A Dream Realized-Pratt and King, Jr. essays

A Dream Realized-Pratt and King, Jr. essays In Mary Louise Pratts article Arts of the Contact Zone, her contact zones are referred to as [spaces] in which peoples geographically and historically separated come into contact with each other and establish ongoing relations, usually involving conditions of coercion, radical inequality, and intractable conflict [. . .] (Bartholomae and Petrosky 605). In other words, it is a location where two cultures meet and, frequently, clash. For my historical documents, I chose among Frederick Douglass What to A Slave Is the Fourth of July?, Chief Seattles How Can One Sell the Air? (usually referred to as the Speech of 1854), and Dr. Martin Luther King, Jr.s speech I Have A Dream. However, Chief Seattles speech was translated into variable forms, and some web pages hinted that the speech was unreliable for several minute reasons (refer to links on Chief Seattles Thoughts). I also disregarded Douglass speech because I did not find it as emotionally enticing as Kings speech. It was an excellent autoethnographic text, but I did not feel as stimulated by his words. I therefore chose Dr. Martin Luther King, Jr., a Reverend who was famous for his stirring and poignant speeches. In these speeches, he protested the prejudice and racism suffered African Americans in 1960s America. He describes his dream of a peaceful integration of blacks and whites, imitating a literate [art] (Pratt 613) of the contact zone. Kings speech I Have A Dream aptly fits Pratts idea of an autoethnographic text. This speech was presented on August 28, 1963, during the March on Washington and was read from the steps in front of the Lincoln Memorial in Washington, D.C. He talks of the aftermath of slavery, which is an illustrative effect of the contact zone between whites and blacks ...

Comparing Past Participles in Spanish and English

Comparing Past Participles in Spanish and English You dont have to look far to see the close relationship between English and the languages derived from Latin. While the similarities are most obvious in vocabulary, English also includes key aspects of its grammar that have analogs in Latin-based languages, including Spanish. Among them is the past participle, an extremely useful type of word that can be used, in English as well as Spanish, as either part of a verb form or as an adjective. Forms Taken by Past Participles Past participles in English arent always as obvious as they are in Spanish, because they often take the same form as the past tense, in that they usually end in -ed. In the verb form, you can tell when an -ed verb is functioning as a past participle in that it is combined with some form of the verb to have. For example, worked is a past-tense verb in the sentence I worked but a past participle in I have worked. Less commonly, a past participle can also be used in the passive voice: In The play is produced, produced is a past participle. Spanish past participles typically end in -ado or -ido, thus bearing a vague similarity to the English equivalents. But their form is distinct from the simple past tenses, which include words such as comprà © (I bought) and vinieron (they came). Both Spanish and English have numerous irregular past participles, especially of common verbs. In English, many, but far from all, end in -en: broken, driven, given, seen. Others dont follow that pattern: made, hurt, heard, done. In Spanish, nearly all of the irregular past participles end in -cho or -to: dicho, from decir (to say); hecho, from hacer (to make or to do); puesto, from poner (to put); and visto, from ver (ver). Here are some of the most common irregular past participles in Spanish: Abierto (from abrir, to open)Cubierto (from cubrir, to cover)Escrito (from escribir, to write)Frito (from freà ­r, to fry)Impreso (from imprimir, to print)Muerto (from morir, to die)Roto (from romper, to break)Vuelto (from volver, to return) Using Past Participles as Adjectives Another similarity between English and Spanish is that past participles are frequently used as adjectives. Here are a few examples that the two languages share: Estoy satisfecho. (Im satisfied.)Los Estados Unidos. (The United States.)El hombre confundido. (The confused man.)Pollo frito. (Fried chicken.) In fact, while it often is awkward to do so, most verbs in either language can be converted to adjectives by using the past participle. Because they function as adjectives in such Spanish usages, they must agree in both number and gender with the nouns they accompany. The same is true in Spanish when the past participle follows a form of either ser or estar, both of which are translated as to be. Examples: Los regalos fueron envueltos. (The gifts were wrapped.)Las computadoras fueron rotas. (The computers were broken.)Estoy cansada. (I am tired, said by a female.)Estoy cansado. (I am tired, said by a male.) In Spanish, many past participles can also be used as nouns, simply because adjectives can be freely used as nouns when the context makes their meaning clear. One sometimes seen in news stories is los desaparacidos, referring to those who have disappeared due to oppression. Frequently, adjectives used as nouns are translated using the English one as in los escondidos, the hidden ones, and el colorado, the colored one. This phenomenon also appears in English, although less commonly in Spanish. For example, we might talk about the lost or the forgotten where lost and forgotten functioning as nouns.) Using the Past Participle for the Perfect Tenses The other major use of the past participle is to combine with the verb haber in Spanish or to have: in English (the verbs probably have a common origin) to form the perfect tenses. Generally speaking, the perfect tenses are used to refer to actions that are or will be completed: He hablado. (I have spoken.)Habr salido. (She will have left.) ¿Has comido?  (Have you eaten?) As you can see, the past participle is one of the ways that verbs in both Spanish and English gain their versatility and flexibility. Watch for uses of the past participle in your reading, and you may be surprised to see how often the word form is put to good use. Key Takeaways Past participles function very similarly in English and Spanish, as they are both verb forms that can function as adjectives and sometimes as nouns.Past participles combine with haber in Spanish and have in English to form the perfect tenses.Regular past participles end in -ed in English and -ado or -ido in Spanish.

