Biography of Mario Vargas Llosa, Peruvian Writer

Mario Vargas Llosa is a Peruvian writer and Nobel Prize winner who is considered to be part of the Latin American Boom of the 1960s and 70s, a group of influential writers including Gabriel Garcà ­a Mà ¡rquez and Carlos Fuentes. While his early novels were known for their critique of authoritarianism and capitalism, Vargas Llosas political ideology shifted in the 1970s and he began to see socialist regimes, particularly Fidel Castros Cuba, as repressive for writers and artists. Fast Facts: Mario Vargas Llosa Known For: Peruvian writer and Nobel Prize winnerBorn:  March 28, 1936 in Arequipa, PeruParents:  Ernesto Vargas Maldonado, Dora Llosa UretaEducation:  National University of San Marcos, 1958Selected Works:  The Time of the Hero, The Green House, Conversation in the Cathedral, Captain Pantoja and the Secret Service, The War of the End of the World, The Feast of the GoatAwards and Honors:  Miguel Cervantes Prize (Spain), 1994; PEN/Nabokov Award, 2002; Nobel Prize in Literature, 2010Spouses:  Julia Urquidi (m. 1955-1964), Patricia Llosa (m. 1965-2016)Children:  Ãƒ lvaro, Gonzalo, MorganaFamous Quote: â€Å"Writers are the exorcists of their own demons.† Early Life and Education Mario Vargas Llosa was born to Ernesto Vargas Maldonado and Dora Llosa Ureta on March 28, 1936 in Arequipa, in southern Peru. His father abandoned the family immediately and, due to the social prejudice his mother faced as a result, her parents moved the whole family to Cochabamba, Bolivia. Dora had come from a family of elite intellectuals and artists, many of whom were also poets or writers. His maternal grandfather in particular was a major influence on Vargas Llosa, who was also taken by American writers like William Faulkner. In 1945, his grandfather was appointed to a position in Piura in northern Peru, and the family moved back to their native country. This move marked a major shift in consciousness for Vargas Llosa, and he later set his second novel, The Green House, in Piura. In 1945 he met his father, whom he had assumed was dead, for the first time. Ernesto and Dora reunited and the family moved to Lima. Ernesto turned out to be an authoritarian, abusive father and Vargas Llosas adolescence was a far cry from his happy childhood in Cochabamba. When his father learned he was writing poems, which he associated with homosexuality, he sent Vargas Llosa to a military school, Leoncio Prado, in 1950. The violence he encountered at the school was the inspiration for his first novel, The Time of the Hero (1963), and he has characterized this period of his life as traumatic. It also inspired his lifelong opposition to any type of abusive authority figure or dictatorial regime. After two years at the military school, Vargas Llosa convinced his parents to let him return to Piura to finish his schooling. He began to write in different genres: journalism, plays, and poems. He returned to Lima in 1953 to begin studying law and literature at the Universidad Nacional Mayor de San Marcos. In 1958, Vargas Llosa made a trip to the Amazon jungle that deeply impacted him and his future writing. In fact, The Green House was set partially in Piura and partially in the jungle, chronicling Vargas Llosas experience and the indigenous groups he encountered. Early Career After graduating from university in 1958, Vargas Llosa obtained a scholarship to pursue graduate work in Spain at the Universidad Complutense de Madrid. He planned to begin writing about his time at Leoncio Prado. When his scholarship ended in 1960, he and his wife Julia Urquidi (whom he had married in 1955) moved to France. There, Vargas Llosa met other Latin American writers, like Argentinian Julio Cortà ¡zar, with whom he struck a close friendship. In 1963, he published The Time of the Hero to great acclaim in Spain and France; however, in Peru it was not well-received because of its critique of the military establishment. Leoncio Prado burned 1,000 copies of the book in a public ceremony. Author Mario Vargas Llosa casually leaning against railing on street, holding cigarette. H. John Maier Jr. / Getty Images Vargas Llosas second novel, The Green House, was published in 1966, and quickly established him as one of the most important Latin American writers of his generation. It was at this point that his name was added to the list of the Latin American Boom, a literary movement of the 1960s and 70s that also included Gabriel Garcà ­a Mà ¡rquez, Cortà ¡zar, and Carlos Fuentes. His third novel, Conversation in the Cathedral (1969) concerns the corruption of the Peruvian dictatorship of Manuel Odrà ­a from the late 1940s to the mid-1950s. In the 1970s, Vargas Llosa turned to a different style and lighter, more satirical tone in his novels, such as Captain Pantoja and the Special Service  (1973) and  Aunt Julia and the Scriptwriter (1977), based partly on his marriage to Julia, whom he had divorced in 1964. In 1965 he remarried, this time to his first cousin, Patricia Llosa, with