Covington

Covington Covington kuv ´ingt?n [key], city (1990 pop. 43,264), seat of Kenton co., N central Ky., at the confluence of the Ohio and Licking rivers; inc. 1815. It is an industrial center, connected by bridges with Cincinnati across the Ohio and Newport across the Licking. Its plants make metal, paper, and plastic products; automotive parts; sheet metal; lumber; processed foods; and machinery. A ferry and a tavern were established there c.1801, and the city was first settled in 1812. Among its points of interest are the suspension bridge to Cincinnati (designed by J. A. Roebling); Devou Park, with a museum of natural history; Cathedral Basilica of the Assumption; the tiny Monte Casino chapel; the Garden of Hope; and the Carneal House (1815). Frank Duveneck was born in Covington, and the city has a museum devoted to his paintings. The artist and naturalist Daniel Carter Beard was also born (and lived) in Covington. Thomas More College is in nearby Crestview Hills. The greater Cincinnati air port is also in the area. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. Political Geography

Ways Teachers Can Communicate Expectations to Students

Black Vs. White American Life Experience - 922 Words

Black vs. White American Life Experience As Argument Caree Schmidt In John Hope Franklin s The Train From Hate, Franklin claims that no matter what an oppressor inflicts upon the oppressed, the oppressed s worth is in no way diminished, and indeed the abuse is reflected poorly back upon the oppressor. â€Å"But it is not too much to say that her observations provided a sound basis for my attitudes and conduct from that day to this. At that early age, I had made an important journey. In the future, I remembered that I should not waste my time or energy lamenting the inability of some members of society to take me as I was. Instead, I would use my energies to make me a better person and to distance myself from the perpetrators and purveyors of hate and misunderstanding.† (Franklin,1) Franklin noticed this when he mentioned telling his mother that the conductor came off as mean and callous. My main quibble with Franklin’s mother s reassurance that institutional segregation does not inherently lead to a white person having a superiority complex. It absolutely does. I state that having studied it and being a white person, thereby granted white privilege for nothing other than having been born with a certain skin color. The fact that segregation was mandated by the government reinforced that cognitive dissonance present in white people in that era (and still to this day, to an extent) that led to the belief that white skin is superior to black, up to the point that blackShow MoreRelatedBrown vs. Board of Education Essay1490 Words   |  6 PagesBrown vs. Board of Education Ever since the founding of the United States of America, blacks have continuously been considered inferior to the white race. In the year of 1954, a substantial advancement in the fight for equality for blacks was prevalent. 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The Mood of Romeo and Juliet Free Essays

