...development has turned me into the person that I am today within my work environment. I have learned and overcome many obstacles along the way. I would like to think of my career as consistent growth and change. I am always willing to adapt and adjust within my position as time goes on and technology becomes more enhanced. My career has leaded me to a path where I can always advance within my job and there is always knowledge and experience to grow from. One of my biggest personality traits that are of importance to me is to hold high ethical and moral standing within my company. I had to progress in my company from a server to working within the Human Resource Department. It is my duty as an HR assistant to ensure that all of our employees are treated fairly and equally as for their human rights. As professionals, we are expected to exhibit individual leadership as a role model for maintaining the highest standards of ethical conduct. And we are ethically responsible for promoting and fostering fairness and justice for all employees and their organizations. We are also entitled as HR professionals to consider and protect the rights of individuals, especially in the achievement and propagation of information while ensuring truthful communications and facilitating informed decision making. Another one of my personality traits that I have incorporated is that I find myself to become goal focused. I always strive to obtain goals within my company and where I would like to see myself...
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...Personal Narrative There are many values in my life that are very important to me. My values that I carry with me all the time day and night originated from my family, friends, and teachers that are important in my life. The people that have influenced me and taught me most of my values is my family. My family is the people that have been there with me through the “good” and “bad”. They are the people who taught me the “dos” and “don’ts” in life. My parents are the ones who made me who I am today. By being there everyday of my life my family has taught me the meaning of loyalty, I’m a smart, loving, caring, trustworthy, hardworking, and successful because my parents helped guide me in the right direction. They will be there to support me until the very end. I don’t know what I would do without my family. If it wasn’t for them I wouldn’t be the person I’m today. My family has taught me never to give up and to keep going even when times get rough. They have instilled in me to reach my goals and strive for the best. I will reach my goals in life to the best of my potential. With this in mind, I go to school everyday to reach my short-term goal of graduating with honors and start my next goal of becoming a sophomore in college. My family has taught me everything that I believe in such as religion and working hard for what you want. When I got to school I get taught many things from my teachers, which helps me become a more well rounded and educated person. My friends...
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...through Theatre This paper sets out to explore how processes of theatre making employed by The Mothertongue project, provide spaces for women to remap their personal narratives. Mothertongue works from the premise that the development and subsequent performance of stories in theatrical processes affords women the opportunity to re-write and remap their personal narratives and in so doing insert their voices into the landscape of South African Theatre. In an attempt to redress the gender imbalances and androcentricism prevalent in post-apartheid theatre, this paper speaks to the relationship between theatre, liminality and communitas. I am interested in unpacking how collaborative processes of theatre-making provide spaces for women to remap their personal narratives. Remapping in this instance refers to processes of transforming lived experience through story. I address how, through engaging in ritual activities that are central to the stories performed, actors, audiences and the owners of the source stories are invited to physically participate in remapping and transforming lived experience. Linked to this is the choice of form(s) and how this affects or impacts on the performed stories as well as on the construction of performed rituals and ultimately on the processes of remapping personal narratives. I focus specifically on Mothertongue’s 2004 production, Uhambo: pieces of a dream. The production was an integration of theatre and visual art in the form of performances...
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...FOUNDATION INC. Bitas,Cabanatuan City NARRATIVE REPORT A partial fullfilment of the requirements in Bachelor of Science in Customs Administration Prepared by: Ms.Christine L. Dela Cruz CA-7B1 Prepared to: LCB Jayson G. Juan Adviser ACKNOWLEDGEMENT I would like to express my deepest gratitude and sincerest appreciation to the following; LCB Jayson G. Juan,our adviser and motivator,for his untiring support,guidance throughout the on the job training,enabling me to complete this narrative report. MIDWAY MARITIME FOUNDATION INC.,my institution for giving me a chance and all the knowledge to become an effective Customs Broker someday. MS.ROMANA O. GALINDO AND MR.CONSTANTINO L. CALICA,my superiors and my Kuya’s in the company Kuya Chris,Darwin and Hassan during my training,for their kindness,trust,tips,guidance,support on my training; MS.ANICETA R. PASCUAL,who gave me an opportunity to have my internship,for her love,support and guidance and who had been my companion before going to office and going home to apartment during my training. To my classmates and friends,who had been there as my companion on apartment during our stay,in bad times and good times,whom I share my daily experiences in our training. MR.DANILO and LORENA DELA CRUZ,my loving parents,for their love,encouragement,moral and financial support all the time. And above all to OUR LORD,who gave me all the knowledge and strength to complete this narrative report,and for all the things that he...