whom he had three children: à lvaro, Gonzalo, and Morgana; they divorced in 2016. Political Ideology and Activity Vargas Llosa began to develop a leftist political ideology during the Odrà ­a dictatorship. He was part of a Communist cell at the National University of San Marcos and began to read Marx. Vargas Llosa was initially supportive of Latin American socialism, specifically the Cuban Revolution, and he even traveled to the island to cover the Cuban Missile Crisis in 1962 for the French press. By the 1970s, however, Vargas Llosa had begun to see the repressive aspects of the Cuban regime, particularly in terms of its censorship of writers and artists. He began to advocate for democracy and free market capitalism. Historian of Latin America Patrick Iber states, Vargas Llosa began to change his mind about the kind of revolution that Latin America needed. There was no moment of sharp rupture, but rather a gradual reconsideration based on his growing sense that the conditions of freedom he valued were not present in Cuba or possible in Marxist regimes in general. In fact, this ideological shift strained his relationship with fellow Latin American writers, namely Garcà ­a Mà ¡rquez, who Vargas Llosa famously punched in 1976 in Mexico in an altercation that he claimed was related to Cuba. In 1987, when then-President Alan Garcà ­a attempted to nationalize Perus banks, Vargas Llosa organized protests, as he felt the government would also attempt to take control of the media. This activism led to Vargas Llosa forming a political party, Movimiento Libertad (Freedom Movement), to oppose Garcà ­a. In 1990, it evolved into the Frente Democrà ¡tico (Democratic Front), and Vargas Llosa ran for president that year. He lost to Alberto Fujimori, who would bring another authoritarian regime to Peru; Fujimori was eventually convicted in 2009 of corruption and human rights violations and is still serving jail time. Vargas Llosa eventually wrote about these years in his 1993 memoir  A Fish in the Water. Peruvian writer, presidential candidate for right-wing Democratic Front Party, Mario Vargas Llosa waves at thousands of supporters attending his last political rally on April 4, 1990. Cris Bouroncle / Getty Images By the new millennium, Vargas Llosa had come to be known for his neoliberal politics. In 2005 he was awarded the Irving Kristol Award from the conservative American Enterprise Institute and, as asserted by Iber, he denounced the Cuban government and called Fidel Castro an authoritarian fossil. Nonetheless, Iber noted that one aspect of his thinking has remained constant: Even during his Marxist years, Vargas Llosa judged the health of a society by how it treated its writers. Later Career During the 1980s, Vargas Llosa continued to publish even as he was becoming move involved in politics, including a historical novel, The War of the End of the World (1981). After losing the presidential election in 1990, Vargas Llosa left Peru and settled in Spain, becoming a political columnist for the newspaper El Paà ­s. Many of these columns formed the basis for his 2018 anthology Sabers and Utopias, which presents a four-decades-worth collection of his political essays. In 2000, Vargas Llosa wrote one of his most well-known novels, The Feast of the Goat, about the brutal legacy of the Dominican dictator Rafael Trujillo, who was nicknamed the Goat. Regarding this novel, he stated, I didnt want to present Trujillo as a grotesque monster or brutal clown, as is usual in Latin American literature...I wanted a realist treatment of a human being who became a monster because of the power he accumulated and the lack of resistance and criticism. Without the complicity of large sections of society and their infatuation with the strongman, Mao, Hitler, Stalin, Castro wouldnt have been where they were; converted into a god, you become a devil. Peruvian writer Mario Vargas Llosa (R) is hugged by former Peruvian President Alejandro Toledo at a press conference at Instituto Cervantes after Llosa won the 2010 Nobel Prize in literature October 7, 2010 in New York City. Mario Tama / Getty Images Since the 1990s, Vargas Llosa has lectured and taught at various universities around the world, including Harvard, Columbia, Princeton, and Georgetown. In 2010, he was awarded the Nobel Prize in literature. In 2011, he was given a title of nobility by Spanish King Juan Carlos I. Sources Iber, Patrick. Metamorphosis: The Political Education of Mario Vargas Llosa. The Nation, 15 April 2019. https://www.thenation.com/article/mario-vargas-llosa-sabres-and-utopias-book-review/, accessed 30 September 2019.Jaggi, Maya. Fiction and Hyper-Reality. The Guardian, 15 March 2002. https://www.theguardian.com/books/2002/mar/16/fiction.books, accessed 1 October 2019.Williams, Raymond L. Mario Vargas Llosa: A Life of Writing. Austin, TX: The University of Texas Press, 2014.Mario Vargas Llosa. NobelPrize.org. https://www.nobelprize.org/prizes/literature/2010/vargas_llosa/biographical/, accessed 30 September 2019.

