Informal Letter About Top Two Things I Learned This Semester About My Essay

Informal Letter About Top Two Things I Learned This Semester About My Writing - Essay Example In terms of the step-by-step process, there were a great many aspects that I learned about and skills I strengthened throughout the course. While I had previously viewed writing essays as a more free-form means of expression, I increasingly came to understand that in following certain steps my writing would improve. In these regards, I now begin my writing be developing a detailed outline of what I am going to write. In brainstorming and developing an outline, I am able to produce more developed ideas that ultimately make my essay stronger and more complex. While I recognized that writing constitutes specific forms, through this course I learned how to better adhere to these forms with the necessary structure and information. In these regards, I learned how to better develop an introductory paragraph that would set the tone of the essay, provide necessary background information, and include a thesis statement that would describe what the body paragraphs would contain. I also learned the importance of topic sentences that would lead to sentences that contained examples and information that supported the main purpose of the essay. Finally, I came to understand the importance of a conclusion paragraph that would summarize the key points that were raised in the body paragraphs. The other thing I learned about my writing during this course was the importance of the research process.

Effective approaches in teaching Second language Essay

Effective approaches in teaching Second language - Essay Example For this reason, exploring ways on how writing teachers can further improve the writing skills of L2 students is very important. Methods to measure the effectiveness in teaching are often subjected to endless criticism. Back in early 1990s, the assessment of effective teaching was more focused on the students’ learning, highly dependent on the students’ knowledge on the subject, the ability of the teachers to manage the students and think thoroughly on how they can further improve their teaching practice (Clark, 1993, p. 2). Today, the term ‘effectiveness’ is defined based on the â€Å"students’ achievement† (Stronge, 2007, p. x). The process of correcting the L2 students’ mistakes in writing does not guarantee that there will be improvements in their writing skills (Schwieter, 2010, p. 34). Therefore, effective teaching should be monitored based on the revision instruction and feedback each of the L2 students will receive from their wr iting teachers (Ferris, 2007, p. 167; Schwieter, 2010, p. 34). As a general rule, teachers are directly accountable for the learning of the L2 students (Dunne and Wragg, 2005, p. 1). Therefore, it is part of the teachers’ duty and responsibility to continuously improve their professional knowledge and skills particularly when it comes to teaching the L2 students the effective way of writing in English. (Because your essay topic /essay question told me to focus on discussing the best teaching approach when teaching the L2 students how to write.) This essay aims at exploring the different approaches used in teaching L2 students within a writing class. In addition to examining the similarities and differences between the genre approach, process approach, and product approach, the advantages and limitations of each type of teaching approach and how L2 teachers can avoid the limitations or challenges associated with each type will be addressed. 2. Teaching Approaches There are s everal of innovative teaching approaches which can be applied in the teaching of writing. Based on the history of L2 writing studies, Alhosani (2008, p. 48) explained that there was a shift â€Å"in writing instruction from product to process†. Since studying the writing process can be very complicated, a lot of writing teachers have argued that the use of the process approach in writing is better in terms of improving the L2 students’ knowledge and attitude towards writing (Alhosani, 2008, p. 40). Therefore, between the late 1960s and early 1970s, second language teachers started to use the process approach in teaching writing to L2 students [Corbett, 2003, p. 87; Matsuda, 2003, cited in Alhosani, 2008, p. 40]. Today, a lot of second language teachers have managed to shift their focus to the use of the genre approach in teaching (Alhosani, 2008, p. 44). There are cases where teachers who are teaching L2 students how to write are using â€Å"out-dated teacher-centred method† (Babalola, 2012) or are totally unprepared in teaching the L2 students the proper way of writing (Lee, 2011). By examining the similarities and differences between the genre approach, process approach, and product approach, writing teachers who teach TESOL students could be guided by the most effective use of these approaches. 2.1 Product Approach Considered as a traditional method in teaching a second language, the product approach is generally more focused on the students’

Nationalist Movement Of The Belgian Congo

