com/article/opr/t0004/e0320 â€Å"Mother Bethel AME Church.† IndependenceHallAssociation, February 21, 2012, www.ushistory.org/tour/mother-bethel.htm

Endangered Languages Essay

Languages that are threatened with the loss of natural generational transmission are referred to as endangered languages. Language endangerment generally occurs in the later stages of language shift, that is, when a speech community moves away from their earlier variety, dialect, or language to a new one or new set thereof (Fishman, 1991). While the processes of endangerment and extinction have likely been constant throughout the history of human language, the scale and the pace of this loss—whose cumulative effect is the reduction of linguistic diversity—in the modern era appears to be uniquely intense, with up to half or more of the currently estimated 5,000–6,000 languages spoken today expected to be lost within a century or so (Hale et al. , 1992). Both the nature of this loss and its consequences are complex and involve deep psychosocial factors as much as purely linguistic ones. Two common reactions to language endangerment include language revitalization and linguistic documentation, both of which present extensive challenges and opportunities for applied linguistics. The sources of language endangerment are not uniform, but do generally present recurrent themes on both the broader external social/political/economic and the narrower community-internal and individual scales, corresponding in broad strokes to what Grenoble and Whaley (1998) refer to as macro- and micro-factors. From the macro-factor perspective, language shift can occur from sheer population loss of a speech community, due to war, disease, famine, or rather commonly, economically motivated outmigration, that is, dispersal into a diaspora that makes daily use of a given language no longer practical or meaningful/effective. Demographically stable communities, however, experience language endangerment just as readily when they are induced to shift for other reasons. Loss of prestige is a very common factor: It can be introduced through schooling, often reinforced by physical or social/emotional punishment of young speakers, or simply as a social contempt expressed in adult society by speakers of the dominant to the minority. As dominant languages are typically those spoken by the socioeconomically dominant, language shift is very often rationalized—both on the part of the speech community itself, or by outsiders—via ideological narratives of economic practicality, or homogeneous national identity. Hence, while there are exceptions, language endangerment is most typically experienced by minority and socioeconomically marginalized populations. In addition to psychological internalization of the above factors, the internal or microfactor side of language loss has as a primary component the local disruption of the social spaces in which the language has normally been used, and the shrinking of the range of such spaces. As most endangered languages have a primarily oral tradition (or no written tradition at all), full acquisition and rich ? uency depends entirely on personal experience with other speakers. Reduction of the range of domains in which an individual can be exposed to the language commonly results in a feedback effect: otherwise ? uent speakers who have knowledge or performance gaps are judged as imperfect speakers by more broadly experienced speakers (typically though not exclusively elders), leading the former to avoid situations of language use even more, and so intensify the process of contraction. As the factors affecting transmission are very ? uid, languages can shift from stable to endangered extremely quickly, often within the space of one generation. For the same reason, endangerment is often not salient even as it happens, as since three coexisting generations of grandparent, parent, and child can represent complete ? uency, intermediate competence, and complete non-speaker status. One still-living full generation of ? uent speakers can and often does give the illusion that the language is not seriously threatened; even more so if the majority of the community are ambivalent or antipathetic with regard to maintaining the language. Language loss is not uniform, either. During the process of language shift, competence in the language can range from various degrees of ? ency, to â€Å"remembered† speaker (full ? uency from childhood but fallen into disuse), to rusty speaker (substantial but limited competence due to an early shift from the threatened language to another), to semi-speaker (characterized by imperfect acquisition of the complete earlier form of the language, due to limited exposure) (Sasse, 1992). From this can also emerge â€Å"young people’s languages†: complete but markedly distinct variants of the source language used by younger generations that have been substantially altered by these sorts of incomplete transmission processes (Schmidt, 1985). Even after a speech community is reduced beyond even one notional native speaker, a language or features thereof can persist: in more or less full lexicogrammatical form as a liturgical or literary language, or both (as in the case of Hebrew, Latin, and Classical Greek, among others), or as a set of rote-memorized ceremonial phraseology, or as features in? uencing the variety of the replacing language(s) now spoken by descendants of the former speech community. The lexical, phonological, and syntactic in? ence of Irish Gaelic on varieties of English now spoken monolingually in Ireland is a frequently cited example. Semantic and pragmatic features of the earlier language too may cross over. Mixed languages may also persist after a community has shifted away from an original contributory language. Michif and Media Lengua—results of contact between French and Cree, and Spanish and Quechua, respectively—for example, have replaced the indigenous source language in some commu nities; such mixed languages can and do also exist alongside populations continuing to speak their source