Racism in Strange Love :: Racism Media Television TV

Racism in Strange Love Do you like having racist jokes made about you right in front of you face and have no idea what the person is saying? In an episode of the Strange Love this situation is demonstrated. Racism is wide spread through out the world and an issue that is brought to our eyes in the show. The issue of interracial dating is also a main topic in the show. Strange Love is a show that most people would watch to get a laugh out of a crazy relationship that came out of another show, but when watching the show I see another part of it and that is racism. The show also to tries to get the thought of interracial relationships more wide spread. -Strange Love was created by the same group of people that had made the show Surreal Life, during the first season a strange relationship came about between Flavor Flav and Brigitte Nielsen. One of the first episodes is showing Flavor Flav leaving the United States and goes to visit Brigitte in Italy and go to a very high class dinner and Flavor does not get the introduction that Brigitte is hoping for him to receive, most of the people are appalled to see the two in a relationship. The episode following that has Brigitte coming with Flavor Flav back to the United States and she accompanies Flavor on stage with Public Enemy. Flavor comments before they go on that his band has no idea that she will be on stage, and she will be the first white woman to ever be on stage with the band. After the band has finished there performance they are backstage and make comments to Flavor about bringing a white woman onstage with him, this leads to Flavor becoming outraged and destroying the backstage area for the band. The episode doesn’t necessarily comment on the topic of racism but just the reaction or the crown and the comments that they make about Flavor are very racist and suggest that they don’t approve of and interracial relationship. Much of the crowd did not even give the couple the time of day and eluded the couple if they were approached.

Harry Elmer Barnes :: essays research papers

In 1952, Harry Elmer Barnes wrote a timely article, "How 'Nineteen Eighty-Four' Trends Threaten American Peace, Freedom, and Prosperity" as the final chapter of the classic revisionist anthology, Perpetual War for Perpetual Peace. Barnes analyzed George Orwell's classic novel as a work of prophecy and sounded the alarm to reverse the "1984" trends prevalent in the America of his day. Barnes argued that propagandists and "court historians" were fashioning a present, based on a falsified and inaccurate telling of the past, that was designed to meet Establishment desires to participate in world wars. Ironically,Barnes' article was omitted from the first edition the collection.(1) Barnes may be best remembered as the author of the generally accepted definition of "revisionism," "Revisionism means nothing more or less than the effort to correct the historical record in the light of a more complete collection of historical facts, a more calm political atmosphere, and a more objective attitude." (2) Barnes had discovered that a more nearly accurate version of the history of the First World War was only possible after the fighting had ended and the emotional excesses had lessened. He was unable to predict that similar corrections of Allied propaganda and popularized conceptions of the methods of warfare in the Second World War would meet even sterner resistance. Today - half a century after the conclusion of the Second World War - it would be fair to expect a less emotional environment, one in which historians, researchers and writers were free to examine the actual causes of the war as well as the atrocities committed by both sides in the conflict. However, those and other topics are more forbidden than ever with the greatest taboo surrounding analysis of the fate of Europe's Jews and others in what has come to be known as the Holocaust. In 1950, three years prior to Barnes' article concerning "1984" trends another author, Ray Bradbury, set out a foreboding vision of the future in a short story titled, "The Fireman." Later, Bradbury's story would be renamed Fahrenheit 451 after the temperature at which paper burns. Fahrenheit 451 describes a horrific future in which millions of books are banned and firemen set fires instead of extinguishing them. In order to maintain a society of brainwashed, "happy" people, the firemen kick down doors and burn the hated volumes along with the homes that housed them. Barnes would never have suspected how fast the world would progress from the "1984" trends he identified to the trends Bradbury identified in Fahrenheit 451(3).