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...There is no such thing as a sterile man anymore, not officially. There are only women who are fruitful and women who are barren, that's the law.” Use of emotive language and gender discrimination. Atwood positions the reader to respond with disgust. The obvious gender discrimination in Gilead is unjust and bigoted. The Commanders are old and unable to produce healthy sperm to impregnate the women; this is made obvious by the frequent expelling of healthy Handmaids. Upon monthly health checks, Offred is found to be able to bear children. There is no problem with her reproductive organs and this leads to the presumption that the real problem lies within the men. The obvious discrimination towards Handmaids causes feelings of revulsion within the reader. “I used to think of my body as an instrument, of pleasure, or a means of transportation, or an implement for the accomplishment of my will . . . Now the flesh arranges itself differently. I’m a cloud, congealed around a central object, the shape of a pear, which is hard and more real than I am and glows red within its translucent wrapping.” As Offred lays in the bath she now understands her meaning within the society. She sees herself now as only a vessel for a child, as a tool for Gilead rather than for her own happiness and wellbeing. In my society I am not exposed to the same circumstances within The Handmaids Tale. This therefore requires me to escape my own world and enter Offred’s place, time and society. This has enabled a...
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...Montessori Centre International Observations – Cover Sheet (To be used in conjunction with MCI Ethical statement) Student Name: Nana Ama Siriboe Student Number: 33292 | Date of Observation: 28th November, 2014 Observation No. 2 | Observation Technique: Narrative | Starting Time: 12:00 pm Finishing Time:12:30pm | No. of Children: 10 in the nursery No. And Role of Adults: 3 ( 2 teachers and myself) | Letter of permission to observe enclosed: ( Letter of Permission scanned and attached with submitted observation) | Description of Setting: A Montessori nursery in a residential area in Ridge. | Immediate Context (Playground, Art Corner etc.): At the School playground equipped with tricycles, swings, slides, climbing frames and other outdoor equipment. | First Names of Child(ren) observed: Rafferty | Brief Description of Child (ren) – i.e. gender/age/position in family/first language (if relevant): Boy aged 3years, 8 months (3:8). He is the last of two children. He has an older sister who is seven years old and is in another school nearby. | Rationale for Observation (if appropriate): | Aim of Observation: To observe Rafferty’s (3:8) social and emotional development during outdoor play time at the nursery and how relevant play is to his social and emotional development...
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...Growing up I have always enjoyed writing. I have always been an emotional writer. I liked writing on how I feel. Even though I considered my writing “good” I was just never the one for presenting. I had friends and teachers to tell me my writing was great. I considered my writings personal reflections. I like writing and reflecting on them to see how I have grown as a person. Though I didn’t like sharing, my English teacher of my freshman year help change that. We were assigned to pick a theme song. The theme was our life. When we were first assigned I was pleased but when she said we were presenting I became apprehensive. Now that I have actually did it I consider that assignment the door to a new experience. I walked into my English class...
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...I have been working over ten years in the field of education. I am a teacher of English and an interpreter. Founding president of BBC English Club, chairperson Eagle Association based on education and the English Clubs Council coordinator based on the promotion of human development through the practice of English. I am a Social Studies online teacher at the Nelson Mandela International School; the CEO and the Curriculum Learning Director of the English Club BBC.I am also a consultant, speaker, and trainer in youth networks in Congo for personal development and youth empowerment, a national mentor and international mentor with Aspire Foundation which aiming to make a difference to one (1) billion women by 2020. I have chosen this work because...
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...1789. The British readers were captivated by his personal experience of being enslaved at age 11, kidnapped from Nigeria, and brought into slavery of a New World in a terror-filled ship. Equiano's tale is viewed as an authoritative description of the villainous Middle Passage, one of the very first narratives from a slave, a story that gave the hatchling abolitionist movement a buzzing moral influence; except it may not be exact. Therein lays the mystery: Because if the gentleman who penned "The Interesting Narrative of the Life of Olaudah Equiano, or Gustavas Vassa, the African" was not born in Africa, but rather born into slavery in South Carolina -- as Vincent Carretta suggests -- then who was he? Where did he learn to speak fluent Igbo? And how did he obtain such agonizing details about life aboard an 18th-century slave vessel? The air soon became unfit for respiration, from a variety of loathsome smells, and brought on a sickness among the slaves, of which many died, thus falling victims to the improvident avarice, as I may call it, of their purchasers. This wretched situation was again aggravated by the galling of the chains. . . . The shrieks of the women, and the groans of the dying, rendered the whole a scene of horror almost inconceivable. (Equiano, 1789) In that lies the controversy: Carretta's findings, detailed in his biography of Equiano, have ignited a blaze in academic life, for the most part among those who have extensively considered Equiano the "black Ben...
