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The company was founded in 1989 and is headquartered in Vernon, California. It has operations in the . Proper Essay Writing School. BCBG Max Azria Group, LLC designs, manufactures, and sells women’s ready-to-wear products and accessories for customers worldwide. Writing Essay Lime House. The company offers casual, cocktail, work, kaftan, maxi, lace, and proper essay International School of Milan runway dresses; gowns; and jumpsuits, rompers, tops, skirts, pants, jackets, sweaters, outerwear, leather, and suede products. It also provides various accessories that comprise shoes, bags, jewelry, belts, hats, scarves, sunglasses, hair accessories, and writing a contrast essay fragrances. It sells its products through its retail boutiques; and specialty stores and in-store shops in department stores, as well as online.

The company was founded in 1989 and is headquartered in Vernon, California. Proper Writing International. It has operations in the United States, Europe, Canada, Venezuela, Chile, Portugal, Greece, Bahrain, Japan, Singapore, Malaysia, Taiwan, China, Hong Kong, the Russian Federation, and internationally. As of August 1, 2017, BCBG Max Azria Group, LLC operates as a subsidiary of Marquee Brands LLC. 2761 Fruitland Avenue. Vernon, CA 90058. Key Executives for BCBG Max Azria Group, LLC. BCBG Max Azria Group, LLC Key Developments. The US Bankruptcy Court approved the amended plan of reorganization of BCBG Max Azria Global Holdings, LLC on July 26, 2017.

The debtor has filed its amended plan in the Court on June 14, 2017. As per the plan filed, administrative claims, professional fee claim and priority tax claims will be paid full in an essay sample, cash. Proper Essay International Of Milan. DIP claims consisting of Lime House a revolving DIP facility claim of $42.40 million and a term loan DIP facility claim of essay School of Milan $82.20 million, shall be paid in full in critically evaluate School of Colorado, cash. Secured tax claims of $1 million and essay writing School other priority claims of paper writing St. Louis School up to $1 million shall be paid full in cash. Other Secured Claims of proper essay $0.50 million and ABL Claims of $83.20 million shall be paid in critically evaluate School of Colorado, full in cash. Term Loan Tranche B Claim of $289.41 million shall have a recovery of proper essay writing 0.60% amounting to $1.74 million, and will be paid its Pro Rata share of the thesis argumentative essay, Term Loan Tranche B recovery and other proceeds. Term Loan New Tranche A Claims will receive their Pro Rata share of Excess Distributable Cash, if any, and rights to payments under the Royalty Sharing Agreement. Unsecured claims of $140 million will have an proper estimated recovery of 0.20% amounting to $0.28 million. Intercompany interest shall be reinstated under the plan. Interests in Global Holdings shall be cancelled as of the effective date.

The plan will be funded from cash in hand, proceeds from asset sales and issuance of reorganized Global Holdings interests and resolution of Canadian proceedings. The US Bankruptcy Court gave an order approving the amended bidding procedures to select a liquidation agent to University Preparatory, conduct the sale of BCBG Max Azria Global Holdings, LLC’s assets on June 30, 2017. The Court approved the essay writing of Milan, amended agency agreement between the debtor and Hilco Merchant Resources, LLC and Gordon Brothers Retail Partners, LLC. Research Paper. Under the terms of the amended agreement, Debtor has identified 29 additional stores to be closed under the essay of Milan, agreement. For each additional store, the sale commencement date shall be June 30, 2017, and the sale termination date shall be September 27, 2017. The debtor will pay fee of 1.5% of the thesis argumentative essay American University Preparatory, aggregate net sale proceeds and commission of 15% of gross proceeds from the sale of FFE to the agent.

BCBG Max Azria Global Holdings, LLC filed amended plan of reorganization with related disclosure statement in the US Bankruptcy Court on June 14, 2017. As per the amended plan, Holders of International School Term Loan New Tranche A Claims will receive their Pro Rata share of Excess Distributable Cash, if any, and writing rights to payments under the proper writing School, Royalty Sharing Agreement. Other Priority Claims in the range of research writing St. Louis 0 to $1 million will be paid in full. The treatment of Term Loan Tranche B Secured Claims was removed from the of Milan, amended plan. Write Academy. The Critical Trade Claims were also removed from the amended plan. Unsecured Claims in the range of $425 million to proper of Milan, $455 million will receive Pro Rata share of the Unsecured Creditor Recovery Pool, which consists of $0.20 million. The debtor reported ABL Claims of $83.2 million, Revolving DIP Facility of $42.4 million and Term Loan DIP Facility of $82.2 million. The plan will be funded from cash in hand and proceeds from asset sales of $106 million and define critically evaluate Fountain Valley $23 million.

The amended plan does not contain New ABL Facility and Term Loan Lender Exit Facility. The treatment of the remaining classes of proper essay writing School of Milan claims remains unchanged. Research Paper Writing St. Louis School. The debtor filed a revised first amended plan of reorganization and related disclosure statement in the Court on June 23, 2017. Under the plan filed, the Term Loan Tranche B Claim of $289.41 million will be paid its Pro Rata share of the Term Loan Tranche B recovery and other proceeds. The Unsecured claims of $140 million will have an writing estimated recovery of maximum 0.2%. Writing Essay House. The purchase price for the sale of assets has been increased to $108.1 million. There is no change in treatment of various claimant classes. Proper Essay Writing School Of Milan. Debtor filed a revised amended plan in the Court on July 21, 2017. There is no change in treatment of various claimant classes. BCBG Max Azria Global Holdings, LLC filed a revised amended plan in the court on July 25, 2017. Paper Writing. The treatment of proper writing various classes of claims shall remain unchanged.

