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Essay Personal Perseverance in the Works of Maya Angelou

Personal Perseverance in the Works of Maya Angelou Internationally respected brilliant poet, historian, and author Maya Angelou says in all my work I try to tell the human truth-what it is like to be human...what makes us stumble and fumbleand fall and somehow miraculously rise and go on from the darkness and into the light (Ebony 96). This theme is consistently exemplified throughout Angelous greatly acclaimed autobiographical worksand poems such as I Know Why The Caged Bird Sings, Gather Together in my Name, Still I Rise and Phenomenal Women. All of these books depict the true-life stories of Ms. Maya Angelous tragedies, and there dreadful conditions she had encountered in her youth. But in all of Angelous novels and†¦show more content†¦Throughout Angelous autobiography she consistently returns to the subject of her calamitous rape the racial hatred that left Angelou in a horrible emotional state, and, as well, left her feeling helpless and trapped , not understanding who she really was. Angelous will to never stay a pri soner, to never stay quit and to fly away from that horrible life is also expressed in I Know Why the Caged Bird Sings, where she writes the bird that stalks down the narrow cage can seldomthrough his bars of rage his wings are clipped and his feet are tied so he opens his throat to sing (86). In 1937 Angelou stopped talking and became mute following her rape.Instead she became an observer of everything around her,including the racial divisions of her town. Angelous knapsack of misery is illustrated in this book as well as the pain of her self discovery, and, most of al, the book depicts the love and joy of being and understanding of who she was and is: a strong, black, beautiful women. Maya Angelous poems, collected in volumes such as Still I Rise and Phenomenal Women have received great critical acclaim. These poems briefly summarize the hardship Angelou has encountered. But once again she leaves the reader spellbound with her unwillingness to stay down and her overwhelming strenth. Angelou write in the poem Still I Rise: You may write me down in history With your bitter, twisted lies, You may trod me inShow MoreRelatedThe Poetry Pundits : Racism1197 Words   |  5 PagesPoetry Pundits. I’m your host Max Millis, and in today’s podcast I will be analysing two poems by acclaimed American poet, storyteller, activist, and autobiographer, Maya Angelou. Angelou spent most of her childhood in Arkansas, and as an African American, experienced firsthand racial prejudices and discrimination at an early age. Angelou sadly passed in 2014; however she will forever be remembered as a prolific and widely-read poet, whose poetry was lauded for its influential depictions of black beautyRead MoreUxt Task 1945 Words   |  4 Pagesreading, â€Å"Still I Rise†, by Maya Angelou, I immediately get a sense of perseverance and pride. The author seems to be addressing her adversaries directly through her words. I love the imagery used in this poem. I can almost see the dust rising and can feel the swelling of the black ocean that the author mentions. â€Å"Cause I walk like I got oil wells pumping in my living room†(Angelou, 1978), and, â€Å"Laugh like I’ve got gold mines diggin’ in my own back yard† (Angelou, 1978), tells me that the authorRead MoreMaya Angelou: A Model Woman Through Influential Literature Essay1708 Words   |  7 Pagesinfluence on society itself. Maya Angelou is a great example of the model woman. She has beaten the odds and has become one of the most well known African American women of today. She is an author, poet, historian, songwriter, playwright, dancer, stage and screen producer, director, performer, singer, and civil rights activist. Her most influential work comes from her extraordinary books and poems. Her literature has influenced the young and old with their contents. Maya Angelous literary significanceRead MoreThe Rhetorical Analysis Of Mary Crow Dog And Graduation By Maya Angelou1640 Words   |  7 PagesCrow Dog and Maya Angelou are both effective rhetors because their rhetorical situations work together to make their essays compelling. â€Å"Civilize Them with a Stick† by Mary Crow Dog and â€Å"Graduation† by Maya Angelou each introduce effective rhetorical situations as they establish their individual identity through their educational experiences. â€Å"Civilize Them with a Stick† by Mary Crow Dog and â€Å"Graduation† by Maya Angelou are each experts of autobiographies written about their own personal experienceRead MoreGraduation Speech By Maya Angelou1566 Words   |  7 Pagescelebration along with a grand commencement among family, friends, and peers. Maya Angelou’s, â€Å"Graduation†, is about a young African American girl, who is excited and proud of her academic achievements. She strives to bring the reader into her world, while looking forward to her grand commencement. There is no doubt that Maya Angelou is a fantastic writer and by her standards, â€Å"Graduation† is an amazing piece of writing and what Angelou does best is evoke feelings and empathy from her readers. By relatingRead MoreWho Is The Most Important For My Profession?1131 Words   |  5 PagesDepending on whom you ask, the most important virtue for someone to possess will vary. Maya Angelou strongly believed that it was courage1. Contrary, Bernard of Clairvaux was very adamant that it was humility1. Taking