Free Essays on The Flowers

â€Å"The Flowers† Themes 1. In this theme it seems to be that everything is going good but you never know when it’s going it turn bad. 2. That happiness is followed by loss. 3. That the birth of something can be followed by the death or loss of something else. Major characters Myop 1.youthful 2.cheerful 3.caring 4. curious 5.playful 6. respectful 7. adventurous 8. enthusiastic 9. innocent Point of View 1. â€Å"The flower† is written in Third Person omniscient. The narrator wants the reader to see that Myop is an innocent and youthful child. When she finds the dead man her views change and not everything is so wonderful anymore. Myop realizes that the real world isn’t as nice as it really seems. Place- The short story takes place rural America. Setting- The story setting takes place around her family’s sharecropper cabin in the summer time. It also takes place in the woods behind her parent’s house. Time- 1973, This short story takes play during the feminist movement of African American. Symbolism 1. This story takes place during the late summer time it symbolizes that things are leading toward change. 2. The woods were she went with her mother in late autumn symbolized that it was about to change and the woods are mostly dark and scary. 3. Strange blue flowers with velvety ridges and a sweet suds bush full of the brown, fragrant buds. It symbolizes how she was and that it was different to her. The brown represent that something bad is about to happen. 4. Myop laid down the flowers represents the respect to the man and a closer to her that summer was over. 5. His large white teeth represent the death of this man that his spirit has been lifted. 6. The air was damp, the silence close and deep. That she will discover the death of this man.... Free Essays on The Flowers Free Essays on The Flowers â€Å"The Flowers† Themes 1. In this theme it seems to be that everything is going good but you never know when it’s going it turn bad. 2. That happiness is followed by loss. 3. That the birth of something can be followed by the death or loss of something else. Major characters Myop 1.youthful 2.cheerful 3.caring 4. curious 5.playful 6. respectful 7. adventurous 8. enthusiastic 9. innocent Point of View 1. â€Å"The flower† is written in Third Person omniscient. The narrator wants the reader to see that Myop is an innocent and youthful child. When she finds the dead man her views change and not everything is so wonderful anymore. Myop realizes that the real world isn’t as nice as it really seems. Place- The short story takes place rural America. Setting- The story setting takes place around her family’s sharecropper cabin in the summer time. It also takes place in the woods behind her parent’s house. Time- 1973, This short story takes play during the feminist movement of African American. Symbolism 1. This story takes place during the late summer time it symbolizes that things are leading toward change. 2. The woods were she went with her mother in late autumn symbolized that it was about to change and the woods are mostly dark and scary. 3. Strange blue flowers with velvety ridges and a sweet suds bush full of the brown, fragrant buds. It symbolizes how she was and that it was different to her. The brown represent that something bad is about to happen. 4. Myop laid down the flowers represents the respect to the man and a closer to her that summer was over. 5. His large white teeth represent the death of this man that his spirit has been lifted. 6. The air was damp, the silence close and deep. That she will discover the death of this man....