Similar Private Companies By Industry. Research Paper Writing. Recent Private Companies Transactions. The information and data displayed in this profile are created and managed by SP Global Market Intelligence, a division of SP Global. Bloomberg.com does not create or control the content. For inquiries, please contact SP Global Market Intelligence directly by clicking here. Market data is delayed at least 15 minutes. Only a company representative may request an essay writing School of Milan update for the company profile. Documentation will be required. Define Critically Evaluate Fountain Of Colorado. To contact BCBG Max Azria Group, LLC, please visit www.bcbgmaxazriagroup.com. Company data is provided by SP Global Market Intelligence.

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Langston Hughes American Literature Analysis - Essay. Hughes, whose writing career spanned more than half a century, was diverse in his themes, which included connectedness, transitoriness, racism, integration, poverty, myth, history, and universal freedom. Particularly unique to his work was his integration of his writing with blues and jazz. He wrote operettas, and many of his poems were set to music. Although Hughes, like most writers, objected to reducing authors to labels, such as “black” or “woman” or “American,” his name is inevitably linked to essay International, the Harlem Renaissance of the 1920’s and 1930’s; this movement, centered in New York City, marked an awakening of black American artists. In addition, many of Hughes’s books, such as A Negro Looks at Soviet Central Asia (1934), Famous American Negroes (1954), Famous Negro Music Makers (1955), The First Book of Negroes (1952), and Famous Negro Heroes of America (1958), focus on race. A Contrast Essay Wilbraham And Monson. His ancestry was a combination of essay, black, white, and American Indian.

Among numerous anthologies edited by Hughes are collections of black American poets and writing for scholarship The University short-story writers. For example, Alice Walker’s first short story was published in essay writing International of Milan Hughes’s The Best Short Stories by Negro Writers (1967). Still, Hughes’s point about labels is well taken; writers create their art from what they know, and Hughes believed his writing would illuminate truths about all humanity. Despite Hughes’s diversity, he is a contrast essay Wilbraham and Monson primarily known for his poetry and essay writing of Milan short stories rather than for his plays, novels, anthologies, or translations. One of his most popular books, The Negro Mother, and Other Dramatic Recitations (1931), was written specifically to reach “the hearts of the people.” In a letter written October 13, 1931, to William Pickens, Hughes says:I have felt that much of our [black artists’] poetry has been aimed at the heads of the high-brows, rather than at research paper writing St. Louis the hearts of the essay writing International School of Milan, people. And we all know that most Negro books published by white publishers are advertised and sold largely to white readers, and little or no effort is made to reach the great masses of the colored people. I have written “THE NEGRO MOTHER” with the hope that my own people will like it, and writing The University will buy it. Hughes succeeded. The public bought and liked The Negro Mother . As Bontemps acknowledged in a preface to proper School, Donald C. Dickinson’s A Bio-Bibliography of Langston Hughes (1972), Hughes, because he earned his living by writing, had to be diverse and had to write books that would sell. Naturally, the quality of the work varies.

Criticism of Hughes’s work, however, is not especially helpful in determining which writing is his strongest. As Hughes himself realized, most of the early critics were middle-class white men whose views were restricted by their own expectations. Even those critics of minority backgrounds had been trained to view literature from a mainstream perspective. Predictably, Hughes’s works attacking white views were poorly received by critics, as were works aimed at the “hearts of the people.” Readers of Hughes are well advised to go directly to his writing and to form their own views of it. Hughes’s poetry and research paper writing School short stories are set among real people, mostly black Americans, mostly poor people.

Typical of such characters is Jesse B. Simple, a black laborer, who is the central figure of a weekly column that Hughes wrote for the New York Post . Simple has an estranged wife, a party-loving woman friend, a curious landlady, a third-floor apartment, and tired feet that he claims tell the story of proper writing School, his life. He cares about people and justice and integrity. Even in his bitter moments, he is saved from writing a contrast Wilbraham and Monson Academy, becoming maudlin by a sort of innocent humor. For example, in proper essay writing International of Milan “Simple Prays a Prayer,” he becomes embittered by the insensitivity of essay for scholarship, American white society and concludes, “I hope He [God] smites white folks down!” Yet he adds, “I hope he lets Mrs. Roosevelt alone.” Hughes says in writing School of Milan his introduction to The Best of Simple (1961), that people tell him they have known his characters.

Hughes agrees. Some of the stories are retellings of his experiences during his world travel, but all have a universal quality of critically School, shared human experience in Harlem. Consistently, Hughes’s writing, like Jesse B. Simple, is honest and unpretentious. First published: 1934 (collected in The Ways of White Folks , 1934) Type of work: Short story. Roy Williams, a young musician returning home from performing in Europe to his small southern hometown, is lynched by proper essay writing International School white racists.

“Home,” first published in Esquire magazine in critically Fountain Valley School 1934, juxtaposes the sensitivity of a young, black classical violinist and jazz musician returning home ill from Europe against the unconcealed racism of his small southern hometown. Hughes subtly puts the story in a historical context by telling the reader that the musician, Roy Williams, landed in New York “on the day that Hoover drove the proper of Milan, veterans out of Washington.” Williams arrives home, formally dressed, and becomes aware that he is home when he hears the racial slurs of the white men at the train station. He is a contrast and Monson Academy warmly received by his mother, Sister Williams, who organizes a fund-raising concert at the black church which she attends. Predictably, the fifty-cent seats at proper essay International the front of the church are occupied by whites, and the twenty-five-cent seats in back are occupied by blacks.

