Reaction paper: “3 idiots” Film Essay

I. Title: 3 Idiots II. Director: Rajkumar Hirani III. Characters: Aamir Khan as Ranchoddas Shamaldas Chanchad/ Chhote/ Phunsukh wangdu Kareena Kapoor Khan as Pia Sahastrabuddhe R. Madhavan as Farhan Qureshi Sharman Joshi as Raju Rastogi Boman Irani as Dr. Viru Sahastrabuddhe Omi Vaidya as Chatur Ramalingam IV. Opening Story: Both Farhan and Raju wants to meet again their fellow collegian, Rancho after faking a stroke abroad an Air India plane, and excusing himself from his wife respectively. On the way to destination, they encounter another student, Chatur, now a successful businessman, who reminds them of a bet that they had undertaken 10 years ago. As they are recollecting hilarious funny act, including their argument with the Dean of Delhi’s Imperial College of Engineering, Viru Sahastrabudhe, race to locate Rancho, at his last known address. Little they did not know about the secret that was kept from them all this time. V. Passing action: Farhan, Raju, and Rancho are three engineering students who share a room in the residence of Imperial College of Engineering (ICE). Farhan is studying engineering to pursue his father’s wishes over his own wish that is to become a wildlife photographer. Raju is studying to raise his family’s fortunes and get them out of pover ty. On the other hand, Rancho studies for his simple passion in machines and devices. Rancho believes that success in studying is not achieved by solely memorizing definitions given by textbooks or professors, but by understanding and applying the concepts. He believes that one should follow excellence, not success, as success will come itself if excellence is followed. VI. Rising Action: Things further escalate when the three friends drunkenly break into Virus’s house one night to allow Rancho to confess his love to Pia, and urinate on the front door before fleeing. The next day, Virus threatens to rusticate Raju unless he squeals on Rancho. Not wanting to betray his friend or let down his family, Raju attempts suicide and ends up paralyzed. Following his recovery, Raju discards his fear of the future. Encouraged by Rancho, both Raju and Farhan gain courage to do what they were afraid to do before. Raju takes a frank approach in an  interview for a corporate job, while Farhan convinces his parents to allow him to pursue his love of wildlife photography, both successful in their endeavors. VII. Climax: Their story is framed as intermittent flashbacks from the present day, ten years after Chatur bet that he’d become more successful than Rancho. Having lost contact with Rancho, who disappeared during the graduation party and went into seclusion, after five years, Raju and Farhan begin a journey to find him. They are joined by Chatur, now a wealthy and successful professional in the USA, who is looking to seal a deal with a famous scientist and prospective business associate named Phunsukh Wangdu. When they find Rancho’s house in Shimla, they find a completely different man: the real Rancho. From him, they come to know that their friend was a destitute servant boy â€Å"Chhote† who loved learning, while he, the real Rancho, disliked study. After seeing the boy’s intelligence, the family agreed to let the servant boy study in Rancho’s place instead of laboring. In return, the real Rancho would pocket his qualifications and after graduating, the servant boy will cease all contact. The real Rancho reveals that Chhote is now a schoolteacher in Ladakh. At the same time, they find out that, without Rancho, Pia decided to marry the same price-obsessed banker that Rancho initially talked her into dumping, and they go to rescue her from the wedding. VIII. Falling action ending: Raju and Farhan find Pia and arrive at Rancho’s school. Pia and the fake Rancho rekindle their love, while Chatur mocks Rancho for becoming a lowly schoolteacher. He asks Rancho to sign a â€Å"Declaration of Defeat† document. When Rancho’s friends ask what his real name is, he reveals that he is actually Phunsukh Wangdu himself. Chatur finds out about this and is horrified; he accepts his defeat and pleads his case with Phunsukh to establish the business relationship he was after.

Hurricane Pam

Hurricane Pam Every community is faced with natural and man-made hazards that can best be addressed ahead of time by planners working closely with emergency management personnel to mitigate the threat and prepare for post-disaster recovery. Hurricane Pam was a simulated storm in New Orleans used to evaluate potential losses, improve response plans, and provide better coordination between agencies proactively. Hurricane Pam brought sustained winds of 120 mph, up to 20 inches of rain in parts of southeast Louisiana and storm surge that topped levees in the New Orleans area.This area included 13 parishes in southeast Louisiana-Ascension, Assumption, Jefferson, Lafourche, Orleans, Plaquemines, St. Bernard, St. Charles, St. James, St. John, St. Tammany Tangipahoa, and Terrebonne. The storm caused more than one million residents to evacuate and destroyed 500,000-600,000 buildings. A rough average of 100,000 people did not evacuate before the storm hit due to poverty, illness, or lack of tr ansportation. Of the 100,000 that remained in the city, an estimated 25,000 to 100,000 would die.SLOSH (sea, lake, and overland surges from hurricanes) is used to identify the worst-case scenario of this storm by identifying the highest potential surges from this storm. SLOSH revealed that the levees would fail causing the city to flood and kill thousands due to drowning. These generalized assumptions caused emergency managers put their minds and resources into action to devise disaster response for areas such as search and rescue, medical care, sheltering, temporary housing, school restoration, and debris management.The debris team estimates that Hurricane Pam would result in 30 million cubic yards of debris and 237,000 cubic yards of hazardous waste. Landfills have been identified that have available storage space and disposal sites for hazardous waste have been located. In the event that Hurricane Pam resulted in more debris and hazardous waste transportation should also be ident ified and factored into the plan in case the initial plan is not adequate. Shelter is a main issue for the residents of New Orleans because of the impact of Hurricane Pam.The emergency management teams identified that about 1,000 shelters would be needed to house the residents displaced by the storm. About 784 shelters were secured, but 216 were still needed. Transportation and partnerships with other states should have been obtained to help secure the remaining shelters. Funding should have also been secured to help those relocate and possibly reside with family members in other states. The displaced residents would need to reside in temporary living arrangements for up to at least 100 days.Simulations would need to be done to identify the costs for housing the maximum amount of individuals in each shelter for 100 days. The emergency management team would need to meet with local, state, and federal government officials to identify ways to generate funding for these costs. For examp le, a hurricane tax or surcharge to help generate resources in the event of a disaster or partnering with companies like Walmart or Target and developing a partnership for supplies. Search and rescue efforts are the key component to saving the lives of the individuals that may beSearch and Rescue †¢ The search and rescue group developed a transportation plan for getting stranded residents out of harm's way. †¢ Planners identified lead and support agencies for search and rescue and established a command structure that will include four areas with up to 800 searchers. Medical †¢ The medical care group reviewed and enhanced existing plans. The group determined how to implement existing immunization plans rapidly for tetanus, influenza and other diseases likely to be present after a major hurricane. The group determined how to re-supply hospitals around the state that would face heavy patient loads. †¢ The medical action plan includes patient movement details and ide ntifies probable locations, such as state university campuses, where individuals would receive care and then be transported to hospitals, special needs shelters or regular shelters as necessary. Schools †¢ The school group determined that 13,000-15,000 teachers and administrators would be needed to support affected schools. The group acknowledged the role of local school boards and developed strategies for use by local school officials. Staffing strategies include the use of displaced teachers, retired teachers, emergency certified teachers and others eligible for emergency certification. Displaced paraprofessionals would also be recruited to fill essential school positions. †¢ The group discussed facility options for increasing student population at undamaged schools and prioritizing repairs to buildings with less damage to assist in normalizing operations The school plan also calls for placement or development of temporary schools near temporary housing communities built for hurricane victims.

