The poem Half caste Essay Example for Free

The poem Half caste Essay The poem half caste has one reference of rhyme in it glow, shadow, tomorrow this rhyming makes the poem seem like a well planned argument rather than a rant. This gives the effect that he is reasoning with someone in an argument (his audience). The rhythm in the poem nothings changed, starts off with a very slow rhythm to it, it sues mono-syllabic words small round hard stones click this creates a slow harsh bitter mood. During the 2nd stanza the pace speeds up, he begins to use repetition and my hands, and my skin, and and this repetition of the word and shows his anger rising, consequently causing the poems pace to quicken dramatically. Once again the rhythm changes, this change occurs in the 4th stanza no sign says it, but we know where we belong the rhythm is slower meaning that he is sad. The rhythm in the poem half caste is very constant, it has a steady rhythm to it mainly because the poem is very humorous and harsh all through the poem yu mean when Picasso mixed red and green, is a half caste canvas The poet in the poem half caste uses many references to imagery, imagery means when you can see what the poet is trying to describe yu mean when light an shadow mix in de sky is a half caste weather this compares having parents of different colours to a natural image of the sky mixing. Nothings changed also uses imagery. Name flaring like a flag this simile shows the proud and insulting dominance of the white mans inn. The white mans inn is posh it is admirable it is up-market but still it squats , it does not blend in with its surroundings, this new inn, with posh food contrasts sharply with the black peoples inn, with plastic tables and no tissues but to wipe your hands on your worn out jeans. The flag of the white mans inn seems to be taunting the man. The poets use language to explore their feelings about racism in many interesting and imaginative ways. In half caste the poet repetition of the words explain yuself this gives a conversational and yet aggressive tone. The poet also uses Creole explain yuself, by the poet using Creole it shows he is comfortable with both sides of his background. In the poem nothings changed the poet uses alliteration and one syllable words to tell his poem. Cuffs, cans, crunch by using mono-syllabic words the poem seems sad, but it also makes it seem snappy and hard hitting. Afrika also uses onomatopoeias click, crunch. Onomatopoeias are words that sound like the sound they make. Both of the poems are expressing their hate for racism they have told it in two different perspectives one from each poet. Tatamkhula afrika has a more aggressive view of racism, he despises it. On the other hand john agard has a more conversational attitude to racism he debates about it and is able to laugh the idea of racism off. John agards poem interested me the most, because I was interested to hear about his ideas on racism (half caste). In conclusion I agree with both poets about their view on racism, racism is for the small minded and it should be stopped.

Al Capone :: essays research papers

A lot of Italian immigrants, like many immigrants of all nationalities, came to the New World with very few items. Many of the immigrants were peasants escaping the lack of opportunity in rural Italy. Gabriele Capone, Alphonse’s father, was one of 43,000 Italians who arrived in the U.S. in 1894. He was a barber by trade and could read and write in his native language. He was from the village of Castellmarre di Stabia, sixteen miles south of Naples. Gabriele, who was thirty years old, brought his pregnant twenty-seven-year-old wife Teresina , his two-year-old son Vincenzo and his infant son Raffaele. Unlike many Italian immigrants, he did not owe anyone for his passage over. His plan was to do whatever work was necessary until he could open his own barber shop. Gabriele's ability to read and write allowed him to get a job in a grocery store until he was able to open his barber shop. Teresina, in spite of her duties as a mother, took on sewing piecework to add to the family coffers. Her third child, Salvatore was born in 1895. Her fourth son and the first to be born and conceived in the New World was born January 17, 1899. His name was Alphonse Capone. A block from Al's home was the parish church, St Michael's, where the Reverend Garofalo baptized him several months after his birth. At the age of five in 1904, he went to Public School 7 on Adams Street. Educational prospects for Italian children were very poor. The school system was deeply prejudiced against them and did little to encourage any interest in higher education, while the immigrant parents expected their children to leave school as soon as they were old enough to work. Al did quite well in school until the sixth grade when his steady record of B’s declined rapidly. Al Capone :: essays research papers A lot of Italian immigrants, like many immigrants of all nationalities, came to the New World with very few items. Many of the immigrants were peasants escaping the lack of opportunity in rural Italy. Gabriele Capone, Alphonse’s father, was one of 43,000 Italians who arrived in the U.S. in 1894. He was a barber by trade and could read and write in his native language. He was from the village of Castellmarre di Stabia, sixteen miles south of Naples. Gabriele, who was thirty years old, brought his pregnant twenty-seven-year-old wife Teresina , his two-year-old son Vincenzo and his infant son Raffaele. Unlike many Italian immigrants, he did not owe anyone for his passage over. His plan was to do whatever work was necessary until he could open his own barber shop. Gabriele's ability to read and write allowed him to get a job in a grocery store until he was able to open his barber shop. Teresina, in spite of her duties as a mother, took on sewing piecework to add to the family coffers. Her third child, Salvatore was born in 1895. Her fourth son and the first to be born and conceived in the New World was born January 17, 1899. His name was Alphonse Capone. A block from Al's home was the parish church, St Michael's, where the Reverend Garofalo baptized him several months after his birth. At the age of five in 1904, he went to Public School 7 on Adams Street. Educational prospects for Italian children were very poor. The school system was deeply prejudiced against them and did little to encourage any interest in higher education, while the immigrant parents expected their children to leave school as soon as they were old enough to work. Al did quite well in school until the sixth grade when his steady record of B’s declined rapidly.