Nationalist Movement Of The Belgian Congo Belgian Congo represents todays Democratic Republic of the Congo (DRC). The country got her first name, Belgian Congo, from her colonizer, Belgium, which was headed by Ling Leopold II. This event took place in November 15, 1908. Belgium Congo remained under the Belgians rule till June 30, 1960 when she gained her independence (Absolute Astronomy, par. 1).This paper is aimed at digging deeply into the events that took place in the Belgian Congo under Leopold IIs rule which eventually led to the formation of the Nationalist Movement of the Belgian Congo. Overview Belgiums control over Congo dates back to 1885 when King Leopold II used the help of Henry Morton Stanley who was an explorer to fulfill this interest. No other European monarch had expressed interest in Congo and this made Leopold II the first one. Among the things that attracted him to Congo included slave trade, rubber and minerals for which he made a gold mine. Congo remained under his control until 1908 when the Belgian government took over. Belgian remained powerful over Congo for 52 years until she got her independence in 1960. Patrice Lumumba made a great impact in Congos history as he headed Congos first nationalist party. When Congo gained her independence, Lumumba was appointed Prime Minister. In the same breath, two provinces which were rich in resources pulled out due to regional conflicts. Military struggles were rampant in Congo at the time and Joseph Mobutu who was an army chief betrayed Lumumba. Lumumba was seen as a threat and this led to his kidnap and eventual mur der in 1961. Those involved in his murder included foreign emissaries (Greenholt, par. 1). King Leopold IIs rule Leopold II ruled with an iron hand and he fought hard to control this very profitable nation. He was the sole executive chairman and shareholder of the Belgian Congo. He was making huge money from sales of copper, rubber among other minerals not forgetting that he had capitalized on the lucrative slave trade which was prominent in many parts of the world. Under Leopold IIs rule, the natives were subjected to brutal mistreatment. The natural resources were also plundered and thus benefited very few people. International scandals were also on the rise. In 1903, 122 Congolese natives were brutally murdered during a rubber collecting mission (Ankomah, par. 1). This event brought about unrest and Roger Casement of the British Consul filed a report that victimized white officials under Leopold II. This report was taken seriously and the perpetrators of this heinous crime were thoroughly punished upon arrest. The report filed by Roger Casement went ahead to pin point the leading causes of depopulation in Leopold IIs era. These he listed as indiscriminate war, tropical diseases, starvation and a reduced number of births. Some of these conditions were dehumanizing and this led to their exposure to the world. This was done by the United States and Europeans press. Leopolds rule came under much pressure from diplomats and the general public. This led to an end of his rule and Congo was now considered as a Belgiums colony (Ankomah). Life in Congo after Leopold IIs rule After king Leopolds rule hit a snag, the Belgium government took over power. This led to reformation of Leopolds shortcomings and the situation improved. This new government came with its recommendations which were geared at giving the Congolese natives a better life. On 18th October, 1908, a Colonial Charter was put in place and its Article 3 clearly stated that forced labor would no longer be exercised. This harmony brought about increased production in cotton and palm oil which increased the revenue. An education system was installed and the natives were even taught native languages like Swahili. Political administration was under the Belgian government where the King of Belgians remained the president. The Congolese natives were however not happy about this arrangement as racial segregation was rampant. The blacks could not mingle with the whites and they were not welcome in places where whites dominated. Only whites were allowed in the city centers and this pushed the blacks to the less glamorous reserves. This segregation also affected the employment sector where blacks were only given the low ranks. A curfew that restricted their movement was operational. They were not allowed out of their houses at particular times (Ankomah). Nationalist Movements of the Belgian Congo Nationalist movements were in place during Belgians rule but they looked down on them thus they went on unnoticed. Some religious and regional groups were opposed to these nationalist movements and formed their own. These movements pressurized Belgium to grant them independence as they were opposed to her rule. Belgian was not comfortable with this arrangement because she felt that this would evict her from her richest colony. A movement by the name ABAKO was formed in 1950 and this represented the ethno-religious groups (Breuilly 200). In 1956, the Nationalist Movement of the Belgian Congo was formed. It was otherwise known