Volume6 Issue4(1)
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Districts of Ethiopia
Region District or Woredas Zone Remarks Afar Region Argobba Special Woreda -- Independent district/woredas Afar Region Afambo Zone 1 (Awsi Rasu) Afar Region Asayita Zone 1 (Awsi Rasu) Afar Region Chifra Zone 1 (Awsi Rasu) Afar Region Dubti Zone 1 (Awsi Rasu) Afar Region Elidar Zone 1 (Awsi Rasu) Afar Region Kori Zone 1 (Awsi Rasu) Afar Region Mille Zone 1 (Awsi Rasu) Afar Region Abala Zone 2 (Kilbet Rasu) Afar Region Afdera Zone 2 (Kilbet Rasu) Afar Region Berhale Zone 2 (Kilbet Rasu) Afar Region Dallol Zone 2 (Kilbet Rasu) Afar Region Erebti Zone 2 (Kilbet Rasu) Afar Region Koneba Zone 2 (Kilbet Rasu) Afar Region Megale Zone 2 (Kilbet Rasu) Afar Region Amibara Zone 3 (Gabi Rasu) Afar Region Awash Fentale Zone 3 (Gabi Rasu) Afar Region Bure Mudaytu Zone 3 (Gabi Rasu) Afar Region Dulecha Zone 3 (Gabi Rasu) Afar Region Gewane Zone 3 (Gabi Rasu) Afar Region Aura Zone 4 (Fantena Rasu) Afar Region Ewa Zone 4 (Fantena Rasu) Afar Region Gulina Zone 4 (Fantena Rasu) Afar Region Teru Zone 4 (Fantena Rasu) Afar Region Yalo Zone 4 (Fantena Rasu) Afar Region Dalifage (formerly known as Artuma) Zone 5 (Hari Rasu) Afar Region Dewe Zone 5 (Hari Rasu) Afar Region Hadele Ele (formerly known as Fursi) Zone 5 (Hari Rasu) Afar Region Simurobi Gele'alo Zone 5 (Hari Rasu) Afar Region Telalak Zone 5 (Hari Rasu) Amhara Region Achefer -- Defunct district/woredas Amhara Region Angolalla Terana Asagirt -- Defunct district/woredas Amhara Region Artuma Fursina Jile -- Defunct district/woredas Amhara Region Banja -- Defunct district/woredas Amhara Region Belessa -- -
Metamorphosis: from Light Verse to the Poetry of Witness by Maxine Kumin from the Georgia Review, Winter 2012
Metamorphosis: From Light Verse to the Poetry of Witness by Maxine Kumin from The Georgia Review, Winter 2012 How did I become a very old poet, and a polemicist at that? In the Writers Chronicle of December 2010 I described myself as largely self-educated. In an era before creative writing classes became a staple of the college curriculum, I was "piecemeal poetry literate"—in love with Gerard Manley Hopkins and A. E. Housman, an omnivorous reader across the centuries of John Donne and George Herbert, Randall Jarrell and T. S. Eliot. I wrote at least a hundred lugubrious romantic poems. One, I remember, began When lonely on an August night I lie Wide-eyed beneath the mysteries of space And watch unnumbered pricks of dew-starred sky Drop past the earth with quiet grace ... Deep down I longed to be one of the tribe but I had no sense of how to go about gaining entry. I had already achieved fame in the narrow confines of my family for little ditties celebrating birthdays and other occasions, but I did not find this satisfying. There were no MFAs in poetry that I knew of except for the famous Iowa Writers' Workshop, founded in 1936; certainly there was nothing accessible to a mother of two, pregnant with her third child in 1953 in Newton, Massachusetts. I have noted elsewhere that I chafed against the domesticity in which I found myself. I had a good marriage and our two little girls were joyous elements in it. But my discontent was palpable; I did not yet know that a quiet revolution in thinking was taking place. -
At the Intersection of Poetry and a Lower
At the Intersection of Poetry and a High School English Class: 9th Graders‟ Participation in Poetry Reading Writing Workshop and the Relation to Social and Academic Identities‟ Development DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Susan Koukis Graduate Program in Education The Ohio State University 2010 Dissertation Committee: Anna Soter, Advisor George Newell Mollie Blackburn Terry Hermsen Copyright by Susan Koukis 2010 Abstract The purpose of this study was to determine whether “marginalized” (Moje, Young, Readence, & Moore 2000) 9th grade students in a low-level, tracked English class perceived themselves as more successful students in English class after participating in a 10-week Poetry Reading Writing Workshop. A second purpose was to determine whether their knowledge of poetry terms and concepts such as metaphor, and subsequent performance on the poetry sections of standardized tests improved. My nested case study focused on 19 students in a low-level 9th grade English class. As the practitioner researcher, I conducted in- depth research with six focus students chosen through purposeful sampling. I collected data over the course of three months, using the types of instruments most common to case study research. Data analysis for my nested case study was ongoing and recursive between field work and reflection. Data were coded for patterns that represented categories pertaining to my research questions and coding was refined as I gathered and re-read additional data sources. The findings revealed that students learn better, and are more engaged when they have choices (Atwell, 1998; Lauscher, 2007). -
Prioritization of Shelter/NFI Needs
