Thursday, December 12, 2019
Filipino instrument that is used to make percussion sounds that resemble those of maracas. The instrument has a long, thin wooden handle, and, when it is played, it is struck with another long, slim piece of wood to produce the distinctive sound. Tongali Four-holed nose flute. There are stories from this region that say that the nose flute was used to help rice grow when it was young, as the rice was attracted to the soft sounds of the flute, and would grow to put its ear above the water to hear it better. Paldong lip valley flute, Open bamboo pipe, top end cut at an angle. Bangibang Set of at least seven wooden bars made of hard wood. Each bar has its own pitch and is hit by the player with a short stick of hard wood. Players have one stick each and play their own rhythmic pattern, which fall together. Instruments of negritos Pas-ing the strings which are made of thin strips of bamboo still attached to the main body raised by small wooden bridges for ease in plucking them. The main body is a piece of bamboo cut with both ends closed by the node. These bamboo instruments produce short, detached sounds that are distinctly different from the twangy sounds of the guitar. Kalaleng aÃ nose fluteÃ made fromÃ bambooÃ from theÃ Philippines. Usually around two feet in length a kalaleng has holes cut in the side, to be stopped by the fingers producing the notes. The player closes one nostril with a bit ofÃ cotton, then forces the air from the other into a small hold cut in the end of the tube. Litguit traditional Filipino instrument that is used to make percussion sounds that resemble those of maracas. The instrument has a long, thin wooden handle, and, when it is played, it is struck with another long, slim piece of wood to produce the distinctive sound. Songs of Negrito Duerme Negrito Duerme, duerme, negrito que tu mama esta~en el campo, negrito te va~a traer codornices para ti te va~a traer rica fruta para ti te va~a traer muchas cosas para ti. Y si el negro no se duerme viene el diablo blanco y zas le come la patita chacapo, chacapo, chacapo, chacapo, chacapo, chacapo, lay laray la la laray la que tu mama esta en el campo negrito, trabajando, (si) trabajando,todo el dia, trabajando, si. Duerme, duerme, negrito que tu mama esta en el campo negrito, negrito Sandia Te contare la historia muy triste de recordar, que trata de un negrito con cara angelical. Pero segun memoria, al aprender a hablar, salio mas deslenguado que un perico de arrabal. Negrito Sandia ya no diga picardia Negrito Sandia o te acuso con tu tia. Y mientras ella te va a agarrar en los cajones he de buscar una libreta para apuntar los garrotazos que te va a dar. Con el palo que utiliza el castigo te horroriza. Y despues de la paliza me voy a morir de risa. Negrito Sandia ya no diga picardia O ya vera, O ya vera. Y sigue aqui el cuento, tan triste de repetir, de aquel negrito lindo igual a un querubin. Por su comportamiento consejos yo le di, y como buen ingrato los guardo en un calcetin. Negrito Sandia (mareas) cuando dices tonterias (tan feas) y te sale ? cataplum! de la boca una culebrita loca. El dia que sea mayor de edad, y te presentes en sociedad, seras grosero y descortes cuando discutas con un marques. Pues siguiendo tu costumbre hablaras hechando lumbre. ademas, de buena gana, te echaran por la ventana. Negrito Sandia ya no diga groserias. O ya vera. O ya vera. Songs of Ifugao Hitun Algo Hitun Algo an e nadatngan An e taku punhi-anan Tun adol way naminhodan Tun adol an e uumyong Chorus Hi bigbigat ume kami Mu adim ot anhan kaliwan Hantun mahmo an tagu An e midaddawi ke dakayu Dakol da di binabai An mestisay ang-ang da Mo maid pinhod un dida Te heay di impuhuwan Nomnomnomom adim kal-iwan Handin kinalik ke hea Te maid udum hi pinpinhod ko Ten hea ya abuh Itetem (Gopnad Version) Itetem ta humgopa Ti teh tu an nakatolak An nalpuh nidaddawi Nidaddawi-dawin bole Itetem itetem inoh ta humgopa Humgop ka humgop ka hi bale ta Te neyan nakaktol ka hmm hmm Humgopka hi bale ta te neyan nakaktol ka Imnas (3x) balbalala Imnas Balbalasibasem oh Imnas ay ay ay ay Dumlig ka ta umbonak Ti teh tu an nakableyak An nalpu nidaddawi Nidaddawi-dawin bole Dumlig ka Dumlig Ka inoh ta umbonak Dumligak Dumligak ta umbon ta Te neyan nakable ka hmm hmm Te neyan nakable ka Nunhilbi hi tatagu Imnas (3x) balbalala Imnas Balbalasibasem oh Imnas ay ay ay ay Mun akud Ka ta mangan ta Ti teh tu nakaaganganak An nalpuh nidaddawi Nidaddawi-dawin bole mun akud ka mun akud ka inoh ta mangan ta Mangan ta kanon tay intamu ta Intamu ta an tinawon hmm hmm Anun tay intamu ta intamu ta an tinawon Imnas (3x) balbalala Imnas Balbalasibasem oh Imnas ay ay ay ay Iyabok mu ta malok ta Ti teh tu makahuyhuyupak An nalpuh nidaddawi Nidaddawi-dawin bole Iyabok mo Iyabok mu inoh ta malok ta Music of Mindanao KaseladengPalagoy kaseladeng Ka kerarab a kalasan. | DeerRun, run away, deer For the forest is burning. | KatebonanOman ko katademan A kiyatebonan o taw, Na rabayin ako a lo. | Tabon EggsAs I recall the time that People searched for tabon eggs, My tears run down my cheeks. | KanditagawnanAdaw Ditagawnan, Na pamola ka sa obi Na gawnen ta imanto Na itinda ta bo amay A ken o madakel a taw. | ChumsHey Chum, Plant camote which Today we shall harvest And cook tomorrow For the people to eat. | KapelawlawdMelawdlawd ako Ka da kawanan da diwang; Miyangarodan ako Ka da diwang da kawanan.