Abolitionism in William Blakes Works

Abolitionism in William Blake's Works William Blake’s Abolitionism â€Å"I know my Execution is not like Any Body Else I do not intend it should be so.† William Blake is arguably one of the most eccentric and enigmatic artists of the Romantic era. His ideas about religion, art and society are often considered anachronistic. In general, Blake’s vision is different from other Romantic era artists because of his lower-class background, his personal spirituality, and his interest in the visual arts. However, he does have similar opinions about the important issues of the time, especially concerning the French Revolution, abolitionism and the visionary imagination. In approaching Romantic literature with a global prospective, it is important to consider Blake’s unique contribution and influence, as well as his divisions. His oeuvre converges in fundamental ways with the literary art and the limitations of his time, including views on gender and racial equality. In this paper, I will focus on his ideas concerning slavery and the unique ways in which he expresses his abolitionism through an investigation of his poetry and art. I will examine the presentation of slavery and abolitionism through a close-reading of the poems â€Å"The Little Black Boy†, from Songs of Innocence, and â€Å"Visions†, from Visions of the Daughter of Albion. The literary analysis will incorporate analysis about various works of art by Blake, including the illustrations of these poems. The two poems demonstrate, through their abolitionist message, the oppressive forces of conventional religion and British moral and social expectations, and that they have corrupted natural relations between human beings. I will exhibit that although his poetry is highly progressive for its day, it still relays the underlying belief of his time that women and racial others are inferior. Blake is successful in exposing the problems of the conventional religion of Britain, but his highly spiritual and mythological vision makes his message less effective in causing any real change within society. Blake is worthy of academic attention and there is indeed an overwhelming amount of criticism on his works. I have learned a great deal from David Erdman’s article â€Å"Blake’s Vision of Slavery†, which outlines abolitionism in Visions. Saree Makdisi indicates the necessity of reevaluating the history of the Romantic-era when considering Blake’s works. Susan Fox also indicates Blake’s anachronistic role within the era, but argues that he exhibits the limitations of his time in utilizing women as metaphors for failure in his works. Anne Mellor indicates the argument of Visions, in terms of the human form and Blake’s spiritual beliefs, as a criticism of British morality for destroying the vitality of a true spiritual union. My analysis of abolitionism within the two poems will assert that Blake’s portrayal of slavery is linked to his larger program of addressing the injustice and false spirituality of power relations in British society. â€Å"The Little Black Boy† indicates Blake’s beliefs concerning the power of parents over children and racial inferiority, while Visions illustrates his ideas about gender equality and sexual relations. Despite his progressive opinions about equal relationships and abolitionism, Blake exhibits many of the divisions and limitations of his time. His greatest limitation is the complex mythological system that renders his artistic message politically ineffective. In the collection Songs of Innocence and Experience, Blake explores and depicts an â€Å"age when God is fully manifest in man† and feels the spiritual and psychological comfort of God’s protection and love (Matlak, 274). The poetry is highly profound in its promotion of an equal society based on love and freedom, not simply childlike naivety. This book of poetry, like many of his others, is illuminated with several works of art. Blake is unique in this practice because his artwork does not simply serve as supplements to the verse; they amplify, complicate and, at times, contradict the poetry. This challenges notions of reading, interpreting and the relationship between the written and visual arts. His artwork is highly original, and often considered anachronistic, within the English artistic tradition. He chose to use uncommon mediums, notably relief etchings for producing his illuminated books of poetry. Blake also painted in watercolor, a medium which rejected the he avy and traditional method of using expensive oil paints. This medium creates artwork that emphasizes light, pure color and lightness, while also rejecting the orthodox artistic notions of the English Academy and encouraging all classes to produce artistic works. The poem â€Å"The Little Black Boy†, from Songs of Innocence, portrays the simple spirituality of a child who believes in God’s promise of love, while also indicating the spiritual equality of humanity. The boy sings of the lessons his mother has taught him about the perfect afterlife he will enjoy. In this heaven, he will experience pure joy, but also equality with the white English boy. This simply constructed, childlike verse holds many layers of meaning. The poem poignantly asserts the spiritual equality of all humans, alluding to the Christian argument against slavery of his time. â€Å"The Little Black Boy† indicates the spiritual dignity and equality of the boy, therefore, valorizes him. Blake does this in multiple ways, most importantly through the assertion of the religious belief in heaven as a utopia where everyone is equal. The boy is taught that when in heaven he will be released from the oppression and subjugation encoded in his black body, become equal with the white English boy and be loved by God. His spiritual education provides the basis for the boy’s hope, while also promoting the notion of the equal spiritual union in heaven. Blake also promotes the boy’s dignity by referencing his mother and his education through her. The boy’s loving relationship with his mother (lines 7, 21) illustrates his youth and innocence, but also portrays him as more human and endearing. The boy learns diligently and quickly from his mother, who represents the voice of age and wisdom. Blake emphasizes learning as a significant part of childhood throughout his iconography and artwork. The title page of Songs of Innocence portrays two children reading a book lying on a woman’s lap, presumably their mother. The idyllic and bucolic scene indicates the spiritual growth of the children, which is in the hands of the older members of society. This illustration also exemplifies Blake’s vision of positive womanhood as natural and motherly, which was initiated in Songs of Innocence. Mellor and Matlak describe this iconography, â€Å"In Blake’s aesthetic world, the female is identified with nature, the physical body or matter, and the realm of the domestic. Blake’s positive females give birth, raise children, and offer sexual delight and supportive compassion to Blake’s males† (Matlak, 274). Another example of this scene of children learning is â€Å"Age Teaching Youth†, which portrays two children learning from an older figure through reading and verbal instruction. These two works illustrate the poem’s message that learning as an integral aspect of childhood and that children learn from the adults around them. The construction of the figures is similar to the second illustration of â€Å"The Little Black Boy†. Both compositions portray an adult figure sitting and addressing the small children at their feet. This construction emphasizes the authority of the adults, but also the eagerness and attentiveness of the children. They are willing to accept the ideas of the words of the adults. Blake’s promotion of the boy’s equality in â€Å"The Little Black Boy† has many complications and problems. Most importantly, the boy’s resignation to earthly subjugation and racism, as a result of his acquired belief in conventional religion, is problematic because of it is an acceptance of racial discrimination on earth and indicates that there is no need for real social change. The poem focuses on God’s light and heat, symbolizing Divine love, using the racial images of blackness and shadows. The third stanza portrays this clearly, â€Å"And we are put on earth a little space, / That we may learn to bear the beams of love, / And these black bodies and this sun-burnt face / Is but a cloud, and like a shady grove† (lines 13-16). Blake indicates the boy’s spiritual goodness, along the same racial lines, by associating his soul with whiteness; â€Å"And I am black, but O! my soul is white† (line 2). This imagery exhibits the comm on tendency of Blake’s time to associate physical darkness with intellectual depravity. Blake argues against the discrimination the boy suffers on earth, claiming that he will experience a spiritual union with God in the afterlife, where all humans are equal. This vision is highly problematic because despite Blake’s efforts to promote the equality of the little boy, the subjugation he experiences on earth seems to be justified or appeased by the idyllic vision of future equality in heaven. The boy resigns himself to the subjugation he experiences on earth as a result of his mother’s teachings. He believes in his corporeal inferiority, as it is taught to him, stating in lines three and four, â€Å"White as an angel is the English child: / But I am black as if bereav’d of light†. The boy focuses on the afterlife and hopes for a union with God, believing that he will be loved then. The last lines of the poem state, â€Å"To lean in joy upon our fathers knee. / And then I’ll stand and stroke his silver hair, / And be like him and he will then love me† (lines 26-28). Note the use of the word â€Å"then† to emphasize that he is not loved by God in this life. Blake presents a complicated argument for racial equality that seems to appease the injustice experienced on earth. By illustrating the boy’s belief and hope for the afterlife, Blake indicates the oppressiveness of conventional religion. English Christianity colludes in the subjugation of the boy, through the mother’s instruction, to accept his inferiority on earth. Indeed, Blake presents the oppressive morality and society institution of the conventional religion, but also the adult’s role in continuing the oppression through the education of the youth and promotion of the conventional ideas. The second illustration to â€Å"The Little Black Boy† illustrates this in a subtle, but important way. The Christ-like figure’s garment looks like stone. The heavy, flat and severe cloak is associated with Blake’s iconography with rationality and conventional religion. Another important message of the illustration is the use of light, an important motif throughout the poem. The sun is a prominent part of the composition’s background, but does not give off a g reat deal of light. In fact, the sun seems to be setting, as darkness creeps into the picture field. This seems to suggest a limitation in the heat and light of God portrayed in the poem, contrasting with the optimism of the verse. Finally, the composition portrays black boy standing behind the white child, who actually touches the God figure. This important placement, along with the fading sun, indicates the subordination of the black boy even in the afterlife. This is not explicitly explained within the composition, but one possible explanation is the oppressiveness of conventional religion. â€Å"The Little Black Boy† indicates some of the limitations of Blake’s time concerning race and racial equality. Although Blake compellingly illustrates the spiritual equality of the afterlife, this is inherently limited because it seems to offer a justification or acquiescence to the racial injustices of English society, including the slave trade and slavery. The vision of an equalized spiritual utopia, and the criticism of conventional English religion, eclipses the abolitionist message of the poem. In representing this vision and the maladies of organized religion, Blake portrays his mystical view of human relations; they are ideally mutual spiritual relationships, while social standards and customs create unnatural power relationships that are oppressive and damaging. In â€Å"The Little Black Boy† this is demonstrated through the control that white, English society have over black populations, the influence that the mother has over her child which causes h im to believe he is inferior and, finally, the conventional God who dominates over the children in the second illustration. Blake’s important poem, Visions, also demonstrates his ideas about power relations and unnatural relationships. This poem describes Oothoon’s victimization by Bromion’s rape, and Theotormon’s belief that she is defiled and unacceptable, despite his love for her. Oothoon is enslaved by her condition as an exploited woman, while Bromion is trapped by his violent act, and Theotormon by the social constructions he abides by. The poem begins, â€Å"Enslav’d, the Daughters of Albion weep a trembling lamentation†, immediately connecting slavery with the subjugation of women in English society. This is influenced from Mary Wollstonecraft’s argument in A Vindication of the Rights of Women that women in England have the same political and civil status as slaves. Visions complexly portrays the repercussions of society and religion’s warped control over human interactions, addressing several different power relations, including the dominanc e of men over women, master over slave and organized religion over society. David Erdman states, â€Å"†¦love and slavery prove to be the two poles of the poem’s axis† (Erdman, 242). This poem promotes a more equal treatment of women by indicating Oothoon’s sadness and extreme despair. She grieves, â€Å"Are both alike: a night of sighs, a morning of fresh tears† (Plate 2, line 39). Her exploitation is obviously condemned in an interesting way because this oppression connects her to horrors of the institution of slavery, including sexual abuse and emotional despair. Blake presents quasi-feminist and abolitionist arguments against the sexual and economic exploitation of humans, because it distorts freedom and natural relationships. Institutionalized subjugation and enslavement does not simply destroy the victimized, such as Oothoon, but the entire society because it warps all human interactions. Bromion becomes enslaved by his violent act, while Theotormon is enslaved by his jealousy and inability to love Oothoon after she has been defiled. He is trapped by the standards of conventional religion and morality, specifically the notions of marriage. The frontpiece to Visions of the Daughters of Albion serves as a dramatic visual representation of the poem’s portrayal of mental and physical bondage. Oothoon is shackled to Bromion, facing opposite directions from one another. Bromion faces out towards the sea with a look of horror, while Oothoon directs herself towards Theotormon, bending downwards in despair and resignation. Lukacher states that, â€Å"her jealous and inhibited lover cowers and withdraws into himself on the cavernous ledge about the enchained figures† (105). Theotormon’s body language indicates his self-entrapment and despair because the social restrictions he believes in prohibit him from being with the woman he loves. This composition utilizes Michelangelo-esque nudes and opposing body languages to contain and reduce the complex drama of the poem. The landscape also conveys the bleak tone of the literary work. The entrance to the grotto frames the figures and the background including a blea k sea, clouds and a darkened sun. Visions clearly argues against the subjugation of women and the institutions that promote economic and physical exploitation on human beings, most significantly slavery and marriage. Blake promotes, instead, love as a equal spiritual and physical union. This notion of free love rejects the standards of Christian marriage in England, promoting an equal union between man and woman. The composition, Circle of the Lustful, exemplifies this notion well. This illustration portrays Virgil standing over the fainted Dante. Dante envisions his Paolo and Francesca released from purgatory and re-united together in the luminous orb. A whirling vortex of punished lovers rushes out of the river of purgatory. Blake liberates the lovers, freeing them from the sin that society condemns them for. The figures are mostly androgynous, indicating Blake’s vision of the ideal human form as containing both the male and female genders. This composition promotes free love, asserting the goodness of spiri tual love, while also overturning Dante’s tradition that imposes strict moral and sexual codes on society. Blake’s work, like Visions and Circle of the Lustful, deals with subjugation and exploitation as distortions of power and human relations. Blake condemned those who abused and exploited others through the misuse of power. His portrayals of this exploitation prompted Saree Makdisi to promote the reevaluation of his time. A specific example of Blake’s condemnation of the powerful is The Ghost of a Flea, a composition that portrays the profane spirit of this powerful man as a reptile-like creature. The comet indicates a supernatural event and the dramatic, stage-like setting emphasize the evilness of this creature. Although this composition is a specific condemnation of English industrialists, it demonstrates Blake’s view of the powerful that exploit and subject the rest of society. Blake’s mythological vision asserts their impending punishment. Visions condemns the mental and physical bondage promoted by the institutions of slavery and marriage. The poem is not, however, highly effective in promoting any real change. In a similar manner as â€Å"The Little Black Boy†, Visions addresses too many issues to be efficacious in directly promoting the feminism of Mary Wollstonecraft or the abolitionist cause. The poem is also rendered ineffective because the definition of slavery is blurred and turned into a multifarious term that applies any lack of freedom. In fact, the poem seems to deal more with spiritual and mental enslavement than with the political and economic practices of the slave trade and slavery. Blake concerns himself most greatly with the condemnation of the sexual limitations and moral codes of conventional religion. Susan Fox claims that Blake’s feminist agenda in Visions is ineffective because Oothoon lacks real assertiveness. â€Å"No woman in any Blake poem has both the will and the power to ini tiate her own salvation – not even the strongest and most independent of his women, Oothoon† (Fox, 513). Blake presents gender and sexuality in a similar way as many artists of his time; although he promotes the dignity and worth of women, the representation ultimately affirms feminine inferiority and lack of agency. Visions’ large and far-reaching messages about slavery, power relations, sexuality and religion addresses many issue in a liberal and progressive way, but these multifarious and complex issues render the poem unable to directly confront any one issue to prompting real change. Blake is most successful in directly promoting abolitionism through the illustrations of actual events and atrocities of the slave trade, such as A Negro Hung Alive by the Ribs to the Gallows. These etchings are politically subversive in a direct and real sense, because they specifically address the institution of slavery’s violation of human dignity. These images are clear criticisms of the atrocities committed by the slave trade, calling for real political action. These illustrations, however, are very simple artistic constructions that portray one figure’s suffering, asserting their humanity and dignity. Although they are not artistically complex or important, they do serve to directly promote the abolitionist cause during his time. In conclusion, abolitionism is not the main concern of â€Å"The Little Black Boy† or Visions. Slavery is the starting point of the poems, which is used to condemn the abuse of power and conventional religion. The other social ills addressed in the poems, such as gender and racial inequality, are similarly presented as aspects of the larger spiritual program. Although these aspects are highly progressive in promoting human equality, they include the underlying belief of racial and gender inferiority, common throughout the Romantic era. Blake’s overarching concern for his poetry and artistic illustrations is the portrayal of ideal mystical vision of natural, vital and equal human relationships. Makdisi states, â€Å"Blake must be seen to be trying to rescue against all odds the possibility of a political aesthetic of immortal joy, which we can understand as an affirmation of joyous unity and collective freedom. This amounts to a refusal of the very logic of domination, of warrior power over others† (Makdisi, The Impossible History, 258). The spiritual attention distinguishes the theme of slavery in Blake’s poetry from direct and bold abolitionist poetry of the Romantic era, such as the works by Hannah More and Ann Yearsley. â€Å"The Little Black Boy† and Visions are concerned with promoting the esoteric mythological vision, not with the instigation of real social change. The mystical investigation of bondage and slavery in these poems offers interesting artistic portrayals of human relationships and spirituality. Bibliography: Erdman, David V. Blakes Vision of Slavery. Journal of the Warburg and Courtauld Institutes 15 (1952): 242-252. JSTOR. 1 Dec. 2007. Fox, Susan. The Female as Metaphor in William Blakes Poetry. Poetic Form in Blakes Milton. Comp. Susan Fox. Princeton: Princeton UP, 1976. 507-519. Lukacher, Brian. Visionary History Painting: Blake and His Contemporaries. Nineteenth Century Art: a Critical History. Ed. Stephan F. Eisenman. London: Thames Hudson Ltd., 2007. 102-119. Makdisi, Saree. William Blake and the Impossible History of the 1790s. Chicago: The University of Chicago P, 2003. Makdisi, Saree. Romantic Imperialism. New York City: Cambridge UP, 1998. Mellor, Anne K. Blakes Human Form Divine. Berkeley: The University of California P, 1974. Townsend, Joyce H. Willaim Blake: the Painter At Work. Ed. Joyce H. Townsend. Princeton: Princeton UP, 2003.   www.blakearchive.org