Venezuela’s Declaration of Independence in 1810

Venezuela’s Declaration of Independence in 1810 The republic of Venezuela celebrates its independence from Spain on two different dates: April 19, when an initial declaration of semi-independence from Spain was signed in 1810, and July 5, when a more definitive break was signed in 1811. April 19 is known as â€Å"Firma Acta de la Independencia† or â€Å"Signing of the Act of Independence.† Napoleon Invades Spain The first years of the nineteenth century were turbulent ones in Europe, particularly in Spain. In 1808, Napoleon Bonaparte invaded Spain and put his brother Joseph on the throne, throwing Spain and its colonies into chaos. Many Spanish colonies, still loyal to the deposed King Ferdinand, did not know how to react to the new ruler. Some cities and regions opted for a limited independence: they would take care of their own affairs until such time as Ferdinand was restored. Venezuela: Ready for Independence Venezuela was ripe for Independence long before other South American regions. Venezuelan Patriot Francisco de Miranda, a former general in the French Revolution, led a failed attempt to start a revolution in Venezuela in 1806, but many approved of his actions. Young firebrand leaders like Simà ³n Bolà ­var and Josà © Fà ©lix Ribas were actively speaking of making a clean break from Spain. The example of the American Revolution was fresh in the minds of these young patriots, who wanted freedom and their own republic. Napoleonic Spain and the Colonies In January of 1809, a representative of the Joseph Bonaparte government arrived in Caracas and demanded that taxes continue to be paid and that the colony recognize Joseph as their monarch. Caracas, predictably, exploded: people took to the streets declaring loyalty to Ferdinand. A ruling junta was proclaimed and Juan de Las Casas, the Captain-General of Venezuela, was deposed. When news reached Caracas that a loyalist Spanish government had been set up in Seville in defiance of Napoleon, things cooled down for a while and Las Casas was able to re-establish control. April 19, 1810 On April 17, 1810, however, news reached Caracas that the government loyal to Ferdinand had been crushed by Napoleon. The city erupted into chaos once more. Patriots who favored full independence and royalists loyal to Ferdinand could agree on one thing: they would not tolerate French rule. On April 19, Creole patriots confronted the new Captain-General Vicente Emparn and demanded self-rule. Emparn was stripped of authority and sent back to Spain. Josà © Fà ©lix Ribas, a wealthy young patriot, rode through Caracas, exhorting Creole leaders to come to the meeting taking place in the council chambers. Provisional Independence The elite of Caracas agreed on a provisional independence from Spain: they were rebelling against Joseph Bonaparte, not the Spanish crown, and would mind their own affairs until Ferdinand VII was restored. Still, they made some quick decisions: they outlawed slavery, exempted Indians from paying tribute, reduced or removed trade barriers, and decided to send envoys to the United States and Britain. Wealthy young nobleman Simà ³n Bolà ­var financed the mission to London. Legacy of the April 19 Movement The result of the Act of Independence was immediate. All over Venezuela, cities and towns decided either to follow Caracas lead or not: many cities chose to remain under Spanish rule. This led to fighting and a de facto Civil War in Venezuela. A Congress was called in early 1811 to solve the bitter fighting among Venezuelans. Although it was nominally loyal to Ferdinand - the official name of the ruling junta was Junta of conservation of the rights of Ferdinand VII - the government of Caracas was, in fact, quite independent. It refused to recognize the Spanish shadow government that was loyal to Ferdinand, and many Spanish officers, bureaucrats, and judges were sent back to Spain along with Emparn. Meanwhile, exiled patriot leader Francisco de Miranda returned, and young radicals such as Simà ³n Bolà ­var, who favored unconditional independence, gained influence. On July 5, 1811, the ruling junta voted in favor of complete Independence from Spain - their self-rule was no longer dependent on the state of the Spanish king. Thus was born the ​First Venezuelan Republic, doomed to die in 1812 after a disastrous earthquake and relentless military pressure from royalist forces. The April 19 pronouncement was not the first of its kind in Latin America: the city of Quito had made a similar pronouncement in August of 1809. Still, the independence of Caracas had much longer lasting effects than that of Quito, which was quickly put down. It allowed the return of the charismatic Francisco de Miranda, vaulted Simà ³n Bolà ­var, Josà © Fà ©lix Ribas and other patriot leaders to fame, and set the stage for the true independence that followed. It also inadvertently caused the death of Simà ³n Bolà ­vars brother Juan Vicente, who died in a shipwreck while returning from a diplomatic mission to the USA in 1811. Sources: Harvey, Robert. Liberators: Latin Americas Struggle for Independence Woodstock: The Overlook Press, 2000. Lynch, John. The Spanish American Revolutions 1808-1826 New York: W. W. Norton Company, 1986. Lynch, John. Simon Bolivar: A Life. New Haven and London: Yale University Press, 2006.

Activity 6_16 Coursework Example | Topics and Well Written Essays - 500 words

Activity 6_16 - Coursework Example This paper evaluates different programs and their success in reducing unsafe conditions and acts. The first technique is promulgating and enforcing safety standards to reduce the hazards. This seeks to enhance safer working conditions for the workers. Most researchers recognize that a well-designed safety program with proper management can help reduce accidents and resultant costs. Ideally, safety concerns decline once an organization adopts an operative safety management system. The safety management programs involve training and motivation of employees through incentives, inspection and investigation of accidents, reinforcement of safe behavior, as well as safety committees (Verney, 2004). This defines a bottom-up approach that is worker-friendly and ensures effective involvement of all stakeholders to enhance organizational safety. The second technique relates to the use of personal protective equipment while working within an organization. Ideally, workers come across different hazards that may include toxic chemicals, sharp objects, machines, polluted air, and radiations that lead to long-term adverse effects. As such, it is important for all workers to put on personal protective equipment. This is for the safety of the workers, their families, and the working environment. Use of personal protective equipment also enhances workers’ motivation since they reduce the risk of contracting any potential infection (LaMontagne, Oakes, & Lopez Turley, 2004). Such employees develop the courage to carry out their responsibility without fear of unknown hazards. The third technique relates to hazard communication that offers relevant information to all workers in an organization. This is significant since it helps workers to beware of potential hazard so that they can be cautious. Communication is important in health and safety management