Ashanti Irving describes herself as an ambitious lady inspired by the song "Ambitious Girl" by Wale. She enjoys spending time with friends, baking pastries, and reading about human pathology when bored. Something unique about her is that she survived being born after her mother had her tubes tied. She believes she can survive any challenges through strength and determination. She shares that she has a job, attends college, and does not want to become a nephrologist.
The document summarizes the experience of a Chinese student during the Cultural Revolution in 3 paragraphs:
1) The student joined the Red Guards at age 16 under Mao's order to remove "impure elements" from the revolution. Life was difficult and dissenters were beaten or killed.
2) The student hears of the formation of the Red Guards and is selected to join. They are given permission to travel freely and receive goods from shopkeepers.
3) After 10 years, the Cultural Revolution ends. The student looks back on adventures as a Red Guard but also remembers tormenting protesters. Uncertainty remains about China's future without Mao's control.
1) The narrator is a 10-year-old German boy who is taken from his home and forced to train in the army despite being underage, against his will.
2) After training for over a year, he finds himself on the battlefield, afraid and missing his parents. He struggles with having to kill others and invade countries.
3) During a battle in North Africa, he breaks his foot and is sent home, but his parents later die after soldiers find their hiding place in the forest. The narrator then lives in an orphanage alone.
This document summarizes interviews with Bosnian Muslim women who were systematically raped during the Bosnian genocide in the 1990s. It describes in graphic detail the stories of three women - an 18-year-old who was held for over a month and raped over 15 times, and two sisters aged 17 and 16 from the same village who were separated from their mothers and each raped after being detained. The women experienced brutal treatment, including physical assault and sexual violence, at the hands of Bosnian Serb forces during the conflict.
1. The document is a screenplay that follows a new student named Mary at an international school who is introduced to the story of Karen, a girl who was murdered at the school in the 1960s. Strange events keep happening that the students attribute to Karen's spirit.
2. Mary is dared by her new friends to perform a ritual in the bathroom to wake Karen, which she does. That night, Mary dreams that Karen communicates with her and assigns her a "mission".
3. The next day at school, Mary's computer connects to the "Karen Network" and she becomes possessed by Karen's spirit, leading her to go on a killing spree every time she connects to that Wi-Fi
Hattie recounts in her diary entries some events involving her recently discovered uncle Adam who has an intellectual disability. She was initially unsure about Adam but found that he was kind. Hattie introduced Adam to her new friend Leila, who did not treat Adam differently. Hattie was then able to skip the summer cotillion she dreaded by instead attending her birthday party with Adam and Leila. However, during an outing to the carnival, Adam had a panic attack while stuck on a ferris wheel, frightening Hattie. Adam was then taken away by police as Hattie got in trouble with her father.
Guy Montag is a fireman whose job is to burn books, as reading is illegal. He begins to question this after meeting Clarisse and witnessing an old woman choose death over giving up her books. Montag starts secretly collecting and reading books himself. However, his wife Mildred turns him in for his illegal activities. Rather than burning the books, Montag kills his captain and flees the city with a group that has memorized books to preserve the stories. They then go to help survivors after Montag's former city is bombed in a war.
The document describes a professor's experience during the Chinese Cultural Revolution from 1966 to 1976, including students criticizing him, the destruction caused by the "Breaking of the Four Olds" campaign, being sent to the countryside as an educated youth, the death of Lin Biao, and finally the arrest of the Gang of Four and end of the revolution in 1976. The professor witnessed the negative impacts of the revolution but was relieved when it concluded.
Jing Qiu's life journal documents events during the Chinese Cultural Revolution from 1966-1976. In August 1966, the Sixteen Point Directive was announced, officially supporting Mao's policies and launching the Cultural Revolution. Red Guards were formed to rebel against intellectuals like professors. Jing Qiu's home was raided and destroyed by her own students turned Red Guards. By September 1976, the Gang of Four who led the excesses of the Cultural Revolution had been arrested, signaling an end to the turmoil and ten years of struggle for Jing Qiu and other intellectuals.
Jing Qiu reflects on the past 10 years of her life during the Cultural Revolution in China from 1966 to 1976. When the Sixteen Point Directive was announced, officially supporting Mao's policies, she feared for her safety and future as an intellectual. Her students later became Red Guards and ransacked her home. Over the next decade, she endured criticism sessions, humiliation, and the loss of her family members before the arrest of the Gang of Four finally marked the end of the Cultural Revolution. The traumatic events had deeply affected her and she was unsure if she could ever fully heal from the hatred and losses of those years.
The document provides context about China's Cultural Revolution through a series of journal entries. It describes how Mao Zedong regained power by publishing the Little Red Book and promoting a cult of personality. This led students and others to blindly follow Mao again. It notes the chaos that ensued, including people turning on friends and teachers through "dazibaos" or big character posters exposing alleged counter-revolutionaries. Violence increased as Red Guards physically attacked and humiliated intellectuals and teachers. The journal expresses fears that China will once again descend into tragedy and chaos under Mao's rule.
The document is a collection of journal entries from a Chinese student during the Cultural Revolution. In the first entry, the student expresses admiration for Mao Zedong and describes visiting Tiananmen Square to see Mao in person. The second entry discusses the student questioning the labeling of Lin Biao as a counterrevolutionary after his reported death, before deciding that Mao must be right. The third entry expresses despair over Mao's death and hopes China can still succeed without his guidance.
