Case Study

Case Study The topic chosen for this case study is cross cultural communication (CCC). This occurs in an environment consisting of English speakers and Greek speakers. An interesting thing in this context is the miscommunication aspects due to cultural differences in the realms of non-verbal communication (Gupta, 1998).Advertising We will write a custom case study sample on Case Study Cross Culture Communication specifically for you for only $16.05 $11/page Learn More Personal observation on this issue has revealed the disparities that exist amid cultures in the realms of communication and other relevant provisions. The use of non-verbal forms of communication is pertinent in this context as evident from the observations made (Mayers, 2008). Researching on this topic has revealed a lot in the communication arenas despite the challenges (Friginal, 2009). The data collected from various sources as well as the literature review conducted demonstrate the variability that exists in the communication aspects (CCC). Additionally, this data is usable in unveiling the patterns of behavior relevant in this context (Lewis, 1999). Consequently, the concepts attained from this study will be used to uncover the relevancy of non-verbal communication and how such issues can distort appropriate communication among people in a similar environment (Mattock, 2003). The underlying questions in this study incorporate; What are the cross cultural impacts on the non-verbal communication? Why is their massive misunderstanding during cross cultural communication (non-verbal)? Is it possible to minimize misunderstandings during the cross cultural communication? What are the common trends in this study with regard to cross cultural communication? Data Collected The data was collected through personal observation on how individuals from varying cultures communicate non-verbally and the characterizing misunderstandings in this context (Reynolds Valentine, 2011). Most of t he participants were immigrants from Greece; nonetheless, the conversations were observed instinctively as they occurred. The analyzed data has emerged from 10 observations made regarding the study. Sample of the data collected Nonverbal conversations (translated verbally) between English speakers and Greek speakers (10 participants) 1: Jeff (an English speaker) inquiring some information from Kretez (a Greek native)Advertising Looking for case study on communication strategies? Let's see if we can help you! Get your first paper with 15% OFF Learn More J: Kretez, do you know who took the keys for inner doors of the library? K: Ok, I am coming J: Do you really understand my question? K: I think the teacher will come soon 2: Jeremy (an English speaker) instructing Grito (Greek speaker) on how to turn on a computer J: Grito, press on the power button, it is right on the corner G: (looks stranded but compelled to talk) Mmm†¦ should I stand up?Advertising We will write a custom case study sample on Case Study Cross Culture Communication specifically for you for only $16.05 $11/page Learn More J: I am asking you to turn on the computer, are you ignorant? G: I saw the book; its cover had an image of Chinese president (Jeremy perplexed and switches on the computer by himself) 3: Paul (English) informing Galez (Greek) about the following week’s sports event P: Galez, are you aware of the next week’s games? G: I think the movie was very interesting. Mmm†¦ it took almost three hours (he smiles to Paul) P: We have important games next week and we need strong participants. G: I participated in the last Olympic Games in BeijingAdvertising Looking for case study on communication strategies? Let's see if we can help you! Get your first paper with 15% OFF Learn More 4. Phillips (English) asking Carlito (Greek) to help him carry a box P. (looks stranded as the box is too heavy. He sees Carlito passing by) Hey man! Lend me a hand here? (To mean help me) C: I am fine†¦ (Extends his hands as if he wants to greet Phillips) P: Let’s carry this box together if you don’t mind C: I will be OK at home (walks away) 5. Christine (English) asks Tyrra (Greek) for proper direction to the principal’s office when he first visited the school C: Where is the principal’s office? T: (stranded)†¦ should I come? C: I want to see the principal, where is his office? T: Some pupils are playing in the field; I am yet to join them (he walks away while Christine seeks help from another person) 6: Jimmy (English) asks Fridriq (Greek) his hobbies J: Fridriq, what do you like doing most when you are free? F: The schools will close this summer, are you aware? (Thought Jimmy asked him on the school closure) J: Your hobbies please†¦! F. I don’t need to play now, I must revise for exams 7: Chalton (English) inquires Wandete’s (Greek) performance in last semester’s exams C: Wandete, how did you perform last semester? I hope it was wonderful? W: I have not registered this semester (unaware of the asked question) 8: Dancan (English) seeks Tewuli’s (Greek) support on his bid for students’ leadership D: (Smiles) I am going for chairmanship, I need your support please T: Mmm†¦ I don’t think I will come to class today; I have not completed my project 9: Vincent (English), as the head of department, warns Garry (Greek) against his conducts in school V: (looks stern) Garry, your conducts have been wanting lately. You have to change before severe actions are taken against you G: I know I have not completed my school fees, but it will be paid soon 10: Duke (English) asks Tunga (Greek native) for a bottle of water D: I am quite thirsty, can help me with that bottle of water T: Our group work will be over soon (stares at Duke thinking he has answered him correctly) Conclusion The entire data (observations made) indicate that there is a massive miscommunication between the participants (Stringer Cassiday, 2009). This occurs due to cross-cultural disparities that affect their ultimate nonverbal communication efforts (Gudykunst, 2003). References Friginal, E. (2009). The language of outsourced call centers: A corpus-based study of cross-cultural interaction. Amsterdam: John Benjamins Pub. Co. Gudykunst, W. (2003). Cross-cultural and intercultural communication. London: SAGE. Gupta, N. (1998). Crosscultural communication: Global perspective. New Delhi: Concept Publications. Lewis, R. (1999). Cross cultural communication: A visual approach. Hampshire: Transcreen Publications. Mattock, J. (2003). Cross-cultural communication. London: Kogan Page Limited. Mayers, C. (2008). Turn-taking in cross-sex and cross-cultural communication. München: GRIN Verlag GmbH. Rey nolds, S. Valentine, D. (2011). Guide to cross-cultural communication. New Jersey, NJ: Prentice Hall. Stringer, D. Cassiday, P. (2009). 52 activities for improving cross-cultural communication. Massachusetts, MA: Intercultural Press.