as the Mouvement National Congolais (MNC) headed by Patrice Lumumba. This partys main agenda was to turn Congo into a self government. It gained popularity among the Congolese natives and spread widely to six provinces. Due to internal pressures within the party, a splinter group led by Albert Kalonji departed. This party took the title Mouvement National Congolais Kalonji. This split however did not affect the Lumumbas party which was now referred to as Mouvement National Congolais Lumumba. It proved to be very influential in the politics of Belgian Congo. It was seen as a threat to the Belgian government because they could smell their downfall. March 1959 saw national-wide riots which were dubbed Leopoldville. This move further terrorized the Belgian government which saw to the legalization of the national movements which had been formed so far. This was a mighty revolution and the political parties formed an alliance (Absolute Astronomy, par.8). Factors that led to the rise of Nationalism Belgian saw Congo as a tribal country that was only kept together through their rule. Patrice Lumumba was a unifying leader and worked hard to change this perceived attitude of the Congolese citizens by Belgians. He sought to bring them together by sowing in them seeds of unity and harmony against the Belgians who were typical racialists. He was not afraid to speak his mind before the Belgians whenever he had a chance. He publicly talked about the abuse the Congolese natives got from the government in power. He talked about the hard labor they were subjected to, the beatings and the taunts they suffered in the hands of the Belgians. All this they got because of their skin color; they were black. He referred to them as mes freres du race meaning my brothers of race. This was supposed to signify the bond brought about by the stance they took against racial discrimination. Lumumbas calls for nationalism were not taken kindly by the Belgian government. The least they would have wanted was rebellion from the people who gave them the layout they needed for their exploits. This landed Lumumba jail terms every now and then but he was not about to give up. He and his co-fighters would be charged with sedition. The key Nationalist Movement of the Belgian Congo led by Lumumba aimed at ensuring that the Belgian government lived to their promise of granting Congo independence with no strings attached. The movement also planned to boycott all the elections organized by the Belgian government. This they would use as a leeway to gain control over police, the armed forces and the colonial apparatus which were already in place. Their plan had been well made and they saw themselves ridding Congo of the Belgian rule with time. They looked forward to end the dominance that Belgium had over Congo (Greenholt, par.2-4). The movement also looked at empowering the Congolese citizens by ensuring that they benefited from the countrys natural resources. This would raise their living standards and put them at par with other developed nations of the world. This movement was peace loving and saw this whole transition as peaceful. This did not thereby necessitate the formation of armed forces. Lumumba was a dedicated leader who was determined to empower his people. He was a passionate speaker and in one of his speeches he said the following; Mistakes have been made in Africa in the past, but we are ready to work with the powers which have been in Africa to create a powerful new bloc. If this effort fails, it will be through the fault of the West (Greenholt). This showed that his movement was more determined than ever to work out a clean deal with the colonizers not unless they were hard-hearted. Belgium honored her promise to grant Congo independence which came with so many strings attached. They saw Lumumba and his nationalist party as a threat to their plan and embarked on a war against him. This saw the Belgian bureaucrats vacate the offices with all records, files and telephones as they paved way for Lumumbas government. They were working hard literally to sabotage him (Revolutionary worker, par. 5). Impact of the Nationalist Movement of Belgian Congo to Congos politics The people of Congo had eagerly waited for this day when they would finally rid themselves of the colonialism demon which had chocked them for the longest time. These people had not known peace and hope did not exist in their vocabulary. They had been exploited and tormented by the Belgian colonialists. They had not lived to enjoy the fruits of their hard labor which benefited a few in the society. They worked tirelessly to fatten these colonialists bank accounts with proceeds from their rich heritage. They had someone to thank specially for this dream of freedom come true. This was none other than Patrice Lumumba. He takes much credit for the revolution that brought immense change in Congo (Revolutionary worker). Congos Independence Day was long awaited for and a Belgian King by the name Baudouin I had to show up in person to hand over the independence hat to the people of this nation. The independence ceremony took