Service Learning English Essay Example | Topics and Well Written Essays - 1000 words

Service Learning English - Essay Example Without ethics, society’s ill-tendency will not be tempered by restraint. Such, there is a need to teach ethics among students while their minds are still formative and is still in the preparation stage of life. When students become adults and professionals, it will become extremely difficult if not impossible to teach ethics. Teaching ethics among students will not only make them better in practicing their prospective careers in the future but will also prevent similar scandals which have badly damaged our economy. To ensure that ethics will be taught properly, it has to be incorporated in our curriculum. This value has to be reflected and practiced in the school level because this is the institution where our values as individuals and citizens are being formed. The best method to teach it is through service learning. â€Å"Service-learning is an instructional method that integrates theoretical learning with real life experimentation and community service† (Farazmand e t al., 2010). Teaching ethics is better learned when it becomes experiential. Unlike any theoretical concepts taught in a classroom setting, ethics is based in real world where its efficacy is measured not in understanding but more of practicing it. The most important element of service learning is that it is based on a â€Å"real world† where it will later be used (Judge, 2006). Service learning is not just a teaching methodology. It also meant practicing the sense of belongingness by actually serving the community that he or she is or part of. Only through it can a student can feel that he or she belongs to something bigger than him or herself. Only through this he or she will realize that by giving a part of himself or herself, he or she can make a difference. This idea of service learning is not about servile subservience. Doing service learning is not subjecting oneself to anybody’s whim or caprice but rather a voluntary initiative to make a difference; to be a pa rt of something bigger than oneself. It is a learning process that by practice, a student will realize that giving a part of himself or herself to the community produces a personal satisfaction that cannot be taught in a classroom. Service-learning is an instructional method that integrates theoretical learning with real life experimentation and community service (Farazmand et al., 2010). It has to be felt to be learned. Lectures and books can only do so much. â€Å"Texts, equations or graphs on the chalkboard and assigning students readings from a standard textbooks† (Mungaray et al., 2007) is not effective. This method only underlines a reality of a teaching method that promotes an environment where the students passively listen to the teacher without any direct involvement in the process or any feedback from or exchange with the professor or other students. This passiveness is reflected in the lack of experience to look for and use data, analyze real world situations with the support of the theories and instruments learned in class and discuss issues beyond the textbook (Mungaray et al., 2007). To really learn it, the lesson has to be experienced. .After all, knowledge can only be perfected by experience and there is no better way of learning ethics than by experiencing it. Service learning does not have to be forced to the students. When it is imposed to the students, it will be seen more as a chore that they can no