Haikouichthys - Facts and Figures

Haikouichthys - Facts and Figures Name: Haikouichthys (Greek for fish from Haikou); pronounced HIGH-koo-ICK-thiss Habitat: Shallow seas of Asia Historical Period: Early Cambrian (530 million years ago) Size and Weight: About one inch long and less than an ounce Diet: Small marine organisms Distinguishing Characteristics: Tiny size; fin along length of back About Haikouichthys The Cambrian period is famous for its explosion of bizarre invertebrate life forms, but this span of time also saw the evolution of the earliest almost-vertebratesmarine organisms like Haikouichthys, Pikaia and Myllokunmingia that bore the faintest outlines of backbones and had a noticeably fish-like shape. As with these other genera, whether or not Haikouichthys was technically a prehistoric fish is still a subject of debate. This was certainly one of the earliest craniates (i.e., organisms with skulls), but lacking any definitive fossil evidence, it may have had a primitive notochord running down its back rather than a true backbone. Haikouichthys and its companions did, however, introduce some features that are so commonplace now as to be completely unremarkable. For example, this creatures head was distinct from its tail, it was bilaterally symmetric (that is, its right side matched up with its left side), and it had two eyes and a mouth on its head end. By Cambrian standards, it may have been the most advanced life form of its day!

Evaluating web site audiences Assignment Example | Topics and Well Written Essays - 500 words - 1

Evaluating web site audiences - Assignment Example In this way the designers present the intended audience of the brand. Firstly you may think that there are clothes only for women. It is the main idea of the designer who puts women on the top among the expected buyers. While exploring the site I saw that there were also collections for men, young people and children, so we see that this is the brand for all ages and genders. By writing prices near the goods the designers show that this brand is created for successful and high-income people. The second site is oriented for young women no more than 25. It is easy to see when you open it. The designers use energetic music and positive girls to represent the intended audience. So when you open the site you understand that it is for teenagers and for girls only. The site offers discounts and sales by means of which the creators try to attract people of middle income. The site of â€Å"Versace† introduces the new collections on top pages. It means that selling them is the main aim of the company. The site is designed in muted colors in order not to distract the attention of the customer. The web page of ‘Tally Weijl† uses discounts to attract people who are more interested in prices. That is why the site is very colorful and vivid. To make the site ‘Tally Weijl† easy and more comfortable in use they offer to choose the country you live in. After choosing the country the web page is displayed at your language. That is made for attracting people all over the world. There are two different styles which represent sites: classic style (â€Å"Versace†) and casual style (â€Å"Tally Weijl†). Classic style is typical for people engaged in different business spheres, open ceremonies and public interviews, while casual style is more appropriate for everyday life activities: shopping, walking, sport and so forth. Every page of â€Å"Versace† site contains logo which is an important part of the company image that is why it is easy to identify any

Analysis and Valuation of General Dynamics Essay

Analysis and Valuation of General Dynamics - Essay Example The total sales revenue was USD 30, 852. General Dynamics Corporation conducts business with worldwide government customers like governments of Australia, The United Kingdom, Switzerland, Spain, Mexico and Canada. There is a long term commitment to enhance customer relationships with regional suppliers and employers in the identified governments. The commercial business segment of the corporation entails export of business-jet aircrafts and global aircraft services. In recent years, there is significant expansion of business-jet aircraft services. Expansion of market segments is also seen in emerging markets (PRAHALAD, 2008). There is growing segment of aircraft business in the international markets. The international market segment grew by 60% in the year 2014. The company competes with both small and large companies which are specialized in capability or technology. Combat systems compete with a number of foreign and domestic companies. There is one primary competitor of Marine systems called Hurtington Ingallas Industries. The company was formerly known as Northrop Grumman Shipbuilding. The company subcontracts and partners in many programs such as SSN 774 Virginia Class Submarines. The company is involved in subcontracting and teaming relationship with the competitors. It team works, the company acts as an integrator who oversees efforts of all team members in the contract. The General Dynamics main competitors in defense market include Boeing, BAE Systems, Raytheon, Ingallas Industries, Northrop Grumman, and Lockheed Martin. The key competitors in the aircraft range include Gulfstream Competitors, Cessna, Dassault and Embraer (DAMODARAN, 2013). The main competitive factors in the aircraft market business include reliability of aircraft, performance, and aircraft safety, comfort of aircraft, in-flight productivity, timeliness, service quality, and offer of competitive prices. Aspects such as new product

