Relationship Between Vivian And Molly - 1125 Words

In any genuine friendship there are the differences between the people that spark curiosity, yet, it is similarities that draw two together to form a tight bond. This is evident in the friendship that starts between Vivian and Molly. Vivian, from outward show, does not display the slightest similarity with Molly. It is not until one examines the often tragic back stories of both that striking parallels begin to be made clear. By the time all is uncovered, the likenesses shared between Vivian and Molly far outweigh any disparities. In examining the relationship between Vivian and Molly, a perfect balance is struck in Orphan Train by Christina Baker Kline. In Orphan Train, Christina Baker Kline weaves a strong friendship between two characters, Vivian and Molly, despite a lengthy list of differences. The most blatant contrast, and the root cause of many other differences, is age and the separate eras both Vivian and Molly grow up in. In the span of her life, Vivian Nielsen, a ninety-one year old widow, experiences the Great Depression, World War II, and a technology boom impossible to keep up with. On the other hand, Molly Ayer is a sixteen year old tech-savvy foster child who uses â€Å"her Goth persona like armor† against an unsympathetic society (Kline 4). Another dissimilarity is ethnicity. Vivian is a first generation Irish immigrant and in being a Penobscot Native American Indian, Molly is unable to be more different than Vivian. While these differences seem apparent, the

Racism And Racial Profiling And Prejudice - 1827 Words

The words â€Å"Boong†, â€Å"Abo† or â€Å"Coon† are what people called me a million times a day, every day in my entire 15 years of life. It doesn’t matter where I am; who I’m with; what I do, people will still call me with those words instead of my name. I do not say that I am ashamed of my culture or who I am but I just get tired of how society, giving and calling me by the labels, the labels built from their own stereotypes and racial discriminations. And here’s how my life has been filled with racism and discriminations. As every other day, I woke up with the worries of how my day going to be. Full fills with discriminations and stereotypes? Or being the victims of every other kid’s racist jokes? There are thousands of negative thoughts popping†¦show more content†¦My hair? My face? I couldn’t think of any reasonable reasons. â€Å"Oi, Abo why are you still roaming here? Get back to your jungle.† A penetrating voice spoke up, no need to look for who it is, I still can manage to figure out that voice. It is Brett’s voice, the voice that always started my day with all of the prejudiced comments. He also was the first one that started the jokes on me and yes it flowing along well to other kids. I never hated someone voice as much as I do with this brat, Brett. I ignored his sentence and keep on with my silent because I know once I reply back, they will start to laugh at my voice and will keep go on with all the negative comments that they thought it is funny. So sile nt is the best way that I chose to responses to them. They were about to says something but the bus has come. Everyone was entering the bus and as usual I was the last one to enter. I went straight to the back seat as it where I belong. It took roughly another ten minutes to arrive at school, I patiently stare out the windows waiting for the miracle to happens, helps to lead me find a way out of this racist society. After a few thoughts, I finally I arrive to school. Everyone may believe school is the one of the safest place that you can realises on beside home but it totally opposite for me. It just not where I feels unwelcomed but also where I received the traumatised bullying and comments. Not many teachers know about my story because they have never witness the bulliesShow MoreRelatedRacism And Prejudice : Racial Profiling1078 Words   |  5 PagesRacism and Prejudice Inflicted black communities since segregation and is still continues in today’s 21st century. The past a nd present assure us that history once again repeat itself with no difference. Americans has become divided to an expectation of what an American is. It seems that there has not been any solution to racial profiling. 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Syllabus for African Dance Free Essays