Music LessonBrandenburg

Write a brief definition of: Tonality Modulation Harmony Chord Root First Inversion Seventh Chord Oh no it's a Theory Byte Technical Name for the notes of the scale. As LIMIT ACID Key Relationships Key Signatures F C G DAD B Order of sharps C] Semitone above = name of key. BEAD G CB order of flats Name of PENULTIMATE flat = key signature All major keys have related minor – same key signature. Minor 3rd below key note e. G. G major relative minor is E Minor. Circle of Fifths Tonality and Harmony Class work – Discuss: 0 TonalPlan and Key Relationships CLC Modulations L] Analysis of Chords and Cadences C] Circle of Fifths. Private Study Tasks Continue working on your composition using the feedback/targets we discussed. Don't forget Deadline One is 1 9th October. Make sure that your Brandenburg score notes are fully complete as we will be working on questions next week in preparation for an assessment in the final week. Listen to the piece a number of times – use you r annotated score to follow the music.Create a glossary of the key musical terms which link to the Brandenburg Concerto. Add musical examples where appropriate. (Retooling, Basso Continuo, Figured Bass, Flute a beck, Natural Trumpet, Arpeggio, Sequence (rising, falling), Ripen, Concertina, Counterpoint, Tutu, Unison, Trill, Dominant Seventh, Dominant Pedal, Syncopation, Homophobic, Diminished Seventh Chord, Circle of Fifths) Extra help Extra support with composition -? please book a slot of time with me. Period 5 on Friday. Theory Support. Mr. Reed is available on Friday periods 3 and 4.

Renowned Jamaican Scientist Dr. Manley West

Renowned Jamaican scientist Dr. Manley West Dr West was a scientist. He taught pharmaco-logy at the University of the West Indies, Mona. Significantly, with Dr Albert Lockhart, he developed Canasol, a drug for the treatment of the eye disease, glaucoma, from cannabis, or ganja. Born in Portland, West attended the Titchfield High School. He graduated from the University of London, England, in 1967 with a Doctor of Philosophy in pharmacology.His career at the UWI began as assistant lecturer in pharmacology in 1964, from which position he was promoted to lecturer and internal examiner in pharmacology in 1968. Thereafter, in 1975, West served as acting head of the Department of Pharmacology and in that same year was appointed head of the Department of Pharmacology and chief internal examiner. He was appointed professor of pharmacology in 1981.West has received national and international acclaim for his development of the drug Canasol, as a treatment for glaucoma, for which achievement he was awarded the Order of Merit from the Government. In 1985, Professor West along with Dr. Albert Lockhart received national and international acclaim, for their development of   Canasol. Both were awarded the Order of   Merit from the Jamaican Government in 1987. Professor West was also awarded the Gold Musgrave medal from the Institute of   Jamaica for his pioneering work with the drug.In 2001, Professor  West, and Dr. Lockhart introduced a cannabis-derived medication called Cantimol to treat the potentially debilitating condition of glaucoma. It was the world's first combination of an alpha agonist and a bet blocker (two types of drugs) in one bottle for the treatment of this disease. The Food and Agriculture Organization (FAO) also conferred on him the Bio-Diversity Gold medal for the conversion of  a plant compound to medicine, and he was awarded the Legacy of  Honor, for the Caribbean for his contribution to mankind.