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Environmental report - Essay Example The engineer is required to come up with various solutions to prevent or minimise environmental pollution during the construction. Without this plan, the engineered work will not only lead to the production of quality buildings or structures but will also bring a burden that other organisms have to pay. Respecting the environment is therefore a very important thing for any engineer. They have to understand that every organism, both mobile and immobile have the right to live and at the same time, the environment has to be left in a way that it can be able to provide food for both animals and plants. Without this consideration, global warming would be on the increase and within years, the earth’s population would be no more. Choosing the right building materials for any construction site is vital to environmental protection. In most cases, building materials accounts o more than 70% of all environmental pollution cases. This starts from the exploration of these materials where t he earth’s crust is disfigured and the building materials are removed. By doing this, the fertile top soil is sunk deep down while the inner part of the earth’s crust that does not need to be exposed is exposed to the surface. This causes an ecological imbalance a very crucial factor to environmental protection. ... he introduction of building materials such as metals to the environment may cause various organisms to react in various ways to the new materials that they are not used to. Other building materials such as lead produce poisonous solutions with water that is very dangerous and has been seen to cause a lot of effects especially on marine life. The best building material therefore needs to contain less or no poisonous content to the environment and should be able to allow the initial inhabitants of the environment to live peacefully with the new building without the destruction of the living organisms. During the building process, it is important to always consider the ways that waste would be disposed off. Poor Waste management result in the disposal of waste materials from the building site into various places and this waste is a major environmental pollutant. Every engineer should therefore consider proper waste management strategies (Steadman, 1975). Selecting the building site is v ery critical to environmental protection. There are a lot of factors to be considered during this process. The first thing that the engineer should consider when selecting the site is the contribution of the site to the environment. Every site has benefits that it brings to the environment. The engineer should weigh the advantages that this building would bring to the environment and compare it with the advantages that the site gives to the environment. For example destroying trees that act as water catchment in order to place a personal house that would only benefit one person is not wise. The engineer should also look at the long term effect of erecting the building in this site as compared to the long term effects that the site would naturally have on the environment. Water catchment

United States of America vs Ike Brown Essay Example | Topics and Well Written Essays - 1000 words

United States of America vs Ike Brown - Essay Example This essay will summarize the complaints and evidence of that the Government presented against Ike Brown, his defense, as well as comment on the strangeness of this situation, that is, of the government using the voting rights act to prosecute a black man for the violation of white voter’s and candidates rights. The fundamental complaint against Ike Brown by the United States government is that he abused his position as chair of the Democratic Committee in his county to unfairly stop white voters from participating in the primary elections when they had the right to, and unfairly persecuted white candidates who were running in those elections. Some of the governments allegations simply attempted to demonstrate that Brown had a strong bias towards white candidates – this includes statements by Brown criticizing black voters who chose to vote for white candidates, and other acts of outspoken intimidation such as naming a list of white democrats who he discouraged to vote in the election. They also accused him and the committee he chaired of many procedural violations such as mis-handling the counting of absentee ballots, and allowing campaigning within and around polling stations. They also demonstrated that the elections committee violated state policy by only having about six percent of the polling officers for the Democratic primary be white, even though twenty percent of the Democratic population was white, though with a sample size as small as polling officers and a country of only about 11,000 people, it is hardly surprising this disparity could exist. A great deal of the government’s evidence thus simply tried to show that Brown had a preference for black voters, polling officers and elections officials. But the bulk of their evidence rests on absentee balloting laws, and the Government’s assertion that Brown abused absentee balloting procedure in order to both favor black candidates and prevent white voters from participating in the electoral pr ocess, as well as manipulating assisted balloting procedures to favor black candidates. Mississippi state election law has two features that are meant to make elections more accessible: absentee balloting and assisted balloting. Both have strict controls. Absentee balloting is for people who, for some reason, are not able to be present, for instance if they are in school out of state or deployed with the armed forces, but there are strict controls on what excuses allow a person to use an absentee ballot. Assisted balloting is when someone else assists the voter in filling out their ballot, which is only allowed to be done in the case of blindness, physical disability that prevents someone from being able to vote, or demonstrable illiteracy, and who have requested assistance in filling out their ballot. The US Government provided evidence that Brown violated these procedures. The Government contends that Brown accepted and actually even pursued absentee ballots from black voters who were currently living within the county and had no reason whatsoever to vote via an absentee ballot. Furthermore, they presented witness testimony that these ballots were filled by people other than the voters (assisted balloting) despite the fact that the voter was in no way disabled or illiterate and had not requested assistance in filling out their ballot. The government contended that Brown and his associates essentially filled in absentee ballots for black people who were unlikely to vote, brought the ballot in favor of a black candidate for them to authorize, and then sent it away. In some cases they