Prioritization of Shelter/NFI needs Date: 31st May 2018 Shelter and NFI Needs As of 18 May 2018, the overall number of displaced people is 345,000 households. This figure is based on DTM round 10, partner’s assessments, government requests, as well as the total of HH supported since July 2017. The S/NFI updated its prioritisation in early May and SNFI Cluster partners agreed on several criteria to guide prioritisation which include: - 1) type of emergency, 2) duration of displacement, and 3) sub-standard shelter conditions including IDPS hosted in collective centres and open-air sites and 4) % of vulnerable HH at IDP sites. Thresholds for the criteria were also agreed and in the subsequent analysis the cluster identified 193 IDP hosting woredas mostly in Oromia and Somali regions, as well as Tigray, Gambella and Addis Ababa municipality. A total of 261,830 HH are in need of urgent shelter and NFI assistance. At present the Cluster has a total of 57,000 kits in stocks and pipeline. The Cluster requires urgent funding to address the needs of 204,830 HHs that are living in desperate displacement conditions across the country. This caseload is predicted to increase as the flooding continues in the coming months. Shelter and NFI Priority Activities In terms of priority activities, the SNFI Cluster is in need of ES/NFI support for 140,259 HH displaced mainly due to flood and conflict under Pillar 2, primarily in Oromia and Somali Regions. In addition, the Shelter and NFI Cluster requires immediate funding for recovery activities to support 14,000 HH (8,000 rebuild and 6,000 repair) with transitional shelter support and shelter repair activities under Pillar 3. -
Guide to the Papers of the Summer Seminar of the Arts
Summer Seminar of the Arts Papers Guide to the Papers of The Summer Seminar of the Arts Auburn University at Montgomery Library Archives and Special Collections © AUM Library TABLE OF CONTENTS Content Page # Collection Summary 2 Administrative Information 2 Restrictions 2 Biographical Information 3-4 Scope and Content Note 5 Arrangement 5-6 Inventory 6-24 1 Summer Seminar of the Arts Papers Collection Summary Creator: Jack Mooney Title: Summer Seminar of the Arts Papers Dates: ca. 1969-1983 Quantity: 9 boxes; 6.0 cu. ft. Identification: 2005/02 Contact Information: AUM Library Archives & Special Collections P.O. Box 244023 Montgomery, AL 36124-4023 Ph: (334) 244-3213 Email: [email protected] Administrative Information Preferred Citation: Summer Seminar of the Arts Papers, Auburn University Montgomery Library, Archives & Special Collections. Acquisition Information: Jack Mooney donated the collection to the AUM Library in May 2005. Processing By: Samantha McNeilly, Archives/Special Collections Assistant (2005). Copyright Information: Copyright not assigned to the AUM Library. Restrictions Restrictions on access: There are no restrictions on access to these papers. Restrictions on usage: Researchers are responsible for addressing copyright issues on materials not in the public domain. 2 Summer Seminar of the Arts Papers Biographical/Historical Information The Summer Seminar of the Arts was an annual arts and literary festival held in Montgomery from 1969 until 1983. The Seminar was part of the Montgomery Arts Guild, an organization which was active in promoting and sponsoring cultural events. Held during July, the Seminar hosted readings by notable poets, offered creative writing workshops, held creative writing contests, and featured musical performances. -
Poetry: Why? Even Though a Poem May Be Short, Most of the Time You Can’T Read It Fast
2.1. Poetry: why? Even though a poem may be short, most of the time you can’t read it fast. It’s like molasses. Or ketchup. With poetry, there are so many things to take into consideration. There is the aspect of how it sounds, of what it means, and often of how it looks. In some circles, there is a certain aversion to poetry. Some consider it outdated, too difficult, or not worth the time. They ask: Why does it take so long to read something so short? Well, yes, it is if you are used to Twitter, or not used to poetry. Think about the connections poetry has to music. Couldn’t you consider some of your favorite lyrics poetry? 2Pac, for example, wrote a book of poetry called The Rose that Grew from Concrete. At many points in history across many cultures, poetry was considered the highest form of expression. Why do people write poetry? Because they want to and because they can… (taking the idea from Federico García Lorca en his poem “Lucía Martínez”: “porquequiero, y porquepuedo”) You ask yourself: Why do I need to read poetry? Because you are going to take the CLEP exam. Once you move beyond that, it will be easier. Some reasons why we write/read poetry: • To become aware • To see things in a different way • To put together a mental jigsaw puzzle • To move the senses • To provoke emotions • To find order 2.2. Poetry: how? If you are not familiar with poetry, you should definitely practice reading some before you take the exam. -
WCBS III Supply Side Report 1