Barilla Case Study: Operational Ineffeciencies

Case Presentation Barilla SpA Introduction Company & Industry background †¢ World’s largest pasta producer in 1990 †¢ Pasta Share – 35% in Italy and 22% in Europe Channels of Distribution †¢ Products divided in 2 categories – â€Å"Fresh† and â€Å"Dry† †¢ Fresh Products had 21 day Shelf Lives †¢ Dry Products had Long ( 18 to 24 Months) or Medium(10 to 12 weeks) Shelf Lives †¢ Retail Outlets – Small independent The Issue During the late 1980s, Barilla suffered increasing operational inefficiencies and cost penalties that resulted from large week-to-week variations in its distributors’ order patterns Distribution Procedure †¢ Original flow of goods and information PLANT CDC’s Barilla run depots GD’s Chain supermarkets DO’s Independent supermarkets â€Å"Signora Maria† Shops Customers Customers Customers *CDC = Central Distribution Centre GD = Grand Distributors DO = Organize d Distributors Sales and Marketing Advertising – Heavy, Brand Positioned as the Highest Quality †¢ Trade promotions – Frequent †¢ Canvass period, 10 to 12 in a year, typical duration of 4 to 5 weeks †¢ Distributor could buy as much product as desired to meet present and future needs at the offered discount †¢ Volume Discounts also given †¢ Sales representatives used more at DO’s than GD’s – Merchandise Barilla Products – Set up In-Store Promotion – Take note of competitor’s prices, stockouts, new product launches – Work out ordering strategies for the retailer etc Demand Fluctuations †¢ Just in Time Distribution Variability in Demand †¢ Reasons – – – – Transportation discounts Volume discount Promotional activity No minimum or maximum order quantities – Product proliferation – Long order lead times – Lack of forecasting systems or sophist icated analytical tools at Distributer’s end Exhibit 12: Demand Fluctuations Variability in Demand †¢ Methods employed to counter variability – Holding buffer FGs to meet Distributor requirements – Asking Distributors/Retailers to carry additional inventory Impact – Strained Manufacturing and Logistics operations* – Poor Product delivery management – Thinning retailer/distributor margins – Increased Inventory Holding costs – Impossible to anticipate Demand swings – Changing customers due to lack of storage space Bullwhip effect †¢ Amplified Variation in demand as one moves up the Supply Chain (away from the order order customer) order Factory Distributor Wholesaler Retailer Order Variation The Causes of Bullwhip Effect Demand Forecast †¢ Long lead times †¢ Order Batching †¢ Price fluctuation (Promotional sales) †¢ Inflated orders in high estimated demand scenarios Counteracting the Bullwhip Effect †¢ Reduce Uncertainty – POS – Sharing Information – Centralizing demand information †¢ Reduce Variability – Year round or Everyday low pricing †¢ Reduce Lead Times – Information lead times: EDI – Order lead times: Cross Docking †¢ Strategic Partnerships – – – – Quick Response Continuous Replenishment Advanced Continuous Replenishment Vendor managed Inventory (VMI) Just-In-Time Distribution (JITD) †¢ Vendor-Managed Inventory Concept †¢ Treats end-customer as the Input †¢ Aims at managing the Input filter that Produces the Orders †¢ Decision-making authority for determining shipments in hands of Barilla SpA †¢ Barilla would monitor the flow of its products through the distributor’s warehouse, and then decide what to ship to the distributor and when to ship it †¢ Distributor provides Data on the shipment and current stock levels for Expected Benefits of JITD †¢ Manufacturer – Reduced manufacturing costs – Better Relationship with Distributors †¢ Increased supply chain visibility †¢ Increase Distributor’s dependence on Barilla – Improvement in manufacturing planning using objective data – Reduced inventory levels †¢ Distributors – Improved fill rates to Retail stores – Additional service without any extra cost – Reduced Inventory Holding costs JITD – Internal Resistance Sales Representatives feared reduction in responsibilities †¢ Flattened sales levels †¢ Risk of Inability to adjust shipments quickly to stock-outs †¢ Lack of infrastructure to handle JITD †¢ Increased competitor shelf space at distributor †¢ Inability to run Trade promotions †¢ Unsure about the cost benefits JITD – External Resistance †¢ Unconvinced Distributors †¢ Not willing to share warehouse data †¢ Perceived power transfer to Barilla †¢ Lack of faith in Barilla’s inventory management Possible methods to counter Resistance †¢ Demonstrate that JITD benefits the distributors – Run experiment at one or more of the distributor sites †¢ Maggiali needs to look at JITD not as a logistics program, but as a company-wide effort – Get Top management closely involved Experiments at Dryproduct depots †¢ Barilla spa ran first JITD experiment at its Florence depot †¢ During the very first month of the program – Inventory dropped from 10. 