a look into their backgrounds, Maya Angelou was an author, poet and civil rights activist (bio., 2). It takes courage to speak your mind and actively fight for something that you believe in, especially when you know that there are many people who don’t agree with your way of thinkingRead MoreThe Prevalence of Inequality in Sports Essay example1003 Words   |  5 PagesIn this essay, I plan to explore two types of inequality that are associated with sports- racial and gender. Take a look at an excerpt from Maya Angelou’s autobiography entitled, â€Å"I Know Why The Caged Bird Sings† The unsettling; apprehensive mood was set, everybody at a local general store just sitting anxiously over the outcome of a boxing match. Angelou writes with such clarity for us to comprehend how significant it was that Joe Louis wins, â€Å"My race groaned. It was our people falling. It wasRead MoreEthical Dilemm Ethics And Values1339 Words   |  6 PagesEthical Dilemma (noun) a choice between two options, both of which will bring a negative result based on society and personal guidelines. Everyone encounters ethical dilemmas it is the reaction to the ethical dilemma that defines their character. For me I think a person s ethics and values really show who they are as a person and their character Coach Lantz walked up to me to check how I was feeling. My shins were throbbing with pain from the warm-up lap. My anxiety began then my heart startedRead MoreEssay on Phillis Wheatley1643 Words   |  7 Pageseight. It was undoubtedly here where she was first exposed to the harsh conditions of the South. On the quot;stalls and auction blocks at the slave marketquot;, a wealthy Caucasian woman, named Susannah Wheatley purchased Phillis as quot;her personal servant and companionquot; (Loggins,98). Phillis Wheatley acquired her last name from Susannah Wheatley--it was the norm during this time period for slave owners to give their slaves their last names. She was named Phillis ironically quot;after

Pre-Linguistic Development Free Essays

As linguistic development designates the stage when children are able to manipulate verbal symbols, it should be apparent that pre-linguistic development refers to the stage before the child is able to manipulate such symbols. Consequently, this stage is sometimes called the pre-symbolic stage. We will write a custom essay sample on Pre-Linguistic Development or any similar topic only for you Order Now com/english-iii/"Pre-linguistic development, therefore, concerns itself with precursors to the development of symbolic skills and typically covers the period from birth to around 13 months of age. Four stages can be identified: * Vegetative sounds (0-2 months): the natural sounds that babies make, e. . crying, coughing, burping, and swallowing. * Cooing and laughter (2-5 months): these vocalizations usually occur when the baby is comfortable and content. They are typically made up of vowels and consonants. * Vocal play (4-8 months): the infant engages in longer and more continuous streams of either vowel or consonant sounds. * Babbling (6-13 months): at least two sub-stages are identified – reduplicated babbling, in which the child produces a series of Consonant-Vowel (CV) syllables with the same consonant being repeated (e. . wa-wa-wa, mu-mu-mu) and non-reduplicated babbling, consisting of either CVC vocalizations (e. g. mom, pip) or VCV vocalizations (e. g. ama, ooboo). [See Speech Development] Up to this stage of development much of what the child produces is really no more than a sort of verbal play. The child is practicing individual sounds, and sound sequences, and gaining the motor skills necessary to produce what will eventually be considered as actual adult words. So, young children make various sounds and others then assign meaning to these. So, for example, a child may reach for an object whilst at the same time saying ‘m’. An adult may interpret this as the child wanting help to get the object. The child, having realized that this combination of physical gesture (reaching) and articulating ‘m’ prompts an adult to pass the desired object, may go on to repeat this behavior. The child is learning that certain actions that he or she performs can be used to control his or her environment. These changes come about because the child’s ability to focus their attention on their caregiver and on objects becomes more refined as they mature. For example, from 0-2 months there is shared attentiveness in which only the baby and caregiver form part of any interactive event – all other elements are ignored. From 2-6 months there is interpersonal engagement when the baby is conceptually able to differentiate their own self from the caregiver and focus attention on each other and on the ‘message’ of the communicative event. Then, from about 6-15 months there is a shift such that the child is now able to focus attention on objects (e. g. cups, toys, books) and understand that the communicative event is focused on these. This is sometimes called joint object involvement. It is, however, the emergence of words from about 12 months onwards that signals the onset of linguistic development. This is the stage when there is symbolic communication emerges. Linguistic Development Linguistic development occurs at what is called the One Word Stage. It is at this stage that we can properly talk about a child’sexpressive language, i. e. the words used to express emotions, feelings, wants, needs, ideas, and so on. This