Federal Democratic Republic of Ethiopia Ministry of Capacity Building in Collaboration with PSCAP Donors "Woreda and City Administrations Benchmarking Survey III” Supply Side Report Survey of Service Delivery Satisfaction Status Final Addis Ababa July, 2010 ACKNOWLEDGEMENT The survey work was lead and coordinated by Berhanu Legesse (AFTPR, World Bank) and Ato Tesfaye Atire from Ministry of Capacity Building. The Supply side has been designed and analysis was produced by Dr. Alexander Wagner while the data was collected by Selam Development Consultants firm with quality control from Mr. Sebastian Jilke. The survey was sponsored through PSCAP’s multi‐donor trust fund facility financed by DFID and CIDA and managed by the World Bank. All stages of the survey work was evaluated and guided by a steering committee comprises of representatives from Ministry of Capacity Building, Central Statistical Agency, the World Bank, DFID, and CIDA. Large thanks are due to the Regional Bureaus of Capacity Building and all PSCAP executing agencies as well as PSCAP Support Project team in the World Bank and in the participating donors for their inputs in the Production of this analysis. Without them, it would have been impossible to produce. Table of Content 1 Executive Summary ...................................................................................................... 1 1.1 Key results by thematic areas............................................................................................................ 1 1.1.1 Local government finance ................................................................................................... -
The Role of Indigenous Healing Practices in Environmental Protection Among the Maccaa Oromo of Ilu Abbaa Bora and Jimma Zones, Ethiopia
Available online at www.sserr.ro Social Sciences and Education Research Review (4) 1 30-53 (2017) ISSN 2393–1264 ISSN–L 2392–9863 THE ROLE OF INDIGENOUS HEALING PRACTICES IN ENVIRONMENTAL PROTECTION AMONG THE MACCAA OROMO OF ILU ABBAA BORA AND JIMMA ZONES, ETHIOPIA Milkessa Edae TUFA1 , Fesseha Mulu GEBREMARIAM2 1Department of Oromo Folklore and Literature, Jimma University, Ethiopia E-mail: [email protected] 2Department of Governance and Development Studies, Jimma University, Ethiopia E-mails: [email protected] or [email protected] Abstract This article mainly attempted to explore the role of utilizing indigenous medicines in environmental protection among the Maccaa Oromo of Jimma and Iluu Abba bora zone, south-western Ethiopia. To this end, 4 separate interviews with 4 interviewees, 2 focus group discussions with 17 participants, and non- participant field observation were conducted to generate significant and reliable data. Besides, the researchers employed secondary data to make the study more significant and complete. The findings of the study show that since the source of medicines is the environment, the community protects their environment unless the society wouldn’t accessed the natural medicines they need. The study also reveals that most of these folk medicines used by the Maccaa Oromos are from 30 plants. This further indicates the society protects the natural environment to get the plants they use for medication. Thus, folk healing practices are crucial on the one hand to treat illnesses, and to protect the ecosystem on the other hand. However, these societal knowledge is undermined as well as they are being replaced by western (scientific) knowledge, modern medicines. -
The Queer Dialectic of Whitman's Nation: 'Let' in “Respondez,”
václav paris The Queer Dialectic of Whitman’s Nation: “Let” in “Respondez” Let the Asiatic, the African, the European, the American, and the Australian, go armed against the murderous stealthiness of each other! Let them sleep armed! Let none believe in good will! Walt Whitman, “Poem of the Proposition of Nakedness,” 1856 riginally published as “poem of the proposi- Otions of Nakedness” in 1856, then without a title in 1860, the poem that we know as “Respondez” only appeared as such in the 1867 and 1871–72 Leaves of Grass. If, as Sam Abrams claims, “Respondez” is “a poem widely regarded as the most important in the entire Whitman corpus” then it occupies a strangely marginal position in that corpus (32).1 Easily overlooked because of its exclusion from the first and final editions, the poem is better known to a few critics of Whitman than it is to a general readership.2 It is probably best known to other poets— and is, ironically, more often printed in anthologies and selections than “complete” editions of Leaves of Grass.3 “Respondez” clearly stands out, although theories of why are not forthcoming. Louis Zukofsky famously wrote that it was “Whitman’s greatest poem,” quoting the work in its entirety but without further comment at the end of Prepositions+ (218–21).4 Likewise in 1947 Wil- liam Carlos Williams claimed it as exemplary of “a new formal necessity touching all verse” (qtd. in Abrams 32), going on to read twenty-five lines of the poem also without further comment. In not commenting, Zukofsky and Williams alert us to its slipperiness, for quoting “Respon- dez” is far easier than offering an interpretation or capturing it within a general framework. -