languages. Complete language loss itself can be problematicized. The notion of dormant or â€Å"sleeping† language has been developed for languages that have experienced complete disruption of natural generation-to-generation transmission, but that persist in substantial enough recorded form to permit the possibility of revival as a useable linguistic instrument (Leonard, 2007). Wampanoag and Miami represent two (Algonquian) languages currently being actively revived by descendants of the original speech communities, to the extent that children are being raised with the revived language as one of their ? st languages. Israeli Hebrew is perhaps the most famous case of a sleeping language subsequently revived as a full-? edged daily use language. Zuckerman (2009) and Leonard (2007) offer thorough discussions of the relationship between such revived languages and their source(s), particularly the ? rst languages of their revivers. Finally, the application of the terms endangered and extinct have both been called into question as inherently stigmatizing and, particularly when the latter is applied to dormant languages, inaccurate, and disenfranchising (Rinehart, 2006). The current intensity of language loss can be attributed both to essentially technological factors such as increased mobility (physical, social, and economic), telecommunications, popular media, education, and also to ideological and political factors such as the spread of the notionally homogeneous nation-state and cultural imperialisms of various kinds. Language endangerment is thus strongly connected to other types of sociocultural dislocation. With the loss of a given language also ripple out a host of ancillary losses. While loss of traditional language need not entail complete loss of traditional culture, language loss is more often than not accompanied by loss of bodies of knowledge traditionally passed on via the language, ranging from the ceremonial/religious, historical, literary/rhetorical, technological, medical, and so on (Harrison, 2007; Evans, 2010); it is often observed that the loss of a language results in the loss of a whole unique worldview implicitly and explicitly encoded in language-speci? c form and usage. For discussion of how language loss affects and re? cts the broader questions of biocultural/intellectual diversity, see Fishman (1982), Maf? (2001), and Dalby (2003), as well as Harrison (2007) and Evans (2010). Often generational transmission of social norms and values is affected when languages are lost; as is coherent community identity. A traditional language frequently functions as a pervasive and potent marker of membership therein: both emotional and intellectual connections to previous/ancestral generations can be rendered much more tenuous with its loss. Sheer grief (and at times even shame) at the loss of a cherished part of personal, familial, and community heritage is a situation-speci? c but very common experience, salient and wrenching to its affectees, even as it can be missed or underplayed by strictly materialistic/utilitarian approaches to the role of language in human life. For linguistics and related cognitive sciences, what is lost is the opportunity to investigate the full diversity of human linguistic potential. This is particularly crucial in the testing of universal claims about possible versus impossible human linguistic systems. Currently endangered and recently extinct languages have all offered unique contributions to the understanding of human language and by extension, human cognition. Damin, an auxiliary language traditionally used among the Lardil of Wellesley Island, North Queensland, Australia, for example, uses several phonetic mechanisms not found in any other known languages (and the only known click systems outside of southern Africa). It also exhibits an unparalleled intellectual creation: a carefully semantically abstracted lexicon of approximately 200 elements that can express the full range of the everyday Lardil language’s much richer system (Hale, 1998). Many other features of human language which are evidently quite common as possible grammatical options remain under-researched and poorly understood because they are, by historical accident, chie? y only found in languages that are currently endangered/threatened: among others, these include polysynthesis, switch reference, and complex evidential contrasts. At present there are two frequent active responses to language endangerment (i. e. , beyond simple acceptance): language revitalization and language documentation. Both pose interesting challenges for applied linguistics. At the time of this writing, there is an emergent consensus (though see Newman, 1998, for an alternative view) that it is incumbent upon linguists (and policymakers) to support language revitalization, namely, active efforts to recover and restore an endangered language to active daily use in a speech community (Hinton & Hale, 2001; for introductory handbooks, see Hinton, 2002, and Grenoble & Whaley, 2006). Simultaneously, an effort has emerged to document as many features of endangered languages as possible before their potential or even likely disappearance. Currently several institutions have been established that speci? cally support language documentation (see Online Resources). While language documentation of course can contribute substantially to language revitalization, the priorities of each do not necessarily overlap completely. Since unambiguous examples of thoroughly successful language revitalization efforts are still quite rare, focusing on documentation rather than revitalization can, particularly in academic circles, be seen as a more realistic use of limited resources to address language loss (see Bowern & James, 2010, for a challenge to this view). That said, documentation and revitalization efforts more often than not go hand in hand, particularly because endangered language speech communities typically expect documentation (still most often done by outsiders) to contribute substantially to revitalization efforts.