1 days to 3. 6 days – Service level to retail stores increased from 98. 9% to 99. % †¢ Depot’s staff was not comfortable working with such low inventory levels – Inventory levels finally allowed to increase to 5 days †¢ One of the arguments against JITD was that it will lead to waste empty spaces in the ware houses Experiments at Dryproduct depots †¢ In Florence case – Barilla growing at rapid rate in the region – Plans to expand warehouse – Existin g warehouse able to accommodate the increased requirement – Substantial investment on expansion was avoided †¢ JITD next tried at Milan Depot – Similar performance improvement as Florence †¢ These experiments established the credibility of JITD system Implementation at D. O. Cortese †¢ The decision to implement JITD in Marchese DC of Cortese involved – Barilla: Director of Logistics, Executive vice president of sales and Manager in charge of JITD implementation – Cortese: Nine managers including Managing director, new services manager, logistics manager and logistics, purchasing, marketing and sales personnel from Cortese’s Marchese DC †¢ Consultant Claudio Ferrozzi was roped in – Neutral party trusted by both the groups Implementation at D. O. Cortese †¢ For six months, Barilla team analyzed daily shipment data of the DC – Created the data base of DC’s historical demand pattern – Simulated shipments with JITD in place †¢ The implementation yielded phenomenal results – Prior to JITD †¢ Stock out rate : 2 to 5% ( Occasionally as high as 10 to 13%) – After JITD †¢ Negligible stock out rate of less than. 25%(Never exceeded 1%) †¢ Average inventory level also dropped Adaptation to different distributors With new confidence they approached other customers †¢ Customers apprehensive about JITD repeating the same success as Cortese for them as they had varied systems †¢ Barilla’s team developed capacity to translate customer’s standard’s into internal standards Adaptation to different distributors †¢ Developed a protocol which could be used to communicate with all customers †¢ Each SKU identified with three d ifferent product codes – Barilla’s code – Customer’s code – EAN (European article numbering system) barcode – Most common barcode standard in Europe †¢ Advantages of the coding system Information can be received through any code – Reduce impact of internal changes in product or code on client’s system Communication with consumers Customer each day sent following information to Barilla via EDI:1. Customer code number to identify itself 2. Inventory for each SKU carried by DC 3. Previous day’s â€Å"sell through†-All shipments of Barilla products out of DC to consumers on the previous day 4. Stock outs on previous day for every Barilla SKU carried by DC 5. An advance order for any promotions that the customer planned to run in the future 6. Preferred delivery carton size Lessons learnt One needs to prove credibility of any new performance initiative for others to buy his/her idea †¢ Best place to experimen t with an idea is within the organization †¢ To succeed in a new initiative, involvement of top management is imperative †¢ Market is ever growing. If performance measures seem to create spare time/capacity instead of chucking them, look out for ways to increase the – Barrilla could finally succeed in implementing JITD with Cortese. Whole of top management from both sides was involved in the decision making. Which never happened earlier – Sometimes roping a consultant helps THANK YOU

Songs of Silence