Movie Review I Believe Drama - 1100 Words

After reading the chapter, I believe drama is a genre of film that exposes tension, raw emotions and feelings, sensitivity, pain, anger, and hidden details. Thus, drama is the act of acting out and releasing emotions, feelings, and details to the surface to expose deeper meanings and to contribute to the storyline. For instance, a boy proposes to a girl and she says yes but cries and has a look of sadness. However, she is just overwhelmed by her emotions and is really happy for the engagement. Moreover, comedies, musicals, love stories, and action movies can also fit into the category of drama too because they explore relationships, fights, affairs, and scandals that result in dramatic scenes and drama components. For example, a few drama components are screaming, crying hysterically, slashing out at loved ones, and letting raw emotions (anger, pain, grief, and love) pour from the heart. Earlier in the semester, I watched The Notebook. The scene I chose for drama is when Allie comes back to visit Noah because she saw him in a newspaper article. This scene happens near the end of the movie because Allie has conflicting emotions and feelings between her future husband and first love, Noah. The drama is high in this scene because Noah is pleading for her love and telling her to make her own choices. I chose this scene because their emotions are on their faces, in their voices, and by the words they choose to use. Furthermore, the scene is very dramatic because Noah is pitchingShow MoreRelatedEdward Snowden Film Review Essay1128 Words   |  5 PagesDrama Review: Snowden The drama film Snowden, released in 2016, is a very popular political drama film based on a real life character, Edward Snowden. In the Film, Edward Snowden, who worked for the FBI, and the NSA, releases controversial files incriminating the United States government to shady practices against US citizens and other countries. 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The Importance of Play and the Cognitive Development of Children Free Essays

The Importance of Play and the Cognitive Development of Children Marlene Joy M. Cepeda Western Governors University Abstract The focus on academic success and high assessment scores has led many educators and administrators to perceive play as an unimportant part of a child’s development. But play does lay a good foundation developmentally for children. We will write a custom essay sample on The Importance of Play and the Cognitive Development of Children or any similar topic only for you Order Now Through each different types of play, a child develops the necessary skills in order to succeed. When children are given opportunities to play, they develop the connections and experiences they will use to help them succeed academically. Since the No Child Left Behind Act was created in 2001, schools have shifted their focus onto academics and achieving high scores for standardized tests. This focus on academics has led many administrators and parents to perceive play as unimportant for children ages birth and five years old. Even though play may seem unimportant to those outside early childhood education, it creates a solid foundation for the child’s cognitive development and future academic success. In 2001, the United States Senate and House of Representatives passed the No Child Left Behind Act that would change the way schools addressed academics. Schools had to focus on ensuring all students were able to perform and were meeting the state academic standards. Kysilka (2003) wrote â€Å"the purpose of the No Child Left Behind Act was to hold schools, local educational agencies and States accountable for improving the academic achievement of all students and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education† (Kysilka, 2003, p. 00). Since schools and administrators are being held to a standard, parents are looking at these scores to see if the child succeeds or fails. The focus shifting primarily on academics means the time for play is cut short during school hours if not completely removed. More recently, due to state and national emphasis on proficiency text performance, even the small segments of social pretend play time that have been allowed (if not encouraged) in school, such as kindergarten â€Å"choice† time and recess breaks are disappearing (Bergen, 2002). Bergen (2002) writes â€Å"the press for â€Å"academic readiness† through concentrated and direct teaching of alphabet, number, color, and other skills is now affecting the amount of time allocated for play in preschools† (Bergen, 2002, Challenges and Policy Directions suggested by Recent Research, para. 1). Kindergarten classes now are focused on ensuring their students are prepared academically. Instead of allowing the child to develop naturally, schools are now primarily emphasizing on the academics. Kindergarten