The document is a collection of journal entries from a Chinese student during the Cultural Revolution. In the first entry, the student expresses admiration for Mao Zedong and describes visiting Tiananmen Square to see Mao in person. The second entry discusses the student questioning the labeling of Lin Biao as a counterrevolutionary after his reported death, before deciding that Mao must be right. The third entry expresses despair over Mao's death and hopes China will continue to prosper without his guidance.
The document is a first person narrative from a Chinese student describing his experience joining the Red Guards during the Cultural Revolution in China. It details how he initially did not understand the purpose of the Red Guards but after witnessing wealthy people in the city, he realized they would target those displaying bourgeois behaviors. He was then selected to join his school's Red Guards due to his academic performance.
The document is a collection of journal entries from a Chinese student during the Cultural Revolution era. The first entry expresses admiration for Mao Zedong and describes a trip the student took with classmates to see Mao in Tiananmen Square. The second entry discusses the student questioning the labeling of Lin Biao as a "counter-revolutionary" after learning of his death. The third entry expresses despair over Mao's death and uncertainty about China's future without its great leader.
Morrie Schwartz was diagnosed with ALS in the summer of 1994. The progressive and fatal neurological disease slowly took away his abilities - he stopped dancing, driving, walking freely, swimming, and eventually teaching. In his final college course in the fall of 1994, Morrie bravely told his students about his illness, though it was a fatal condition with no known cure. The disease progressed and melted away his nerves and muscles until only his soul remained awake inside his failing body.
Journal entries chinese cultural revolutionnavy959
?
The document summarizes a Chinese professor's journal entries during the Cultural Revolution in China. It describes how Mao Zedong's Little Red Book was published in 1965 and became required reading, with citizens beaten if they were caught without it. It also discusses how the Great Leap Forward policy failed and led to famine. Later, Mao regained power after publishing the Little Red Book, and the Red Guards student group was formed to enforce Maoist ideology, even targeting the professor's own students. The professor expresses dismay at the brainwashing and chaos of this period in China.
Sikeena Karmali worked as a human rights activist in Uzbekistan, where she encountered numerous human rights abuses. This included the torture and death of a taxi driver in police custody, the forced psychiatric detention of Russian activists without trial, and a journalist being fired for printing a controversial article. Karmali struggled with the darkness and injustice she witnessed on a daily basis, but found solace and purpose through her faith and spiritual practice. She ultimately realized that her work in Uzbekistan, though difficult, was why she had gone there in the first place. One year later, she returned to Montreal hoping for a more ordinary life but knowing true stability would remain elusive.
I Will Try Tomorrow
Mona Ragab
I Will Try Tomorrow Mona Ragab Barefoot and on tiptoe, I steal away like a thief fleeing with his loot. My notebook, in which my pen has been suspended for ages, is under my arm. The idea has completely captured my imagination. It has become an obsession, and there is nothing left to do but commit it to paper. I¡¯ve been trying to write for several nights, but my weariness and overexertion have prevented me. The pressure of time and innumerable obligations works against me, but I¡¯ve grasped the idea, and it won¡¯t elude me. I¡¯m not going to let this golden opportunity slip through my fingers. No one has noticed me yet¡ªeveryone is still asleep. All I have to do is avail myself of this long-awaited opportunity to the utmost. I¡¯ll write the idea quickly and release a waterfall that yearns to inundate the barren land! It¡¯s useless to try to silence the hot hammer that is pounding on the gate of my fortress in order to liberate what is imprisoned behind it. I¡¯ll let the words flow freely, and later I¡¯ll polish them little by little. Nothing matters as much as this moment, which has presented itself to me, when no one asks anything of me, when the silence receives me with open arms, and the white sheets of paper invite me to write. The moment begins now and will continue for a while, but the important thing is to commence. The extremely humid air makes me retrace my steps to the bathroom to wash my face several times. I close the door quietly, afraid that I might awaken somebody, and it causes a squeak that startles me. I rush through the long hallway to snatch an hour before the precious minutes slip away. Finally I get to the study. I open the windows, and a moist dawn breeze brushes my face. The Nile sways to and fro with its silver rays, and green leaves dance on its surface, as yet undisturbed by the fishing boats and the irksome rounds of the river-bus. My imagination paints the picture of a young woman standing at the water¡¯s edge, staring at nothing. I open my notebook and begin to write: ¡°She met him, and he started speaking to her in a tone of voice that electrified her in the midst of the deep silence.¡± Here it is; the story is born. ¡°She fell in love with him, not knowing how or when . . .¡± I hear a voice shattering the silence of the unfolding dawn, a cry that is rising higher and higher: ¡°Mama!¡± I throw the pen away and run in alarm to the bedroom. My little son has awakened and wants his feeding bottle. I prepare it quickly for him, so that he will not make noise, though I know that he likes to drink it very slowly. I wait submissively while I cuddle him tenderly to lull him to sleep. When he finishes his bottle, I put him in his bed and hasten to leave on tiptoe. Then a scream pierces me from the other side of the room. ¡°Mama, I want to drink.¡± My daughter, who is older, always complains of thirst and cannot bear the intense heat. ¡°Mama, the mosquitoes bit me. Bring me something to soothe the itch.¡± I ...