Thomas Merton's Projected Anthology of Religious Poetry
20 Thomas Merton's Projected Anthology of Religious Poetry By Patrick F. O'Connell During the summer of 194 l, having fini shed his fust year teaching English at St. Bonaventure College, Thomas Merton was busy about many things: he was working on his novel, Journal of My Escape from the Nazis, writing numerous poems, keeping two versions of his journal. reading Dante, Lorca and Graham Greene, teaching a summer school bibliography course, spending two weeks working at Catherine de Hueck's Friendship House in Harlem, worrying about the war, thinking about the Trappists. 1 In the midst of all this activity he also managed Lo find time for another project, one that reflected his own deepening interest, as writer and reader, in religious verse. On July 27, he records in his journal: I think of making an Anthology of Poems, Religious or nearly Religious. So far I have got Donne's "Hymn to Christ at the Author"s Last Going into Gennany," "At the Round Earth's Imagin'd Comers," ·'Nocturnal on Saint Lucy's Day," "'What If This Present were the World 's Last Night?," and Herbert's "Aaron" and Vaughan's "The Seed Growing Secretly" and Hopkins' "Felix Randal." Also Tthink Hopkins' "Leaden and Golden Echo" - "Bugler's First Communion,.. "Candle indoors."' "Wreck of the Deutschlancf' and despair poems. Then Blake's ·'How Sweet I Roamed," "Lillie Girl Lost.'' "Auguries of Innocence." '·Mental Traveler." ''Holy Thursday" (Innocence), a lot more Vaughan (e.g., "Night"). plenty Traherne - Southwell's " Burning Babe."' ln all maybe 150 poems - or half that- 75 would be a better number (RM 380-8 1). -
A Rhetorical Analysis of Judy Grahn's Poetry
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 1997 "They say she is veiled": A rhetorical analysis of Judy Grahn's poetry Damaris Hawkins Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Feminist, Gender, and Sexuality Studies Commons, and the Rhetoric Commons Recommended Citation Hawkins, Damaris, ""They say she is veiled": A rhetorical analysis of Judy Grahn's poetry" (1997). Theses Digitization Project. 2941. https://scholarworks.lib.csusb.edu/etd-project/2941 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. "THEY SAY SHE IS VEILED:" A RHETORICAL ANALYSIS OF JUDY GRAHN'S POETRY A Thesis Presented, to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition by Damaris Hawkins September 1997 Cpisf. Stale University, San Bernardino uo •j "THEY SAY SHE IS VEILED:" A RHETORICAL ANALYSIS OF JUDY GRAHN'S POETRY A Thesis Presented to the Faculty of California State University, San Bernardino by Damaris Hawkins September 1997 Approved by: ft- Date Loralee MacPike Copyright 1997 Damaris Hawkins ABSTRACT Judy Grahn is a contemporary feminist American poet who utilizes myth in her poetry. Grahn's early work weaves in minimal references to Venus and Jason, she soon progresses to focusing on the myth of Helen of Troy--and all her incantations--to create a book of poems to instruct and unite womankind in the hope that her poetical work will lay the foundation for a spiritual and psychological transformation. -
Value Chain and Market Assessment
STRENGTHEN PSNP4 INSTITUTIONS AND RESILIENCE VALUE CHAIN AND MARKET ASSESSMENT Strengthen PSNP 4 Institutions and Resilience Value Chain and Market Assessment Original Submission: June21, 2018; Revised: January 15, 2019; Revised on Sep 23/2019 Value Chain And Market Assessment Report for the Strengthen PSNP4 Institutions and Resilience Development Food Security Activity June 2018 Written by Nimona Birhanu and Henry Swira of CARE and Dan Norell of World Vision i Strengthen PSNP 4 Institutions and Resilience Value Chain and Market Assessment Original Submission: June21, 2018; Revised: January 15, 2019; Revised on Sep 23/2019 Acknowledgements The authors would like to thank all farmers, private sector actors, and government staff who took part in the data collection process for value chain commodity selection and anlysis. Finally, this Value Chain and Market Assessment was possible through the generous support of the United States Agency for International Development and the American people. ii Strengthen PSNP 4 Institutions and Resilience Value Chain and Market Assessment Original Submission: June21, 2018; Revised: January 15, 2019; Revised on Sep 23/2019 Table of Contents Acknowledgements .......................................................................................................................................... ii Acronyms .......................................................................................................................................................... vi Executive Summary ..................................................................................................................................