Strong type of sympathy Essay Example for Free

Strong type of sympathy Essay The novel, Frankenstein, was written in 1815, when the author, Mary Shelley, was 19 years old. Marys family took her on a holiday throughout Europe. One night, in Geneva, the travelling group were quite bored, so they decided to tell ghost stories. Mary couldnt think of a story, so she went to sleep and dreamt the story of Frankenstein. There were also other influences for Frankenstein. Shelley liked the new technologies, and she always went to see the best shows. She was also interested in Luigi Galvanis work. He tried to prove dead and alive muscle used electric impulses. Shelley also liked Romantic writing, which is the concept of worshiping things natural. In the novel she shows her respect for natural beauty by showing the Artic as a place that Walton admires. She also created the gothic style of writing, which expresses a concern for identity, with the monster that has no name that wanders pointlessly. To give him a name is to give him power. Frankenstein is a story about a man from Geneva, Victor Frankenstein. He is a wealthy man that has a love for the woman he grew up with, Elisabeth. He moves to Ingolstadt to study Science and Medicine. He gets so obsessed with his ambition of finding the secret of life that he creates a monster from dead body parts. He runs from it and it plots is revenge by making Victor suffer as he did. As he follows him and tortures him, Victor meets Walton, our narrator. He sends many letters to his sister. He is similar to Victor and slightly the monster, in the way that they wish to achieve, but Victor prevents the loss of lives on Waltons ship. The monster, meanwhile, wants, but probably never will have a companion. Victor does, however, achieve his dream of finding the secret of life, although it goes horribly wrong. Neither of the protagonists dreams are what they thought they might be. Walton is an explorer that wants fame and fortune, but he also wants someone similar to him, a friend. Even though, as a Captain, he has his crew, they are expendable. He is willing to achieve by breaking any boundaries. On his deathbed, Waltons father begged him not to become an explorer, but as Walton has a rebellious behaviour, he disobeys his fathers last wish. At meeting with Victor, he changes for the better. He finds an admirable figure, someone that thinks the same way as him. Victor has already been through the pain of ambition seeking. He convinces Walton to save his crews lives and heads home. One of the lines that convince Walton is Do you share my madness? What he means is that his ambitions are madness, as they only end in disappointment. Also, as the narrator, he writes the letters to his sister, and therefore the novel, in corrupt narrative, which, in this novel, means that the story was first said by the monster, then edited by Victor to make him look like the victim, then, finally, the reader gets Waltons version on the story, who prefers Victor as he knows him and because he is similar to him. He also speaks in a romantic style, as he speaks in a way that shows the Artic as a place of beauty, whereas the other characters see it as a desolate place, with no life. Victor Frankenstein, the main character, or protagonist, is an ambitious man from Geneva. He dreams of finding the secret of life. Once he arrives in Ingolstadt, his university, he finds his work uncontrollably consuming his life. He begins with research, how he can make the perfect man from dead flesh. He decides he can sew the perfect limbs together. Then he uses the natural power of lightning (with pathetic fallacy as storms are intimidating and come on only dreary nights [It was a dreary night in November]) to put an electric shock into the dead body. This is what he believes is the secret of life. He believes his task is filled with delight and rapture, this means that before he sees the monster alive, he believes that he has already had great success over so much labour. Shelley also puts his actions into a god-like figure, which can create and destroy life as he wishes. Shelley also uses religious words, such as rapture, creator, species and even later on, demonical. Victor soon realises that his experiment is a massive failure. He expected a perfect, clever human to be produced, but he got a scarred monster that he describes as wretch. He inflicts pain, mainly emotionally, on it, by running away. As it cannot speak, the monster is left alone for dead. Victor learns that being a god isnt so easy, as when he creates the monster, he finds that he is more of a father than a god. He has responsibilities although he does not help the monster and prays cholera kills him. This shows Victor in his true form, selfish. Victor also uses romantic language to describe life. He shows that by creating life, he is doing the world good, creating an almighty species that nature will accept: A new species would accept me as its creator exclaims Victor. Shelley also portrays, as previously mentioned, the three protagonists all having similar dreams. They all just want companions. Victor wishes for Elisabeth, the monster, someone similar to him and Walton, his sister. The monsters dream is to be accepted by one person. He doesnt want money or fame, just someone that looks like him. Even at the creation of his life, all he wanted was to be accepted by everyone, but later, he saw this as being impossible. He believes that as Victor has caused him so much pain, all he wants is for Victor to experience it by having no one to love him. The monster also believes that Victor has acted with cowardice and selfishness, by running away and leaving the monster to a horrible fate. Even when the monster begs for a companion, Victor eventually rejects his offer and selfishly abandons him on his own, crushing his dream. The reader eventually gets to like the monster, as they start to feel sympathy for him, as he has nothing to hope for and no one to share his life with. Even after the monster attempts to learn English, which he thinks is a gift from gods, (from the quote Godlike Science)only two people experience his education fully, the blind De Lacy man and Victor. The monster is also quite secretly persuasive; he wishes for Victor to make another monster, he also attempts to make the reader feel sympathetic towards him with lines like Was I then a monster, from which all men fled? which make the reader wish they were in the story to help, which proves it is quite a strong type of sympathy. Shelley also uses the monster as a way of pointing out human flaws. She shows that no matter how different someone is, another person will always find faults or be intimidated by someone else. Frankenstein also has a subtitle; it is also named The Modern Prometheus. The classical story is about a human named Prometheus, who steals fire from the god Zeus to have an advantage over animals. This causes only pain and suffering for animals. In the modern Prometheus, Frankenstein is Prometheus as he defies the gods and takes their role as creator. As comeuppance, he is chained to a rock and his liver was eaten by an eagle every night, just to be healed at daybreak. This is a symbol for the ongoing pain of both Frankenstein and the monster. Even though, as the novel says, ambitions results in nothing other than pain, the advancement in modern medicine is an amazing feat. It has, meanwhile, sparked controversy, with subjects like stem cell research that could potentially be harming living organisms. The character that I favour most is the monster as he has been through nothing but pain throughout his entire life, whereas the other protagonists have been fed with a silver spoon. I think that the novel of the story is that if you are willing to put everything at risk to succeed, be prepared to fail.