Bullying is not good at all. Anti bullying week is celebrated to raise the awareness about it. https://antibullyingweek.co is helping people to know more about it.
1) The document details a letter from Li Xing's cousin Wang Daguo, who informs Li that his caretaker Niang passed away due to famine in Hebei province.
2) It describes the devastating effects of the Great Leap Forward, including failed steel production efforts, grain collection policies that left peasants starving, and the death of Niang.
3) Li reflects on how he was unaware of the scale of the famine and feels guilt for not visiting Niang during her final days. He questions some of Mao's economic policies and their disastrous consequences.
Queer Palestine and the Empire of CritiqueJo?o Soares
?
This document provides background on the author's personal experiences coming to terms with his queer identity as a Palestinian. He describes growing up feeling different from his peers and hearing anti-gay messages. During college, he began exploring queer identities but still felt isolated due to differences in experiences. Exposure to queer communities in the US and Middle East helped his acceptance. The author's academic work has focused on critiquing universalizing of Western LGBT concepts and embracing a nuanced understanding of queer identities and experiences of Arabs. His journey highlights tensions between queer and Arab identities but also their connections within himself.
From Bullet to Blue Sky1?The sun was in the process of its mor.docxhanneloremccaffery
?
From Bullet to Blue Sky
1?The sun was in the process of its morning stretch. While the residents of gated communities came alive to be greeted by the tropical heat of south Florida, the stragglers of the universe awoke to the sounds of a 9 mm dispersing its gun powder to the blue sky. The ghetto houses that sheltered these citizens were painted different colors; some exposed faded paint, and others told stories in graffiti, inspired by gang artists marking their territories. Roll bars protected the windows covered with filthy bed sheets that not even dogs would lie on.?231232Broken toy pieces scattered over the dead grass in the yard outside. The lanky, dark-haired girl lay in her bed twisting and turning, trying to catch a cool wave from the ceiling fan that spun and thumped overhead all night. She always heard the same dogs barking; her ears still rang from the sound of that gun. She still felt the warm, thin blood that stained her hands. She still felt a sharp, pounding pain along her left side; for every breath she took, the pain reminded her she was human. She had witnessed many shootings before; she had seen more blood in her days. Why was this shooting any different? It was because for the first time she was the victim.?I understood her pain, for I was that girl.
2?It all started with Mr. Tangye in the fall of 2004. He was an inspiring math teacher, who convinced me that I had more to offer this world than I had thought.?As the bell rang at Conniston Middle School, we marched like zombies to our classes. I passed through dark hallways of vandalized lockers with torn papers and ripped books scattered over the ground like a dump. I made my way past the miserable teachers and devilish students. The administrators surrounded the hallways like a S.W.A.T. team, commanding everyone to go to class, I walked into Mr. Tangye¡¯s math class; he had a bright, white smile that hurt my eyes every time I looked at him. Before I could make it to my seat, Mr. Tangye handed me a paper that itched my fingers; it was a math test. I stared at that test, and I begged my brain to wake up! The other kids shuffled the paper back and forth on top of their desks or used it as a pillow on which to lay their heads. I secretly tried my best at every problem and flippantly turned it in.
3?As the bell rang, I dashed for the exit. I swiftly dropped off my homework, but Mr. Tangye caught me and pulled me aside to show me my test.?He said, ¡°You are the only one who has passed the test.¡± Then as Mr. Tangye showed my grade to me, he said, ¡°You are on the borderline of failing or passing this class, I¡¯d like to see you pass!¡± I listened to every word he said because I was tired of being perceived as an idiot.
4 As I finished out the rest of that day, all I could think about was whether to study or not to study. I hated being stuck between a world that offered happiness and stability, whose proverb was ¡°anything is possible¡± and a world that followed the theory of Charles Da ...
Text ? 1984, 2007 by Audre Lorde
All rights reserved. Published in the United States by Ten Speed Press, an imprint of the Crown Publishing Group, a division
of Random House, Inc., New York.
www.crownpublishing.com
www.tenspeed.com
Crossing Press and the Crossing Press colophon are registered trademarks of Random House, Inc.
Library of Congress Cataloging-in-Publication Data
Lorde, Audre.
Sister outsider.
(The Crossing Press feminist series)
I. Title. II. Series.
PS3562.?75S5 1984 814?.54 84¨C1844
eISBN: 978-0-307-80904-9
v3.1
http://www.tenspeed.com
http://www.crownpublishing.com
Eye to Eye: Black Women, Hatred, and Anger*
Where does the pain go when it goes away?**
EVERY BLACK WOMAN in America lives her life somewhere along a wide curve of ancient and
unexpressed angers.
My Black woman?s anger is a molten pond at the core of me, my most fiercely guarded
secret. I know how much of my life as a powerful feeling woman is laced through with this
net of rage. It is an electric thread woven into every emotional tapestry upon which I set the
essentials of my life ¡ª a boiling hot spring likely to erupt at any point, leaping out of my
consciousness like a fire on the landscape. How to train that anger with accuracy rather than
deny it has been one of the major tasks of my life.