Impact of Media Technology on Learning Behavior

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Business Management Essay

What different persuasive approaches would you use on the following audiences: a boss, a peer, a challenging person, or an open-minded person? I believe the approaches will and must differ if you want to be successful. Persuasion is meant to win others over, not to defeat them. Therefore, it is important to be able to see the topic from different angles in order to anticipate the reaction others have to a proposal. Since individuals in each of the roles you have listed are typically going to have their own biases and priorities, the message approach needs to be tailored to best win them over. Boss: this is who is prominent in a department or organization to accomplish company goals and objectives. Therefore, the approach should be to establish how your proposal ties in with the accomplishment of those goals .Peer – any persuasions that work on you should work on your peer, since you share similar viewpoints and roles. Typically persuasion between peers can be less structured and more informal since you already have shared experience. Challenging person – the most difficult spectators, the key here is preparati on. The challenging person is typically trying to poke holes and arguing against your ideas. The approach you need to take is think through all the possible objections that could be raised against your suggestion. Then develop and prepare the counter-arguments. If you’ve done your work thoroughly, you can win over the challenging person by demonstrating how you’ve thought through and come up with solutions for all possible flaws in your argument. Open-minded – this audience needs preparation as well, but from a different perspective than the challenging. Instead of trying to anticipate every possible objection and how to mitigate it, the open-minded approach is to lay out the facts in a rational manner that persuades to what you want to accomplish. With a focus on logic, an open-minded person will be persuaded. †¢ Consider the list titled â€Å"In Depth: Critical Thinking, The Long Version† in Ch.1 of Critical Thinking. What do you consider to be the most important points? Why do you think this? I would consider the following to be the most important points: Distinguish between rational claims and emotional ones, separate fact from opinion, recognize logical flaws in the argument, and spot deception and holes in the arguments of others. I think these points are the most  important when it comes to decisive whether or not a claim is true. If I can distinct fact from opinion this will help one to determine the relevant information in a claim. Recognizing flaws and spotting deception and holes in the argument of others will further allow me to use proper reasoning when interpreting a claim and deciding whether or not it is valid, sound, or both. There are many critical think skills that a person needs to develop in order to become shrewder. These skills applied to everyday decisions and they can be also be applied to world-wide issues. Every day we talk to somebody or read the local newspaper, we are using critical thinking skills. †¢ What is the difference between persuasion and manipulation? How do arguments and language affect the difference? Persuasion is leading someone in a certain way. For example, logical argument might be more persuasive than screaming fits, the smell of chocolate cake might persuade you to eat it. So it is neutral. Manipulation is getting a person to do something for your purposes. You could use logic to persuade someone that something was right, hence manipulating them into doing something you want them to do. †¢ What keys or tips can raise suspicion about the validity of arguments, presented verbally and in writing? The validity of the argument can raise suspicion if the source is an unknown source. When presented verbally the validity of the argument can also raise suspicion with the origination of the source and if the person verbally expressing the information will change the information in anyway.