place in Leopoldville. Joseph Kasavubu was sworn in as the President and Patrice Lumumba as the Prime Minister. King Baudouin I came with the hopes that he would still be closely associated with this nation and somehow continue the exploits which his country, Belgium had enjoyed over the years (Revolutionary Worker). One Lumumba saw this coming and was not happy at all. This Prime Minister could not be hoodwinked just like that. It was with this spirit therefore that he addressed all the people who had assembled. He revisited the hardships and abuse that the Congolese natives had suffered under the Belgian governments rule. He went ahead to lay down his portfolio on the future and the hopes he had for his beloved people and country, Congo. This speech was a bitter pill for King Baudouin I to swallow and Lumumbas coalition partners were shocked. They had not seen this coming. This became Lumumbas most famous speech. In this speech he mourned the distress and the problems that they had to go through as the natives of Congo under the Belgian colonialism but celebrates that at least now the leadership of the country was under the natives (Revolutionary Worker). All that, my brothers, we have endured. But we, whom the vote of your elected representatives have given the right to direct our dear country, we who have suffered in our body and in our heart from colonial oppression, we tell you very loud, all that is henceforth ended. The Republic of the Congo has been proclaimed, and our country is now in the hands of its own children (Revolutionary Worker). This speech was so powerful and greatly moved the audience. The wounds they had suffered under the colonialists were now fresher than ever. The pain they felt was deep and they felt used. Their eyes were opened once more to the atrocities that had been committed to them in their own country by these selfish people. What they overlooked was that Belgian still had control over their country through the military. The Belgians had under their arms Congos police force and army safely tucked. The countrys wealth was still under Belgians mineral corporations. Her strategy was to ensure that the country was in the hands of imperialists who they would manipulate to ensure that their stakes remained productive for their own selfish gain (Revolutionary Worker). Prime Minister Patrice Lumumba was therefore a stumbling block to this move. This prompted the imperialist agents to assassinate him on 18th January 1961, soon after he was sworn in as Prime Minister at a tender age of 35. This was after he underwent a lot of injustices and mistreatment which included a house arrest, brutalization and torture in the hands of Colonel Mobutus men. Mobutu had been played a key role in ensuring that the Belgian government stakes were safeguarded. He was their informer and they manipulated him to gain their ground. He was their puppet (The Internationalist, par. 1). Lumumbas assassination came as a great shock to the people he fought for relentlessly. It also served as an eye opener to them that it would take shedding of blood to gain total liberation from the colonialists. The people of Congo had viewed him as their savior and in fact saw him as a black Christ who had sacrificed his life for the sake of his people. So many people were enraged at his death that numerous paintings were done depicting him as a great hero. One of such paintings was that of his portrait inside the map of Congo. Another painting shows him breaking off the chains off his arms and at the same time raising the flag of Congo (The Museum of Arts). A week before his assassination, Lumumba wrote a letter to his wife, Pauline Lumumba. This is what the letter dated January 1961 had; No brutality, mistreatment, or torture has ever forced me to ask for grace, for I prefer to die with my head high, my faith unshakable, and my confidence profound in the destiny of my country, rather than to live in submission and scorn of sacred principles. History will one day have its say, but it will not be the history that Brussels, Paris, Washington, or the United Nations will teach, but that which they will teach in the countries emancipated from colonialism and its puppets (Revolutionary Worker, par. 6). Conclusion The nationalist movements of Belgian Congo worked hard to redeem a people who had been oppressed. The Congolese people had been subjected to hard labor, slavery, racial discrimination, starvation, murders and all sorts of mistreatment. These movements enlightened the people of Congo on the evils of the colonialists. Their aim was to get their country back, their freedom and their dignity, all which they had lost to the Belgian government. There was a price to pay and they were not afraid. Patrice Lumumba paid with his life but the struggle did not end there. He had indeed fought a good fight that led to the liberation of his people from this dehumanizing rule initiated by King Leopold II. Were it not for the nationalist movements of Belgian Congo, these atrocities would have continued and independence would have been a far away dream for the Congolese people.