Other Black women are not the root cause nor the source of that pool of anger. I know this,
no matter what the particular situation may be between me and another Black woman at the
moment. Then why does that anger unleash itself most tellingly against another Black
woman at the least excuse? Why do I judge her in a more critical light than any other,
becoming enraged when she does not measure up?
And if behind the object of my attack should lie the face of my own self, unaccepted, then
what could possibly quench a fire fueled by such reciprocating passions?
When I started to write about the intensity of the angers between Black women, I found I had
only begun to touch one tip of a three-pronged iceberg, the deepest understructure of which
was Hatred, that societal deathwish directed against us from the moment we were born Black
and female in America. From that moment on we have been steeped in hatred ¡ª for our
color, for our sex, for our effrontery in daring to presume we had any right to live. As
children we absorbed that hatred, passed it through ourselves, and for the most part, we still
live our lives outside of the recognition of what that hatred really is and how it functions.
Echoes of it return as cruelty and anger in our dealings with each other. For each of us bears
the face that hatred seeks, and we have each learned to be at home with cruelty because we
have survived so much of it within our own lives.
Before I can write about Black women?s anger, I must write about the poisonous seepage of
hatred that fuels that anger, and of the cruelty that is spawned when th.
1) Leah is a Holocaust survivor who hid her experiences for 50 years until retiring from teaching. She felt compelled to share her story of surviving as a hidden child to combat Holocaust denial.
2) When she first spoke publicly, she discovered that many accomplished members of her community were also hidden child survivors who had never shared their stories.
3) In her speeches, Leah emphasizes sharing the story of individual children to help audiences relate to the horrors of the Holocaust. She shares her own story of surviving death marches and concentration camps through miracles to inspire connection to God and Judaism.
The document provides guidance on writing effective introductions for personal narratives in admissions essays. It discusses six strategies for introductions, including starting in the middle of the action, with something shocking, misleading, or mysterious. It also suggests introducing a problem or using vivid imagery. The document advises keeping introductions short and engaging the reader while avoiding summarizing the full essay or using clich¨¦d phrases.
This document provides introductions and biographies for 7 individuals who were interviewed as part of a project on different perspectives of freedom. The introductions include the name, page number, and a short biography for each individual. It also provides context for the project, which aimed to show that everyone has a different idea of what freedom means based on their experiences and backgrounds. The document explores how freedom has been debated throughout history and discusses Franklin D. Roosevelt's 1944 State of the Union address that outlined four essential freedoms.
This document provides short biographies of 7 individuals who were interviewed for a project on freedom. The interviews focused on what freedom means to each person based on their unique experiences and backgrounds. The document includes an introduction explaining the project's goal of showing that everyone has a different understanding of freedom and how it is shaped by factors like ethnicity, age, culture and life experiences.
Jing Qiu's life journal documents events during the Chinese Cultural Revolution from 1966-1976. In August 1966, the Sixteen Point Directive was announced, officially supporting Mao's policies and launching the Cultural Revolution. Red Guards were formed to rebel against intellectuals like professors. Jing Qiu's home was raided and destroyed by her own students turned Red Guards. By September 1976, the Gang of Four who led the excesses of the Cultural Revolution had been arrested, signaling an end to the turmoil and ten years of struggle for Jing Qiu and other intellectuals.
Jing Qiu reflects on the past 10 years of her life during the Cultural Revolution in China from 1966 to 1976. When the Sixteen Point Directive was announced, officially supporting Mao's policies, she feared for her safety and future as an intellectual. Her students later became Red Guards and ransacked her home. Over the next decade, she endured criticism sessions, humiliation, and the loss of her family members before the arrest of the Gang of Four finally marked the end of the Cultural Revolution. The traumatic events had deeply affected her and she was unsure if she could ever fully heal from the hatred and losses of those years.
The document provides context about China's Cultural Revolution through a series of journal entries. It describes how Mao Zedong regained power by publishing the Little Red Book and promoting a cult of personality. This led students and others to blindly follow Mao again. It notes the chaos that ensued, including people turning on friends and teachers through "dazibaos" or big character posters exposing alleged counter-revolutionaries. Violence increased as Red Guards physically attacked and humiliated intellectuals and teachers. The journal expresses fears that China will once again descend into tragedy and chaos under Mao's rule.
The document is a collection of journal entries from a Chinese student during the Cultural Revolution. In the first entry, the student expresses admiration for Mao Zedong and describes visiting Tiananmen Square to see Mao in person. The second entry discusses the student questioning the labeling of Lin Biao as a counterrevolutionary after his reported death, before deciding that Mao must be right. The third entry expresses despair over Mao's death and hopes China can still succeed without his guidance.
The document is a collection of journal entries from a Chinese student during the Cultural Revolution. In the first entry, the student expresses admiration for Mao Zedong and describes visiting Tiananmen Square to see Mao in person. The second entry discusses the student questioning the labeling of Lin Biao as a counterrevolutionary after his reported death, before deciding that Mao must be right. The third entry expresses despair over Mao's death and hopes China will continue to prosper without his guidance.
The document is a first person narrative from a Chinese student describing his experience joining the Red Guards during the Cultural Revolution in China. It details how he initially did not understand the purpose of the Red Guards but after witnessing wealthy people in the city, he realized they would target those displaying bourgeois behaviors. He was then selected to join his school's Red Guards due to his academic performance.