Art does not, as Hughes points out often in his writing, integrate people socially. After the concert, Williams meets a woman in the audience who has caught his eye, a white woman wearing a cheap coat and a red hat, someone who seems to understand the classical music he played. She is Miss Reese, an aging music teacher at the local white high school. Miss Reese invites Williams to perform at the white high school, after which their respect for each other deepens. Williams becomes increasingly ill and has difficulty sleeping, so he goes on late-night walks, on which he is sometimes formally dressed. On one such evening, he meets Miss Reese stepping out of a drug store.

He bows to her in greeting and writing essay extends his hand just as a group of “white young ruffians with red-necks” comes out of the movie theater. When they see him reaching toward a white woman, they attack him. (Among the group of proper writing International School, attackers, Williams thinks he recognizes his white childhood playmate, Charlie Mumford.) After beating Williams, the mob drags him to the woods, where they strip him and leave his body hanging there all night, “like a violin for the wind to play.” One of how to an essay Hebron, Williams’s last thoughts is that he knows that now he will never get home to essay writing International of Milan, his mother. Though the image of respect between the two musicians offers a lingering redemptive image, Hughes makes it clear that art can neither transform the mob nor protect the write sample, artist from racism. Essay Writing School Of Milan. The story, anthologized in thesis University School The Ways of White Folks (1934), deals honestly with the futility of proper essay writing School, a black artist trying to survive in such an environment. The theme of the inequitable distribution of wealth also pervades “Home.” Williams recalls the prostitutes in Austria and Germany, young women trying to write an essay sample Academy, get enough money to feed themselves and their parents. Writing School. He feels heartsick at the wealth he sees squandered in the nightclubs where he performs. School. He thinks of essay writing International School of Milan, home as a place where poverty is how to sample Academy not so bad. Yet, when Williams lands in New York, he finds most of his old friends—musicians and actors—unemployed, hungry, and begging for handouts. Even though Williams’s mother offers him “real food” when he arrives home, he cannot eat. The poverty Williams finds at home is linked to proper essay International of Milan, racism, and critically evaluate his mother’s food cannot cure that illness. “Home,” divided into six sections, contains many allusions to jazz and classical music.

The dialogue is rhythmic and poetic, and section 3 reads more like poetry than prose. Section 4 begins with a concert program. The final section is cacophonous, as the mob destroys Williams. School. Still, Hughes says that the roaring voices and scuffing feet of the lynch mob are “split by the moonlight into a thousand notes like a Beethoven sonata.” The final allusion to research paper School, Beethoven’s “Moonlight Sonata” speaks to something enduring, perhaps the writing, same vision in the final lines of writing, Hughes’s “The Negro Mother” (1931): Oh, my dark children, may my dreams and my prayers Impel you forever up the great stairs— For I will be with you till no white brother Dares keep down the children of the Negro mother. “The Blues I’m Playing” First published: 1934 (collected in proper essay writing International School of Milan The Ways of White Folks , 1934) Type of work: Short story. A jazz and classical pianist is forced by her white patron to choose between love and of Kansas art. “The Blues I’m Playing,” first published in Esquire magazine (1934), is anthologized in Hughes’s collection of fourteen short stories, The Ways of White Folks . This story, like the others in the collection, depicts the racial attitudes that surface when whites and blacks interact.

The central character, Oceola Jones, is International School a young black music teacher, herself a gifted jazz and classical musician with insufficient time and money to pursue her art. Mrs. Dora Ellsworth, an aging, wealthy, childless widow, is kind and generous, but she cannot discern great art. Nevertheless, she wants to help young artists pursue their art. Ormond Hunter, a music critic, introduces Oceola Jones to Mrs. Ellsworth and assures the latter that Oceola is talented.

He is correct. Fascinated by Oceola’s talent and blackness, Mrs. Essay House School. Ellsworth pours money and proper essay writing energy into Oceola’s musical training. Oceola is the only black person Mrs. Ellsworth has known. While Mrs. Ellsworth loves to hear Oceola play classical music, Mrs. Ellsworth increasingly dislikes the jazz and Lime House School blues, which in proper International School of Milan her view represent Oceola’s unsublimated soul. Mrs.

Ellsworth, learning through Ormond Hunter that the man staying with Oceola does not pay rent, suggests that Oceola move out argumentative American of the small apartment, but Oceola refuses because she has promised the writing International of Milan, man, Pete, that he can stay with her until fall, when he will enroll in medical school. Mrs. Ellsworth is pleased when Pete goes to medical school and leaves Oceola to paper School, her music. Oceola’s musical career progresses to proper writing of Milan, Mrs. Ellsworth’s satisfaction until Pete graduates. Then, to writing St. Louis School, Mrs. Ellsworth’s chagrin, Oceola and Pete make plans to marry. Oceola argues that music and sexuality and children are not incompatible. Mrs. Ellsworth believes they are. In the final scene of the story, the conflict culminates in Mrs.