Comparing Relationships in Susan Glaspells Trifles and Cherrie Moraga

Female Relationships in Susan Glaspell's Trifles and Cherrie Moraga's Giving Up the Ghost The plays Trifles, by Susan Glaspell, and Giving Up the Ghost, by Cherrie Moraga, focus on women's interaction in various contexts. Despite the seventy-eight years between their performance dates and the drastic difference in settings and narrative content, the main female characters are comparable, as Mrs. Hale, in Trifles, points out, "We all go through the same things -- it's just a different kind of the same thing" (Norton Anthology of Literature by Women, 1359). These plays show the varying degrees of closeness women can have in female relationships, and the role circumstances play. When Trifles opens, Mrs. Hale and Mrs. Peters do not know each other, and Mrs. Peters does not know Mrs. Wright; initially establishing the women's familiarity is important as they are essentially strangers. Mrs. Hale and Mrs. Peters are immediately grouped together by the men in the play, who subtly consider them and their concerns insignificant; Mr. Hale notes, "Women are used to worrying over trifles" (Glaspell 1353). The irony of the women finding what the men can not, Mrs. Wright's motive, emphasizes their importance in the play; the men failing to recognize this also creates dramatic irony. Mrs. Hale having known Mrs. Wright before she was married and having not visited her in over a year is significant as she illustrates Mrs. Wright's transition from a social to an isolated woman as a result of her marriage to John Wright. As she has children, Mrs. Hale can understand the importance of Mrs. Wright's canary, which served as the role of her child; similarly, Mrs. Peters can rela te to Mrs. Wright, whose only company in her quiet, empty house was ... ...en. Probably the most striking commonality is how women relate through those by which they are haunted: just as Marisa recalls her cousin Norma who was committed to a mental hospital, Alejandro's death seriously impacts Amalia; Mrs. Peters recalls her dead baby in an effort to relate to Mrs. Wright, and Mrs. Hale remembers the woman Mrs. Wright was before her marriage. Both Glaspell and Moraga explore the universal theme of isolation and how relationships can create, in the case of Mrs. Wright, or diminish it, as with Marisa and Amalia. Works Cited Gilbert, Sandra M. and Teresa Sullivan. The Norton Anthology of Literature by Women. New York: Norton, 1985. Glaspell, Susan. Trifles. The Norton Anthology of Literature by Women. New York: Norton, 1985. Moraga, Cherrie. Giving Up the Ghost. The Norton Anthology of Literature by Women. New York: Norton, 1985.