Is The Second Sex Beauvoirs Application of Sartrean Existentialism? Es

Is The Second Sex Beauvoir's Application of Sartrean Existentialism? ABSTRACT: Simone de Beauvoir's 1949 feminist masterpiece, The Second Sex, has traditionally been read as an application of Sartrean existentialism to the problem of women. Critics have claimed a Sartrean origin for Beauvoir's central theses: that under patriarchy woman is the Other, and that 'one is not born a woman, but becomes one.' An analysis of Beauvoir's recently discovered 1927 diary, written while she was a philosophy student at the Sorbonne, two years before her first meeting with Sartre, challenges this interpretation. In this diary, Beauvoir affirms her commitment to doing philosophy, defines the philosophical problem of 'the opposition of self and other,' and explores the links between love and domination. In 1927, she thus lays the foundations of both Sartre's phenomenology of interpersonal relationships and of her own thesis, in The Second Sex, that woman is the Other. Her descriptions of the experience of freedom and choice point to the influence of Bergson, specifical ly his concepts of 'becoming' and à ©lan vital. Tracing Beauvoir's shift from her apolitical position of 1927 to the feminist engagement of The Second Sex points to the influence of the African-American writer, Richard Wright, whose description of the lived experience of oppression of blacks in America, and whose challenge to Marxist reductionism, provide Beauvoir with a model, an analogy, for analyzing woman's oppression. Simone de Beauvoir's 1949 feminist masterpiece, The Second Sex, has traditionally been read as Beauvoir's application of the existential philosophy of her companion, Jean-Paul Sartre, to the situation of women. Diane Raymond, in Existentialism and the Philoso... ...]. In The World of Richard Wright. Jackson, Miss.: University Press of Mississippi. pp. 253-55. Fullbrook, Kate and Edward Fullbrook. 1994. Simone de Beauvoir; The Remaking of a Twentieth-Century Legend. New York: Basic Books. Kruks, Sonia. 1995. "Identity Politics and Dialectical Reason: Beyond an Epistemology of Provenance." Hypatia: A Journal of Feminist Philosophy 10 (2): 1-22. Myrdal, Gunnar, et.al. 1944. An American Dilemma; The Negro Problem and Modern Democracy. New York: Harper. Raymond, Diane. 1991. Existentialism and the Philosophical Tradition. Englewood Cliffs, Sartre, Jean-Paul. [1943] 1953. Being and Nothingness. Tr. H. Barnes. NY: Simon & Schuster. New Jersey: Prentice Hall. Simons, Margaret A. 1983. "The Silencing of Simone de Beauvoir: Guess What's Missing from The Second Sex." Women's Studies International Forum 6 (5): 559-564.