students are no longer being taught the basics, like the alphabets, colors, or numbers. Kindergarten students are now taught to read simple words and do more reading and writing in class. Three- and four-year-olds are now expected to engage in far more early writing and reading activities than ever before (Almon, n. d). Kindergarten programs in the U. S. focus so strongly on teaching literacy, numeracy, and other academic subjects that many children no longer have time to play in kindergarten (Almon, n. d. ). Play time has become unimportant in the schools. Educational psychologist Anthony Pellegrini writes â€Å"for many children, the opportunities for such freely chosen play are narrowing† (as cited in Bergen, 2009, p. 28). Pellegini continues â€Å"much of their play time at home has been lost to music, dance, or other lessons; participations on sports teams (using adult defined rules); and afterschool homework or test preparation. At the same time, many schools especially those considered to be poor performers, have reduced or eliminated recess† (as ci ted in Bergen, 2009, p. 428). In the first 5 years of a child’s life, play is crucial for development more so than ensuring that the child understands the ABCs or the colors. Children develop problem solving skills when faced with a challenge in a game or with the object they are playing with. Children must think about what to do in order to overcome a particular obstacle or challenge. In the process children also use language skills to voice out frustrations, concerns, or questions to help them understand the situation they are experiencing. In 2006, the American Academy of Pediatrics stated â€Å"free and unstructured play â€Å"is healthy and, in fact, essential for helping children reach important social, emotional, cognitive developmental milestones as well as helping them manage stress and become resilient†Ã¢â‚¬  (as cited in Warner, 2009 p. 1). The Zero to Three Organization (2004) writes â€Å"children are naturally curious beings who are motivated to make sense of the world around them. The brain is the only organ that is not fully formed at birth† (Zero to Three Organization, 2004). The Zero to Three Organization (2004) also states â€Å"during the first 3 years, trillions of connections between brain cells are being made† (Zero to Three Organization, 2004). A child’s relationships and experiences during the early years greatly influence how her brain grows. Since children are still developing before age 5, it is imperative that they are allowed to develop naturally. Allowing children to experience play early will help them form those experiences and connections and lay that basic foundation before they begin school. While play may not be regarded as important as the academics to succeed, it plays a vital role in the cognitive development of children. Jean Piaget developed a theory about the cognitive development of young children. Piaget understood through his own observation that children learn logic and reasoning through manipulation of their environment (Dodge, Colker, Heroman, Bickart, 2009). Children manipulate the environment through play. Through play, children learn thinking and problem solving skills and understand how the world around them works. Sara Smilansky had created categories of play and described the skills children were learning through each type of play. Smilansky distinguishes four types of play: functional, constructive, dramatic or pretend play, and games with rules (Dodge, Colker, Heroman Bickart, 2009). When children are actively exploring their world, using their senses and their bodies, this would be described as functional play. This particular play begins when children are babies and are learning about their world. It is during functional play children begin to make those connections of memories to objects in the present. For example when a baby has learned to hold a rattle, they in turn continue to do this action for every other object they can grab. Functional play is a form of play in which children use their sense and muscles to experiment with materials and learn how things go together (Dodge, Colker, Heroman Bickart, 2009). As children grow and develop so does the basic understanding of how things work in the world. Children build upon the skills already learned and find they can create and build new things. These skills are developed through constructive play. Children learn how certain objects fit together through organizing objects, stacking objects, or simply creating something new with those objects. Allen and Marotz describes â€Å"the cognitive process includes mental activities such as discovering, interpreting, sorting, classifying, and remembering. All interactions that children experience during their daily activities contribute to their cognitive development† (as cited in Guam Early Learning Guidelines, 2005, p. 21). Children, ages