The document is a collection of journal entries from a Chinese student during the Cultural Revolution era. The first entry expresses admiration for Mao Zedong and describes a trip the student took with classmates to see Mao in Tiananmen Square. The second entry discusses the student questioning the labeling of Lin Biao as a "counter-revolutionary" after learning of his death. The third entry expresses despair over Mao's death and uncertainty about China's future without its great leader.
Morrie Schwartz was diagnosed with ALS in the summer of 1994. The progressive and fatal neurological disease slowly took away his abilities - he stopped dancing, driving, walking freely, swimming, and eventually teaching. In his final college course in the fall of 1994, Morrie bravely told his students about his illness, though it was a fatal condition with no known cure. The disease progressed and melted away his nerves and muscles until only his soul remained awake inside his failing body.
Journal entries chinese cultural revolutionnavy959
?
The document summarizes a Chinese professor's journal entries during the Cultural Revolution in China. It describes how Mao Zedong's Little Red Book was published in 1965 and became required reading, with citizens beaten if they were caught without it. It also discusses how the Great Leap Forward policy failed and led to famine. Later, Mao regained power after publishing the Little Red Book, and the Red Guards student group was formed to enforce Maoist ideology, even targeting the professor's own students. The professor expresses dismay at the brainwashing and chaos of this period in China.
Sikeena Karmali worked as a human rights activist in Uzbekistan, where she encountered numerous human rights abuses. This included the torture and death of a taxi driver in police custody, the forced psychiatric detention of Russian activists without trial, and a journalist being fired for printing a controversial article. Karmali struggled with the darkness and injustice she witnessed on a daily basis, but found solace and purpose through her faith and spiritual practice. She ultimately realized that her work in Uzbekistan, though difficult, was why she had gone there in the first place. One year later, she returned to Montreal hoping for a more ordinary life but knowing true stability would remain elusive.
I Will Try Tomorrow
Mona Ragab
I Will Try Tomorrow Mona Ragab Barefoot and on tiptoe, I steal away like a thief fleeing with his loot. My notebook, in which my pen has been suspended for ages, is under my arm. The idea has completely captured my imagination. It has become an obsession, and there is nothing left to do but commit it to paper. I¡¯ve been trying to write for several nights, but my weariness and overexertion have prevented me. The pressure of time and innumerable obligations works against me, but I¡¯ve grasped the idea, and it won¡¯t elude me. I¡¯m not going to let this golden opportunity slip through my fingers. No one has noticed me yet¡ªeveryone is still asleep. All I have to do is avail myself of this long-awaited opportunity to the utmost. I¡¯ll write the idea quickly and release a waterfall that yearns to inundate the barren land! It¡¯s useless to try to silence the hot hammer that is pounding on the gate of my fortress in order to liberate what is imprisoned behind it. I¡¯ll let the words flow freely, and later I¡¯ll polish them little by little. Nothing matters as much as this moment, which has presented itself to me, when no one asks anything of me, when the silence receives me with open arms, and the white sheets of paper invite me to write. The moment begins now and will continue for a while, but the important thing is to commence. The extremely humid air makes me retrace my steps to the bathroom to wash my face several times. I close the door quietly, afraid that I might awaken somebody, and it causes a squeak that startles me. I rush through the long hallway to snatch an hour before the precious minutes slip away. Finally I get to the study. I open the windows, and a moist dawn breeze brushes my face. The Nile sways to and fro with its silver rays, and green leaves dance on its surface, as yet undisturbed by the fishing boats and the irksome rounds of the river-bus. My imagination paints the picture of a young woman standing at the water¡¯s edge, staring at nothing. I open my notebook and begin to write: ¡°She met him, and he started speaking to her in a tone of voice that electrified her in the midst of the deep silence.¡± Here it is; the story is born. ¡°She fell in love with him, not knowing how or when . . .¡± I hear a voice shattering the silence of the unfolding dawn, a cry that is rising higher and higher: ¡°Mama!¡± I throw the pen away and run in alarm to the bedroom. My little son has awakened and wants his feeding bottle. I prepare it quickly for him, so that he will not make noise, though I know that he likes to drink it very slowly. I wait submissively while I cuddle him tenderly to lull him to sleep. When he finishes his bottle, I put him in his bed and hasten to leave on tiptoe. Then a scream pierces me from the other side of the room. ¡°Mama, I want to drink.¡± My daughter, who is older, always complains of thirst and cannot bear the intense heat. ¡°Mama, the mosquitoes bit me. Bring me something to soothe the itch.¡± I ...
Bullying is not good at all. Anti bullying week is celebrated to raise the awareness about it. https://antibullyingweek.co is helping people to know more about it.
1) The document details a letter from Li Xing's cousin Wang Daguo, who informs Li that his caretaker Niang passed away due to famine in Hebei province.
2) It describes the devastating effects of the Great Leap Forward, including failed steel production efforts, grain collection policies that left peasants starving, and the death of Niang.
3) Li reflects on how he was unaware of the scale of the famine and feels guilt for not visiting Niang during her final days. He questions some of Mao's economic policies and their disastrous consequences.
Queer Palestine and the Empire of CritiqueJo?o Soares
?