Exothermic reaction Essay

The object of this investigation is to determine the enthalpy change for the reaction CaCO3 (s) i CaO (s) + CO2 (g) by an indirect method based on Hess’ Law. Hess’s law states that the enthalpy change for any chemical reaction is independent of the route taken provided that the initial and final conditions are identical. So the temperature change during these reactions below can be measured and the enthalpy changes ? H1 and ? H2 calculated. For Example: Using Hess’ law with the calculated values for ? H1 and ? H2 it is possible to calculate a value for ? H3. Results Table. Temperature change during reaction   The results for the temperatures are to the nearest whole number as it is unrealistic to measure to a point of a ? C with this type of thermometer and the masses rounded up to 2 decimal places for greater accuracy. Calculations It’s possible to use the formula E = mc ? T, where E = energy transferred, m = mass of HCl, c= specific heat capacity of HCl and ? T = temperature change. This formula can be used for calculating the energy transferred in the following reactions ? ?H1, CaCO3 (s) + HCl and ? H2, CaO (s) + HCl. Seeing as the molar mass of CaCO3 = 100. 00 ?H1 = 420 x (1 x 0. 0250) = – 16. 80 kJmol-1 I will not include the last result in my average for ? H1, which is – 16. 80 kJmol-1. This is because it’s way off the other results and would significantly affect my average results, it’s an anomaly. AVERAGE for the ? H1 for the reaction between CaCO3 + HCl: (- 25. 09 kJmol-1) + (- 24. 90 kJmol-1) 2 ?H1 = – 25. 00 kJmol-1 This value for ? H1 is negative because heat is lost to the surroundings. It’s an exothermic reaction. Calculations for ? H2 for the reactions between CaO (s) + HCl: 1. I will not include the – 102. 86 kJmol-1 result in my average for ? H2. This is because it’s way off the other results and would significantly affect my average results, it’s an anomaly. AVERAGE for the ? H2 for the reaction between CaO + HCl: (-128. 05 kJmol-1) + (- 111. 43 kJmol-1) 2 ?H2 = – 119. 74 kJmol-1 This value for ? H1 is negative because heat is lost to the surroundings. It’s an exothermic reaction. Using Hess’ cycle I will use the values that I have calculated for ? H1 and ? H2 to work out the value for ? H3. ?H3= ? H1 ? ?H2 = (- 25. 00 kJmol-1) – (- 111. 43 kJmol-1)= 86. 43 kJmol-1 This value is positive because heat is absorbed from the surroundings. It’s an endothermic reaction. I have been told the actual value for ? H3, which is 178. 00. So I will calculate the percentage by which my value is out by the actual value. 178. 00 ? 86. 43 = 91. 57 (91. 57 ? 178. 00) x 100 = 51% Evaluation Errors in procedure: When the CaO and CaCO3 were put into the cup there was a delay before the lid was put on. This could have caused heat to escape out of the cup and the temperature change would not have been as great compared to if there was no delay.

Expressive Art Essay

My expressive essay concerns the portraits of two artists, Francis Bacon and Pablo Picasso. Two such protraits are â€Å"self protrait† 1971 by Bacon and â€Å"weeping woman† 1937 by Picasso. I believe that both these paintings have been strongly influenced by their own life experiences. Francis Bacon was born on the 28th of October 1909 and he died on the 28th of April 1992. Bacon was born in Dublin, to parents of British descent. Captain Anthony Edward Mortimer Bacon, his father, was a veteran of the boer war he then became a rae horse trainer. Chirstina Winifred Firth, his mother, was an heiress to a Sheffield steel business and coal mine. Bacon had four siblings- an older brother, Harley, two older sisters, Lanthe and Winifred, and a younger brother, Edward. Bacon was a figurative painter known for his bold, graphic and emotional raw imagery. He began painting in his early 20s but he never considered it a profession until his mid 30s. Before this time he drifted, earning a living as an interior decorator and a designer of furniture and rugs. Later in his life Bacon said he had put of being an artist because he spent too long looking for work that would sustain his interest. Bacon became more popular in 1944 with â€Å"three studies for figures at the base of a crucifixtion† released in the mid 1960s. Bacon mainly produced portrait heads of friends. His artistic output often saw him focus on single themes for sustained periods- including crucifixtion. Following the 1971 suicide of his lover George Dyer, Bacon’s art became more personal, inward looking and preoccupied with themes and motifs of death. Despite his existentialist outlook on life expressed through his paintings, Bacon always appeared to prefer the finer things in life, spending a vast amount of time eating, drinking and gambling in Londons Soho with Lucian