one year and older, are very observant and can imitate the things they see in the world around them. Using their imagination, children place themselves in different settings, like the doctor’s office, or a school, or even the house. Rubin describes â€Å"role enactment is the highest form of symbolic play† (as cited in Umek Musek, 2001 p. 56). How children use imagination is often based on past experiences. According to Piaget, â€Å"assimilation is when children bring in new knowledge to their own schemas and accommodation is when children have to change their schemas to â€Å"accommodate† the new information or knowledge. This adjustment process occurs when learning, as one is processing new information to fit into what is already in one’s memory† (as cited in Powell Kalina, 2009, p. 3). This play called dramatic play can occur when the child is by themselves or with other children. In dramatic play children typically take on a role, pretend to be someone else, and use real or pretend objects to play out a role (Dodge, Colker, Heroman Bickart, 2009). Children, ages three to four years old, begin to understand certain things have to be done a certain way. They learn that there are rules and guidelines that must be followed not only for reasons of safety, but the safety and well-being of others. This lesson can be taught to children, ages three to four years old, through games with rules. Some games require lots of movement and lots of room; dodge ball, kickball, musical chairs. Some games can be played on tables with a small number of people; bingo, Uno, go fish. Through this type of play, children not only use their muscles, both big and small, but they learn to communicate with their friends or teammate in the game. Children also learn to respect the others when it is their turn and learn to follow the rules. This type of play requires the children to use many of senses, teach them to play well with others, and respect everyone who is playing the game. There are two broad types of games with rules-table games and physical or movement games. Both require children to control their behavior, both physically and verbally, to conform to a structure or preset rules (Dodge, Colker, Heroman Bickart, 2009). When children are not given the opportunity to play, they may not learn many of skills that are associated with play. Gould had written â€Å"humans, as specialists in non-specialisation, have survived not through rigid and narrow ways of behaving, but through adaptive qualities of quirkiness, flexibility, and unpredictability and sloppiness. † â€Å"These are the essence of play† (as cited in Lester, 2010 p. 16). The ability for children to play is tied to the ability to being creative and imaginative. The skills of being creative and imaginative can be lost or forgotten if children are not able to exercise these skills. Almon (n. d. writes â€Å"given the importance of play for children’s physical, social, emotional, and mental development, the demise of play will certainly have serious consequences during childhood and throughout children’s lives† (Almon, n. d. ). Almon (n. d. ) explains â€Å"indeed, there is growing concern about what kind of society we are creating if a generation of children grow up without play and the creative thinking that emerges from p lay† (Almon, n. d. ). To many outside the early childhood education, play may seem unimportant. Laying the basic foundation for success, play is an integral part of a child’s growth. Children gain many benefits through play. Not only do the children develop social skills through interactions with other children, but they continue to develop their thinking and problem solving skills. The manipulation of the world around them through play helps create those lasting memories and allows for connections of the past experiences to be tied to the experiences of the present. References Almon, J. (n. d. ). The Vital Role of Play in Childhood. Retrieved from http://www. aldorfearlychildhood. org/article. asp? id=5 Bergen, D. Fromberg, D. P. (2009). Play and Social Interaction in Middle Childhood. Phi Delta Kappan, 90(6), 426-430. Bergen, D. (2002). The Role of Pretend Play in Children’s Cognitive Development. [Supplemental material]. Early Childhood Research Practice, 4(1) Retrieved from http://ecrp. uiuc. edu/v4n1/bergen. html Dodge, D. T. , Colker, L. J. , Heroman, C. , Bickart, T. S. (2009). The Creative Curriculum for Preschool. (4th ed. ). Washington, D. C. : Teaching Strategies, Inc. Early Childhood Care Education Committee. 