Louisiana & The United States Essay

Louisiana is one of the United States of America states whose capital is located at Baton Rouge. The state is characterized by a rich unique multilingual and multicultural heritage. It is home for many ethnic groups. The Louisiana creoles people and the French speaking Cajuns are dominant in the southern Louisiana state and have distinct cultures. Blending of these cultures has resulted to Creole lifestyle immerging that has become deep rooted cultural, social, economic lifestyle of the Louisiana until the 20th century when it was overtaken by the Anglo Americans. Creole ancestors settled in Louisiana before 1803 when it was purchased from the Western Europe, and Senegal, they then settled in the State along the main water ways. Continuous blending of these disparate of France, Senegal and Germany led to emergence of the creed and this become a dominant social cultural and economic lifestyle till the 20th century (Carl Brasseaux, Keith Fontenot, Claude Oubre pp68-81). Acadians are the ancestors of Cajuns; the Acadians are French speaking people of Nova Scotia Canada and New Brunswick. After the Britain won the Indian and French war, the separated families and the Acadians were settled in camps in England colonies for 10-30 years and those who escaped settled French Canada, upon being freed they scattered in Canada Mexico, France with majority seeking refugees in South Louisiana. Cajun were considered as a lower class national as their name means but it was in 1970 when they disclosed their natural resources of gas and oil when their culture music, food and lifestyle was internationally recognized in . Creole is a term borrowed from Portuguese and Spanish by the French government. It means the native products and the colony’s people, whereas the meaning of Cajun is to subject to debate variant apathetic. The origin of Acadia is either Greek or India which means a camp set up in a good place. The Creole was an expression of colonial ghost in both the Spanish and French Regimes. The Creole then formed its own identity and they were normally referred to as the French creed. Colonial French was a language spoken by French Creole who were of white origin; a hybrid of French- West African language is usually spoken by the black creeds. It’s the hybrid language that is mostly spoken by the people of central Louisiana currently whereas the creed French is extent. The whites that are as a result of French – Spanish mixture were called French creed and the mixed up mulatto population was called creeds of color, African creed or black creed (Carl Brasseaux, Keith Fontenot, Claude Oubre pp 40-81). The Cajun have to date retained their unique dialect from the French language and assortment of other cultural characteristics that usually distinguish them from other ethnic group – unlike what its popularly believed by the Cajun communities, Cajuns did not solely descend from the Acadian exile but also descended from other numerous groups after intermarriage over several generations: the intermarriages with the Germans, Spanish, Native Americans, French creed and the Metis. The French creeds who were settled in the rural areas were absorbed by the Cajun have a very pure French dialect despite the influences from the Acadians. Unlike the French creoles, the Cajuns ancestors are not French origin but of Hispanic, German, Canary Islanders and Filipino settlers as a result of intermarriages The geographical location of the Cajun has a strong relation to the lifestyle of the Cajun people. Those who settle at Atchafalaya Basin, a long the Westland’s and Bayous adapted a water based lifestyle. This water based lifestyle included their economic life of trapping, hunting and fishing, the Cajuns who settled southwest Louisiana prairies adapted a land-based lifestyle, that included farming sugar cane and rice, cattle rearing among other agricultural practices. Many creoles and Cajuns migrated and settled part Arthur and Beaumont seeking oil related jobs since oil drilling become a major economic activity in the 19970 – 1980. The Cajun music originated from French speaking people that were Catholics of Canada. Fiddle was the most dominant instrument in the earlier years but with time, the Acadian has also become popular, Jazz is a popular music of the Blade Creole that has been popularized in the 20th century. Both the Cajuns and the Creole sing the zydeco music, but initially it was only sang in the Cajun French, but the blade creoles added some linguistic elements to the zydeco music. Nowadays, the zydeco music is sung in Cajun French or English and a few done in black Creole. The zydeco is closely related to American blues, Cajun music jazz and the swamp music and the most common zydeco music instrument is the frottoir just like the Catholic Church but nowadays they have joined other religious sects. The culture of these two ethnic groups was deep rooted in their community catholic and cuisine, they observed many catholic practices like the lent, holy week and the merdi gras (fat Tuesday). The Creole identity has been ignored since late 1960 by both the non creoles and creoles themselves after the emergence of the Cajun pride and the Louisiana French development council conception. Since then you can travel to New Orleans, the original birth place of creoles languages and identity of the west of Mississippi river where creoles families reside and find them referring themselves as Cajuns. Cajuns movements have divided Louisiana into Cajun French Creole and black Creole, but it’s however noted that Cajun initially referred to a separate subset of the Louisiana francophone. The colonial French and the Louisiana French are no longer fluently spoken by most creoles and this had catalyzed the neglecting of the Creole people. The creoles identify is a race versus culture but not recognized nowadays. The creoles of Louisiana are recognized people having the following mixes, Spanish, French, Africans and American ancestry and Creole is accepted as a big culture group that share Spanish and French ancestry (Ira Berlin PP 290-325). The cuisine is a unique cooking style that originated from new Orleans and adapted by both the creoles and the Cajun but its greatly influenced by the Americans, French Caribbean and the African Gumbo is traditionally a Creole dish which is of the features of the cuisine, other features of the cuisine include the jambalaya all these dishes are commonly prepared by both the creoles and the Cajuns. Despite efforts to have one national language in Louisiana, the francophone Louisianans have pressured the need to maintain their language. This led to the Cajun movement that pioneered the establishment of the council for development for the French in Louisiana. This council initially was advocating for the use of standard French in Louisiana but the pressure and protests by the Creole community and the Cajun community has forced the adoption of all varieties of French that includes the creoles and the Cajuns in Louisiana. This has had good fruits since it seen as a way of incorporating Francophone Louisiana with the other francophone world. Although the Cajuns were discriminated in the earlier times, the French Revival Movement has convinced the Cajuns to be proud of them selves, further more, the Cajun French is being taught in the public schools. Due to social factors that have led to the creoles French loosing their identity, the Cajun French has become more politically powerful than the Creole French currently. The Cajun French are becoming more dominant as the Creole French become extinct. Currently it’s only the black Creole who identifies themselves as the Creole people and there are very few Creole speaking people below the age of six years. As the Louisiana Creole are languishing, three movements, the Un Cajun Committee, the southern heritage supporting creoles and the C. R. E. O. L. E INC. these movement have accused the French movement with the intention of making the Creole extinct and there the few Creole have identified themselves with a unique culture meant to be preserved. Initially it’s the French Cajuns who were marginalized but today it’s the opposite as it’s the French Creole who are faced with the problem of racial and linguistic marginalization. REFERENCES Ira Berlin (2000) Many Thousands Gone, Harvard University Press, Harvard Carl Brasseaux, Keith Fontenot, Claude Oubre (1996) Creoles of color in the Bayou Country, University of Mississippi press, Mississippi Shane K. Bernard (2003) the Cajuns, University of Mississippi press, Mississippi