Freud, John Deakin, Daniel Farson, Patrick Swift, Jeffrey Benard, Muriel Belcher and Henrietta Moraes. After Dyers death Bacon began to distance himself from this crowd and became less involved with rough trade to settle in a relationship with his eventual heir, John Edwards. Since his death in 1992, Bacons reputation has steadily grown he was the subject of two major Tate retrospectives during his lifetime and recieved a third in 2008. Bacon was a self-taught painter who destroyed a large part of his output, so much so that virtually none of his early work has survived. Firstly I am going to analyse Francis Bacons portrait â€Å"Self Portrait† 1971. I feel that Francis Bacon’s Self portrait is a dark, cold and harsh reflection of how he sees himself. He hasn’t made the self portrait realistic but expressive of his emotional state. It suggests to me a man that is so twisted in emotions, so distorted from the reality of himself that he has this twisted sad view of himself. When I look at this picture I do not see a man who is at the height of his career but a man who is torn apart by something in himself. Perhaps this was triggered by the death of his lover dyer (who died that year while in Paris together to attend the retrospect of Bacons work). The painting its self is oil on canvas, the brush strokes are very expressive. The colour choice is dark in intensity yet made harsher by the use of white, with a touch of blue to really enhance it atmospherically. The white with the icy blue gives it a cold ghostly edge while his eye’s are completely black just mirroring the cold. This makes him very detached from the viewer, putting them on edge. This artwork is like looking in to the soul of the artist, giving the artwork a sense of vulnerability because looking into the soul of someone is to be at a personal level with someone, it is an invasion of space but the subject matter can’t do anything about this intimacy. Some say â€Å"the blacks of the eyes are the windows to the soul†. Pablo Picasso was born in Malaga in Spain on the 25th of October 1881. His father was an artist and a professor of art. His mother was part Italian. She claimed that Picasso’s first spoken word was â€Å"pencil.† As a child, it was obvious that picasso was a talented artist, in fact, when his father realized what a great artist the young picasso was, he felt too embarrassed to call himself an artist and decleared that he would never paint again. Instead, he gave all his paint brushes and other materials to his son. As a young man picasso studied art in Madrid at the Academia de San Fernando, but didn’t finish the course. Instead, he moved to Paris in 1900 where at first, life was hard. It is said that he would sometimes burn paintings to heat up his lodgings. Picasso eventually setteled into life in Paris and although he was Spanish spent the majority of his life in France, and became a French speaker. This explains why his paintings have French names. From 1901 he began to sign his paintings ‘picasso.’ He married twice and fathered four children with three woman- Picasso was known as a relentless womanizer and a charmer. His first wife Olga Khokhlova was a Russian ballerina. Picasso painted her many times, the most famous painting of her is one of her sitting in an armchair painted in 1917. Picasso re-married many years after Olga’s death. He married Jacqueline Rogue in 1961. Rogue worked in the medovra pottery on the french Riviera- this was the pottery where picassos ceramic works were produced. Rogue and Picasso remained married for the rest of Picasso’s life. Picasso’s work is divided into periods. The Blue period (1901-1904), The Rose period (1905-1907), The African period (1908-1909), The Analytic cubism period (1909-1912), The Synthetic cubism period (1912-1919), The Classicism and Surrealism period (1918-1936). Picasso also created sculptures. One of his most famous sculptures is a fifty-foot high shape in Chicago. Nobody knows what the shape is intended to be. This sculpture is referred to as The Chicago Picasso. It was reveled in 1967 and Picasso refused to be paid for it, preferring to make it a gist to the town of Chicago. Picasso died on the 8th of April, 1972, aged 92. He produced more works of art than any other artist. Following his death, many of his works were placed in a museum in Paris named Le Musee Picasso. There are two more museums dedicated to Picasso- one is in his birth place, Malago, and the other is in Barcelona where he lived for some of his youth. One of the worst atrocities of the Spanish Civil War was the bombing of the Basque town of Guernica by the German air force. Picasso responded to the massacre by painting â€Å"weeping woman† 1937. The woman’s features are based on Picasso’s lover Dora Maar.