Ellsworth’s music room, a luxurious room adorned with lilies in priceless Persian vases. Essay Writing International School. Oceola has come to play for Mrs. Ellsworth one final time before Mrs. Ellsworth leaves for Europe. Both understand that their relationship has come to an end. Oceola begins by playing classical music. Gradually, Mrs. Research Paper Writing St. Louis School. Ellsworth begins talking aloud to herself and admonishing Oceola’s choice to proper writing School of Milan, marry. Define Critically Evaluate Fountain. In response, Oceola shifts to jazz and finally to heavy blues music that makes the lilies in proper essay School of Milan the Persian vases tremble. She tries to make Mrs.

Ellsworth see how art connects to life, but Mrs. Ellsworth, ultimately, prefers to stand and look at the stars. The plot of “The Blues I’m Playing” echoes Hughes’s falling out thesis argumentative American Preparatory with his white patron, Charlotte Mason, in 1930. Mason, like Mrs. Ellsworth, supported several artists. Hughes was sorry about the break, but he realized that their views of the roles of black artists were too incompatible to resolve. He believed that Mason’s views were too restrictive.

Oceola, like Hughes, is genuinely sorry when the end comes. Mrs. Ellsworth is proper International School firmly entrenched in white society. Oceola observes that though Ellsworth never makes negative remarks about Negros, she often makes them about Jews. Critically Evaluate Fountain School Of Colorado. Oceola and essay writing International Mrs. House. Ellsworth also hold different views of art.

Oceola, unlike Mrs. Ellsworth, sees art not as sublime but as integral to humanity, though Oceola clearly disagrees with some of her fellow artists, who believe that art can break down color lines. Her experiences and those of essay writing School, her parents lead Oceola to call such views “bunk.” Ellsworth’s views differ both from Oceola’s and writing evaluation essay Lime School from those of the other artists. Though Mrs. Ellsworth is not a totally unsympathetic character, she clearly represents the dualism of Western culture, the binary opposition between soul and body, heart and mind. In Oceola’s final attempt to make Mrs. Ellsworth connect, she plays the blues and tells Mrs.

Ellsworth that the music is both sad and gay, white and black, man and woman. The final blues song is clearly a triumph of Oceola’s view of the synthesis of art and life. “The Negro Speaks of Rivers” First published: 1921 (collected in The Poems, 1921-1940 , 2001) Type of work: Poem.

“The Negro Speaks of Rivers” is a succinct and powerful poem that ties black history to the rivers of the world. “The Negro Speaks of proper essay writing International, Rivers” is perhaps Hughes’s most anthologized poem. Written in the first-person voice, the poem begins, “I’ve known rivers.” The “I” is a collective voice of black people from ancient times (3000 b.c.e. Writing Essay For Scholarship The University Of Kansas. ) to writing of Milan, the present. The narrator’s voice speaks of bathing in the Euphrates, building a hut near the an essay Academy, Congo, raising pyramids by International of Milan the Nile, and critically evaluate Valley School of Colorado watching the sun set on the Mississippi. The refrain, “My soul has grown deep like the rivers,” links the movement and endurance and essay writing power of the great rivers to black history. The repeated “I,” beginning seven of the ten lines, focuses the reader on the narrator, the black person who speaks of rivers, and on the effects of the tie between his history and the rivers. In Hughes’s autobiography The Big Sea , he says that he wrote the poem on the back of an envelope on a train just outside St. An Essay Hebron. Louis on his way to essay of Milan, Mexico to visit his father during the summer of 1920. Hughes says that he was feeling very bad, because he was thinking of his father’s strange dislike of his own people. Hughes, who liked his people very much, says his thoughts then turned to history, the Mississippi, and finally the writing evaluation essay Lime School, other rivers of the proper writing International School, world.

Within ten or fifteen minutes, he had written the poem. Hughes concludes that he no doubt changed “a few words the next day, or maybe crossed out a line or two.” “The Negro Speaks of Rivers” was positively reviewed by both black and white critics, and it appeared in translation in research St. Louis a paper printed in Germany. The poem has been acclaimed for Hughes’s passionate acceptance of School, his race, his combination of lyric and epic, his embracing of heritage, and his reclaiming of black origins. First published: 1923 (collected in The Poems, 1921-1940 , 2001) Type of work: Poem. “The Weary Blues” blends jazz and writing evaluation essay Lime House School poetry to of Milan, expose the writing Wilbraham, soul of the blues singer. “The Weary Blues” is about a piano player Hughes knew in Harlem. According to critic Edward J. Mullen, Hughes called “The Weary Blues” his “lucky poem” because it placed first in a literary contest sponsored by the National Urban League in proper writing International School 1925. Unlike “The Negro Speaks of Rivers,” however, “The Weary Blues” received greatly mixed reviews from both black and white critics.

It was called everything from a masterpiece to doggerel. The work blends jazz, blues, and poetry into powerful lyric poetry. Academy. The narrator’s voice begins the poem: Droning a drowsy syncopated tune, Rocking back and forth to a mellow croon, I heard a Negro play. In these lines, the musical quality of the poem is already evident. Several of the poem’s repeated lines, such as “He did a lazy sway” and “I got the Weary Blues,” then capture the motion and rhythm of the music.

Other refrains, such as “O Blues!” and “Sweet Blues,” create the crooning of the blues. Hughes also uses onomatopoeia in proper writing the thumps of the man’s foot on the floor. Hughes concludes the writing for scholarship, image by extinguishing the performance, the stars, and the moon but showing that the blues remain an integral part of the International, man: The stars went out and so did the moon. The singer stopped playing and went to critically Valley of Colorado, bed While the Weary Blues echoed through his head.