This document provides background on the author's personal experiences coming to terms with his queer identity as a Palestinian. He describes growing up feeling different from his peers and hearing anti-gay messages. During college, he began exploring queer identities but still felt isolated due to differences in experiences. Exposure to queer communities in the US and Middle East helped his acceptance. The author's academic work has focused on critiquing universalizing of Western LGBT concepts and embracing a nuanced understanding of queer identities and experiences of Arabs. His journey highlights tensions between queer and Arab identities but also their connections within himself.
From Bullet to Blue Sky1?The sun was in the process of its mor.docxhanneloremccaffery
?
From Bullet to Blue Sky
1?The sun was in the process of its morning stretch. While the residents of gated communities came alive to be greeted by the tropical heat of south Florida, the stragglers of the universe awoke to the sounds of a 9 mm dispersing its gun powder to the blue sky. The ghetto houses that sheltered these citizens were painted different colors; some exposed faded paint, and others told stories in graffiti, inspired by gang artists marking their territories. Roll bars protected the windows covered with filthy bed sheets that not even dogs would lie on.?231232Broken toy pieces scattered over the dead grass in the yard outside. The lanky, dark-haired girl lay in her bed twisting and turning, trying to catch a cool wave from the ceiling fan that spun and thumped overhead all night. She always heard the same dogs barking; her ears still rang from the sound of that gun. She still felt the warm, thin blood that stained her hands. She still felt a sharp, pounding pain along her left side; for every breath she took, the pain reminded her she was human. She had witnessed many shootings before; she had seen more blood in her days. Why was this shooting any different? It was because for the first time she was the victim.?I understood her pain, for I was that girl.
2?It all started with Mr. Tangye in the fall of 2004. He was an inspiring math teacher, who convinced me that I had more to offer this world than I had thought.?As the bell rang at Conniston Middle School, we marched like zombies to our classes. I passed through dark hallways of vandalized lockers with torn papers and ripped books scattered over the ground like a dump. I made my way past the miserable teachers and devilish students. The administrators surrounded the hallways like a S.W.A.T. team, commanding everyone to go to class, I walked into Mr. Tangye¡¯s math class; he had a bright, white smile that hurt my eyes every time I looked at him. Before I could make it to my seat, Mr. Tangye handed me a paper that itched my fingers; it was a math test. I stared at that test, and I begged my brain to wake up! The other kids shuffled the paper back and forth on top of their desks or used it as a pillow on which to lay their heads. I secretly tried my best at every problem and flippantly turned it in.
3?As the bell rang, I dashed for the exit. I swiftly dropped off my homework, but Mr. Tangye caught me and pulled me aside to show me my test.?He said, ¡°You are the only one who has passed the test.¡± Then as Mr. Tangye showed my grade to me, he said, ¡°You are on the borderline of failing or passing this class, I¡¯d like to see you pass!¡± I listened to every word he said because I was tired of being perceived as an idiot.
4 As I finished out the rest of that day, all I could think about was whether to study or not to study. I hated being stuck between a world that offered happiness and stability, whose proverb was ¡°anything is possible¡± and a world that followed the theory of Charles Da ...
Text ? 1984, 2007 by Audre Lorde
All rights reserved. Published in the United States by Ten Speed Press, an imprint of the Crown Publishing Group, a division
of Random House, Inc., New York.
www.crownpublishing.com
www.tenspeed.com
Crossing Press and the Crossing Press colophon are registered trademarks of Random House, Inc.
Library of Congress Cataloging-in-Publication Data
Lorde, Audre.
Sister outsider.
(The Crossing Press feminist series)
I. Title. II. Series.
PS3562.?75S5 1984 814?.54 84¨C1844
eISBN: 978-0-307-80904-9
v3.1
http://www.tenspeed.com
http://www.crownpublishing.com
Eye to Eye: Black Women, Hatred, and Anger*
Where does the pain go when it goes away?**
EVERY BLACK WOMAN in America lives her life somewhere along a wide curve of ancient and
unexpressed angers.
My Black woman?s anger is a molten pond at the core of me, my most fiercely guarded
secret. I know how much of my life as a powerful feeling woman is laced through with this
net of rage. It is an electric thread woven into every emotional tapestry upon which I set the
essentials of my life ¡ª a boiling hot spring likely to erupt at any point, leaping out of my
consciousness like a fire on the landscape. How to train that anger with accuracy rather than
deny it has been one of the major tasks of my life.
Other Black women are not the root cause nor the source of that pool of anger. I know this,
no matter what the particular situation may be between me and another Black woman at the
moment. Then why does that anger unleash itself most tellingly against another Black
woman at the least excuse? Why do I judge her in a more critical light than any other,
becoming enraged when she does not measure up?
And if behind the object of my attack should lie the face of my own self, unaccepted, then
what could possibly quench a fire fueled by such reciprocating passions?
When I started to write about the intensity of the angers between Black women, I found I had
only begun to touch one tip of a three-pronged iceberg, the deepest understructure of which
was Hatred, that societal deathwish directed against us from the moment we were born Black
and female in America. From that moment on we have been steeped in hatred ¡ª for our
color, for our sex, for our effrontery in daring to presume we had any right to live. As
children we absorbed that hatred, passed it through ourselves, and for the most part, we still
live our lives outside of the recognition of what that hatred really is and how it functions.