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...Guide: Writing for College, Writing for Life, 2/e II. Using What You’ve Learned to Share Information The McGraw-Hill Guide: Writing for College, Writing for Life, Second Edition 4. Writing to Share Experience © The McGraw−Hill Companies, 2011 13 Reading, Inquiry, and Research ■ PART 2 | Using What You Have Learned to Share Information 57 TANYA BARRIENTOS Se Habla Español MEMOIR he man on the other end of the phone line is 1 Tanya Maria telling me the classes I’ve called about are firstBarrientos has rate: native speakers in charge, no more than six stuwritten for the dents per group. Philadelphia “Conbersaychunal,” he says, allowing the fat vow- 2 Inquirer for more than els of his accented English to collide with the sawedtwenty years. off consonants. I tell him that will be fi ne, that I’m familiar with 3 Barrientos was born in Guatethe conversational setup, and yes, I’ve studied a bit mala and raised of Spanish in the past. He asks for my name and I in El Paso, Texas. Her first novel, Frontera Street, was supply it, rolling the double r in Barrientos like a pro. published in 2002, and her second, That’s when I hear the silent snag, the momentary Family Resemblance, was pubhesitation I’ve come to expect at this part of the exlished in 2003. Her column “Unchange. Should I go into it again? Should I explain, conventional Wisdom” runs every the way I have to half a dozen others, that I am Guaweek in the Inquirer. This essay originally appeared in...
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...requirements for the degree of niIaster of Education, specializing in Interdisciplinary Studies. Thesis Examination Committee: . 2 M d Johnson, 111, D.P.A. ,G!krMb. %.&I;-; Patricia A. Stokowski, Ph. D Interim Dean, Graduate College Date: March 4,2009 ABSTRACT The humanities have always been under attack in the higher education of the United States of America. Corporate culture of the university requires the most money distributed towards research and specialization, while making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in...
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...In a unique way, this story concretizes the power of the faith of persons who are oppressed by physical or mental handicaps, patriarchal social structures, racial discrimination, and economic systems over which they have no control. It is an invitation to allow our own personal and communal humiliation to be seen in the context of Bartimaeus's faith in Jesus as the Christ. The Story And they came to Jericho. And as he was leaving Jericho with his disciples and a great multitude, Bartimaeus, a blind beggar, the son of Timaeus, was sitting by the roadside. And when he heard that it was Jesus of Nazareth, he began to cry out and say, "Jesus, Son of David, have mercy on me!" And many rebuked him, telling him to shut up. But he cried out all the more, "Son of David, have mercy on me!" And Jesus stopped and said, "Call him." And they called the blind man, saying to him, "Take heart; rise, he is calling you." And throwing off his mantle he sprang up and came to Jesus. And Jesus said to him, "What do you want me to do for you?" And the blind man said to him, "Master, let me receive my sight." And Jesus said to him, "Go your way; your faith has made you well." And immediately he received his sight and followed him on the way. Learning the Story Verbal Threads "Jericho." The first episode is tied together by Jericho: "He came to Jericho"/"as he was leaving Jericho" (vs. 46). "Cried out…'Son of David, have mercy on me.' " The first sentences in the episodes of Bartimaeus's crying out for Jesus...
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...world today and that is the excessive use of technology for learning purposes. The lack of education in this generation is due to people relying on technology to learn facts instead of actually doing some reading out of actual books. Reading on tablets does not give the same experience as reading out of a paper book does. I recently read a novel off of my tablet and even though I really enjoyed the book, I found myself to be more distracted and having to read sections over and over again. Many people feel gentrific for having tablets or smart devices they can read off of but in most cases...
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...call his name. In this poem, identity is not seen as something that is solid and concrete but as something that is situated and constructed by others, a glimpse of poststructuralist view on identity. Recently, language learning has been seen as participation and negotiation of self (see Higgins, forthcoming; Kinginger, 2004; Lam, 2000; Morita, 2004; Ohara, 2001; Pavlenko & Lantolf, 2000; and Solé, 2007 among others). The trend is resonated in the growing interest in language learner identity and the studies in narratives. In this paper, a case of heritage language learner will be investigated upon the theoretical frame of poststructuralism. Narrative inquiry will be used to analyze how she negotiates her learner identity. The purpose of this paper is two-fold: First, by looking at the struggle a language learner makes to acquire her heritage language, I reclaim the centrality of identity in defining heritage language learners. Second, to widen the horizons of narrative studies to the cyber space as it provides an ample source of easily accessible data and it has become one of the commonplace media of daily communication. Heritage Language Learners and Identity To refer to the Heritage Language Learners (HLLs), various terms have been implemented such as ‘native speakers,’ ‘quasi native speakers,’ ‘bilingual speakers,’ or, from the dissatisfaction with the prior terms, ‘home background speakers,’ and ‘heritage language speakers’ (Valés, 2005: p. 412). There has not yet been...
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...Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch SECTION FIVE: Memory Does The History of Western Art Tell a Grand Story?……………………………………...
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