Songs of Silence – LITERATURE NOTES ABOUT CURDELLA FORBES * Born in Claremont, Hanover, in Jamaica. * Taught at the University of the West Indies from 1990 to 1995. * She is currently a professor of Caribbean Literature at Howard University. CURDELLA FORBES' NOVELS * Songs of Silence, 2003 * Flying with Icarus, 2003 * A Permanent Freedom, 2008 * From Nation to Diaspora: Samuel Selvon, George Lamming And the Cultural Performance of Gender, 2005 SUMMARY The book is about the recollections of a female narrator called Marlene (Nice).Her recollections are dispersed chronologically, and appear to have no rational order, but many of the same characters can be found in most of the ‘stories', which occur in and around the same district. SETTING * Rural Jamaica. * Recollections/ stories are set in the 1960's. MAJOR CHARACTERS: Marlene, Effita, No Name, Nathan, Miss Minnie, Raymond, Ionie, Maas Barber, Long Man, Cudjoe Man, Dolly, Minna, Mr. Papacita. RECOLLECTIONS/ STORIES 1. â₠¬ËœEFFITA' This is a recollection of the Sunday ritual of taking food to Aunt Sare. Her habit of praying for the carrier of the food is explored in great detail.The comedic telling of Effie's death announcements is another detail that is explored. We learn what happens when she gives a wrong announcement for Melwyn, and no announcement for Son Son. This recollection ends with Effie's death in 1995, with the implication that few people attended her funeral, despite the fact that most of the people in the district were related. SETTING: Green Town, Maaga Bay, Lucea, Montego Bay. CHARACTERS: Marlene/ Nice – the protagonist and narrator. Effita – the person who did informal death announcements for the district.Son Son – the narrator's male schoolmate who died, also Effie's nephew. Melwyn – Marlene's cousin who was shot by Chisel Bwoy, then given an incorrect death announcement by Effie. Aunt Sare – the elderly lady who was a mid-wife. She would pray fo r every child that delivered food for her. Ionie – Marlene's mother Chisel Bwoy – the police constable who shot Melwyn Miss Zeta – the shop owner. Maas Levi – the only person in the district with a car, an old Chevrolet that the villagers called ‘May Reach'. Mass Rat – the carpenter and coffin maker. Miss Herfa – Man Teacher's wife and a teacher herself.Man Teacher – the principal of the local school. THEMES – death, old age. 2. ‘A STORY WITH NO NAME' This is the story of a lady with no name. It is reputed that she was abandoned by her wealthy family. She is an anomaly in the district because she is high coloured, did not speak, was very expressive in church before her silence, and was reclusive. She put her reclusive nature on pause once a month, when she went to town in order to visit the post office to collect packages. The story gets interesting when she got pregnant and no-one knew the father.The child became h er life, and she shared him with no one, but kept him to herself. He turned out to be even more silent than his mother. It was, however, rumoured that Maas Barber, Marlene's father, was the child's father. In between the telling of this story, is Marlene's explanation of her own silence. SETTING: Tam Briscoe Hill, Baltree District, CHARACTERS Marlene/ Nice – the protagonist and narrator. No Name – the light skinned lady who was related to the Briscoes (rich landowners in the district)Ionie – Marlene's mother. Maas Barber – Marlene's father. Magsie – Marlene's sister.Long Man – a traveler who used to pass through the district and stay at the narrator's house. Luce Blagrove – the person who spread the rumour that Paul was Maas Barber's child. Miss Clemmy – the lady who ran the post office. Paul – No Name's son. Evert Briscoe – He was the only member of the Briscoe family who came home sometimes, he owned the piece o f hill and the land that Maas Barber oversaw. THEMES: Racism, Alienation, Women in Society, Silence 3. ‘NATHAN' This is the story of Nathan, Marlene's brother. They were two years apart and were different from their other siblings because they were companions silence.Details are told of Nathan's extreme ‘tightness', or thriftiness, versus his sister's need to give everything away. He eventually married a woman whom he adored, despite the fact that she was very loud, and had three children. Marlene describes Nathan as a very stubborn man. She reports a particular incident with an MP where he won a substantial settlement due to his stubbornness. Marlene maintains that they still have a good relationship. Great details are given about Marlene's silence, along with her struggle to accept her brothers when/ while they were going through puberty. SETTING: Baltree DistrictCHARACTERS Marlene – The narrator. Nathan – Marlene's brother who was stubborn and very quiet . Everette – Marlene's sister who likes to go to court to listen to the cases. Marlene heard the story of Nathan's altercation with the MP from her. Tony -Marlene's older brother. MP – The person that Nathan got in a fight with and received a settlement. THEMES: Love and family relationship, silence. 