'The Every Child Matters series of documents set out the most Essay

'The Every Child Matters series of documents set out the most important proposals for change in the field of child safeguardin - Essay Example II. Definition In an effort to meet children’s developmental needs, the UK government was prompted to consult children themselves, of things that matter to them most in order to be the basis of proposals for change. These key outcomes—being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being are detailed in the Every Child Matters report and represent a considerable shift in focus for staff providing public services for children. (Baxter & Frederickson, 2005). In the document for Every Child Matters, Working Together to Safeguard Children (HM Government, 2006), important definitions on some constructs on hand were given: â€Å"In the Children Acts 1989 and 2004, a child is anyone who has not yet reached their 18th birthday. ‘Children’ therefore means ‘children and young people’ throughout. The fact that a child has reached 16 years of age, is living independently or is in further education, is a member of the armed forces, is in hospital, in prison or in a Young Offenders’ Institution, does not change his or her status or entitlement to services or protection under the Children Act 1989. â€Å"(HM Government, 2006, p.34) Safeguarding and promoting the welfare of children is defined as â€Å"protecting children from maltreatment; preventing impairment of children’s health or development and ensuring that children are growing up in circumstances consistent with the provision of safe and effective care (HM Government, pp. 34-35) Child protection is a part of safeguarding and promoting welfare. This refers to the â€Å"activity that is undertaken to protect specific children who are suffering, or are at risk of suffering, significant harm† (HM Government, p. 35). III. Historical context The controversial brutal death of eight-year old Victoria Climbie in the hands of people she trusted spurred an in-depth investigation that inspired the writing of the G reen Paper, otherwise known as Every Child Matters. Although her death is a tragic loss, it has awakened in the government its vigilance in the protection of children, hence, Victoria’s death was not in vain. The UK is signatory in the UN Convention of the Rights of the Child. Every five years, the UK government is required to report to the UN Commission on its progress in implementing the convention in the country. It is expected that all government departments hold responsibility to promote the convention and the five key outcomes set out in Every Child Matters namely: being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being. This document provides the vehicle for the delivery of the convention in the country. It widens the scope of government involvement in children’s development and challenges all those involved with children to develop effective practices in promoting positive developmental outcomes for all. Inspe ctors of children’s services will be looking for evidence that â€Å"Children and young people, parents and carers are involved in identifying their needs and designing services† and â€Å"Children and young people contribute to performance management and their views are listened to† (Ofsted, 2004). IV. Important proposal for changes The Government’s response to the inquiry report and the first joint Chief Inspectors’ Report (Cm 5861) identified the key features of an effective

Applying Arguments about Economics and Place Essay

Applying Arguments about Economics and Place - Essay Example It gives a detailed explanation of why the poorer people in the United States of America seem to acquire and store more invaluable stuff as compared to the fairly financially stable people. According to Paul Graham’s article, one of the articles in unit two, the contemporary American market is full of cheap stuff as compared to the traditional America (Paul 1). People used to undervalue stuff and only accumulated only a portion of what they bought and considered absolutely valuable to them. In the contemporary America, however, people seem to overvalue stuff despite the fact that they are cheaper as compared to the traditional stuff. Paul tries to give an explanation to why poorer people are more likely to value stuff with lesser value as compared to the fairly rich people. He explains that he would pick things left by friends when they moved to new homes because he was poor, and useless stuff seemed useful to him. This is an implication that poor feel that they will perhaps make use of stuff in the future despite the fact that the same stuff might be useless to them at that particular moment (Paul 1). That is a confirmation of the uncertain future that the poor face. Paul further explains that stuff in an illiquid asset and this might only change when one finds immediate use for it. In addition to that, stuff becomes a liquid asset only when one sells the stuff immediately he or she acquires it at a higher price compared to the buying prices. Therefore, stuff that is accumulated over a period of time becomes uneconomical. As a matter of fact, the stuff becomes expensive to keep because it occupies space thereby demanding for storage space. For this reason, Paul explains that it is worth noting that once one does not have immediate use for whatever he or she is trying to acquire, he or she probably never will have use for that object (Paul 1). The increase of stuff in the markets, both used and new, is attributed to the increased