Echoes of it return as cruelty and anger in our dealings with each other. For each of us bears
the face that hatred seeks, and we have each learned to be at home with cruelty because we
have survived so much of it within our own lives.
Before I can write about Black women?s anger, I must write about the poisonous seepage of
hatred that fuels that anger, and of the cruelty that is spawned when th.
1) Leah is a Holocaust survivor who hid her experiences for 50 years until retiring from teaching. She felt compelled to share her story of surviving as a hidden child to combat Holocaust denial.
2) When she first spoke publicly, she discovered that many accomplished members of her community were also hidden child survivors who had never shared their stories.
3) In her speeches, Leah emphasizes sharing the story of individual children to help audiences relate to the horrors of the Holocaust. She shares her own story of surviving death marches and concentration camps through miracles to inspire connection to God and Judaism.
The document provides guidance on writing effective introductions for personal narratives in admissions essays. It discusses six strategies for introductions, including starting in the middle of the action, with something shocking, misleading, or mysterious. It also suggests introducing a problem or using vivid imagery. The document advises keeping introductions short and engaging the reader while avoiding summarizing the full essay or using clich¨¦d phrases.
This document provides introductions and biographies for 7 individuals who were interviewed as part of a project on different perspectives of freedom. The introductions include the name, page number, and a short biography for each individual. It also provides context for the project, which aimed to show that everyone has a different idea of what freedom means based on their experiences and backgrounds. The document explores how freedom has been debated throughout history and discusses Franklin D. Roosevelt's 1944 State of the Union address that outlined four essential freedoms.
This document provides short biographies of 7 individuals who were interviewed for a project on freedom. The interviews focused on what freedom means to each person based on their unique experiences and backgrounds. The document includes an introduction explaining the project's goal of showing that everyone has a different understanding of freedom and how it is shaped by factors like ethnicity, age, culture and life experiences.
Database population in Odoo 18 - Odoo slidesCeline George
?
In this slide, we¡¯ll discuss the database population in Odoo 18. In Odoo, performance analysis of the source code is more important. Database population is one of the methods used to analyze the performance of our code.
How to Modify Existing Web Pages in Odoo 18Celine George
?
In this slide, we¡¯ll discuss on how to modify existing web pages in Odoo 18. Web pages in Odoo 18 can also gather user data through user-friendly forms, encourage interaction through engaging features.
Finals of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
APM People Interest Network Conference 2025
-Autonomy, Teams and Tension: Projects under stress
-Tim Lyons
-The neurological levels of
team-working: Harmony and tensions
With a background in projects spanning more than 40 years, Tim Lyons specialised in the delivery of large, complex, multi-disciplinary programmes for clients including Crossrail, Network Rail, ExxonMobil, Siemens and in patent development. His first career was in broadcasting, where he designed and built commercial radio station studios in Manchester, Cardiff and Bristol, also working as a presenter and programme producer. Tim now writes and presents extensively on matters relating to the human and neurological aspects of projects, including communication, ethics and coaching. He holds a Master¡¯s degree in NLP, is an NLP Master Practitioner and International Coach. He is the Deputy Lead for APM¡¯s People Interest Network.
Session | The Neurological Levels of Team-working: Harmony and Tensions
Understanding how teams really work at conscious and unconscious levels is critical to a harmonious workplace. This session uncovers what those levels are, how to use them to detect and avoid tensions and how to smooth the management of change by checking you have considered all of them.
Computer Network Unit IV - Lecture Notes - Network LayerMurugan146644
?
Title:
Lecture Notes - Unit IV - The Network Layer
Description:
Welcome to the comprehensive guide on Computer Network concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in Computer Network. PDF content is prepared from the text book Computer Network by Andrew S. Tenanbaum
Key Topics Covered:
Main Topic : The Network Layer
Sub-Topic : Network Layer Design Issues (Store and forward packet switching , service provided to the transport layer, implementation of connection less service, implementation of connection oriented service, Comparision of virtual circuit and datagram subnet), Routing algorithms (Shortest path routing, Flooding , Distance Vector routing algorithm, Link state routing algorithm , hierarchical routing algorithm, broadcast routing, multicast routing algorithm)
Other Link :
1.Introduction to computer network - /slideshow/lecture-notes-introduction-to-computer-network/274183454
2. Physical Layer - /slideshow/lecture-notes-unit-ii-the-physical-layer/274747125
3. Data Link Layer Part 1 : /slideshow/lecture-notes-unit-iii-the-datalink-layer/275288798
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in Computer Network principles for academic.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in Computer Network
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author¡¯s understanding in the field of Computer Network
Computer Application in Business (commerce)Sudar Sudar
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The main objectives
1. To introduce the concept of computer and its various parts. 2. To explain the concept of data base management system and Management information system.
3. To provide insight about networking and basics of internet
Recall various terms of computer and its part
Understand the meaning of software, operating system, programming language and its features
Comparing Data Vs Information and its management system Understanding about various concepts of management information system
Explain about networking and elements based on internet
1. Recall the various concepts relating to computer and its various parts
2 Understand the meaning of software¡¯s, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose
2. 05/28/1966
Picture of the posters hanging around our school, encouraging
students to take down the intellectuals and the four olds.