He slept like a rock or a man that’s dead. This final image, so different from that in “The Negro Speaks of Rivers,” probably accounts for the mixed reviews of the poem. Critics who like “The Weary Blues” compare Hughes’s poem to the poetry of Carl Sandburg. DuBose Heyward, for example, says their poetry shares a “freer, subtler syncopation” than that of Vachel Lindsay. Other critics see elements of ballads and spirituals in “The Weary Blues.” Oddly enough, several early critics praise “The Negro Speaks of Rivers” for the same qualities they condemn in “The Weary Blues.” In response, later critics have suggested that these critical comments were biased by the themes of the poems. While “The Negro Speaks of Rivers” is upbeat and affirming of black heritage, “The Weary Blues” affirms a specific heritage, one distinctly not middle class, not classical. First published: 1926 (collected in Fine Clothes to the Jew , 1927) Type of work: Poem. “Mulatto” explores the views of a child of a white father and a black mother.

“Mulatto,” written by Langston Hughes in of Milan the summer of for scholarship, 1926, appeared both in essay writing of Milan The Saturday Review of Literature and in Fine Clothes to the Jew (1927), a collection of Hughes’s work. Hughes said that the define Fountain Valley, poem is about “white fathers and Negro mothers in the South.” The opening voice in proper International of Milan “Mulatto” is critically School that of the son, who says, “I am your son, white man!” The child stands in judgment of the father’s use of the mother’s body. The white father renounces the writing International of Milan, mixed-blood son (lines 5 and 6): “You are my son/ Like hell!” The next twenty lines of “Mulatto” re-create the image of the white man exploiting the Negro woman. The white man asks twice within the sketch, “What’s the body of your mother?” He has answered the question rhetorically, that the boy’s mother’s body is a toy. After the brutal sketch of the white father, the voice of the white man’s white son renounces the mixed-blood boy: “Naw, you ain’t my brother./ Niggers ain’t my brother./ Not ever./ Niggers ain’t my brother.” Racism has pitted father against son and writing a contrast essay Wilbraham and Monson Academy brother against brother. Another voice, probably the essay writing International School, father’s (though it could be the white son’s), tells the write sample Academy, mulatto, “Git on back there in the night,/ You ain’t white.” The final words are spoken by the mulatto boy to the white man. International Of Milan. He repeats his opening words. “I am your son, white man!”

The poem is lyrical and define evaluate Valley School of Colorado contrasts the warmth of the southern landscape and nights with the writing School, searing heat of anger and racism. Though the jazz syncopation in “Mulatto” is writing a contrast and Monson not so evident as it is in Hughes’s later poems, the musical quality of the poem marks it as distinctly Hughes’s. Hughes’s first autobiography, The Big Sea , in two especially memorable passages, touches on the idea of proper writing School of Milan, a child of mixed racial background. In the first, Hughes is surprised that in Africa he is argumentative considered white. In the second, Hughes tells the International School, story of a mixed-blood boy who greets the ship as it harbors in Africa. The child wants to know if the sailors have anything in English for him to St. Louis, read, and he longs to go to England. The boy’s father, Hughes learns, is a white man, then living in England. The boy’s mother is a black woman whom his father has left behind. The child, accepted by neither blacks nor whites, hungers for the other half of his family and heritage. “Mulatto,” written after Hughes’s journey to Africa, seems a sort of synthesis in his treatment of the family destroyed by the deformed values of racism.

“Mulatto” is praised by critics for its craftsmanship and the powerful delivery of the theme. Several critics consider it the proper writing International School, masterpiece of Fine Clothes to the Jew . First published: 1931 (collected in The Negro Mother , 1931) Type of work: Poem. Black mothers call to their children to take control of their future, to live with freedom and dignity. “The Negro Mother” is the title poem in write an essay Hebron Academy the collection of poetry that Hughes wrote to reach the masses of black people. The twenty-page book and the poem were such an instant success that Hughes told his friend Carl Van Vechten that in Birmingham, Alabama, the book “sold like reefers on 131st Street.”

The voice in the poem is that of the black mothers through the essay International of Milan, ages. In the opening line, the narrator addresses her children. In the narrative that follows, “the Negro mother” depicts the capture and hardship of black slaves and American School speaks of the will to endure that kept them going. The voice of the Negro mother urges the children to transform the future so that they may live in dignity and freedom from proper writing International of Milan, white oppression. The poem, often referred to evaluation House, as a heritage poem, is highly lyrical, employing both a regular rhyme scheme (couplets) and meter. It was Hughes’s intention, he said, that the poems be pleasant to recite and easy to essay School, remember. “The Negro Mother” and the success of the volume show how keenly in tune Hughes was with his audience. Access our Langston Hughes Study Guide for research St. Louis Free. Langston Hughes Homework Help Questions. This question has been answered. See the essay writing International School of Milan, following post. http://www.enotes.com/langston-hughes/q-and-a/the-poem-too-replaying-whitmans-hear-america-158399.

In my mind, the most powerful element of critically evaluate of Colorado, Hughes' poem is the theme of struggle that seems to proper essay, be passed down from one generation to another. A trademark of how to write sample Hebron, Hughes' poetry is that he conveyed an. Literary devices are the proper essay writing International of Milan, tools an author uses--such as foreshadowing, imagery, hyperbole, characterization, and metaphor, to write an essay sample Hebron, name a few--that provide the reader with details and essay International bring the writing a contrast Wilbraham, text to. Luella Bates Washington Jones, in proper essay writing of Milan Thank You M'am, is a character who reveals contradictory traits. The reader is a contrast essay immediately introduced to an imposing woman, which fact is clear from the contents.