The Ford 2000 Plan Essay Example | Topics and Well Written Essays - 750 words

The Ford 2000 Plan - Essay Example For the IT department, it meant sweeping changes. Standardizing software throughout the global business would most certainly improve communication abilities. Everyone would be using the same tools and thus, speaking the same language, at least in computer terms. I could see that updating and maintenance of such a system from a centralized IT command would surely cut costs in the long run. Emphasis would be shifted from developing specialized software to using software largely developed by other companies that were actually in the software business. Ford would concentrate on developing vehicles, not software. I thought it was a smart plan. Yet, from news reports, now 6 years later, I knew The Plan had failed. Ford continued to lose money. Massive layoffs and plant closings were in store (Durbin 1). I did not know what went wrong. Then I located 2002 interview with James Buczkowski, Director of IT for Manufacturing and Supply Chain at Ford (Ricciuti). Buczkowski makes it clear, as any department head would, that he would like more money directed toward his operations. That being said, he accepts the fact that he is being asked to "do more with less" and operate with a "back to basics" mentality (Ricciuti Para. 1). That means cutting back on things like web site design and emphasizing modalities that help design and build better vehicles in a more cost-efficient manner. He plans to invest in more CAD and CAM. He is to concentrate on projects that will directly increase the company's bottom line, either through more efficient manufacturing or through decreased design/build costs. The director points out another area of concern: lack of IT skills within the company. With the advent of The Ford 2000 Plan, many IT functions were outsourced. This caused a decline in the IT skill-levels available from employees. "We're trying to rebuild some of those skills where we were maybe a little too leveraged on outside (sources). We need much more skill and competency internally" (Quest. 6). As any politically correct corporate officer would, Buczkowski chooses to focus on the future, rather than publicly analyze shortcomings of the past. It is clear, however, that money was spent on technologies that did not add to the profitability of the company, like web site design, and that by outsourcing software design, in-house capabilities were lost. He sees integration of various software applications to be a continuing challenge. "As more applications integrate, you have an environment that is more challenging to manage" (Quest. 16). Buczkowski wants to see a modular approach so that applications may be plugged into the system and later unplugged, replaced as needed with newer, better application modules. In summary, I think The Ford 2000 Plan went wrong in the following ways. First, standardization and integration of "off-the-shelf" software was a bust. It did not provide the flexibility needed to design unique, quality products. It was an over-simplification of a complex need. Second, in its attempt to simplify, it lost the skills needed to change course when the simplification did not work. As this article relates to Systems Thinking and the examination of complexity, I see IT as a provider of tools. The best tools in the world are not good enough if they are so complex that no one knows how to use them or communicate the fruits of their labor to the rest of the company. If the

Mutations in Dna Essay Example for Free

Mutations in Dna Essay Although most mutations are either neutral or harmful they are also the raw material for evolution. Such mutations from alleles, alternate forms of a given gene that may produce differences in structure or function such as black, brown or blond hair in humans, or different mating calls in frogs. Stages of Mitosis~ 1)Parent cell. 2)Chromosomes make identical copies of themselves. 3)They line up along the centre. 4)They move apart. 5)Two daughter cells form with identical chromosomes to the parent cell. Homologous chromosomes have the same genes, but each homologue may have the same alleles of some genes and different alleles others. The cell cycle is tightly controlled. Both during the embryonic development and during the maintenance and repair of the adult body, progressing through the cell cycle is regulated primarily by two interacting processes. (1)Production of, and responses to, growth factors that generally speed up the cell cycle; (2)Intracellular checkpoints that stop the cell cycle if problems such as mutations in the DNA or misalignment of the chromosomes have occurred. Most cancers develop because one of both of these processes goes awry. Many different molecules control the cell cycle; Porto-oncogenes:Any gene whose proteins tends to promote mitotic cell division if called a proton-oncogene. The genes for growth factors, grow factor receptors, and some cyclins and Cdks are proton-oncogenes. In most cases, progress through the cell cycle beings when a growth-stimulating protein such as epidermal growth factor (EGF) binds to a receptor on the surface of a cell. This stimulates the synthesis of cyclins which bind to Cdks and activate them. Thus, these proton-oncogenes are essential to the normal control of the cell cycle. Tumor suppressor genes:The protein products of tumor suppressor genes prevent uncontrolled cell division and the production of daughter cells with mutated DNA, both of which are common in tumors. Cdks regulate the activity of other proteins by adding a phosphate group to them. One such protein is Rb. Normally, Rb inhibits transcription of several genes whose protein products are required for DNA synthesis. Phosphorylation of Rb by Cdks relieves this inhibition in the G, phase of the cell cycle, allowing the cell to proceed to the S phase and replicate its DNA. This chain of events, from growth faction stimulation to phosphorylation of Rb, ensures that the cell cycle starts up only when the body needs it to. Another tumor suppressor protein, called P53 monitors the integrity of the cells DNA and indirectly regulates Rb activity. Healthy cells with intact DNA, contain little P53. However, when DNA has been damaged (for example by ultraviolet rays in sunlight), P53 levels rise. The P53 proteins that inhibit Cdks. If Cdks are inhibited then Rb is not phosphorylated and DNA synthesis is blocked; this prevents the cell from producing daughter cells with damaged DNA. The P53 stimulated the synthesis of DNA repair enzymes. After the DNA has been repaired, P53 levels decline, Cdks become active, Rb becomes phosphorylated and the cell enters the S phase. If the DNA cannot be repaired, P53 triggers a special from of cell death called apoptosis, in which the cell cuts up its DNA and effectively commits suicide.