The Heartbreaking Ending: A Tragic Mood in Shakespeare’s Love Story Most people think of Romeo and Juliet, by William Shakespeare, as a love story. But as the title suggests, The Tragedy of Romeo and Juliet is just that: a tragedy. The narrative is about the struggles of Romeo and Juliet’s love despite the century-long feud between their families. We will write a custom essay sample on The Mood of Romeo and Juliet or any similar topic only for you Order Now Like many tragedies, which end with fatality, the play ends with the deaths of the â€Å"star-crossed lovers. † Throughout the play, Shakespeare conveys strong feelings, or moods. In Act Five, Scene Three of Romeo and Juliet, Shakespeare uses imagery, irony, and symbolism to create a tragic mood. The first device Shakespeare uses to create a tragic mood is imagery. After the bodies of Romeo, Juliet, and Paris are found, Lady Capulet describes the scene in Verona: O, the people in the street cry ‘Romeo,’ Some ‘Juliet,’ and some ‘Paris’; and all run With open outcry toward our monument. (V. iii. 191-193) These lines show the chaotic aftermath of the death of the three adolescents. This creates a tragic mood because the audience gets a picture of a sad, weeping community. The sense of distress and grief depicts tragedy and sorrow throughout the town. A second device used is irony. There are many examples used in Act Five. One instance of dramatic irony is when the audience knows that Juliet is under a sleeping potion, but Romeo does not, and he is about to kill himself. When Romeo enters the Capulet tomb, he sees Juliet and cries out: Death, that hath sucked the honey of thy breath, Hath had no power yet upon thy beauty. Though art not conquered. Beauty’s ensign yet Is crimson in thy lips and in thy cheeks And death’s pale flag is not advanced there. (V. iii. 92-96) Here Romeo is describing Juliet and how beautiful she is, even though she’s â€Å"dead. † She is actually beautiful because she is still alive! The audience feels so awful for Romeo, because right after he kills himself Juliet wakes up and finds her lover is dead because of her. Shakespeare’s use of irony appeals to the readers’ emotions, creating a tragic mood. Lastly, Shakespeare created a tragic mood by using symbolism. Previously, the Friar described poison in a soliloquy: O, mickle, is the powerful grace that lies In plants, herbs, stones, and other true qualities; For naught so vile that on the earth doth live But to the earth some special good doth give; Nor ought so good, but, strained from that fair use, Revolts from true birth, stumbling on abuse. (II. iii. 5-20) The Friar is saying that +true and naturally good things can be turned bad when not properly used, like poison derived from plants. This is like the feud between the Montagues and Capulets, which corrupted the love between Romeo and Juliet to the point of death. This creates a tragic mood because something completely innocent has been manipul ated by human hands. The poison was originally harmless plants; it symbolizes the feud between the families. Both the poison and the feud literally and figuratively killed Romeo and Juliet. This creates a tragic mood because if it were not for the feud, they would have lived happily ever after. Shakespeare created a tragic mood in Romeo and Juliet by using irony, imagery, and symbolism. Imagery gives us insight to the chaotic mess of people in Verona. Irony plays on our emotions and makes us sympathetic for Romeo’s unawareness. Symbolism gives a deeper meaning to the deaths. He contrasts this tragic mood with the feelings of love and romanticism earlier in the play. Shakespeare does this to show that in life, things go wrong and there are not always happy endings. Works Cited Shakespeare, William. The Tragedy of Romeo and Juliet. Elements of Literature Third Course. Orlando: Holt, 2007. 901-1024. How to cite The Mood of Romeo and Juliet, Papers