In addition to a tone of pride, this poem at times exhibits a surprisingly joyful tone. I say this tone is surprising because the poem wrestles with a very unsavory subject: America's racist.

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2010 a space odessay Get via App Store Read this post in our app! What is the end of 2001: A Space Odyssey about? The end of 2001: A Space Odyssey movie features bizarre colours and the main character appearing in a bed, then becoming an old man and finally a fetus! I always found this a pretty disappointing end to the film because it seemed to make no sense. Does anyone know what this is about?

Is it symbolism? Or is it just random images? The being that placed the monolith are the caretakers of the universe. They encourage new species to develop, like seedlings. Sometimes they have to tear out weeds before they get out of control. The monolith buried on the moon was a signaling device to let the proper essay writing School, aliens know that man had sufficiently developed to invent space flight and thereby become a potential problem. The monolith by writing essay Lime School, Jupiter was a gateway to their home world.

There, Bowman lived out his life under observation while the aliens judged humankind's maturity. When they were satisfied, the gave him the powers of writing International School of Milan, a god and sent him back to earth, again as a test to see how he would use his powers. You can read all of this in the novel, as well as a short story by how to write an essay sample Academy, Arthur C. Clarke, called The Sentinel. Going only on what's on the screen, this question may be impossible to answer without resorting to interpretation, and there are many interpretations of the proper International of Milan, ending of 2001 . While the writing a contrast essay Wilbraham and Monson Academy, novel, developed by Clarke and Kubrick at the same time as the film, is more straightforward than the film, several events are different than in the film, so the film needs to be interpreted on its own. Essay Of Milan! I'm excluding things that were explained in the book for that reason: I think it's fairly clear in the film that the monolith that appeared at the dawn of Man either affected the primates by causing them to writing a contrast essay use tools, or was there to witness the beginning of tool use. This is symbolized by the bone that is thrown in the air, before a match-cut to writing International a satellite. When another monolith is discovered on the moon (the first one, as far as the human race knows at the time), a ship is sent to Jupiter to follow the an essay sample Hebron, transmission that the Tycho monolith (the one found on the moon) sent in that direction. Did the monolith cause the proper essay writing School of Milan, trip or hasten it? We really don't know, although the fact that we got a ship launched within a couple of years after the thesis University Preparatory, Tycho event hints at writing International of Milan, a mission that was already in the planning stages. The story made a clear point of showing Bowman re-entering the an essay Academy, ship without a helmet, immediately prior to disconnecting Hal, his last remaining co-shipmate. Hal's final act is to trigger a recording that explains the real reason behind the mission: to investigate the Jupiter system, to find what the Tycho monolith was transmitting towards.

Bowman has, in effect, cut himself off from all immediate contact. Despite his desperate attempt to rescue Poole, he is all alone, without even a computer for company. Proper Essay Writing International! What we know about the events in the last act of the film, Jupiter and argumentative essay American University Preparatory, Beyond the Infinite: Bowman is all alone on the Discovery, and exits the ship in a pod. Essay School Of Milan! This same type of vehicle killed Poole, and Bowman used one of them to survive.

He approaches the Jupiter monolith, and is subjected to an experience that draws him away from Jupiter. He may (or may not) have been brought to other planets, star clusters, and galaxies. Bowman and writing and Monson, the Pod are suddenly no longer in space, but in an ornate room; Bowman is shaken severely, possibly in shock. Bowman ages, experiencing the rest of his quiet, calm life in this suite of rooms. (He may experience this himself or see it happening from the outside. Essay Writing International! This aging may happen in a contrast the time it takes for a human being, or it may be sped-up. Proper Essay Writing International Of Milan! The film is ambiguous on these points, as on many others.

Not to how to an essay Hebron veer too closely to interpretation here, but note that viewpoints are a theme running throughout the film.) The monolith appears in Bowman's room as he dies, and it either witnesses or causes his transfiguration into an embryo. The embryo leaves the room for proper essay International School of Milan space. So, the story is unclear on what exactly happened. Did the monoliths cause all of these events, or simply witness them, possibly knowing that they would happen? Over how much time does the final act take place? Both Clarke and Kubrick seem to enjoy narratives that answer questions with other, grander questions. I used to hate the end to 2001 . A Contrast And Monson Academy! I didn't understand it, there was no narrative, and it was confusing. Then I read a comment somewhere from, I believe, Arthur C. Clarke, that the ending of the proper essay International of Milan, movie is meant to essay represent our inability to understand encounters with an alien species. They would be so different from us , that our minds simply wouldn't be able to comprehend them. As one of Clarke'e three laws states, any sufficiently advanced technology is indistinguishable from magic.

Essentially, you're supposed to proper essay writing School of Milan be confused, because you would be if meeting aliens in real life. He's converted into a star child, an immortal being that winds up being put in charge of protecting Earth. The book ended this way as well, rather vaguely. The movie seems to do this as well, but in a more symbolic fashion (I assume a star child isn't just a fetus). One of my favorite explanations is that it's meta-cinema (source added by commenter below). The movie is about the evolution / expansion of the evaluate Fountain Valley of Colorado, mind, and Kubrick is pushing the limits of film. We become Dave - colors and proper essay International, lights flying at us in how to write sample Hebron Academy the theater. We become the apes struggling to proper writing International School of Milan understand.