Mexican Immigrant Life and Americanization in the 1920’s Essay

In his book, Major Problems in Mexican American History, Zaragosa Vargas describes the Mexican Immigrant experience from 1917-1928. He begins by assessing the Protestant religious experience for a Mexican in the early 1920’s, and then describes Mexican life in both Colorado in 1924 and Chicago in 1928. After defending Mexican Immigrants in 1929, he includes an outline of an Americanization program, followed by an anecdote of a Mexican immigrant in the 1920’s. Vargas uses these documents to show the evolvement of Americanization of Mexicans from a community goal to a societal demand. Vargas begins with the Mexican Immigrant experience in the early 1920’s, and describes it mostly as a community project spearheaded by the Church and called for the aid of volunteers. The children learned and studied English in school, so the programs focused mostly on courses in English for the wives and mothers of the community. These English courses consisted mostly of vocabulary for familiar and most frequently seen objects. Sunday schools resulted from this process, and in turn made way for the development of night schools, clinics, an employment bureau, and a boys and girl’s club. In Colorado in 1924, Mexicans played a respectable role in society as not only a decent part of the population, but also the labor force. Spanish-Americans took a notable part in politics, and were involved in many occupations that included mostly agriculture, mining, and steel works. The recreation was also important to Spanish-American life in Colorado; the somewhat newly developed buildings were a source of community for many. Mexicans in Chicago in 1928, Vargas argues, lived a very different lifestyle and endured different hardships than the Mexicans in the Southwest. They were a much smaller part of the community, consisting of small, well-defined neighborhoods and several smaller less defined colonies. These Mexicans lived in the poorest houses in these neighborhoods, and most buildings guaranteed poor living conditions for these families. Employment only came certain times during the year when demand for labor was high, and it was the Mexicans who suffered most when certain industries reduced labor. In the words of Anita Edgar Jones, â€Å"They are the last to arrive and the first to be laid off† (Vargas). Mexican Life in Chicago during this time period served as a temporary solution for many families as they moved from recent arrivals to a more desirable place with better opportunity as they became more established and stabilized. Some neighborhoods were poorly organized for recreation, and even lacked Spanish-speaking employees at their community or recreation centers. Communities also lacked a Spanish-speaking priest, which is evidently different from early Americanization programs implemented in the Southwest in the early 1920’s. After addressing and defending most of the problems of Mexican Immigration in 1929, Vargas moves on to an outline of a typical Americanization program in 1931, where the Mexican Immigrant experience evolved from a community project that supported and encouraged Mexican assimilation, to a list of demands and requirements for Mexican and Spanish Americans to be acceptable members of society. Vargas uses these documents to show the progression of assimilation of Spanish Americans and Mexican immigrants into American society in the 1920’s. The life of a Mexican Immigrant during this time was very taxing, and these Americanization programs were used as a tool to attempt to create a society that operated under certain ideologies and values. As a result, this created an even stronger division between cultures, and prevented assimilation of the two groups. Work Cited Vargas, Zaragoza. â€Å"The Mexican Immigrant Experience 1917-1928. † Major Problems in Mexican American History. Thomas G. Patterson. Houghton Mifflin Company 1999. 234-53.

How to Make a DNA Model Using Candy

How to Make a DNA Model Using Candy Making DNA models can be informative, fun, and in this case tasty. Here you will learn how to construct a DNA model using candy. But first, what is DNA? DNA, like RNA, is a nucleic acid that contains the genetic information for the reproduction of life.  DNA is coiled into chromosomes and tightly packed in the nucleus of our cells. Its shape is that of a double helix and its appearance is somewhat of a twisted ladder or spiral staircase. DNA is composed of nitrogenous bases (adenine, cytosine, guanine and thymine), a five-carbon sugar (deoxyribose), and a phosphate molecule. The deoxyribose and phosphate molecules form the sides of the ladder, while the nitrogenous bases form the steps. What You Need: You can make this candy DNA model with just a few simple ingredients. Red and black licorice sticksColored marshmallows or gummy bearsToothpicksNeedleStringScissors Heres How: Gather together red and black licorice sticks, colored marshmallows or gummy bears, toothpicks, needle, string, and scissors.Assign names to the colored marshmallows or gummie bears to represent nucleotide bases. There should be four different colors each representing either adenine, cytosine, guanine or thymine.Assign names to the colored licorice pieces with one color representing the pentose sugar molecule and the other representing the phosphate molecule.Use the scissors to cut the licorice into 1 inch pieces.Using the needle, string half of the licorice pieces together lengthwise alternating between the black and red pieces.Repeat the procedure for the remaining licorice pieces to create a total of two stands of equal length.Connect two different colored marshmallows or gummy bears together using the toothpicks.Connect the toothpicks with the candy to either the red licorice segments only or the black licorice segments only, so that the candy pieces are between the two strands.H olding the ends of the licorice sticks, twist the structure slightly. Tips: When connecting the base pairs be sure to connect the ones that pair naturally in DNA. For example, adenine pairs with thymine and cytosine pairs with guanine.When connecting the candy base pairs to the licorice, the base pairs should be connected to the licorice pieces that represent the pentose sugar molecules. More Fun With DNA The great thing about making DNA models is that you can use almost any type of material. This includes candy, paper, and even jewelry. You might also be interested in learning how to extract DNA from organic sources. In How to Extract DNA From a Banana, you will discover the four basic steps of DNA extraction. DNA Processes DNA replication - DNA unwinds in order that copies can be made for mitosis and meiosis. DNA transcription - DNA is transcribed into an RNA message for protein synthesis. DNA translation - The transcribed RNA message is translated to produce proteins. DNA Mutations - Changes in DNA sequences are known as mutations. Mutations can impact specific genes or entire chromosomes.