Syllabus for African Dance MPADE-UE 1542. 002 Spring 2013 Contact hours: Wednesday, 1:30-3:30pm, studio 304 Education building Department of Music and Performing Arts Professions, Program in Dance Education New York University Instructor: Alfdaniels Mabingo Phone: 917-679-8119 E-mail: alfmab@gmail. com Consultation: By appointment —————————————– A survey course in East African dance with accompanying songs, music, and cultural contexts in which these dances originate. We will write a custom essay sample on Syllabus for African Dance or any similar topic only for you Order Now The course specifically offers knowledge and performance skills of traditional dance forms East Africa and methods for teaching these dances. It offers critical analysis of how these dances interact with cultural, social, occupational, and religious aspects that contribute to creating them. Besides critical understanding and performance of these dances, the course equips students with skills to perform the music that accompanies them. Learning outcomes 1. Students will demonstrate proficiency in performing ethnic dances from selected cultures in East Africa. 2. Students will learn and perform vocal and instrumental music that accompanies ethnic dances from cultures in Uganda. 3. Students will demonstrate techniques and methods of teaching ethnic dances from Ugandan cultures. 4. Students will acquire fundamental knowledge into critical analysis of how dances in East Africa interact with cultural aspects that participate in creating them. 5. Students will learn various techniques that are related to performance of various ethnic dances from cultures in Uganda. Students are expected to: a. Finish and present the assignments within the stipulated time. b. Actively participate in practical sessions and class discussion. Focus of selected readings and visual recordings ) Understanding the author’s message and use it as a point of departure for supplementary inquiries b) Establishing connections between the readings and visual recordings and the student’s class/practical experience c) Inspire students to learn the various dances Other important readings Adinku, W. O. (1995). African Dance Education in Ghana, Ghana, Accra: Universities Press. Aduonum, M. (2011). West African Dance in the United States University Curriculum, LAP Lambert Academic Publishing Nannyonga-Tamusuza, S. (2005. Baakisimba: Gender in Music and Dance of the Baganda People of Uganda. London and New York: Routledge. Tieron, A. (1992). Doople: Eternal Law of African Dance – Choreography Dance Studies, New York: Routledge * * Welsh, A. K. (1996). African Dance: An Artistic, Historical and Philosophical Inquiry, Trenton, NJ: Africa World Press. Welsh, A. K. (2003). Umfundalai: An African Dance Technique, Trenton, NJ: Africa World Press Policies: * Assignment Formats: All assignments must be typewritten with at least a normal 12 pt font and double-spaced. Use a header and page numbers. Please hand in hard copies of assignments without folders. Do not email them; Emailed copies will not be accepted. * Attendance: You are expected to attend every session of the course. One excused absence is permitted with a doctor’s note or other acceptable evidence. If you are going to be absent please send an email to the instructor. Additional absences will decrease the cumulative grade by one letter grade increment. An unexcused absence will decrease the cumulative grade by one letter grade increment. Please make arrangements with a peer to collect course materials for you and contact the peer after the session for updates on the session activities and assignments. Late arrivals/Early departures: Being on time and staying throughout the duration of the course is to be expected. Three late arrivals, three early departures, or any three combinations of late arrivals and/or early departures to/from class will equate to an absence. A late arrival or early departure of more than 15 minutes will be counted as an absence. * Late Assignm ents: Late assignments are reduced in letter grade increment. Assignments may be handed in up to one week late. Late assignments may not receive significant feedback. Any assignments that are not complete at this time (one week late) will not receive a grade and will negatively affect your cumulative course grade. * Assignments Class attendance and participation20% Midterm paper25% Midterm performance25% Final performance30% Note: See the rubric for details about the requirements for each area of assignment * Grading: Letter Grade| Number Grade| Legend| A| 94-100| Exceptional| A-| 90-93| Excellent| B+| 87-89| Extremely Good| B| 84-86| Very Good| B-| 80-83| Good| C+| 77-79| Satisfactory| C| 74-76| Satisfactory| C-| 70-73| Nearing Satisfactory| D+| 67-69| Minimum Passing Grade| D| 65-66| Minimum Passing Grade| F| 0-64| Failure| * Incomplete Grading: Incomplete grades are not a grading option. Under exceptional circumstances, such as those with a serious illness or other emergency, and at the discretion of the course instructor, an incomplete grade may be granted, based on the student’s performance throughout the course of the semester. * E-mail Communication with Instructor(s): Please keep your e-mails as succinct as possible. If you predict you will need to write more than one paragraph, it is an indication that you probably need to schedule a meeting rather than writing an e-mail. Special Accommodations: Any student attending NYU who needs an accommodation due to a chronic, psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should register with the Moses Center for Students with Disabilities located at 726 Broadway, phone: 212. 998. 4980, or website address: www. nyu. edu/csd. * Please refrain from all cell ph one use during class. * Please clean up after any food or drink. * Dress appropriately for the classes * Academic Integrity: Please be familiar with NYU Steinhardt policies: http://steinhardt. nyu. edu/policies/academic_integrity. How to cite Syllabus for African Dance, Papers