Asilo da Infância Desvalida was established on December 28, 1858 – the date of the celebration of the the Innocent Saints Festivity of the Catholic Church – and it operated with this name until 1971. Its central objective was to help the disadvantaged poverty of the female “exposed”, and its mission was to assist young girls in situations of neglect or extreme poverty. This organisation, which operated in a logic of community residence, consisted, thus, of an institution for the care of unprotected children and young girls. This book displays several photographs, which are a form of visual communication as a relevant element in the (re)construction of the memory and legitimisation of an organisation. This work always bears in mind that no photograph is neutral, that is, each photographic record presented is always a representation of reality.
Art and Music
Art music is music considered to be of high aesthetic value. It typically implies advanced structural and theoretical considerations or a written musical tradition. The term “art music” refers primarily to classical traditions (including contemporary as well as historical classical music forms) that focus on formal styles, invite technical and detailed deconstruction and criticism, and demand focused attention from the listener. In strict western practice, art music is considered primarily a written musical tradition, preserved in some form of music notation, as opposed to being transmitted orally, by rote, or in recordings (like popular and traditional music).
O Asilo da Infância Desvalida foi fundado em 28 de dezembro de 1858 – data da realização da festa dos Santos Inocentes da Igreja Católica – e funcionou com esta designação até 1971. O seu objetivo central era o de socorrer a pobreza desamparada dos “expostos” do sexo feminino, sendo a sua missão auxiliar jovens raparigas em situação de abandono ou de pobreza extrema. Esta organização, a funcionar numa lógica de residência comunitária, consistia, assim, numa instituição de acolhimento de crianças e jovens meninas desprotegidas. Este livro exibe várias fotografias, que constituem uma forma de comunicação visual enquanto elemento relevante na (re)construção da memória e de legimitização de uma organização. Esta obra tem sempre presente o facto de que nenhuma fotografia é neutra, ou seja, cada registo fotográfico apresentado é sempre uma representação da realidade.
Being and Existence is, in this work, examined from, unpopular combination of philosophical doctrines that would have, as western humanists had perceived them, remained disparate concepts in the world dominated by materialism, science and theory. Similarly, anthropocentric metaphysics is a voluptuous and amorphous amalgam of notions whose meanings are consistent and unified as a whole in the extent African cosmography but which in the Western philosophy are different schools and thoughts with often contradictory nuances and meanings. The basic keywords in his work, though of different histories, are therefore integrated into a whole here to answer to the pertinent question of being and Existence spanning from before life, to life-hereafter which burden explanation resides in anthropocentricism and metaphysics of life and death.
African Discourse is a literary expression designating the meta-theoretical and metanarrative interpretation of the subject of African predicament in the age of imperialism globalization and imperialism. The issues raised are for good reasons inheritances from the Western modernity, colonialism and neo-colonialism which are largely and collectively acculturation, enculturation and psychological or mental disequilibrium, to use Fraz Fanon analysis or metaphor, of black skin and while mind. This discourse therefore, point blankly and causally places the origin of African predicament or retardation at the door step of European or western modernity which with all its problematic eroded uninterruptedly and calculatively African continent and culture. A definition of African predicament, is therefore, necessary to charting the course of this discourse, it is three fold; the 18th century modernity crisis generated by the problems of the literary and public sphere and as it were inherited by the peripherical states in Africa; the colonial content of modernity and the western invasion of African states; and thirdly the failure of the African to decolonize themselves and propagate their cultural tapestory of literary and public spheres, otherwise, captured here as African philosophy of culture and good governance.
Methodology of the Case Study begins on Week 2 of English 102, an online course in Literature and Composition at the University of Maryland Global Campus. During the Fall Semester 2020, I perform case study research on a single subject to prove the hypothesis that I create a model which helps me to present metacognitive training to maximize retention for all the students who participate in the class weekly, who post discussions, and who are writing papers. Do video lectures enhance learning and maximize retention in online classes? What are the effects on my teaching and my performance as a Professor when I create a model? How do video lectures help me to present metacognitive training to maximize retention for all the students who participate in the class weekly, who post discussions, and who are writing papers. During the Fall Semester 2020, I perform case study research on a single subject to prove the hypothesis that I create a model which helps me to present metacognitive training to maximize retention for all the students who participate in the class weekly, who post discussions, and who are writing papers. I participate seven days during every study week of the eight-week online class. I showed enthusiasm for teaching, since I extended the weekly content by using my own videos based on my own writing to frame a storyline that offered planning and outline, writing developmental paragraphs, writing a literary critique, and comparing two short stories.