Biography of Galileo Galilei, Renaissance Philosopher

Biography of Galileo Galilei, Renaissance Philosopher Galileo Galilei (February 15, 1564–January 8, 1642) was a famous inventor, mathematician, astronomer, and philosopher, whose inventive mind and stubborn nature ran him into trouble with the Inquisition. Fast Facts: Galileo Galilei Known For: Italian Renaissance philosopher, inventor, and polymath who faced the wrath of the Inquisition for his astronomical studies.  Born: February 15, 1564, Pisa, Italy.Parents: Vincenzo and Giulia Ammannati Galilei (m. July 5, 1562)Died: January 8, 1642, Arcetri, Italy.Education: Privately tutored; Jesuit monastery, University of Pisa.Published Works: The Starry Messenger.  Spouse: Marina Gamba (mistress 1600-1610).Children: by Marina: Virginia (1600), Livia Antonia (1601), Vincenzo (1606). Early Life Galileo was born in Pisa, Italy on February 15, 1564, the oldest of seven children of Giulia Ammannati and Vincenzo Galilei. His father (c. 1525–1591) was a gifted lute musician and wool trader, who wanted his son to study medicine as there was more money in medicine. Vincenzo was attached to the court, and was often traveling. The family was originally named Bonaiuti, but they had an illustrious ancestor named Galileo Bonaiuti  (1370–1450) who was a physician and public officer in Pisa. One branch of the family broke off and began calling itself Galilei (of Galileo), and so Galileo Galilei was doubly named after him. As a child, Galileo made mechanical models of ships and watermills, learned to play the lute to a professional standard, and showed an aptitude for painting and drawing. Originally tutored by a man named Jacopo Borghini, Galileo was sent to the Camaldlese monastery at Vallambroso to study grammar, logic, and rhetoric. He found the contemplative life to his liking and after four years joined the community as a novice. This was not exactly what father had in mind, so Galileo was hastily withdrawn from the monastery. In 1581, at the age of 17, he entered the University of Pisa to study medicine, as his father wished. The University of Pisa At age twenty, Galileo noticed a lamp swinging overhead while he was in a cathedral. Curious to find out how long it took the lamp to swing back and forth, he used his pulse to time large and small swings. Galileo discovered something that no one else had ever realized: the period of each swing was exactly the same. The law of the pendulum, which would eventually be used to regulate clocks, made Galileo Galilei instantly famous. Except for mathematics, Galileo was soon bored with the university and the study of medicine. Uninvited, he attended the lecture of court mathematician Ostilio Ricci- Ricci had been assigned by the Duke of Tuscany to teach the court attendants in math, and Galileo was not one of those. Galileo followed up the lecture by reading Euclid on his own; he sent a set of questions to Ricci, the content of which impressed the scholar greatly. Galileos family considered his mathematical studies subsidiary to medicine, but when Vincenzo was informed that their son was in danger of flunking out, he worked out a compromise so that Galileo could be tutoredin mathematics by Ricci full-time Galileos father was hardly overjoyed about this turn of events, since a mathematicians earning power was roughly around that of a musician, but it seemed that this might yet allow Galileo to successfully complete his college education. The compromise didnt work out, for Galileo soon left the University of Pisa without a degree. Becoming a Mathematician After he flunked out, to earn a living, Galileo started tutoring students in mathematics. He did some experimenting with floating objects, developing a balance that could tell him that a piece of, say, gold was 19.3 times heavier than the same volume of water. He also started campaigning for his lifes ambition: a position on the mathematics faculty at a major university. Although Galileo was clearly brilliant, he had offended many people in the field, who would choose other candidates for vacancies. Ironically, it was a lecture on literature that would turn Galileos fortunes. The Academy of Florence had been arguing over a 100-year-old controversy: What were the location, shape, and dimensions of Dantes Inferno? Galileo wanted to seriously answer the question from the point of view of a scientist. Extrapolating from Dantes line that [the giant Nimrods] face was about as long/And just as wide as St. Peters cone in Rome, Galileo deduced that Lucifer himself was 2,000 arm-lengths long. The audience was impressed, and within the year, Galileo had received a three-year appointment to the University of Pisa, the same university that never granted him a degree. The Leaning Tower of Pisa At the time that Galileo arrived at the University, some debate had started up on one of Aristotles laws of nature, that heavier objects fell faster than lighter objects. Aristotles word had been accepted as gospel truth, and there had been few attempts to actually test Aristotles conclusions by actually conducting an experiment. According to legend, Galileo decided to try. He needed to be able to drop the objects from a great height. The perfect building was right at hand - the Tower of Pisa, 54 meters (177 feet) tall. Galileo climbed up to the top of the building carrying a variety of balls of varying size and weight  and dumped them off of the top. They all landed at the base of the building at the same time (legend says that the demonstration was witnessed by a huge crowd of students and professors). Aristotle was wrong. It might have helped the junior member of the faculty if Galileo had not continued to behave rudely to his colleagues. Men are like wine flasks, he once said to a group of students, †¦look at†¦bottles with the handsome labels. When you taste them, they are full of air or perfume or rouge. These are bottles fit only to pee into! Perhaps not surprisingly, the University of Pisa chose not to renew Galileos contract. The University of Padua Galileo Galilei moved on to the University of Padua. By 1593, he was desperate in need of additional cash. His father had died, so Galileo was now head of his family, and personally responsible for his family. Debts were pressing down on him, most notably, the dowry for one of his sisters, which was to be paid in installments over decades- a dowry could be thousands of crowns, and Galileos annual salary was 180 crowns). Debtors prison was a real threat if Galileo returned to Florence. What Galileo needed was to come up with some sort of device that could make him a tidy profit. A rudimentary thermometer (which, for the first time, allowed temperature variations to be measured) and an ingenious device to raise water from aquifers found no market. He found greater success in 1596 with a military compass that could be used to accurately aim cannonballs. A modified civilian version