Principles of Learning Essay Example | Topics and Well Written Essays - 1000 words

Principles of Learning - Essay Example The first being is behavior which is the action of an individual usually in reaction to some stimuli of the environment. Then there is another concept of conditioning which to state an example, I will take a negative aspect of my own life and then use the knowledge and steps of Applied Behavior Analysis (ABA) to design a series of steps to bring about a change of behavior in myself. The negative behavior that I chose for this purpose is the habit of procrastinating. I tend to procrastinate in case of assignments, home chores, payment of bills, almost every activity and tend to do the work on the last day or last minute only (Chance 2006). This sometimes gets me into trouble when I am not able to finish my work or sometimes when I cannot do the work up to the best of my ability. This is a type of voluntary behavior because I conduct it with my own free will. The first step towards solving any problem is to recognize and understand the problem itself. So the first step that I will undertake is to measure the problem. Repeatability is how often a behavior occurs and is the frequency of occurrence increasing. My habit of procrastinating has increased over a period of time with the increased number of activities I have to conduct. Then comes temporal extent which is for how long does the behavior last? In my case this will extend as long as I can carry on without getting into trouble. These measures are enough to indicate that my problem is very serious and requires immediate action. Now there is the element of the functional behavior assessment which in very simple words is described as a hypothesis between an occurrence of an external factor and a behavioral response. Function is basically the benefit derived from conducting the behavior or what an individual gains from doing what he does. This is a very important aspect because it indicates the source of the

Gatsby vs. Gatsby; novel vs. film Essay Example | Topics and Well Written Essays - 1000 words

Gatsby vs. Gatsby; novel vs. film - Essay Example One time Nick gets an invitation to one of the many parties where he gets to meet Gatsby and they recognize each other, having served in the First World War together. Gatsby’s aim of hosting the parties is to attract the beautiful Daisy. He even gets to ask Nick to organize an â€Å"accidental meeting† so they re-unite; a plan that finally succeeds. Things take a different twist when Daisy’s husband, who is also in an extramarital affair, becomes suspicious of their affair. After a night drive that kills Tom’s mistress, Tom goes hunting for, and shoots Gatsby then himself. Nick sets up a silent burial for Gatsby then returns to his initial home. Decades later in 2013, Baz Luhrmann directed a film, in the same name, featuring famous stars such as Leonardo DiCaprio. The Great Gatsby film was successful almost instantly that it won awards in its first year. This essay will compare the film and novel in detail and evaluate their representation on the theme of the human condition of always yearning for better or higher positions. The novel did not rise to fame immediately, it was published, but after the author died; it was integrated into the high school English literature curriculum where its popularity began. The popularity is attributed to its close relation to real life events that overly engage the readers in that it portrays themes with both emotional and moral significances which are considered universal human attributes. What this means is that in reading the book, one always learns something more with regards to what being human entails. In the novel, the main theme portrayed revolves around constant and insatiable human longing which is an inevitable part of human beings. The evidence in the Great Gatsby is seen in the characters like Gatsby, who is a millionaire, but still feels unsatisfied as long as he does not have Daisy. These and other attributes of human beings are brought out using different styles in the novel as this text will discuss. In

Business integration topics 1 Essay Example | Topics and Well Written Essays - 1500 words

Business integration topics 1 - Essay Example The International Panel on Climate Change (IPCC) has come out with a report in 2007 which has tried to provide evidence for this phenomenon. According to this report, the average temperature on Earth in 1905 was 14Â ºC and since then has increased at a rapid rate of 2.5 annually. The warming period in the last 50 years has been double of that of the last 100 years. (Norcia 2008) There have been critics of these findings who suggest that such numbers are not abnormal, some critics or global warming skeptics have even said that the IPCC report is not based on science but instead it is based on some ‘new faith based religion.’ (Norcia 2008) There are three main greenhouse gases in the atmosphere; carbon dioxide, nitrus oxide and methane. The levels of all three gases has been increasing rapidly. Specifically, carbon dioxide has increased by 35 per cent, nitrus oxide has increased by 18 er cent from 1750 to 2005 and methane has increased 142.2 per cent from 1750 to 1990 and then 2.4 per cent in 2005. These rates are more than those shown in the ice cores and other geological data. (Norcia 2008) We can notice the change in the temperatures over the last couple of years, it has gotten fairly hot. The climate swings can be in both directions, warm and cold, but mostly there has been an increase in the temperature. There have been a few cold seasons as well but these remain insignificant in front of the high temperatures that the world all around has been expereincing. According to the findings of the IPCC report it is not the natural causes which have led to higher temperatures, it is rather human activities which have led to the phenomenon of global warming. Humans have increased their use of fossil fuel, deforestation and use of excessive fertislizers which has led us to theis problem. Many of the effects of global warming are being felt

Top 10 New Years Resolutions Essay Example for Free

Top 10 New Years Resolutions Essay New Years Eve has always been a time for looking back to the past, and more importantly, forward to the coming year. Its a time to reflect on the changes we want (or need) to make and resolve to follow through on those changes. Did your New Year resolutions make our top ten list? 1. Spend More Time with Family Friends Recent polls conducted by General Nutrition Centers, Quicken, and others shows that more than 50% of Americans vow to appreciate loved ones and spend more time with family and friends this year. Make plans to meet up with friends for an evening of comaraderie at a favorite Pittsburgh restaurant or take the family to one of these popular Pittsburgh places for family fun. Work shouldnt always come first! More: Home Family in Pittsburgh 2. Fit in Fitness The evidence is in for fitness. Regular exercise has been associated with more health benefits than anything else known to man. Studies show that it reduces the risk of some cancers, increases longevity, helps achieve and maintain weight loss, enhances mood, lowers blood pressure, and even improves arthritis. In short, exercise keeps you healthy and makes you look and feel better. Why not make this the time to start getting in shape for one of these popular Pittsburgh Area Charity Walks, Runs or Rides? More: Getting Fit in Pittsburgh 3. Tame the Bulge Over 66 percent of adult Americans are considered overweight or obese by recent studies, so it is not surprising to find that weight loss is one of the most popular New Years resolutions. Setting reasonable goals and staying focused are the two most important factors in sticking with a weight loss program, and the key to success for those millions of Americans who made a New Years commitment to shed extra pounds. More: Weight Loss Help in Pittsburgh 4. Quit Smoking If you have resolved to make this the year that you stamp out your smoking habit, over-the-counter availability of nicotine replacement therapy now  provides easier access to proven quit-smoking aids. Even if youve tried to quit before and failed, dont let it get you down. On average, smokers try about four times before they quit for good. Start enjoying the rest of your smoke-free life! Even Allegheny County is trying to go smoke-free, and its taken them a few tries as well. Locally, there are a variety of free support services, hotlines and smoking cessation classes to help you kick the smoking habit. More: Quit Smoking Classes Support Groups in the Greater Pittsburgh area 5. Enjoy Life More Given the hectic, stressful lifestyles of millions of Americans, it is no wonder that enjoying life more has become a popular resolution in recent years. Its an important step to a happier and healthier you! Consider one of Pittsburghs holistic healing centers for products designed to bring balance to your body, mind and soul. Or just get out and try something new! Take up a new hobby or try your hand at skiing. Go to a theater performance, or head to the local spa. Pittsburgh offers a wealth of artistic and recreational activities to meet just about anyones wishes. More: Things to Do in Pittsburgh 6. Quit Drinking While many people use the New Year as an incentive to finally stop drinking, most are not equipped to make such a drastic lifestyle change all at once. Many heavy drinkers fail to quit cold turkey but do much better when they taper gradually, or even learn to moderate their drinking. If you have decided that you want to stop drinking, there is a world of help and support available. Pittsburgh Alcoholics Anonymous offers meetings throughout the greater Pittsburgh area. There is also a Pittsburgh group for Parents of Teenage Alcohol and Drug Abusers. There are also a number of treatment-based programs, as well as support groups for families of alcoholics. More: Alcohol Recovery Support in Pittsburgh 7. Get Out of Debt Was money a big source of stress in your life last year? Join the millions of Americans who have resolved to spend this year getting a handle on their finances. Its a promise that will repay itself many times over in the year  ahead. More: Find a Financial Planner in Pittsburgh 8. Learn Something New Have you vowed to make this year the year to learn something new? Perhaps you are considering a career change, want to learn a new language, or just how to fix your computer? Whether you take a course or read a book, youll find education to be one of the easiest, most motivating New Years resolutions to keep. The Community College of Allegheny County offers a wide variety of lifelong learning courses, and local YMCAs offer great recreational training for beginners of all ages. Most local colleges and universities offer distance and adult education programs. Or if the arts are more your thing, places such as the Carnegie Museum of Art and the Pittsburgh Center for the Arts offer adult studio classes. Lifelong Learning in Pittsburgh 9. Help Others A popular, non-selfish New Years resolution, volunteerism can take many forms. Whether you choose to spend time helping out at your local library, mentoring a child, or building a house, there are many nonprofit volunteer organizations that could really use your help. The Pittsburgh Cares organization makes it easy by connecting volunteers with projects to fit practically any schedule. Or if your time is really in short supply, maybe you can at least find it in you to donate the furniture, clothing and other household items that you no longer need, rather than leaving them out by the curb to fill up our landfills. More: Volunteer Opportunities in Pittsburgh 10. Get Organized On just about every New Year resolution top ten list, organization can be a very reasonable goal. Whether you want your home organized enough that you can invite someone over on a whim, or your office organized enough that you can find the stapler when you need it, these tips and resources should get you started on the way to a more organized life. Pittsburgh has quite a few professional organizers who can help you reduce the clutter in your life and find peace in your home. Professional Pittsburgh organizer Patty Kreamer even offers a a six-month But I Might Need it Somday! ecourse.