Although the most noteworthy development in the area of Victorian studies over the past two decades has been rethinking on its relation to modernity, scholars have not sufficiently acknowledged the correspondences between women’s poetry of the late Victorian epoch and Modernism. However, the late Victorian women’s poetry seems to participate noticeably in the Modernist experimental writing of the period as the 1880s was a time of new ideal for women because they fight for “suffrage, marriage rights, economic equality, and bodily rights” (Hetherington 12). Owing to these ideals, the late Victorian women poets take the pen to develop a much more critical attitude towards the identity that focuses on sexual attributes and gender. They represent gender boundaries and identities in new artistic ways relevant to Modernism. Nevertheless, the contribution of the late Victorian women’s poetry into Modernism has been neglected since as Lisa Rado writes in her book Rereading Modernism, male advocates of Modernism rejected the inclusion of many late Victorian women writers into the canon of Modernism. For Rado, a group of early male writers including Ezra Pound, T.S. Eliot, James Joyce, and Wyndham Lewis created a “Modernist manifesto set against the Romantic and the feminine of writing, and their repudiation of the feminine influenced the way publishers and agents received women-authored text” (18). In that respect, it seems that early male Modernist writers see themselves as the creator of literary Modernism but associate women poets of the period with the Romantic tradition of personal and confessional writing. Thus, they exclude female writing of the late nineteenth century from canon. Moreover, their flagrant disregard for the experimental writing by the late nineteenth century women influences the way the critics and publishers respond to the late Victorian women’s writing. As such, many women writers of the period remain overlooked until literary theorists start to revise the history of literary Modernism and rediscover the forgotten women Modernist writers from 1980s onwards.
Visualize a mountain rising in the midst of a wide desert. There are many individual paths leading from various points at the base of the mountain up to the coolness of its high peak. Yet there is only one way to the top. Up. So it is with the methods that follow. We naturally start at different points at the base of the mountain, for we come from many different cultures, religious traditions, or schools of thought, and have differing interests and abilities. So while there are many paths, all good, there is only the one way. Often, well on our journey, we find our way blocked. It could appear suddenly like a cliff or boulder. Or perhaps the path we’re on just reaches a plateau, with no way that we can see to ascend higher. We realize we need to find another path.
A written text can communicate across time and space while speech is usually used for immediate intersections. • Written language tends to be more complex and intricate than speech with longer sentences and many subordinate clauses. The punctuation and layout of written texts also have no written equivalent. However, some forms of written language, such as instant messages and emails, are closer to spoken language. Spoken language tends to be full of repetitions, incomplete sentences, corrections, and interruptions, with the exception of formal speeches and other scripted forms of speech, such as news reports and scripts for plays and films. • Writers receive no immediate feedback from their readers, except in computer-based communication. Therefore, they cannot rely on context to clarify things. Speech is usually a dynamic interaction between two or more people. Context and shared knowledge play a major role. • Writers can make use of punctuation, headings, layout, colors, and other graphical effects in their written texts. Such things are not available in speech.. Speech can use timing, tone, volume, and timbre to address emotional context. • Written material can be read repeatedly and closely analyzed, and notes can be made on the writing surface. Only recorded speech can be used in this way. • Some grammatical constructions are only used in writing, as are some kinds of vocabulary, such as some complex chemical and legal terms. Some types of vocabulary are used only or mainly in speech. These include slang expressions, and tags like y’know, like, etc.
Hearing or listening capacity is a big gift from the Creator, an invaluable present. In reality, many people live with an unexpected misfortune, the deaf status. One important thing missing, hearing, or listening ability. Nevertheless, they can also survive and adapt to their life activities, live normally. Excellent! Why is listening important? To begin with, it is important to present only two general definitions of ‘listening’, though a variety of definitions of listening are available. The first, Goss (1982) defines listening as “the process of taking what you hear and organizing it into verbal units to which you can apply meaning”. The second, Wolvin and Coakley (1996) define listening as “the process of receiving, attending to, and assigning meaning to aural and visual stimuli”. Based on the two definitions, listening is something to do with getting the ‘meaning’ uttered by the speaker or sounded by the audio or audio-visual media. Accordingly, the idea that assumes listening as passive activity is not acceptable. Listening needs the listener’s cognitive involvement and concentration, different from ‘hearing’. Hearing is unintentionally done, with no specific target of getting the meaning or the speaker intent. Therefore, getting people to listen to each other is not an easy objective. Unfortunately, listening has come to be viewed as a passive, simple act that we just do. The word “just” is all too frequently used to describe listening in the admonition “Just listen.” This reduces listening, then, to the non-active, receptor, part of human communication. Listening may be one of the most, if not the most, a complex of all human behaviors (Wovin, 2010:2). Thus, listening is the active involvement of cognitive skill in understanding the ‘meaning’ or the ‘speaker intent’.
The purpose of this qualitative case study was to explore the lived experiences of underrepresented tenured Latina faculty in one four-year university in the southeast area of the United States to identify barriers towards achieving tenure. Eight tenured Latina faculty with experience of 7 to 20 or more years in a tenured position provided their perceptions and experiences of the challenges and support they encountered in their pursuit of tenure. A snowball sampling technique produced eight participants from an initial recruitment from an online search. Semi-structured interviews via in-person and audio-video conferences offered rich descriptions of the Latina faculty’s experiences for coding and analysis. The NVivo for Mac software (QSR International, 2015) supported the coding and analysis process of the participant’s responses. Five main themes emerged from the patterns found in the analysis. The five findings included: organizational exclusionary practices against Latina faculty at the university; white male-oriented culture where resources are used to benefit white males; demoralizing micro-aggressions towards Latina faculty from white faculty; the university leadership’s lack of action and accountability to address diversity and inclusion challenges; and the lack of support networks and mentoring to help guide Latina faculty. These findings described an exclusionary academic environment, where the Latina faculty often felt insulted, isolated, and underappreciated with little to no opportunity to advance or contribute equally to the university. This study contributed to the literature by addressing various reasons higher educational institutions need to remove barriers that negatively affect Latina faculty seeking tenure actively.