Molto Agitato The Mayhem Behind the Music at the Metropolitan Opera

In the rear of the gold curtains of the world-famous Metropolitan Opera in New York City, in the midst of the decorations all over the place, and labyrinth of managerial offices, the Met has been undertaking its activities in absolute privacy until Johanna Fiedler, who served as the Met’s general press representative for one and half decades, uncovered its secrets in Molto Agitato: The Mayhem Behind the Music at the Metropolitan Opera. Advertising We will write a custom essay sample on Molto Agitato: The Mayhem Behind the Music at the Metropolitan Opera specifically for you for only $16.05 $11/page Learn More Johanna, the daughter of Arthur Fiedler, the long time conductor of the Boston Pops, now dead, draws from her insider’s knowledge of the traditional secrecy of the Met and strikingly illustrates for the first time the intricate inner dealings that are responsible for the success of the company. In this astonishingly amusing description of the tumultuous history of the Met, Fiedler reveals that politics, aspiration, and outsized egos have conventionally taken the center stage along with a number of the world’s richest music, which have always characterized the activities of the Met. The author details the company’s early years as a home for various great performers such as Toscanini and Mahler, and provides captivating stories of the middle years in which arrogant blue-bloods confronted the obstinate management with the intention of taking over the running of the company, which would come out to be the world-famous Metropolitan Opera. Fiedler takes her readers behind the scenes in years that are more recent as well and illustrates what would emerge as America’s premiere opera. In addition, the author depicts how various legends such as Luciano Pavarotti and Kathleen Battle have made amazing performances at the Met. Nonetheless, the main intriguing aspects are the author’s descriptions of James Levin and Joseph Volpe and their career developments to positions of management within the company. Levine joined the company as prodigy and rose to the position of artistic director. And, Volpe progressed from being a stagehand to the highly-secretive company’s general manager. More so, the author also reveals the once strained relationship between the two influential people in the company that was compounded by Volpe’s much exposed dismissal of the soprano Kathleen Battle. The book presents an inside look at the dirty business of operating the America’s premiere opera house, or that is, the happenings during the management of Rudolf Bing, Anthony Bliss and Joseph Volpe. As much as the author has been condemned for giving a rubbishy scandalous yellow journalism content in writing the book, it is factual and raw and it is written in an intuitive, clever, human and mannered fashion which makes it not be offensive or without meaning. Advertising Lo oking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Actually, reading the book opens the eyes of the reader regarding the myths he or she can have about opera as well as the artists in the field as it uncovers truths behind the illusions one might have above Opera business by illustrating personal, economic, and artistic struggles that characterize the running of the tricky business. Miss Fiedler is a humorous, intelligent writer who maintains the pace of the story through her vivid explanations on the happenings at the Metropolitan Opera (Fiedler, 1). And, even though she has some clear likes and dislikes amongst the superstars and the office and behind the scenes employees, she usually conveys her thoughts on the back burner and attempts, most of the time effectively, to portray the realities of the situation. In the inside look at the operations of the Met, Fiedler uncovers some interesting happenings in the live s of everyone who participates in the world of opera. These participants are, but not limited to, singers, producers, and artistic directors. It is astonishing at the revelation that the gifted tenor Placido Domingo actually was envious of the singing of Luciano Povaratti. This made them to quarrel at one time even before the participation of Jose Carreras was included. Worse still, Carreras, too, similar to Domingo and Pavoratti, was not faithful in his marriage at one time; therefore, this expose ´ reveals the fallible nature of The Three Tenors. It is a bit sad to learn about the laziness, hypocrisy, and selfishness of the leading male voices in the renowned Opera. On the other hand, as the book reveals, some of the sopranos also had their own issues. Kathleen Battle, different from the commendable behavior of the black singers, did not conduct herself in a professional manner. In most cases, she was not punctual during rehearsals and she never listened to the advice of the co stumers and her fellow artists. Consequently, as pointed above, she was dismissed from the Opera in 1994. Her dismissal was also prompted by two separate incidences in which she behaved unfairly to Rosalinda Elias and Carol Vanness. In addition, Renata Scotto behavior was also not commendable. She never had a good voice to sing in front of people. More over, she ruined herself by attempting to imitate the singing of Maria Callas. In the book, the conflicts that always existed between the directors and the singers form a considerable portion of it. At one time, Rudolf Bing, threatened to dismiss Maria Callas because of some minor disagreements in opinion. Rudolf also prevented Beverly Sills from staging a performance at the Opera. However, he only permitted her to perform later in her career once he thought that her singing had reached the standards of the time. In 1980, the gifted musician Helen Hagnes was forcefully raped and later killed in cold blood by unknown people. Advertisi ng We will write a custom essay sample on Molto Agitato: The Mayhem Behind the Music at the Metropolitan Opera specifically for you for only $16.05 $11/page Learn More Shockingly, inquiry into the incident indicated that a number of individuals were using the rear wings and concealed rooms of the Met for having sex and abusing drugs. It is interesting to note that the presentations of Verdi Macbeth are never staged at the Opera since they are â€Å"cursed,† and in two different occasions, misfortune and terror were witnessed. Sadly, Fiedler reveals that at one time a man committed suicide because of the frustrations he was getting at the Met. All these incidences, and others, were happening behind the scenes of the successful world-famous Metropolitan Opera. In conclusion, the fitting title of the book, molto agitato, is an Italian phrase that means â€Å"very troubled† while its subtitle says it all: The Mayhem Behind the Music at the Me tropolitan Opera. The book does not talk about music or opera but it draws from the goldmine of the author’s vast experience to present to the readers the incompetence of the company’s management over several decades since it started doing business. Detailing the personalities who have shaped the company from its initial stages in the late nineteenth century to currently, the book is a feast for the readers who are curious to know the dirt behind the golden curtain in the running of the New York City’s Metropolitan Opera. Works Cited Fiedler, Johanna. Molto Agitato: The Mayhem Behind the Music at the Metropolitan Opera. New York: Anchor, 2003. Print. This essay on Molto Agitato: The Mayhem Behind the Music at the Metropolitan Opera was written and submitted by user Isabell Atkins to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Novel Away.