Christian College Thought Paper Essay Example for Free

Christian College Thought Paper Essay Going to school can offer many experiences. We are taught that we should do well in school so we can graduate, continue on to college, and from there have a job. But what if we went to college where the scholastic dream meant more than just attending your typical classes? What if you not only found yourself, but you found your spiritual path as well? Looking at colleges and finding the right one that offers what you need to succeed after graduation can be a time-consuming task. There are many colleges now, and they all offer something different. Times have changed so much that we can now attend college online. When reading Arthur F. Holmes book, The idea of a Christian College the four main themes I found were; understanding the student life, how liberal arts applies to life, how a Christian college can inspire other parts of your education and the results of education with Christian liberal arts. College Life as a Student According to Arthur F. Holmes book The Idea of a Christian College, many young people attend college or university, and their parents encourage them, without any gripping sense of what college is all about, beyond tentative vocational goals or questionable social aspirations. (Holmes pg 3) Many students are attending college because they have been programmed that way. They show up for class day in and day out, not very sure of the purpose or meaning behind it all. College students in this economy need to have a college education to get a job. Most students become misguided by outside influences of college life and end up partying away their tuition money. The  social scene becomes more important when the focus is lost. There is a lot of stress put on a new college student from the beginning of the registration process all the way to the classroom. So how do you choose the school and stay on track for success? Looking into a Christian college, you might think, Why choose a Christian college over a secular college? Its distinctive atmosphere should support an education that cultivates the creative and active integration of faith and learning, of faith and culture. (Holmes pg 6). With the idea of a Christian college, we have God-given, God-preserved, God-restorable potential, a potential to be developed, disciplined, and invested in response to God. In a Christian college gaining our education, we are more than just becoming the future job; we are already molded and placed here for a reason, a reason that God knows and one we journey for self discovery. If we do not work on the entire being while we are expanding our minds and stretching the muscle, then how do we expect to become that person that God has placed us here for. We need to not only focus on our education but on the entire being from the spirit within. Why doesnt this all come easily since we are all made in Gods image? Its because we are all human and given free will. The foundation of the theological mandate for Christian involvement in higher education can be focused on four concepts: creation, the human person, truth, and the culture mandate. (Holmes pg 13) Following what Gods will has for us and not to misuse them, value what he has given to us. Truth, if we confess that God is, the all-wise Creator of all, then he has perfect knowledge of everything we ever sought to know or do. All truth is Gods truth, wherever it may be found. (Holmes pg 17) Liberal Arts Liberal art teaches you to think. We are taught many things in our education that may not have anything to do with our career directly. These other classes allow our minds to grow and stretch in all areas of real life. Vocations and jobs are made for people, not people for vocations and jobs. The question to ask about an education is not what can I do with it? but  rather what is it doing to me as a person? (Holmes pg 25) When we go off to college, we are going with fresh minds to be taught and molded into our future career. Liberal education is an open invitation to join the human race and become more fully human. (Holmes pg 35) Understanding liberal arts and how the purpose of it will enrich our lives further within our career goals is very helpful in succeeding in the world. The most embracing contact between Christianity and human learning is the all-encompassing world and life view. The contemporary university tends to concentrate on the parts rather than the whole and to come away with a fragmented view of life that lacks overall meaning. (Holmes pg 57) The Result of an Educated Person What would a well-rounded, educated person look like, be like, and know? To train specifically for just one job and not allow yourself the freedom to educate your whole being will only limit you in the future. To cover and explore a range of capacities that help you feel part of a whole human race, develop yourself not just into a farmer or a physician or a businessman, but as a human being. Be reflective and moral in everything you do. Become a thoroughly responsible agent; that is the mark of an educated person. (Holmes pg 101) Fostering morals and virtues, believing in the quality of life, and applying those in our education, as well and learning from our experiences will enlighten us as humans. Taking the gifts that God has given to us and by his freeing us from the bondage of sin, we move forward with realistic hope. Faith, love, and hope bring to life purposefulness, expectations, and humility. (Holmes pg 102) After reading this book I have found that there is much more to having an education. I have focused my attention on just one thing becoming a nurse. My life experience of working in the hospital is to have core values such as understanding, honesty, faith, and openness. When Arthur Holmes writes Not just verbal skills and powers of communication but grace and eloquence therein as well, the ability to say the right thing in the right way at the right time, it reminds me of my blessings. (Holmes pg 103). If  we put god first in our lives everything else will fall into place for us such as, work and school. By going to a Christian college I found I am learning how to educate my spirit.