Wednesday, December 4, 2019
From Slavery to Equality: Americas Struggle with R Essay HjhaceThe Emancipation Proclamation issued by the then President of the United States, Abraham Lincoln, freed the black slaves in 1863. However, freedom did not guarantee the rights of equality and acceptance to these slaves. For years to come and generations to follow the black man of America, and other minorities for that matter, have had to struggle for his rights of freedom, liberty and justice. The most significant, volatile, violent and dynamic time of this struggle was during the civil rights movement in the middle part of this century. During the 50s and the 60s many feared that the civil rights movement might fall apart or it will fail to achieve its objectives. Amongst them was Anne Moody who, thinking about overcoming the racial barriers, says, I wonder, I really wonder. (Anne Moody, Coming of age in Mississippi, Dell publishing 1968). Today, fifty some years down the road from the movements of Martin Luther King, Malcolm X and Bobby Seale, basic education is accessible, public facilities and institutions are open to all, affirmative action is required by employers, educators, governments and other entities. Despite these tremendous forward leaps we find minorities in America still wanting to be equal, respected and accepted. The civil rights struggle, not the just the movement years, is still going on and will go on till all races and minorities are practically treated as equal citizens of this country. In the aftermath of the 1863 Emancipation Declaration the black men
Thursday, November 28, 2019
Sunday, November 24, 2019
Irish Immigration Paper 2014 Irish Immigration Paper 2014 Irish Immigration Christian Jones American Immigration and Emigration CRN 2872 November 19, 2014 Many immigrants from all over the world decided that they want to come to America to try and start their life over and hopefully prosper in this foreign land. Many other immigrants however didnÃ¢â¬â¢t have an advantage that the Irish had. They seemed to already have a start ahead of the Germans, Italians, and Asians. It seemed that it was much easier for the Irish to assimilate into American culture manly because they looked like most Americans which was white and spoke English just with an accent. May of the other immigrants either didnÃ¢â¬â¢t look white or had to learn how to speak English. Also with Ireland being so close to Britain they shared similar culture practices and since America was a British colony at one point some of British culture is engrained into the American way of life. Irish have been coming to America for a very long time to try and escape the massive poverty that engulfed much of the land and the people. We can see that much of the poverty that was over in Ireland followed many people because many Irish didnÃ¢â¬â¢t have a trade or any skills, they just worked on farms. For many of the Irish country folk, everything that was so pleasant back home they tried to remember but this would be soon gone as many of their kids began to Americanize by trying to fulfill the American dream that many of their parents stop chasing after. So the struggle they had in Ireland was now their struggle on foreign soil and they wanted to chase the American dream, some were successful while many werenÃ¢â¬â¢t but you can see in history how the Irish helped build America, through labor, power and fear. This dream made and broke a lot of Irishman and due to this many lived very different lifestyles, but one thing that they all had in common was that they brought the heritage of the Irish to America and engrain it, in some of the culture and building that we see today in many cities such as Boston, buffalo and Chicago. It was a struggle for many to come he re but once they did many of these cities because diverse in culture the Irish became diverse in the society of America. Between 1845 and 1852 the Great Famine struck Ireland all over and caused devastation across the land. In the worst year of 1847 many of the Irish peasants were being evicted from their homes and couldnÃ¢â¬â¢t find a place to live. One woman named Bridget Nolan wrote to her son Ã¢â¬Å"This is the poorest winter that ever I had since I began the world, without house nor home