Brave New World :: essays research papers

Brave New World Final 1.) The Savage Reservation is similar to the Utopia world in several ways. They both have drugs that are designed to calm people down. Soma, used in the Utopia and mescal used in the Reservation. They both also have a separation within their own society. The Utopia has social castes and the reservation has separation between the men and women, the men having more power. The two worlds also both have ceremonies. The Utopia has the orgy porgy ceremony in which everyone gathers around and has an orgy, hence the name. The Savage Reservation has traditional dancing ceremonies like the many traditional Indian tribes have today. The two cultures have many similar ideas, just expressed a little differently. These two societies also have many different customs, ways, and styles of living. The Brave New World is clean, sanitary, and organized. Where as in the reservation there’s garbage every where, its dusty, and full of dogs and flies, the complete opposite. In the Utopia people aren’t born anymore, they are grown. Another difference between the two worlds is in the Reservation people are still born the “old fashion way.'; In the Brave New World everyone is young and pretty their whole lives thanks to chemicals and conditioning. It’s the complete opposite in the savage reservation. As seen by the old man, it’s shown that people in the Reservation age normally, loose their teeth, and get wrinkles. The reservation represents more of an old, more class time period whereas the Utopia is perhaps not to distant future gone wrong. In both societies, both of them still are imperfect but in completely different ways. 2.) When Linda was on the reservation she didn’t seem to cope with it very well. She got fat, became an alcoholic, and was just a big mess. She hated how dirty the reservation was and how there was no easily accessible hot water so she could clean things. She hated the beastly clothes she had to wear instead of her old darling clothes. Linda also didn’t like the fact that she has to mend her clothes instead of just throwing them away when they got worn and then simply just buying new clothes. She missed the soma because only mescal is available to her now, gives her a hangover which she disliked. She hated how she got pregnant with John because she was taken away from everything she loved.

Comparison Paragraph of Macbeth and Othello Essay

Shakespeare shows a high level of regret in both plays by raising the emotional turmoil sensed by Macbeth and Othello. The climax of this repentance highlights the mental state of distress of both of the main characters, and is followed by a dramatic conclusion. Shakespeare presents Macbeth as regretful by portraying his desire to be king as damaging from the start. This is evident in the play when Macbeth says: â€Å"will all great Neptunes ocean wash this blood clean from my hand?† This use of language is regretful. Many bad things then go on to happen to Macbeth, providing that he was wrong to murder the king and this was against the laws in Jacobean times. Macbeth’s reference to â€Å"Neptune† conveys a sense of prayer to the language and the question mark suggests doubt at his actions. Neptune is the God of the sea, and the Jacobean audience would have known this. However, as this was not the Christian God, the audience would have also viewed this with suspi cion. This also shows that Macbeth feels regretful because it suggests that this is something that will not go away easily; all the water in the ocean will not make his hands clean. Shakespeare makes Macbeth’s guilt and regret apparent with a direct link to the metaphor of having blood on your hands. This heightens Macbeth’s internal disturbance by the constant pressure laid on by Lady Macbeth. The metaphor is used throughout the whole play as Lady Macbeth sees a â€Å"spot† on her hand and, at the end of the play when Macbeth’s downfall is imminent, it is said that â€Å"His secret murders† are â€Å"sticking on his hands.† The outcome is inevitable because Macbeth will not wash his hands clean and the audience knows that this will end in his own death creating drama and tension. Before in the play, the murder of the king is not shown because in the Jacobean Era, murdering the king was against the law. Similarly, Shakespeare presents Othello as regretful. This is evident in the play when Othello says: â€Å"oh fool, fool, fool!† Othello calls himself a â€Å"fool† when he finds out the truth and knows that he was tricked by Iago and is regretful for killing his wife. The use of the word â€Å"fool† shows the audience that h e was not very clever as he was tricked quite easily. However, it was easy for Iago to deceive Othello due to his gullibility. This may have been due to the fact that as an outsider, he did not belong in the society. It also highlights the fact that Othello was easily confused because of Desdemona’s betrayal of her own father. Othello felt that Desdemona could betray Othello as well. The evidence in support of  this fatalistic belief was overwhelming. It had links to Othello being a Moor and Desdemona’s seemingly pernicious friendship with Cassio. The Jacobean audience was aware of this dramatic irony and possibly knew what was going to happen next.