Novel Away. Life is not a series of isolated ponds and puddles; life is a river. Only in the most literal sense are we born on the day we leave our mother's womb. In the larger, truer sense, we are born of the past - connected to its fluidity, both genetically and experientially.The novel Away is a clear example of how people are connected to the past. It characterizes three generations of a family of women. These women are connected through their experiences. They are all women of extremes; they are passionate about everything they do. They have the characteristic of going away. They follow their hearts into a land dominated by their imaginations. Nature is a part of each of the women. They follow the constant change in landscape throughout the novel, from Ireland, to the Atlantic Ocean voyage, to Upper Canada, and finally to Loughbreeze beach. Each woman in the novel is connected to the water; it draws them in and will hold them there forever.A graph showing the indexed population Ireland (th. ..The women have relationships with men that they are drawn too because of the man's individuality. Away portrays three women from different generations and shows how similar they are. The women are strong and passionate about their causes; they are bound together through generations of going away. They leave their surrounding environments in an inner search for peace, compassion, beauty and love. Each woman connects to the other through her uncontrollable passions. The women in the novel are connected throughout each generation by their experiences of the past and present.The women, in the novel Away, are connected by their experiences of being away. They are connected genetically. Mary is Eileen's mother and Eileen is Esther's grandmother. The common characteristic of this family is going away. The women in the...

Language Functions in English

Language Functions in English A language function explains why someone says something. For example, if you are teaching a class youll have to give instructions. Giving Instructions is the language function. Language functions then require certain  grammar. To use our example, giving instructions requires the use of the imperative. Open your books.Insert the DVD into the drive.Purchase your ticket online. There is a wide range of language functions. Here are examples of guessing, expressing wishes and persuading- all language functions.   Guessing He might be busy today.She must be at work if shes not at home.Maybe shes got a new boyfriend! Expressing Wishes I wish I had five million dollars!If I could choose, Id buy the blue car.  Id like to have a steak, please.   Persuading I think youll find our product is the best you can buy.Come on, lets go have some fun! What can it hurt?If you give me a moment, I can explain why we should do this deal. Thinking about which language function youd like to use helps you learn phrases used to accomplish these tasks. For example, if you want to make a suggestion youll use these phrases: How about ...Lets ...Why dont we ...Id suggest we ... Using Language Function in Your Learning Its important to learn correct grammar such as the tenses, and when to use relative clauses. However, if you think about it, its probably just as important to know why you want to say something. What is the purpose? What is the language function? Teaching Language Functions Teaching language functions can lead to confusion at times as its common to use a wide range of grammatical structures for each function. For example, when expressing wishes students might use the present simple (I want ...), conditional sentences (If I had the money, I could ...), the verb wish for past and present wishes (I wish I had a new car / I wish she had come to the party), and so on. When teaching, its best to mix language functions with grammar. Provide functional language as students are ready to learn. In the example above, using I wish I could go to the party will likely confuse lower level students. On the other hand, Id like to go to the party or I want to go to the party is appropriate for lower level classes.   Generally speaking, the more advanced a student becomes the more they will be able to explore language and improve increasingly subtle functional demands. Heres a short overview of some of the most important language functions by level. Students should be able to accomplish each task by the end of the course. Naturally, students should also master language functions of lower levels: Beginning Level Expressing likesDescribing people, places, and thingsAsking yes / no and information questionsComparing people, places, and thingsOrdering food in a restaurantExpressing abilities Intermediate Level Making predictionsComparing and contrasting people, places, and thingsDescribing spatial and time relationsRelating past eventsExpressing opinionsShowing preferences  Making suggestionsAsking for and giving adviceDisagreeing  Asking for a favor Advanced Level Persuading someoneGeneralizing about topicsInterpreting dataHypothesizing and speculatingSummarizing  Sequencing a presentation or speech Grammar-Based Learning or Function-Based Learning? Some courses try to focus on only functional based English. However, I find these courses fall short as the focus is often on NOT speaking about grammar. Unfortunately, students need explanations. Focusing only on function can turn into an exercise of just memorizing specific phrases for specific situations. Mixing the two gradually as students improve their understanding of the underlying grammar will help students put appropriate phrases into use to obtain their functional goals.