Transcription Section of the Central Dogma

Transcription Section of the Central Dogma Fulya TÃÅ"RKER TRANSCRIPTION: ONE OF THE KEY POINTS OF THE CENTRAL DOGMA ALTERNATIVE SPLICING It is known that the central dogma is the most important principle for an organism to carry on its lifespan. In the central dogma, there are 3 major stages: DNA replication and repair, transcription and translation. DNA replication can be simply described as the duplication of DNA. Transcription is the process of conversion DNA to mRNA. Last step is the translation which means the production of polypeptides from the mRNA, it is simply called as protein synthesis. In this essay, transcription section of the central dogma will be explained with detail. Why transcription is essential for living organisms? Without transcription there is no way to express genes. In order to synthesise protein, at first the mRNA should be formed from a DNA template. Proteins are the functional units in the cells which determine the phenotype of the living organisms. Since the polypeptide chains are formed from the mRNA, there should be a mechanism to create mRNA since it is not found in the cells initially. The proteins that are used in the determination of the phenotype carries the information of the used template DNA strand. DNA sequence is converted to mRNA sequence which then calls the amino acids according to this information. The amino acids form peptide bond with each other and at the end create one, long polypeptide chain. In order to initiate the process, there should be opening of two DNA strands. Since DNA is found as the double helix in the cells, when they are tightly bound to each other, RNA polymerase (the enzyme that adds nucleotides in the 3’ end of the newly formed mRNA strands) can’t bind its template and so transcription can’t initiate. So, the cell must find a way to break the hydrogen bonds between the bases of the DNA strands. In the process of transcription, the essential element is an enzyme, RNA polymerase. What is the significance of this enzyme? AT first, it helps DNA strand to open up for a specific place. The strands are separated from each other and one of them will be selected by polymerase in order to bind and use the information. The newly formed RNA will be carrying the complementary base pairs of the strand that it binds and will have the same sequence with the other strand of the DNA. These are really important points. Of course the new strand will be RNA and eventually will carry uracil instead of thymine. Secondly, in order to elongate the RNA strand, there should be addition of ribonucleotides. During DNA replication, since we are creating new DNA strand, DNA polymerase is responsible for addition of deoxyribonucleotide. However, in transcription we are concerning about RNA strand production. That’s why our enzyme should use ribonuclrotides (adenine, guanine, cytosine, thymine). The hydrogen bonds that are formed between the RNA and DNA strands are very unstable. That’s why RNA polymerase only allows very small length of binding sequence. Also, another important question is that: how the energy for RNA polymerase to move is provided? Our ribonucleotides are carrying three phosphate molecules. That’s why, they are called adenosine triphosphate or guanine etc. When they are added to the newly formed strand, they will release two of the phosphate in their bases and provide the energy necessary for RNA polymerase. There are some significant differences between the RNA polymerase and DNA polymerase except that one is taking role in replication the other is the enzyme for transcription. As indicated before, DNA polymerase is taking place in the addition of deoxyribonucleotides in the replicated DNA, while RNA polymerase adds ribonucleotides in the newly transcribed RNA molecule. Also, DNA polymerase needs a primer in order to initiate the transcription, but for RNA polymerase it is not necessary. Lastly, in the replication, the repair mechanism is highly active since we are duplicating the DNA, the errors shouldn’t be tolerated that much, but during the transcription there might be some tolerance to mistakes since after the transcription the deformed or faulty mRNA will be recognized by a mechanism and be degraded. There are five major classes of RNAs. First one is the mRNA (messenger RNA). It is so much important since it is the template and carries the genetic information for the protein synthesis. In the cell, it can be found in really small amounts. The importance of the function and the amount of it is inversely proportional in this case. Second one is the rRNA (ribosomal RNA). This is the most abundant RNA type in the living organisms’ cells. As the name is indicating, this RNA type is responsible for the structural design of the ribosomes. Ribosome (which is the place where the translation occurs) is mostly composed of rRNAs and the ribosomal proteins. Ribosome formed in the nucleolus by the association of the rRNA and ribosomal proteins. Third one is also really important for the protein synthesis to occur, it is the most important adaptor in the living organisms’ cells. It is tRNA (transfer RNA); include anticodons which recognises the codons on the mRNA and then attach t o the corresponding protein and brings the amino acid to the ribosome structure and helps forming of the correctly ordered polypeptide chain. Fourth one is the snRNA that is responsible for the splicing of premature mRNA. The other types of RNAs are providing various benefits to the cell and take role in the cellular activities. It is known that the elongation of the new strand should be from 5’ to 3’. So this newly formed strand should use the template that is moving from 3’ to 5’. By pairing with the 3’ end, its initial point will be 5’ and it will elongate through 3’. According to the direction of the movement of RNA polymerase, the mechanism will decide which strand (bottom or top strand) will be used by looking for the 3’ end of the DNA template. Since there are different kinds of RNAs are formed, there should also be different type of RNA polymerase in eukaryotic cells. RNA polymeraseI is used in the transcription of specific rRNA molecules. RNA polymerase is used in order to produce genes that carries the information for protein synthesis (including mRNA) and also snRNA. Lastly RNA polymerase III transcribes the tRNA molecules, some rRNA and snRNA. The mechanism of the transcription is a little bit complicated. Because there are lots of additional proteins are involved in the process, without them transcription can’t occur in eucaryotes. There will be comparison between prokaryotic and eukaryotic transcription machinery in the following parts of this essay. Let’s start with the transcription of the eukaryotes since it is much more complicated when it is compared to the prokaryotic system. At first, for the initiation of transcription in the eukaryotic gene has a specific sequence which is called as promoter and composed of TATA sequence. This sequence has an essential role in the transcription Ã…Å ¸n order to initiate the process. This TATA sequence is around 25 base pairs upstream from the initiator site and RNA polymerase II recognizes this site and can binds there with the help of protein complex which is called as transcription factors .The first general factor that is used in the process is TFIID and cont ains a specific part that is called TBP (TATA binding protein). TBP will fit the TATA box and activates the addition of other general transcription factor binding. When they are added to the complex RNA polymerase (contains other transcription factor on it) will be able to bind to the start site. Another important factor in the transcription initiation is the activator proteins. Those areTFIIH has a key role in this process since its ability to give the signals for the unwinding of the DNA strands by hydrolysis of the ATP. This ATP usage by TFIIH causes some modification to occur on the RNA polymerase (mostly phosphorylation). This process changes the RNA polymerase’s shape and allows the detachment of the transcription factors from the complex so from now on the initiation of the transcription ends and elongation process is ready to start. For the transcription initiation to carry on, there are some specific sequence on the genome that are called â€Å"enhancers†. Enhancers have a specific property, they are the site for activator protein binding. Enhancers may be thousands of base pair away from the RNA polymerase binding site however it has a specific ability to bend over and find the RNA polymerase so eventually let the activator proteins to interact with the other transcriptional factors on the start site or on the RNA polymerase. In addition to that in order to create a chance for the protein complex to bind to DNA, DNA must be loosely packed. Since, in normal conditions, DNA is found in a very strictly packaged conformation, this must change. Proteins need some sequence to be bound, however if the DNA is packaged strictly in the nucleosome, the transcription factor binding is impossible. So, there are some complex processes that are responsible for the change the packed conformation of the DNA and increase the approachability of the DNA by the transcriptional factor and RNA polymerase. There are mainly two ways to accomplish this aim: chromatin remodelling complex and histone modification. Remodelling complex separates the histones from the DNA strands slightly and the DNA will have a loose conformation. Histone modification is the second way for the increasing of the deforming the packed DNA. Histone acetylation is the best known technique. Histone acetylation causes the histone proteins on the nucleosome t o release the DNA slightly and make protein binding to DNA possible. Second step of the transcription is called the elongation process. There are some elongation factors which provide the attachment of RNA polymerase to DNA throughout the transcription process. Also, they carry out the RNA polymerase and increase its tolerance to the different sequences that should be transcribed. In the elongation stage, the ribonucleotides will be added to the newly formed RNA strand and at the end there will be a termination signal which causes RNA polymerase-DNA interaction breakage and lead to the product which is called precurser mature mRNA (pre-mRNA). Eukaryotic pre-mRNA needs to be exposed to some modification and of course alternative splicing. Since our genome, most of the eukaryotic organisms’ genome is composed of coding (exon) and non-coding (intron) regions, in order to translation process to occur, the pre-mRNA must cleaved from the intron sequences. In addition to that, pre-mRNA needs to be modified and the 2 ends of the pre-mRNA must have some additional feature. This is important because the translational process can’t occur without the cap modifications. Those modifications marks the mRNA as a healthy and usable product and also help the mRNA to be transported to the cytoplasm (protein synthesis occurs in the cytoplasm) from the nucleus. Firstly, let’s indicate the cap modifications. In the pre-mRNA, there are 2 caps: 5’ cap and 3’ cap. 5’ cap should be modified by the addition of 7-methylguanosine. This procedure is activated by phosphates enzyme, guanyl transferase (GTP to GMP+PP) and methyl transferase. By addition of methylguanosine, the mRNA product is separated from the other RNA molecules and also mRNA, now, will be able to transported to the cytoplasm. 3’ cap is also exposed to additional modification: Poly Adenine tail. At the end of the mRNA product, there will be addition of adenine ribonucleotides and this sequence will prevent the degradation of the mRNA. However, the most exciting and different process that the eukaryotic pre-mRNA is faced with is the splicing. At the beginning and end of each intron, there are a specific sequences that indicates that the machinery is dealing with an intron. The 5’ end of the intron mostly contains GU and 3’ end of it contains AG. Also we have specific base in the middle of the intron, Adenine, which is also called as a branch point and gives the signal for 5’ end binding and the formation of the lariat with the help of the snRNPs. What are the snRNPs and what is their role? At first, as it is claimed in the earliest pages of this essay, there is a specific RNA type which is known as snRNA (small nuclear RNA) which are the important factors in the RNA splicing. In the splicing theory, the 5 of them play an active role: U1, U2, U4, U5, U6. Those particles recognise the exon and intron end and start points and can distinguish them so help the splicing process a lot. Each of them co ntain at least seven proteins and form snRNPs (small nuclear ribonucleoprotein) which afterwards creates a structure that is called a â€Å"spliceosome†. Now, in the following section each snRNP that is actively join the splicing process will be explained. At first, there is a BBP protein which binds to the branch point (mostly Adenine). U2 snRNP recognizes BBP binding and replaces this protein with itself and form interaction with the branch point. U2 pushes A to the outside of the sequence and allows the attack of the 5’ site to this specific base. U1 initially recognises the 5’ end of the intron. U4-U5-U6 joins the process as a triplet. U4 and U6 is dissociated from each other and U6 removes the U1 snRNP and sits onto the 5’ end. U6 and branch point interacts and come closer (the process is called first phosphoryl transfer-reaction). At the end of this process lariat formation occurs. Lastly, U5 causes exon-exon interactions and second phosphoryl-transfer reaction takes place. At the end of this process the RNA is spliced and the mature mRNA is formed. In mature mRNA, there is 5’ cap, 3’ poly a tail and no introns. From now on, this mRNA is ready to synthesise the protein (the process of translatio n). Also, there is a theory of alternative splicing which should be mentioned in the discussion about the RNA splicing subject. After the removal of the introns, some exon can leave the sequence and cause alternative sequences. In this process, no shuffling of exons is allowed, but some of them leave the track. The first exon, which carries the start codon AUG, can’t change. It must be always found in the first position of the mature mRNA. The last exon of the spliced RNA must also contain one of the stop codons (UAA,UAG, UGA). But, other exon sequences are allowed to change without shuffling. Exon orders must be preserved. The below diagram indicates the process of the alternative splicing: Lastly, it is important to mention about the differences between the eukaryotic and prokaryotic transcription. In prokaryotes, we have a special term for the DNA which is called an operon. Operon carries the information for more than one gene and transcribed by the single promoter, eventually create a single mRNA which contain more than one gene. This single mRNA will be translated and eventually produce more than one protein, this characteristic of the prokaryotic DNA is called as â€Å"polycistronic† gene. However, in eucaryotes, there is only one gene that is transcribed at once. That’s why eukaryotic organisms are called as â€Å"monocistronic†. Prokaryotic transcription is only dependent to one factor in order to hold the RNA polymerase on the DNA while the eukaryotic transcription needs so many transcription factor, additional proteins and mediators. Also, since the prokaryotic DNA is found in a loose conformation in its original form, there is no need to use additional modification to destroy the packed structure as in the eukaryotes. So prokaryotic transcription machinery doesn’t use any chromatin remodelling complex or histone modifications. Prokaryotes don’t have intron in their pre-mRNA so there is no splicing in their mRNA after it is synthesised. They are free from introns, their mRNA is composed of more than one gene. Lastly, prokaryotes don’t need additional cap modification after the transcription of the mRNA. the mRNA can be easily transcribed as soon as they are synthesised. References: Belfort, M. (1989). RNA: Catalysis, splicing, evolution. Amsterdam: Elsevier . Belotserkovskaya, R., Saunders, A., Lis, J., Reinberg, D. (n.d.). Transcription through chromatin: Understanding a complex FACT. Biochimica Et Biophysica Acta (BBA) Gene Structure and Expression, 87-99. Dahlberg, J. (1989). RNA processing. San Diego: Academic Press. Darnell, J., Lodish, H. (1990). Molecular cell biology (2nd ed.). New York: Scientific American Books :. Elliott, D., Ladomery, M. (2011). Molecular biology of RNA. Oxford: Oxford University Press. Goodrich, J. A.; Tjian, R. (1994). Transcription factors IIE and IIH and ATP hydrolysis direct promoter clearance by RNA polymerase II. Cell. Latchman, D. (2004). Eukaryotic transcription factors (4th ed.). Amsterdam: Elsevier/Academic Press. Locker, J. (2001). Transcription factors. Oxford: BIOS ;. Ohyama, T. (2005). DNA conformation and transcription. Georgetown, Tex.: Landes Bioscience/Eurekah.com ;. Raven, Peter H. (2011). Biology (9th ed.). New York: McGraw-Hill. Stamm, S. (2012). Alternative pre-mRNA splicing theory and protocols. Weinheim: Wiley-Blackwell. Wagner, R. (2000). Transcription regulation in prokaryotes. Oxford: Oxford University Press.