Picture of students beating us
teachers. (I cannot dare to wonder
what would¡¯ve happened to the rest of
the teachers¡)
3. It was terrifying. Students dragging teachers and beating them up, their own teachers, who were respected
for their knowledge, are now getting punished for their knowledge. I was hiding in the small cupboard in
my o?ce, trying to make my small body as smallest it can get. I think my heart have never been thumping
this fast since the Little Red Books. Remembering back, it was around January 1964, the great publish of
the Little Red Books. These times, I too, loved and trusted Chairman Mao. And when the Little Red Books
were published, I couldn¡¯t hide my joy. I slept with it in my tiny house, I read it whenever I could, and I
kept it with me everywhere, literally everywhere. But now? How can I love Mao in this situation? How can
I trust him when he can¡¯t even provide us people safety? HOW?
The doors slammed open, and I could feel those bloodthirsty eyes on me. With a jeering laugher, they
pulled me out. I was dragged out to the courtyard where all the other teachers were. In the courtyard, it was
a catastrophe. My fellow teachers lay around like corpses, bleeding. Group of students stood beside them,
still kicking and laughing at their own teacher. Is this my fate? Is this how my life ends? To be beaten up by
my own students? I was soon brought down on my knees, and with the first blow on the head, I passed out.
I opened my eyes, founding myself lying on the courtyard, with dried out blood streaking down my
forehead. It was late evening, and most of the teachers were lying still on the ground. As soon as I
scrambled up, my whole body ached; every joint seemed to be out of its place, every muscle screaming out.
I picked up my glasses that were sitting on the ground a couple feet away from me, which probably would
have flied away at the hit. But as soon as I heard those students¡¯ laughter, I had to run. Run for my life. As
soon as I got home, I locked myself in, making sure no one can come in. After I have looked at my injury, I
sat there reading the late newspaper. And found out that Mao have persuaded those innocent students to
attack the communist party and us.
Mao had begun his attack.
4. 07/31/1966
(below) Me and others going
through the ¡®trials¡¯
(left) Huge amount of people
cheering at Mao¡¯s speech, in front
of Tian An Men Square.
5. Everything has worsened. Nothing seems to be working out. Only a few weeks have passed since Mao encouraged those
traitors to continue on destroying our country¡¯s culture, continue on beating up innocent people. I saw those humongous
amounts of people gathered in front of Tian An Men Square to literally ¡®worship¡¯ Mao. And with his speech as the motive,
the intensity of the persecution grew.
The last couple weeks, I have been hiding out in di?erent places, taking advantage of my small body. But on the day before
yesterday, I was caught while searching for food on the street, and was immediately taken away to the square, where a trial
was already going on. By trial, I mean accused innocent people getting punished in front of the crowd. I was waiting at the
side for the current trial to finish, where a woman with half of her hair shaved was kneeling, with a sign hung around her
neck saying that she¡¯s filthy, and that she slept with her neighbor, showing her back to her husband. But based on my
knowledge, she¡¯s a kind, righteous woman who would never do such thing.
I was startled by the sudden grasp on my shoulder. Her trial has finished, and it was my turn. Half walking, half dragged, I
stood nervously on the platform. All those people were staring at me, both jeering and cursing me, of how stupid I looked
and how evil I am to not obey Mao. Looking around, I spotted my students in the crowd. Including the ones who beat me
up a couple of weeks ago at school, and those who took no one¡¯s side in this revolution. It was then when one of the red
guards pushed my back so it is hunched, and hung a sign around my neck. Instantly I could feel the wire slicing through my
skin inch by inch. Then the guards pushed me aside and left me on the corner of the platform.
As I stood there, the trials proceeded. Endless people walked on and o? the platform, each of them going through some type
of a persecution. I did not mind about the pain, but the humiliation, I can never forget. Occasionally when I lift up my head
to look around (the pain doubled), those eyes of my students knocked me over. No matter what trial was going on, they were
only focusing on me, looking at me with no sympathy and no mockery. Until now, I still do not know what instinct they had
on that day, but during my trial, I was humiliated.
After sunset, by the time most of the crowd has returned home, I was set free. I could feel the blood dried out on the back of
my neck. I slowly walked home, thinking of all the harassments the innocent people had to go through. I do not know how I
will even survive through this disaster¡
This country is a madhouse, a slaughterhouse.
6. 09/20/1976
Picture of the funeral of Mao. He was put in a glass case.
Picture of the
trial of Gang of
Four
7. Mao¡¯s dead. The great Chairman Mao is gone.
Whenever I look outside the window, under the rain of colorful leaves, there always
are wailing and weeping people, showing a perfect example of contrast. Some of the
Mao-worshippers are in delirium, their empty eyes only reflecting the gray bitterness.
They are the ones who persecuted, humiliated, and hated me. They are the ones who
destroyed our country¡¯s valuable cultures and cultural assets. They are the ones who
killed more than a million Chinese people. They are.
The rumor says that the Gang of Four was arrested, guilty of their anti-revolutionary
plan. Well, they did deserve it though. Although they were quite powerful a few of
years ago, they were denounced by the million people. People just could never give up
power, can they?
It¡¯s all done and over with. And now we all know it was all futile and pointless. Along
with Mao, the Great Proletarian Revolution has come to its end.