nor a bit of food to eat. The potato crops have failed again, and all Ireland is dying, your sisters are fainting with starvation, and we are without friend or fellow to give us a sibling. For godÃ¢â¬â¢s sake, have pity on us! On my two bended knees I pray- Take us out of this gulf of misery and save us from the hungerÃ¢â¬ . This puts a vivid picture into your head on how bad things were. While reading her this you can sense the desperation and sense how bad things were for many. She was just one among half a million that were evicted to which the Irish call it Ã¢â¬Å"The Great HungerÃ¢â¬ and this was one of the reasons of the mass Irish immigration to America, they didnÃ¢â¬â¢t have any other options other than to stay and starve. With many leaving so did many of the Irish speaking, in 1901 only about 14 percent of Ireland still spoke their native language. But the Great Famine wasnÃ¢â¬â¢t the stop of immigration to America, from 1861 to 1926 four million Irish, mostly Catholics. This amount of Catholic migrants you can imagine didnÃ¢â¬â¢t fair to well in American because the majority who practiced religion were protestant and had some sort of British Heritage since it was a British colony at one point. While many were able to migrate away from their problems in Ireland many faced new and similar problems in America. However all of these new problems started in the shipyards of England where many had to leave from mainly in Liverpool. Since
Thursday, November 21, 2019
Comparative Analysis of American and Soviet Perspectives on the 1962 Cuban Missile Crisis - Essay Example The two nations have some valid grounds for assigning different relevance to different truths, and even to similar truths. Apparently, the truths themselves, regardless how popular, understood, or overlooked, are similar for both (Fursenko & Naftali 1997). Furthermore, as claimed by Fursenko and Naftali (1997), even nowadays, the crisis is not accurately known. Scholars on both sides have concentrated on how the events of the crisis have made subsequent leaders more cautious and more keenly sensitive to the importance of preventing decisions that could provoke another war. However, there is insufficient knowledge in the United States as to the reason that incident is referred to by the Soviet as the Ã¢â¬ËCaribbean crisisÃ¢â¬â¢, and how it may be critically considered as originating even partly from the U.S. decisions (Hirschbein 1997, 137). There is insufficient knowledge in the Soviet as to the reason it is appropriately viewed in the U.S. as a crisis caused by the covert entran ce of Soviet medium-range missiles into Cuba. And in these two nations there is inadequate focus on and knowledge of the entire interaction process, including not just conflicting points of view but conflicting paradigms of significant truth, or distinct groups of realities (Garthoff 1989). As stated by Nathan (1992), especially dissimilar base levels of transparency of documents or source materials in both nations complicate the issue of trying to attain some kind of consolidated historical and political point of view. The Cuban Missile Crisis: Comparing the Perspectives of U.S. and the Soviet Union The Soviet Union and the United States are superpowers with global ambitions, and at times those ambitions come to blows. Crisis management is needed if conflicts... This research aims to evaluate and present the Soviet Union and the United States as superpowers with global ambitions, and at times those ambitions come to blows. Crisis management is needed if conflicts occur; but crisis avoidance rooted in political control and recognition of dissimilarities is much to be desired. Reductions and regulations of arms control are vital in themselves and since they can positively influence political affairs. Nuclear war avoidance, and thus avoidance of any war implicating the Soviet Union and the United States, is of the greatest concern. Analyzing the experience and understanding the importance of the missile crisis of 1962 can help both nations to ascertain not only that this problem never happens again, but also that a bigger crisis never arises. The United States focused on crisis management. This inclination is true generally, and with regard to analysis of the Cuban missile crisis. In contrast, in the Soviet Union the common tendency and utmost attention paid to the 1962 Caribbean crisis has been aimed at improving crisis avoidance and political acceptance, instead of crisis management. Strangely invalidating the common stereotypes, the Americans have been moderate, cynical pragmatists, believing that, unfortunately, conflicts will arise and should be cautiously handled, whereas the Soviets have seemed to be hopeful, if not totally unrealistic, in claiming that crises can and should be avoided by political co-operation.