The effectiveness of the Non Native Speaking Teacher Essay -- Language

Introduction With the number of English users around the word reaching a probable 2 billion (Crystal 2003), it can be confidently stated that the English language has achieved the status of the world’s lingua franca (Wardhaugh, 2006). The increase in the use of the language has led to an increase in the demand for English language courses (Nunan 2003). Therefore, this has also led to an increase in the demand for English language teachers. These teachers can be both Native Speaking Teachers (NST) and Non-Native Speaking Teachers (NNST). This essay will set out to evaluate the effectiveness of the NNST on learner acquisition of the target language. In this essay, the NNST will be used to refer to someone for whom English is not their language first language, but is a second or foreign language. Also, the target language referred to in this essay, is the English language. Another important point is that it will be necessary to support the arguments by comparing the NNST and NST. This essay w ill suggest that the NNST is as good as the NST when teaching the ESL class is monolingual Model (Learner vs. Language) Many people think that NSTs are the best model since they speak the language naturally (Sahin 2005). According to Rampton (1996), NSTs who do not possess teaching qualifications are more likely to be hired than NNST who are both as qualified and experienced teachers of English as a Foreign Language (EFL). Even students may generally look for NSTs because of their natural fluency. However, it might be argued that speaking a language and teaching a language are two separate issues. Medgyes (1999) draws a distinction between language model and learner model. He argues that NST are better language models, as learners may want to ... ...Oxford University Press. Rampton, M. B. H. (1996). Displacing the "native speaker": Expertise, affiliation, and inheritance. In T. Hedge & N. Whitney (Eds.), "Power, pedagogy & practice" (pp. 9-22). Oxford: Oxford University Press. R. Terrance R. Boak and Rodney C. Conklin. The Effect of Teachers' Levels of Interpersonal Skills on Junior High School Students' Achievement and Anxiety American Educational Research Journal. Vol. 12, No. 4 (Autumn, 1975), pp. 537-543 Sahin, Ismet (2005). The effect of Native speaker Teachers of English on the Attitudes and Achievement of Learners. Journal of Language and Linguistic Studies, Vol.1, No.1 Senel, M (2006). Suggestions for Beautifying the Pronunciation of EFL Learners in Turkey. Journal of Language and Linguistic Studies, Vol.2, No.1 Wardhaugh, Ronald (2006). An introduction to sociolinguistics. Wiley-Blackwel

Personal Narrative: My Crush :: essays research papers

It’s been a long time since I last wrote a letter for Douglas. He was really a special crush. My crush when I first set foot in Mindanao, from high school through early college years. For treasuring him that long, it was inevitable for a special place in my heart to be created for him. I remembered putting initials of letter â€Å"D† to some of my things just to show how much I claim him to be part of my life already. I remember how ecstatic I am every time I see him come home, we were neighbors before. And as I always say, our house were very close—only a row of plants separating both, its impossible we won’t get closer too. He was the most handsome man in my world and my exclusive crush for four years. But of course, when I went to college there were other handsome men (and they were really gorgeous) so Douglas no longer held an elite spot. It was shared but he was still the original crush and counting. That’s about another eight years. Now I am i n late 20’s and the special spot hidden somewhere in my heart started crying out months ago. And for all the busyness I have, it’s only now I am able to listen well to its weeping. Its crying because it knows it has to go and give up the spot to that special place in my heart where God is tidying and preparing for what we fondly call â€Å"God’s will†. See, God made something happen that now forces me to eradicate the spot. Douglas got married last 2005 to a girl from Manila. God allowed it to happen even if He knows that Douglas would surely cry if he knew how much I have treasured him in my heart for more than a decade! I can’t help but think of â€Å"shit† when I think of how much I wasted this special spot, special place in my heart crap. I wince every time I accidentally think of the fact that he is married without even acknowledging just an hour of my decade long devotion. I can’t help but think of how much less that girl deserv es Douglas because I was the one waiting and that girl was not even looking out their window to check if Douglas has come home from campus every weekend.

Essay --

Aliza Lichy Ms. Hoff American Government 1/15/2014 The Importance of a Strong Middle Class Having a strong middle class indicates that America’s democracy will be effervescent and its economy will be beneficial, which will lead to the notion of precisely what America is all about. The setback is that the weakness of America’s middle class not only harms those affected by it, but all other individuals living in the U.S as well. America’s incomes are deteriorating or weakening, while items necessary to live increase in cost, and the probabilities of falling behind are beginning to develop. It is important that the gap between the upper class and the lower class is condensed, this way a strong middle class will be emitted. The modern persona of middle class citizens in America derives from the post World War II era. In 1944, the GI Bill was created to provide returning veterans with money to cover college, business, and home mortgages. This money gave servicemen the opportunity to afford a home of their own for the first time ever resulting in the vast pr oliferation of residential construction. This was how American subdivision commenced (Suddath). The fault in the subdivision initiated when the strong gap between the upper class and the lower class formed due to income inequality, race and gender disparities, education, and technology. The American government is working to rejuvenate the middle class and shorten the gap between the upper and lower class. In 2012, Vice President Joe Biden stated, "America's middle class is hurting, it is our charge to get the middle class — the backbone of this country — up and running again" (â€Å"A Strong† n.d.). The revitalization of America’s middle class is possible. In order to do so, the costs ... ...ny other ways that income is received consistently. Race and gender disparities are also a cause of the gap. The â€Å"gender earnings gap† in America as well as the â€Å"Gender Wage Gap† are other names for the difference in a male and females income year round. This information is gathered and used by economists and federal agencies as part of the current population survey. In 2010 the median income of year round workers was $42,800 for men, compared to $34,700 for women. The ratio of money earned was 0.81, reaching a somewhat higher ratio than that of 2008. The female-to-male earnings ratio of 0.81 means that, in 2009, female FTYR workers earned 19% less than male FTYR workers. The determination of the difference in income does not include the experience, education, skill, qualification, and more of the males and females as long as its full time (â€Å"Income inequality†).