Development of Online Grading System Essay

Introduction The logistical problems associated with distributing, collecting, grading, and returning assignments and the difficulties in ensuring fairness and consistency in grading tend to increase non-linearly with the number of students enrolled in a class. This is especially true in project based design courses where evaluation is subjective, deliverables are team-based, and the philosophies and expectations of course faculty members may vary substantially. Online course management programs can be very helpful in the dissemination of information and the collection of grades in very large courses like those offered as part of the freshman core curriculum. However, the automated grading capabilities of these programs are generally limited to question banks with clearly defined right and wrong answers. More advanced computer-assisted grading systems have been developed for the assessment and grading of students. However, fully automated systems are still limited to applications with well-defined rules and objectives. Computer-assisted grading rubrics that guide the grading process and compile the final results are a more promising alternative. Our members report that using computer-assisted grading rubrics during essay grading reduced the grading time by half compared to traditional hand grading without a rubric and by two-thirds compared to hand grading with a rubric. In addition to the â€Å"reduced time in grading assignments,† and our other members notes that computer-assisted grading rubrics can lead to increased â€Å"validity and accuracy of grading – making grading more even handed,† increased feedback for students, and increased student satisfaction. Kurt and Gilbert also observed that the use of grading rubrics increased the consistency of grades across multiple graders, especially when teaching assistants were involved. The advantages of computer-assisted and web-based grading rubrics have led to the development of online tools for the assessment of student. However, these systems still do not fully address the problems of real and perceived teacher bias in grading, grade inflation, and professor pleasing. For example, 51% of respondents in a 20013 faculty survey on capstone design courses rated their perception of grading fairness as only â€Å"fair – I seldom hear complaints† and none rated their perception as a â€Å"all bias and distortion have been eliminated†. These types of concerns have led many students to prefer that design projects be evaluated by external jurors because they â€Å"want the jury process to be more objective and believe that the presence of external jurors will help achieve this†. This led San Sebastian to â€Å"to take professors out of the grading process† entirely and â€Å"replace them with professional evaluators who never meet the students,† who â€Å"don’t worry that students will punish harsh grades with poor reviews† and who have â€Å"no temptat ion to skew results in any way other than to judge the students’ work. This paper presents an online computer-assisted rubric-based grading website that was developed in conjunction with a distributed jury-based grading system to improve the fairness, consistency, and efficiency of grading in a large required first year project-based design course. This work provides a brief overview of the course, its deliverables, and the breakdown of the final grade. It discusses the design requirements, features, and implementation of the online grading system. Reactions from course faculty and staff members based on end-of-semester survey results are presented. Finally, the current limitations and future development directions of the online grading system are discussed. CHAPTER 1 Introduction Leader : Marchjohn Glorioso Members : Kurt Mallari Gilbert Cruz View as multi-pages

A Nation Of Shame By Dorothy Allison - 1096 Words

A Nation of Shame In today’s society people are placed into certain categories depending upon their social classes. Although throughout the history of society people would expect that certain classes’ social orders world have improved, but they have actually remained the same. In Dorothy Allison’s book, Stubborn Girls and Mean Stories, she writes, â€Å"The central fact of my life is that I was born in 1949 in Greenville, South Carolina, the bastard daughter of a white woman from a desperately poor family.†(2812). Although she is shamed by being referred to as white trash according to her class’s social order â€Å"she accepts the word trash and uses it to raise the issue of who the term glorifies as well as who it disdains.† (Allison 2816). According to Susie Scifres Kuilan, â€Å"Allison’s works portray a segment of Southern society that many people, including Allison, label as poor â€Å"white trash,† and she counts herself a member of that society. Allison’s objective in writing about this lower class of poverty-stricken whites includes providing them with an identity that had previously been denied to them or misrepresented. She also wanted to present them with a voice in which to tell their stories. Her works reveal Allison’s strong belief that class plays as large a role in identity formation as gender, race, and sexual orientation.†(1). In today’s society American’s have many different views of how to treat people and who should be treated nicely or badly. â€Å"Americans love to hate theShow MoreRelatedMarketing Mistakes and Successes175322 Words   |  702 PagesPRODUCTION ASSISTANT EXECUTIVE MARKETING MANAGER ASSISTANT MARKETING MANAGER MARKETING ASSISTANT DESIGN DIRECTOR SENIOR DESIGNER SENIOR MEDIA EDITOR George Hoffman Lise Johnson Carissa Doshi Dorothy Sinclair Matt Winslow Amy Scholz Carly DeCandia Alana Filipovich Jeof Vita Arthur Medina Allison Morris This book was set in 10/12 New Caledonia by Aptara ®, Inc. and printed and bound by Courier/Westford. The cover was printed by Courier/Westford. This book is printed on acid-free paper