4. ‘THE IDIOT' This recollection speaks about school and education. It begins with the story of Ionie's pride taking a beating when she had to ask some-one, whom she had previously snobbed, for help.The story continues with Marlene explaining why she liked school. She speaks of her two scholastic rivals, Ezekiel and Wellesley, as well as the class dunce, Bas. She explains the phenomena of partially going to school due to farming responsibilities. We then learn that, in high school, she was the only person that would grudgingly speak to Ezekiel, who eventually dropped out of school. He ended up being very successful and Marlene felt bad because she did not treat him w ell. SETTING: Maggoty, Black Shop, St. James, St. Andrew. CHARACTERSMarlene – The narrator, extremely bright, was placed above her age range, in the class, due to her strong scholastic ability. Magsie – Marlene's older sister. Bathsheba Watkiss – Ezekiel Watkiss' sister and a teacher. Miss Herfa – A teacher and Man Teacher's wife. Man Teacher – The principal. Pa Brown – The man who Ionie snubbed, and he had to help her to cross the river. Ezekiel Watkiss (Hog) – A student in the class who was her scholastic rival, despite not going to school consistently. Miss Celine – A teacher. Bas – the duncest boy in the class, did not attend school consistently.Wellesley Black (Goggleeye) – Another scholastic rival at school, he attended school regularly and was the correct age for the class. Nerissa Black – Wellesley's sister and a pupil teacher who taught the lower grades. THEMES: childhood lessons, education and soc iety, silence. 5. ‘MISS MINNIE' This is the story of Raymond and Miss Minnie. Miss Minnie got married to Lester after his girlfriend deserted him, as well as their young son Raymond. Miss Minnie was an extremely good mother to Raymond, making him the centre of her life, especially after Lester died.Raymond became a successful individual and took Miss Minnie with him to live in Kingston. Great changes occurred in Kingston because he met his mother and brothers, which created waves in the relationship between himself and Miss Minnie. She was eventually diagnosed with depression and low self esteem. This created another change in their relationship, to the point where Raymond would not allow another woman to get between him and Miss Minnie. Marlene declares that, based on this fact, she cannot wait on him because he will never marry as long as Miss Minnie is alive.SETTING: Baltree District, Lucea, Kingston. CHARACTERS: Marlene – The narrator, she was in a romantic relation ship with Raymond. Miss Minna – Raymond's step mother who made him her life, she sells in the market, went to live with Raymond in Kingston in order to take care of him. Lester – Raymond's father. He is very quiet and died while Raymond was still young, he was a shoe maker. Maas Baada – He read the newspaper to the men in the shoe shop and was affectionate towards Raymond, where his father was not.Raymond's mother – Rumoured that she was a go-go dancer, she left when Raymond was a young child, instigated a meeting with him when he was a successful adult, attempted to become a part of his life. Sam & Nichol – Raymond's half brothers, from his mother's side. THEME – Love and family relationship, silence. 6. ‘Morris Hole' This is the story of how Marlene lost the river. She explains what the river meant to her through her visual description of Morris Hole, as well as the activities that use to occur there.She lost the river when her mothe r abruptly told her that she could not use it, without any explanation. She then recounts her white ancestry, as well as the traumatic experiences associated with her paternal great grandparents. SETTING – Baltree District, Morris Hole. CHARACTERS Marlene – The narrator, she is entering puberty in this recollection. Miss Retinella Martin – Marlene's aunt. Munchie – Marlene's cousin. Ionie – Marlene's mother, she is grappling with her daughter entering puberty. Miss Clemmy, Miss Nellie – part of the group of Seventh Day Adventist women who wash by the river on Sunday mornings.Sister Sis – Marlene's great grandmother who did not know the father of her child, and therefore named Gussie Bugess. Maas Gussie Burgess – a very pretty man, tall and brown with nice hair, who lived in Maaga Bay, named as grandpa Eric's father. Granpa Eric – The ‘supposed' product of a union between Maas Gussie and Sister Sis. Puppa ; Mummah à ¢â‚¬â€œ Maas Barber's grandparents and his children's great grandparents, they are white. Maas Barber – Marlene's father. THEME: Race, loss of innocence. 