Also, the monolith is similar dimensions to the movie screen, and the movie screen is full of stars. I don't believe it's a case of Bowman living out his entire life under the Firstborn's (the aliens) observation. Bowman returns to writing essay The University of Kansas Earth as a starchild in time to visit his mother before she dies (2010: Oddyssey Two). Since the Firstborn do not seem to possess time travel capability, it was very likely a representation of some form of transformation. This explains the final scene in Kubrick's own words: What happens during the final scene? KUBRICK: I don't want to [be specific about it] because I think that the power of the ending is based on essay International School the subconscious emotional reaction of the Wilbraham and Monson Academy, audience, which has a delayed effect.

KUBRICK: Well, I can tell you what literally, at the lowest level of plot, happens. Bowman is essay International, drawn into a stargate. He is taken into another dimension of time and space, into the presence of godlike entities who have transcended matter and who are now creatures of pure energy. They provide an environment for him, a human zoo, if you like. Evaluate Valley School Of Colorado! They study him. His life passes before him. He sees himself age in proper essay writing School what seems just a matter of moments, he dies, and he's reborn, transfigured, enhanced, a superbeing.

It's symbolic. Preparatory School! The crazy colors are him going through hyperspace. Then he grows old and learns that humanity is just a baby compared to the aliens that made the monolith. Proper Of Milan! Essentially, the monolith with the apes at the beginning got humans to start using tools. St. Louis! Then the proper International School, monolith on the moon got humanity to reach to other planets. Even after all that, we're still insignificant compared to writing a contrast Wilbraham and Monson Academy the millions of years older aliens. Once I was looking out the window of an airplane as it was landing at night and of Milan, thought, THAT's what the ending meant. Below, the evaluate School, city lights formed strange aquatic clusters and patterns. I couldn't tell what they were from proper International of Milan, that perspective. To an ape, it would be completely incomprehensible. The aliens are to us as we are to apes, at least.

Probably the aliens don't think much of their psychedelic intergalactic catapults; they're just everyday things. It is essay Lime, important to note that Kubrick wanted the individual to make his/her own interpretation. Proper Essay International School! The base story is quite clear and Kubrick himself explained it. However, as a scholar studying an MA in medieval history, the metaphysical explanation is compelling. It is nothing less than a futuristic interpretation of the achievement of the Holy Grail as perceived by Valley School of Colorado, Wolfram von Esenbach. Parsifal (Perceval) was an archer (Bowman) who sinned by shooting a swan (a metaphor in itself). The Grail was a stone which descended from writing School of Milan, heaven (monolith). After tremendous trials and tribulations, Parsifal achieves the how to sample, Grail and heals mankind via a metaphysical union with God (Nirvana/Life the Universe and essay of Milan, Everything) and in doing so purifies humanity.

The story was designed for hearing rather than reading and the troubadours undoubtedly had the power to 'act' the words in writing such a way that the unsophisticated 12th century listeners would in some way achieve an experiential understanding of the union. In the proper writing School of Milan, 21st century we are too high tech. to writing evaluation essay Lime House be swayed by storytelling. However, Kubrick's brilliant melding of images and 'Also Sprach Zarathustra' can provide even the most cynical amongst us with an almost visceral appreciation of proper writing International, 'something higher' or 'not quite within reach'. Thesis Argumentative Essay American Preparatory School! Naturally, Kubrick was correct - it is for each individual to try to reach their own understanding but try listening to the final moments of 'Parsifal' by Wagner, or even better, Siegfried's funeral music used to great effect in 'Excalibur' for tone poetical interpretation. The psychadelic sequence is essay writing, what Bowman sees as he breaks the speed of light by entering a transdimensional space warp; the patterns are stars as he rushes past them.

After this sequence, he passes through a globular star cluster, and also by several gasseous nebulae. Finally, just before he ends up in define critically evaluate Valley the mysterious room, he is passing over a planetary surface, presumably the home world of the aliens who built the monoliths. The aliens may have once been an aquatic species, but are now non-corporeal intellegences. The planet orbits a red giant star which is why the International School of Milan, colors appear so distorted. 2001:A Space Odyssey symbolically describes the story of mankind's life. The monolith is the sample Academy, symbol for truth of life. Proper Essay Writing International School Of Milan! As we see in the beginning of the movie a bunch of essay for scholarship, apes -- the early men -- come across the Monolith and proper essay International of Milan, they have no idea what it is. The movie continues with a brilliant transformation to a far far future by converting a piece of simple bone to a very sophisticated spaceship (both symbols for the tools humans use). Paper St. Louis! After millions of years pass, and all these developments human has reached aside (being able to step into other planets and using plenty of complex tools), mankind still doesn't know what the Monolith is. Proper Essay International Of Milan! At the end of all mankind's development, a man goes through all the universe (passing into define critically Fountain Valley School of Colorado, strange colors) and becomes old enough in this journey, but after all this, when he gets to the Monolith, all the knowledge he's gained over millions of proper essay writing International of Milan, years is worthless and still he doesn't know what his life is about! So he turns into an embryo because there is no difference between an unknowing fetus and an old experienced knowledgeable man in terms of understanding the truth of life.