Wednesday, November 20, 2019
US Adaptations Of Japanese Horror Films - Case Study Example Ringu was shown in Japan in 1998, directed by Hideo Nakata, and was considered one of the most popular J-Horror (Japanese Horror) in the country (Internet Movie Database 2011). It was a film adaptation of the novel series, Ring, created by Koji Suzuki. The Ring was released in The US and international theaters in 2001 and was largely a box-office all throughout countries with its release. The Ring was directed by Gore Verbinski and has received a mostly positive response from the audience while critical reception from known critics (IMDb 2011). Although the two films are tracking one storyline, Ringu was regarded more as a supernatural-biological film while The Ring was more of psychological-horror. Specified genre already claimed differences between these two films (Wee 2011). Summary, In order to give justifiable judgment and comparative execution of the two films, common summary, is necessary for better understanding. The story opened with two girls watching TV, and talked about a deadly videotape. It was explained deadly because the videotape was cursed. The curse was that whoever watched the videotape, the viewer will die after 7 days. One of the two girls admitted that she had watched a certain tape with a group of friends but was hesitant about the effect of the curse. She revealed that that night was her 7th day upon watching the film with her friends. After some irregular incidents happened in her house, she was killed by some negative force that came from the TV and was witnessed by her friend. The friend-witnessed was sent to a mental hospital as revealed in the course of the film. The girl who died happened to be the niece of the protagonist of the story named Reiko in Ringu and Rachel in The Ring.
Monday, November 18, 2019
Reading Questions - Assignment Example Michael (1967) defines formative evaluation as a constructive process of evaluation where a great emphasis is laid on the inputs put in the systems that later determine the processesÃ¢â¬â¢ quality and the systemÃ¢â¬â¢s outputs. For instance, in an academic institution, the administration of continuous assessment Tests (CATS) is a pertinent example that can be used to explain; in system design, it used to test each and every stageÃ¢â¬â¢s performance, judge whether each state is performing according to specifications. It indicates how the system is performing-the content, the teaching methods, the financing and general administration of education in schools or any other academic institutions. On the other hand, summative evaluation is an evaluation process that determines the Ã¢â¬ËworthÃ¢â¬â¢ of the entire program or measure against the stated objectives at the beginning of the program or course. A good example is an exam or a series of exams administered at the end of a course or a program. These exams are meant to judge whether the program is effective and reliable, valid content, effective administration or even the pedagogical issues related to teaching processes. The paper has attempted to discuss two of the fallacies or Ã¢â¬Ëerrors of interpretationsÃ¢â¬â¢ concerning these two fundamental evaluation processes. It will examine the first and second fallacy respectively. The first fallacy states that both terms were introduced to play different roles for evaluation. This distinction between them concerns the relation of the evaluative information to its environment and use that relate to matters of client and the context. The author further notes that there is no essential difference in their properties themselves, for example, between their causal and correlational claims; measures of efficiency and measures of effectiveness. Both formative and summative are different in their functions they serve to determine the extent to which each one them goes. The author points