should not be confused with the child’s understanding or receptive language. The two are, of course, closely related. However, a child will typically understand much more than he or she can actually express and a child’s expressive language, therefore, lags behind its comprehension by a few months. Early One Word Stage (12-19 months) Before the emergence of the first ‘adult’ words the child will use specific sound combinations in particular situations. The sound combinations are not conventional adult words but they appear to be being used consistently to express meaning. For example, if the child says mu every time he or she is offered a bottle of milk then this may be considered to be a ‘real’ word. Similarly, if the child says bibi each time he or she is given a biscuit then, even though the sound combination does not represent an exact adult word, it would still be considered an early word. These early words are called protowords. The child will also be using gesture together with these specific vocalizations in order to obtain needs, express emotions, and so on. The important point is that the child is consistent in his or her use of a particular ‘word’. Later One Word Stage (14-24 months) The words used by the child are now more readily identifiable as actual adult words. A variety of single words are used to express his or her feelings, needs, wants, and so on. This is the stage at which, amongst other things, the child begins to name and label the objects and people around them. Examples include common nouns such as cup dog hat proper nouns such as Dad Sarah Rover and verbs such as kiss go sit The child may also use a few social words such as no bye-bye please The child will not yet have developed all the adult speech sounds and so the words used are unlikely to sound exactly as an adult would say them. However, they are beginning to approximate more closely to an adult model and they are beginning to be used consistently. At the end of the One Word Stage the child should have a much larger vocabulary, should be able to sustain a simple conversation, be using several adult speech sounds appropriately, and be conveying meaning through the use of single words in combination with facial expression, gesture and actions. These single words will express a variety of meaning. The next stage in the child’s development of expressive language is that he or she begins to combine two words together into simplephrases. Two Word Stage (20-30 months) It is at this stage that the child begins to produce two-word combinations similar to the following. daddy car shoe on where Katie Note that a variety of different word classes may be combined: * For example, daddy car involves the combination of two words from the same word class of nouns one noun (daddy) with another noun (car). * However, shoe on consists of two words from two different word classes, nouns and prepositions: one noun (shoe) plus a preposition (on). * Also, where Katie uses a so-called interrogative pronoun (where) together with a proper noun (Katie). In fact, a high percentage of these two-word combinations incorporate nouns. This is not surprising, as the child has spent a lot of time learning the names of objects and people. These are the important things in his or her environment and the things that are most likely to be manipulated, talked about, and so on. They are often the concrete, permanent things to which the child can most readily relate. In addition, at this Two Word Stage there is also prolific use of verbs (e. g. go, run, drink, eat). Three Word Stage (28-42 months) As its name implies, at this next stage of development children extend their two-word utterances by incorporating at least another word. In reality children may add up to two more words, thereby creating utterances as long as four words. The child makes greater use of pronouns (e. g. I, you, he, she, they, me) at this stage, e. g. me kiss mummy you make toy he hit ball It is at this stage that the child also begins to use the articles the, a and an. At first their use is inconsistent but as the child approaches 42 months of age they become more consolidated in their utterances, e. g. me kick a ball you give the dolly he throw an orange In addition, it is common for the prepositions in and on to be incorporated between two nouns or pronouns, e. g. mummy on bed you in it Sarah in bath Four Word Stage (34-48 months) From about 34 months the child begins to combine between four to six words in any one utterance. There is greater use of contrast between prepositions such as in, on and under and adjectives such as big and little, e. g. mummy on little bed daddy under big car daddy playing with the little ball Complex Utterance Stage (48-60 months) This stage is typified by longer utterances, with the child regularly producing utterances of over six words in length. It is at this stage that the concept of past and future time develops and this is expressed linguistically in a child’s utterances, e. g. we all went to see Ryan yesterday [past time] Daddy is going to get a shoe [future time] Robert stopped and kicked a good goal [past time] Some of the more conceptually difficult prepositions such as behind, in front and next to also become established at this stage. The child will also be using the contracted negative, e. g. can’t rather than can not, didn’t rather than did not, won’t rather than will not, and so on. Example utterances include the following. Helen