2005). Guam early learning guidelines for young children ages three to five. Mangilao, Guam: The Guam Department of Public Health Social Services. Kysilka, M. L. (2003). NO CHILD LEFT BEHIND. Curriculum Teaching Dialogue, 5(2), 99-104. Lester. S. (n. d. ). Children’s Right to Play: An examination of the importance of play in the lives of children worldwide. Working papers in early childhood development, No. 57. Bernard Van Leer Foundation. Power, K. C. , Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing tools for and effective classroom. Education, 130(2), 241-250. Umek. L. , Musek, P. (2001) Symbolic Play: opportunities for cognitive and language development in preschool settings. Early Years: Journal of International Research Development, 21(1), 55-64. Doi:10. 1080/09575140020022689 Warner, L. (n. d. ). â€Å"You’re It! †: Thoughts on Play and Learning in Schools. Horace, 24(n2) Zero to Three Organization. (2004). Getting ready for school begins at birth [Brochure]. Retrieved from http://www. zerotothree. org/child-development/social-emotional-development/gettingreadyforschoolbeginsatbirth. pdf How to cite The Importance of Play and the Cognitive Development of Children, Papers

Barbara Goldsmith Other Powers Essay Research Paper free essay sample

Barbara Goldsmith Other Powers Essay, Research Paper Barbara Goldsmith, writer of Other Powers, demonstrated many times throughout the book that sexual relationships were domains of force dealingss in which power is displayed. One such sexual relationship where there were domains of force dealingss, in which power was displayed, is the relationship between Roxanna ( Roxy ) Hummel Claflin and Reuben Buckman ( Buck ) Claflin, where Buck had great power over his married woman Roxy. Another sexual relationship in which there were domains of force dealingss, in which power was displayed, is the relationship between Josie Mansfield and Jim Fisk where the power went both ways. The relationship between Roxy and Buck Claflin began when Buck was given a room next to Roxy at John Snyder s. They married each other four months subsequently and because of Buck s wealth he was the powerful figure in the relationship. Buck had the most power because he put Roxy to work stating lucks in impermanent collapsible shelters where the land was covered with sawdust, moistness from baccy juice. We will write a custom essay sample on Barbara Goldsmith Other Powers Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ( Goldsmith 15 ) Roxy would soothe the adult females that came up to her with her visions. She ensured adult females, during a clip when many babes were deceasing, that there dead babies were happy in the bosom of the Lord. Buck used disclosures made by Roxy, about the wickednesss of her clients, in his blackmail strategies where he became even more affluent than he already was. The fact that Buck had so much power and control over Roxy he was allowed to make whatever he wanted at anytime, which is how Victoria Woodhull was conceived. When Roxy went brainsick one time while listening to a sermonizers address, Buck became angered with her and dragged her behind a bench and forced himself into her. Buck ruled perfectly over his household. His power position over the remainder of the household was obvious and non merely his childs but his wif vitamin E were simply his belongings. This proves that Buck Claflin was the more powerful figure if non the one figure who possessed all the power within his relationship with his married woman Roxy. Josie Mansfield, one time the married woman of Frank Lawlor, became highly hapless and was unable to hold more than one frock and pay her rent. In order to do money to last, she became a cocotte and while on the occupation she met Jim Fisk, who was known for giving big money parts to any reasonably cocotte who caught his oculus ( Goldsmith 160 ) . She was highly powerful in her relationship with Fisk because of her ability to decline his money and snub his progresss. She did this for three months and in the procedure inflated her worth greatly. Finally she began to accept the money of Jim Fisk and she even had a permanent consequence on Jim Fisk s physical visual aspect. He began to pare his moustache and waxed the terminals to handlebar flawlessness ( 160 ) . He began to have on Gallic Cologne and kept his boots shined. He did fundamentally whatever he could to seek and affect Josie Mansfield and because of her great power due to her difficult to acquire manner, she benefited greatl y from Jim Fisk. She even became a adult female of great manner and she neer once more had to have on the same frock twice. It was apparent that even during times when adult females were oppressed and denied many rights, there were still chosen adult females who had what it takes to be successful in a relationship with a adult male. Both of these sexual relationships illustrate ways in which domains of force dealingss were present within the show of power. Both Buck Claflin and Josie Mansfield each were the 1s in their ain relationships that had the bulk of the power over the other. With Buck, his power was fundamentally absolute. Josie Mansfield, nevertheless, although she had great power, could hold had it easy taken away by Jim Fisk.