Multistep Synthesis of Benzilic Acid

Multi-Step Synthesis of Benzilic Acid from Benzoin Abstract: The main purpose of this experiment was to convert a secondary alcohol to a ketone, utilizing a mild and selective oxidizing agent. In addition, this converted alpha diketone was then subjected to rearrangement to a carboxylate salt, then acidification, to produce an alpha-hydroxyacid. In this experiment, benzoin was used and converted into benzil, which was then used to synthesize benzillic acid. The yields were not ideal: . 081g of benzil- a 27. 5% yield; . 038g of benzilic acid- a 34. 7% yield. The matching melting points and IR readings, however, confirmed a high degree of purity for each compound: 95. 6 °C for benzil, and 104. 5 °C for benzilic acid, meager . 632% and . 333% discrepancy from literature values, respectively. Finally, the IR absorption frequencies on the attached graphs illustrate the successful removal of the alcohol in the oxidation step and successive return of the alcohol/creation of carboxylic acid, following rearrangement. Multistep syntheses are essential to producing complex molecules.This experiment illustrated the importance of verifying intermediary products are pure, by utilizing different techniques such as IR and melting point. Below is a diagram of the overall reaction. First Reaction: Second Reaction: Introduction: The multistep reaction from Benzoin to Benzillic acid involves multiple organic chemistry concepts, such as oxidation and re arrangement. The first part of the experiment involves the oxidation of benzoin to benzil, utilizing a mild oxidating agent. The process of oxidation is used in all organic chemistry labs and is essential to a wide variety of synthesis reactions.In addition, oxidation reactions are essential in the the biochemistry of most living organisms. This experiment also breaks down oxidizing agents into selective and non-selective agents. For this experiment’s purposes, nitric acid was used, as it is selective towards secondary alcohols, oxidizing them to ketones. The second part of this experiment involves the rearrangement of benzil to benzillic acid or, more generally, the reaction of an alpha-diketone to an alpha-hydroxyacid. This reaction was first conducted by Justus von Liebig in 1838 (1).The basics of this reaction involve the formation of a carboxylate salt from an alpha-diketone; acid is then added to produce an aromatic alpha-hydroxyacid. The reaction conducted in this expe riment is an essential base step in the synthesis of pharmaceuticals and certain hallucinogenic drugs. The synthesis of Benzil from Benzoin is shown below: The above reaction shows the condensed oxidation of benzoin to benzil. The following diagram shows the condensed reaction of benzil to benzillic acid. Rearrangement occurs to form a salt, then the salt is acidified to form benzillic acid.Once the products of each step were obtained- benzil and benzillic acid- their melting points and IR readings were obtained. These two measurements were used to prove that the correct product was formed without any impurities. One of the major risks in this experiment is loss of product through multiple filtrations. To minimize this problem, the filtration steps should be carefully and slowly executed. This ensures that the least amount of reactants are lost. In addition, recrystallization can occur too quickly if a hot solution is directly placed in an ice bath, allowing impurities to be trapped within the precipitate’s crystal lattice.To avoid this, the solutions should be given ample time to cool to room temperature before adding the solutions to an ice bath. These precautions were taken to try to reach our goal of a high percent yield of product with little to no impurities. There were no new techniques used in this experiment, however there were old techniques used to provide information/obtain a product. The first technique was crystallization which was useful to obtain a solid product that can then be purified. Another old technique utilized was filtration, via hirsch funnel and vacuum. This technique was used to obtain a purified product, removing impurities.Once the final solid product was obtained in both reactions the melting point procedure was used to determine the level of remaining impurity of the final product, comparing the experimental and expected values found in literature. In conjunction with the melting point procedure, infrared spectroscopy was used to reveal the different functional groups of the products. In other words, the IR machine indicates whether our final product matches up with the desired one, matching carbonyl and alcohol absorption peaks (or the lack thereof) to their theoretical presence (either benzil or benzillic acid).Procedure: 1. 5ml of nitric acid was added to . 30g of benzoin in a conical vial with a stir vane. The mixture was then heated in a 70 degree Celsius water bath, while stirred, for one hour. The mixture in the conical vial was then cooled to room temperature and, using a pipette, the solution was transferred to a beaker containing 4ml of ice water. The mixture slowly crystallized in the beaker and the crystallized product was filtered on a hirsch funnel with vacuum. 5 ml of cold water was used to wash the product and then the product was allowed to dry.The solid product was then collected from the funnel and added to a hot 95% ethanol solution in an Erlenmeyer flask and completely dissolved . Once the solid was dissolved completely, the solution was allowed to cool to room temperature. Once yellow crystals formed, the solution was placed into an ice bath. The product was then collected and filtered again on a hirsch funnel with vacuum. The product was then washed with ice cold 95% ethanol. Once completely dried, the crystals were weighed and the final mass, percent yield, melting point, and IR reading of the crystallized product measured/calculated. 100g of benzil and . 30ml of ethanol were mixed in a conical vial.The solution in the conical vial was then heated to about 100 degrees celsius until the benzil dissolved. Then . 25ml of potassium hydroxide was added dropwise to the vial. The mixture was then heated to 110 degrees for 15 minutes, then allowed to slowly cool to room temperature. The product was transferred with a pipette to a 10ml beaker and cooled in an ice bath for 15 minutes. 1ml portions of ethanol were added once crystallized and filtered. The product w as then transferred to a 10ml beaker with 70 °C water, allowing the product to dissolve. 0. ml of HCL acid was added dropwise and the mixture was allowed to cool and then transferred to an ice bath. The crystals were collected on a hirsch funnel and washed with 4ml of cold ice water.The crystals were dried and collected for final mass, percent yield, melting point, and IR reading. Results and Discussion: Table 1: Mass and Molar Quantity of Starting and Synthesized Materials; Percentage Yield and Both Experimental and Theoretical Melting Points of Products and Percent Discrepancy| Compound| Mass (g)| Quantity (mol x10-4)| % Yield| M. P. EXP ( °C)| M. P. THEO ( °C)| % D| Benzoin| 0. 298| 14| -| -| -| -| Benzil Yield| 0. 081| 3. 5| 27. 50%| 95. 6| 95. 0| 0. 632%| Benzil Start| 0. 1001| 4. 76| -| -| -|   | Benzilic Acid Yield| 0. 038| 1. 67| 34. 97%| 149. 5| 150| 0. 333%| The initial mass of benzoin and its yield of benzil in the first part of the experiment, as well as the star ting mass of benzil and its yield of benzilic acid in the second part.Note that the yield from part 1 was not the same amount used at the start of part 2. Also shown: the converted molar quantity of each mass and corresponding percent yield for the two synthesized compound, as well as their experimental and theoretical melting points and percent discrepancy between these values. As noted, the â€Å"Start† weight of Benzil- in row 3 of Table 1- differs from the â€Å"Yield† weight- in row 2. The yield, itself, was not used in the second part of this experiment: the synthesis of benzilic acid from benzil. Furthermore, an error occurred in the second portion of the experiment and very little acid product was salvaged; thus, the yield shown for benzilic acid is data that has been shared from another synthesis (this product yield was from _____ and his lab partner). Additionally, this alternative product was the one used in determining a melting point. Graph 1 illustrates t he successful oxidation of benzil, as the alcohol has been eliminated. As expected, it also retains a strong peak at ~1657cm-1, indicating the carbonyl groups present in the diketone, although this is a slightly lower absorption than expected. Graph 2 also presents a successful synthesis, as a relatively strong and somewhat broad peak appears around 3390cm-1, suggesting the reemergence of an alcohol and potential presence of the carboxylic acid; that the peak at 1715cm-1 remains strong, confirms his.SAMPLE CALCULATIONSCalculation of Benzil Percent Yield: Moles BenzilMoles Benzoin=. 081g? 210. 23g/mol. 298g? 212. 24g/mol=3. 85? 10-4mol14. 0? 10-4mol=0. 275? 100%=27. 5% Calculation of Benzilic Acid Percent Yield: Moles Benzilic AcidMoles Benzil=. 0380? 228. 25g/mol. 1001? 210. 23g/mol=1. 67? 10-4mol4. 76? 10-4mol=0. 3497? 100%=34. 97% Calculation of Percent Discrepancy in Benzil Melting Point: %D=xTHEO-xEXPxTHEO? 100%= 95. 0? -95. 6? 95. 0? =. 00632Ãâ€"100%=0. 32% Calculation of Perc ent Discrepancy in Benzilic Acid Melting Point: %D=xTHEO-xEXPxTHEO? 100%= 150. 0? -149. 5? 150. 0? =. 0033Ãâ€"100%=0. 33% Both steps of this experiment’s synthesis are considered successful. Though not in the desired quantities, a product of benzil was obtained from benzoin and that of benzoic acid from benzil. The initial step, synthesis of benzil, resulted in a yield of 27. 5%, despite an encouragingly smooth synthesis. The synthesis may have called for a second, more thorough recrystallization to appeal this yield.The recrystallization was performed correctly; however, the mixture was likely not allowed to cool at an ideally slow rate. It was removed from the hot plate and, shortly thereafter, transferred to the ice bath- likely, before it had calmed to room temperature. This could have interrupted the ability for the product to crystallize without impurities being trapped within its lattice. During the second portion of this experiment, a known, pure quantity of benzil w as used to synthesize a 34. 97% yield of benzilic acid. This small yield is likely also due to factors similar to the aforementioned.Additionally, the recorded yield was shared from another synthesis; the original synthesis performed yielded too small and impure an amount of product to effectively determine a melting point and I. R. spectra. This failure may certainly be attributed to an error during the recrystallization, prior to the initial filtration. Proper care was taken to allow the solution to cool very slowly during this second recrystallization. Unfortunately, once the solution was transferred to the ice bath, a large chunk of ice crystals somehow fell over the lip of the flask and into the mixture. Being that the intermediate was relatively water

Analysis of Alfred M. Green’s Speech

Persuasion is the influence of beliefs, attitudes, proceedings, intentions and other such things it is a process aimed at a persons or groups attitude or behavior towards some event, idea, object, or person. Albert kB cleverly using ups connection and inspiration to twine his gadfly African Americans to join the ranks of the military. He connects with them by non only utilise unifying diction but besides by appealing to their emotions, namely by speaking of their common historical plights, their sires or fathers. unripe, kind of of separating himself as the speaker, from his audience, and singling out the individuals do up the audience, in attempt and look forward to of persuading each and every one of them apiece through the appeal of logic, as make commonly in the execution of telling speeches, uses unifying diction to connect with his fellow African Americans. He does so by using such phrasing as we instead of you or I and ours instead of yours. This simple change in expression choice makes his tone sound artless and genuine.Through the use of the word brethren, special K is able to makes unearthly connection. Brethren is the formal word utilise for brother in many sacred scriptures predating the 12th century. Green hopes to connect with them at an emotional as well as spiritual level through use of commonly labeled as religious diction that is familiar to the African American people of this time, of whom a majority atomic number 18 highly religious Christians. He excessively connects with his audience through references to their common history, concerning their sires or fathers, dating back to the times of chapiter and the Revolutionary War.He brings to light the failures to bring them into fruition as citizens and abuse caused by the fugitive-slave laws, Dred Scott decisions, indictments for treachery Green does not hide these acts of humiliation, outrage and abuse he claims that it is their duty is not to cavil everywhere p ast grievances. He tells his fellow brethren that they should not keep grudges over the past for it has already happened and cannot be altered.Instead, he pushes and attempts to persuade them through inspiration, to call back action and charge of the put forward and change the incoming for the amend. To truly inspire another, one must appeal to their deep emotion and event ad Green does in his speech. Green makes reference to ones keep an eye on and values as he explains they may again give evidence to the manhood of the bravery and patriotism of a course in whose hearts burn the recognise of country of freedom, and of civil and religious toleration. Green speaks of duty when telling them they must intent to hope for the future and improve the present auspicious movement to make brand-new their claims upon the justice and recognise of the Republic, nor let the honor and glory achieved by their fathers be darned or sullied by a inadequacy of heroism. What Green mean s by this is that he and his fellow brethren should not sulk over the rights and wrongs of the past but instead take action to form and enforce better for the present and upcoming future. Green wants them