can’t go to granddad’s house Connor didn’t stop crying he won’t eat up all his dinner for mummy There is a lot of controversy about just when the Complex Utterance Stage is completed. Some researchers claim that at five years of age a child has developed all of the major adult linguistic features and that the only real progression beyond this stage is the further acquisition of vocabulary items. Other researchers, however, argue that children up to the age of 12 years are still developing adult sentence structure. As indicated, our overview of language development has focused on how the child develops longer and longer utterances, i. e. it has concentrated on expressive language. It should be noted, however, that there is a parallel development of comprehension, or receptive language. So, for example, at the Early One Word Stage the child is capable of understanding a few single words spoken by others as well as speaking a few words. Similarly, at the Three Word Stage the child can also comprehend the four to six word utterances spoken by others as well as producing such utterances themselves. In summary, the child will need to be able to comprehend utterances at least at the same level as those that he or she is able to construct and use expressively. In reality, we find that a child’s level of understanding actually precedes their level of expression. That is to say, a typically developing child will always understand more than they can express. The extent to which the development of receptive language precedes expressive language is highly variable and it is not possible to define any precise norms. The following table summarizes the stages of early development of expressive language. How to cite Pre-Linguistic Development, Papers

Concept of Ferguson-Free-Samples for Students-Myassignmenthelp

Questions: 1.How would you describe Fergusons approach to managing his team? What, in your view, are the key elements of Fergusons Formula? 2.What can those who lead teams in other Industries learn from Fergusons approach? Which Concepts transfer and, perhaps, which do not? Answers: 1.Fergusons successful career in managing his team was reflective of his managerial skills and mindset. While managing his team he had depicted organisational or analytical mindset along with the action mindset(Gosling, 2003). Fergusson had to analyse his team players and motivate them into performing well such that they can deliver and win matches. Ferguson looked deeper into structure of the club and also of its players to consider tasks related specialization, while playing. But mostly he applied his understanding from action mind-set. The players representing the team comprised of immense emotional energy that had to be directed to arrive at specific goals. All players were millionaires and to be controlled was a rather difficult task attempted by Fergusson. He was constantly planning and motivating the team to adapt to change such that they could be effective while playing to win the match. These managing skills let the team win matches and also gain ranking from their lost position. There were various strategies used by Ferguson in managing his team and the club. His formula comprised of different strategies while managing a game, managing a season, managing a club. Some of its key elements were starting with foundation of the team, rebuilding the team from scratch, setting high levels of standards, never to cede control of professional players of the game, matching message to the moment, preparing to win, relying on power of observation and never to stop adapting to the situation. While managing game, he would never disclose players of the game till lasts moments to media or competitors that allowed little time for opponents to be ready. While managing seasons, there needed to be consistency and high standards set for performance. While managing the club, he build and rebuild teams such that he had players with experience who were able to cater to success in games. 2.Alex Ferguson was manager of 26 seasons Manager United ranking the most valuable and successful franchise in sports. Ferguson style of managing his team provides various insights into ways that can be applied in other industries. Concept of Ferguson related to starting with foundation might not be an attractive in real world(Elberse, 2012) . Corporates might not be able to have patience and recruit managers, build a team to develop into a center of excellence. Organisations can learn from various leadership skills and team management skills from Ferguson that could lead to their success as well. But the idea of bringing in managers with experience can be highly results driven. Building a team with capable and experienced manager can lead to long-term effectiveness. Building an effective team portfolio of managers requires decade in the making. There needs to be continuous surge for strengthening core areas. An idea of Fergusson that has found effectiveness within industry practices is the desire to achieve over and above set levels or standards. In industry also there needs to a motivation to forcefully respond. The idea of translating message at the right time has found effectiveness as encouragement is what is required instead of criticism to strive ahead. Reference Lists Elberse, A. . (2012). Sir Alex Ferguson: Managing Manchester United. Gosling, J. . (2003). The five minds of a manager. Harvard business review, Harvard business review.