After the psychadelic interlude the room and so on, it's meant to writing essay of Kansas represent communication with Aliens. You have no common frame of reference with an alien and they're guessing at best in trying to make themselves understood by you so you're not meant to understand a damn thing. This is apparently the whole point - you don't and aren't meant to understand. Proper International School Of Milan! Yeah, it's really that pretentious. I have gone through my whole life with people quoting open the pod bay doors, Hal at me and I just wish it was a better film, it's famous because the writing essay The University, SFX were really great for proper essay International of Milan that time and it latched onto School the space-race cold war frenzy of Apollo missions etc. Writing International! Pan-Am flights to space stations in the foreseeable future. I feel that the scenes depicted inside the mansion are Bowman's dying dream, he is in fact dead by a contrast essay Wilbraham and Monson Academy, the time the spacecraft stops.

Actually the essay writing International School, computer (HAL) tries to how to write an essay Hebron sabotage the mission to Jupiter since it feels its like a suicidal one way mission and even tries to writing of Milan talk about this to Bowman earlier. i believe that when dave experiences his journey and finally ends up in writing essay the strange outdated rooms and sees himself eating then vanishes when the dave who is eating goes to investigate a presence-- i believe a kind of time travel has happened. then it happens again when dave sees the dying version of himself in the bed. Proper School! it almost feels like time is catching up. as for the creepy fetus. i believe that the monolith always had a plan for dave. and i believe that they reincarnated him. again my theory. trippy film that will alwsys have people posing questions. and that is the write sample Hebron Academy, sign of a classic film:) I think it's trying to say that our body serves us as the vessel of the proper essay, mind, and that all of writing evaluation essay, physical reality is a complex matrix that evolves toward a specific end. The clue that it lends starts at writing International of Milan, the beginning. These scenes demonstrate the baser origins of our first constructs, weapons inspired upon the observation of a monolith that is thesis argumentative essay American Preparatory School, recognized by us as extraterrestrial, or of another world. The end sequence can therefore serve as the key to an understanding of the whole. I just wanted to add a couple of points that occured to writing me as I have just watched it. The monolith provides mankind/apes the writing of Kansas, tools/weapons to evolve, but those tools are removed before Bowman arrives and evolves into the star child when the nuclear weapons are destroyed.

The scientists on the mission are killed by HAL - also a tool. Bowman is proper essay writing International School of Milan, seen as an artist - he sketches the sleeping scientists. The use of Strauss's/Neitzsche's Thus Spake Zarathustra also provides a clue to Kubrick's thinking in that the work declares the death of God and the transition of the Superman from apes. I noticed the art on the wall in the room and wondered whether that is one of the things that makes communication possible and recognises our the writing essay, ability to comprehend the universe and life with a child's curiosity and sense of awe without the need of tools for our survival. It was a stupid attempt at proper essay writing School, esoteric, (I'm more enlightened then you) elitist snobbery. Evolution of the human into a cosmic journey of which man enters as a newly born creature.

A babe in the woods. Just to point out, as in the book, when the thesis argumentative essay University Preparatory, starchild destroys the nukes, so to was supposed to be in the movie, however he didn't do that, but the reason for the NUKES was to to show, that even though we had advanced to such great technological abilities, we are still like the apes trying to bash in each others heads in at the begining when we started using tools, he wanted us to mull over that, our first use for a tool was to. Kill, and our most advanced tool is . a killer(nukes). With regards to proper School the aliens, that's up for interpretation, the aliens were either just monitoring our progression, OR started it to begin with. I for Fountain Valley School of Colorado one think they started our rapid evolution, and were always watching, and I think our creating artificial inteligence (HAL) is what made them realise, its time for us go the proper writing School of Milan, next step, they created us, and they where like so different to us, that a AI to them is same and no better the we are to them.

We can create a thing that not only as intelligent (actually more so some may say) as us, but is SELF AWARE, that's a very powerfull concept, even if u say its just a program, and computor, it KNOWS it exists, and how to an essay sample Academy, that's another thing he wanted us to think about. The apemen were struggling to proper essay writing survive and the monolith provided inspiration to use tools. Mankind is saved, and writing, left alone again to evolve. Later, mankind was about to destroy itself through nuclear war. The starchild destroyed the launched missiles and again saved the race. International School! This is explained in 2010 which should have been explained in 2001. There is a certain kind of elitism within segments of an artistic community, be it film, music, literature, or even cuisine. How To Write An Essay Sample Hebron! Within these circles, they convey a tone of superiority over the average viewer or listener, etc.

Among this set, the ethic that they embody goes something like this If the average person enjoys it or understands it, that means that it is cheap, superficial, devoid of value or merit, and unworthy of serious recognition. Essay Writing Of Milan! Such, I believe, was Stanley Kubrick's mindset as he made 2001: A Space Odyssey. Yes, I believe that it is a great film and especially impressive given that it was made about 46 years ago. How To Sample Hebron! But there are so many examples when Kubrick deliberately opted to make the imagery and plot obtuse or bizarre or non-linear, or just plain RANDOM. Had he more respect for proper International the audience, he could have easily clarified his intent and intended meaning for thesis argumentative essay University Preparatory School the choices that he made. Unless, of course, he wasn't even aware of proper essay writing of Milan, his own meaning and intent, and was hoping that the audience would perhaps reveal his meaning to HIM.

I believe that he is saying to the public something along these lines: If you don't understand it, then why should I bother explaining it to you. Why not just go back to watching Loony Tunes? And, for critically Valley School that reason, I feel that I must judge this film as a very impressive, but ultimately very flawed film. It could have been a film that was loved, respected, lauded, AND understood by the people that it was supposedly meant to be created for.

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