7. ‘TRAVELLERS, OR FATHERS, OR LITTLE FOOL-FOOL' This is the story of different kinds of love.There is parental love, as represented by Cudjoe Man and Dolly. Cudjoe Man is admired throughout the district for his devotion to his mentally challenged daughter. He combs her hair, dresses her, provides for her every need and is extremely protective of her. He even disregards his attraction to Minna, a possible love match, in order to concentrate on his child. We also learn of a contrasting relationship between Minna and Samson. The romantic love between theses two people is polluted by physical abuse. This abuse is whispered throughout the district, but things come to a head when Samson beats Minna with such trength and aggression that she is hospitalized. This beating occurred because Minna got in a fight with Dottie over Cudjoe Man. This confirmed Samson's paranoia about Minnie cheating on him, and the result was beating her senseless, and then being attacked by Cudjoe-Man. Cudjoe Man ended up in jail and Dottie stayed with a family in the district until relatives from Kingston came to get her. SETTING: Baltree district, St. Ann, Green Town, Grant Ridge, Somerset St James CHARACTERS: Uncle Cuthbert (Cuttiie) – A traveller in his young days who told the children stories of his journeys.Cudjoe Man – A traveller who decided to stay in Baltree district and a devoted father to Dottie. Dolly (Fool-Fool/ Doll-Doll) – Cudjoe Man's mentally challenged daughter. Pappa Lazzy – The gentleman who gave Cudjoe-Man a place to rest before he decided to stay in Baltree district. Long Man – A consistent visitor/ traveller to Marlene's family. Lobie – He was famous in the district for his womanizing, began ‘noticing' Dottie. Big Man Cassels – Lobie's father, it was rumoured that he made inappropriate comments about Cudjoe Man and his daughter's relationship.Linval – Marlene's brother Miss Herfa – A teacher, Man Teacher's wife. Minna – Samson's girlfriend, flirted with Cudjoe Man, brutally beaten by Samson after the fight. Dottie – Cudjoe Man's girlfriend, fought with Minna when she heard of the flirting incident between Minna and Cudjoe Man. THEMES: Love, love and family relationship, women in society. 8. ‘SO FEW AND SUCH MORNING SONGS' Mr. Papacita's story tells of the great love that he has for his wife. They played together and were very romantic with each other. The story also highlights Mr.Papacita's beautiful voice, how he charmed everyone with it, how he lost it when his wife died, and regained it – to an extent – when he found the church. Mr. Papacita was a happy and carefree man when his wife was alive, but when she died, he became self destructive. He was always drunk, and literally pa ssed out in the road when he was on one of his drunken tirades. He spent three weeks in the hospital and came out a changed man. He became very quiet, and one day he surprised everyone by going to church, becoming baptized and regaining a bit of his beautiful voice. SETTING – Baltree district. CHARACTERS Mr.Papacita – Miss Aita's husband, he had a beautiful voice, lost himself to grieve initially, but eventually found the church. Miss Aita – Mr. Papacita's wife, she died of cancer. Miss Nellie – Town gossip. Maas Levi – Owner of the Chevrolet, the only car in the district. Maas Don – The taylor THEMES: Love, religion 9. ‘EPILOGUE: A BEGINNING' This epilogue takes the reader to the point at which Marlene is leaving the district to attend teachers' college in Kingston. She was afraid, excited and glad – all at the same time – at the prospect of leaving her home. She reflects that all the characters in her reflections are a part of her.GLOSSARY OF TERMS Ackee – A yellow fruit that, when cooked, looks like scrambled eggs. Blue Boot – Your best clothes. Bruk dung – Dilapidated. Bulla cake – A round, flat cake, that has the texture of a hard cookie. Bauxite – A reddish brown rock that was mined in Jamaica. Congotay – Deceitful or deceiver. Coolie royal hair – Hair type that is a cross between Indian and Black, leaning more towards Black, wild in nature. Cotta – A circular and twisted cloth that is placed on the head to cushion a load. Cry cree – To beg for mercy, usually used when people are playing.Cucumaka stick – A stick that comes from a tree, of the same name, that is believed to help in abortions, despite no scientific evidence to prove this. Dulcimina – A big, old fashioned looking suitcase. Duppy – A ghost Faas with – To trouble someone or get in their personal business. Facety – Describes a person th at is rude, or behaviour that is rude. Four eye – Word for some-one who is clairvoyant. Hootiah – A person who has not been well brought up. Jacket/ give jacket – To name a man as the father of a child when he is not, the child is the ‘jacket' that the man is given. ibber – to keep your mouth shut, not talk. Peenie-wallie – A firefly. Pickni – A small child. Gleaner – A local Jamaican newspaper. Maas – Mr. / Mister. Mirasmi – Malnutrition. Mouthamassy – someone who talks too much and gossips a lot. MP – Member of Parliament Pocomania – A religious cult that blends Christianity and African beliefs. It carries the stigma of obeah and is not widely accepted. Tegereg – A boisterous and uncouth person. UC – University of the West Indies Hospital. Yaws – A sore that has persisted for so long that it has become infected.

Animated cartoons for early childhood science education

Animated cartoons for early childhood science education Teachers teaching methods change because of the new generation of children. For this reason, teachers should use contemporary teaching methods for improving the quality of learning. In this framework teaching innovations which can meet such expectations are needed. This paper is a report of work describing curriculum which involves cartoons as a basis for teaching science. Here we can picture young pupils gaining knowledge through texts, teacher lectures and cartoons. It is important to realize that one of the reasons why science is thought to be difficult by many students in elementary education is that it is viewed as dealing with concepts which are often difficult to be explained and understood. Some students feel that they have to learn a lot of theory without considering how this theory might apply to the real world they are living in. This study represents findings on the use of animated cartoons and how they are able to evaluate the effectiveness in supporting teaching and le arning in science. The research results provide evidence that the use of animated cartoons significantly increases the young students` knowledge and understanding of specific science concepts. The importance of cartoons in science education has been recognized in recent years as they received an increasing amount of research attention. The presentation of ideas in visual form has been proven to be particularly important as it helps the educational process in a very up-to-date way. Why are cartoons so popular among young children and how can they be used for the purposes of teaching as well as learning? Research evidence indicates that cartoons are widely used as innovative and supporting tools in science teaching. Actually, they represent a form of art that has been promoted into an important visual language, which influences the human feelings and transmit messages using symbols and pictures. They are a combination of humour , exaggeration and symbols but in a very simple way. Euli e/1969/ pointed out very successfully that cartons, contain messages and when they are selected carefully, they can easily provide information via the symbols and the exaggeration. Most important is that they use familiar pictures and objects from daily life. In addition, cartoons can be used effectively in the teaching process when they provide information with regard to concrete objects. They were used by many researches in the classroom in order to promote learning, esp. in teaching children./Madden,Chung$Dawson,2008;Peacock,1995;Tsou,Wang&Tzeng,2006/. More over, the most innovative use in the instructive practice is that they easily capture students’ attention and then they allow them to’ travel with their mind ‘in the world of imagination and amusement while they are learning. Not surprisingly, cartoons have rapidly become a popular teaching and learning approach. Keogh and Naylor /1999/ ,he creators of the ‘concept cartoon strategy, have used it incre asingly in both primary and secondary education. . Concept cartoons offer an innovative approach to gaining access to children’s ideas in science. They have been used in different ways and in different situations to teach science, to assess pupils’ levels of understanding of science matters and to involve them in scientific discussion as well as to promote children’ s argumentation in primary science /Naylor,Keogh and Downing,2007/.