that could be used for land surveying came out in 1597 and ended up earning a fair amount of money for Galileo. It helped his profit margin that 1) the instruments were sold for three times the cost of manufacture, 2) he also offered classes on how to use the instrument, and 3) the actual toolmaker was paid dirt-poor wages. A good thing. Galileo needed the money to support his siblings, his mistress (a 21-year-old Marina Gamba who had a reputation as a woman of easy habits), and his three children (two daughters and a boy). By 1602, Galileos name was famous enough to help bring in students to the University, where Galileo was busily experimenting with magnets. Building a Spyglass (Telescope) In Venice on a holiday in 1609, Galileo Galilei heard rumors that a Dutch spectacle-maker had invented a device that made distant objects seem near at hand (at first called the spyglass and later  renamed the  telescope). A patent had been requested, but not yet granted, and the methods were being kept secret, since it was obviously of tremendous military value for Holland. Galileo Galilei was determined to attempt to construct his own spyglass. After a frantic 24 hours of experimentation, working only on instinct and bits of rumors, never having actually *seen* the Dutch spyglass, he built a 3-power telescope. After some refinement, he brought a 10-power telescope to Venice and demonstrated it to a highly impressed Senate. His salary was promptly raised, and he was honored with proclamations. Galileos Observations of the Moon If he had stopped here, and become a man of wealth and leisure, Galileo Galilei might be a mere footnote in history. Instead, a revolution started when, one fall evening, the scientist trained his telescope on an object in the sky that all people at that time believed must be a perfect, smooth, polished heavenly body- the Moon. To his astonishment, Galileo Galilei viewed a surface that was uneven, rough, and full of cavities and prominences. Many people insisted that Galileo Galilei was wrong, including a mathematician who insisted that even if Galileo was seeing a rough surface on the Moon, that only meant that the entire moon had to be covered in invisible, transparent, smooth crystal. Discovery of Jupiters Satellites Months passed, and his telescopes improved. On January 7, 1610, he turned his 30 power telescope towards Jupiter, and found three small, bright stars near the planet. One was off to the west, the other two were to the east, all three in a straight line. The following evening, Galileo once again took a look at Jupiter, and found that all three of the stars were now west of the planet, still in a straight line. Observations over the following weeks led Galileo to the inescapable conclusion that these small stars were actually small satellites that were rotating about Jupiter. If there were satellites that didnt move around the Earth, wasnt it possible that the Earth was not the center of the universe? Couldnt the  Copernican  idea of the Sun at the center of the solar system be correct? Galileo Galilei published his findings, as a small book titled The Starry Messenger. A total of 550 copies were published in March of 1610, to tremendous public acclaim and excitement. It was the only one of Galileos writings in Latin; most of his work was published in Tuscan. Seeing Saturns Rings And there were more discoveries via the new telescope: the appearance of bumps next to the planet Saturn (Galileo thought they were companion stars; the stars were actually the edges of Saturns rings), spots on the Suns surface (though others had actually seen the spots before), and seeing Venus change from a full disk to a sliver of light. For Galileo Galilei, saying that the Earth went around the Sun changed everything since he was contradicting the teachings of the Church. While some of the Churchs mathematicians wrote that his observations were clearly correct, many members of the Church believed that he must be wrong. In December of 1613, one of the scientists friends told him how a powerful member of the nobility said that she could not see how his observations could be true, since they would contradict the Bible. The lady quoted a passage in Joshua where God causes the Sun to stand still and lengthen the day. How could this mean anything other than that the Sun went around the Earth? Charged with Heresy Galileo was a religious man, and he agreed that the Bible could never be wrong. However, he said, the interpreters of the Bible could make mistakes, and it was a mistake to assume that the Bible had to be taken literally. That was one of Galileos major mistakes. At that time, only Church priests were allowed to interpret the Bible, or to define Gods intentions. It was absolutely unthinkable for a mere member of the public to do so. Some of the Church clergy started responding, accusing him of heresy. Some clerics went to the Inquisition, the Church court that investigated charges of heresy, and formally accused Galileo Galilei. This was a very serious matter. In 1600, a man named Giordano Bruno was convicted of being a heretic for believing that the earth moved about the Sun, and that there were many planets throughout the universe where life- living creations of God- existed. Bruno was burnt to death. However, Galileo was found innocent of all charges, and cautioned not to teach the Copernican system. Sixteen years later, all that would change. The Final Trial The following years saw Galileo move on to work on other projects. With his telescope he watched the movements of Jupiters moons, recorded them as a list, and then came up with a way to use these measurements as a navigation tool. He developed a contraption that would allow a ship captain to navigate with his hands on the wheel, but the contraption looked like a horned helmet. As another amusement, Galileo started writing about ocean tides. Instead of writing his arguments as a scientific paper, he found that it was much more interesting to have an imaginary conversation, or dialogue, between three fictional characters. One character, who would support Galileos side of the argument, was brilliant. Another character would be open to either side of the argument. The final character, named Simplicio, was dogmatic and foolish, representing all of Galileos enemies who ignored any evidence that Galileo was right. Soon, he wrote up a similar dialogue called Dialogue on the Two Great Systems of the World. This book talked about the Copernican system. Inquisition and Death Dialogue was an immediate hit with the public, but not, of course, with the Church. The pope suspected that he was the model for Simplicio. He ordered the book banned, and also ordered the scientist to appear before the Inquisition in Rome for the crime of teaching the Copernican theory after being ordered not to do so. Galileo Galilei was 68 years old and sick. Threatened with torture, he publicly confessed that he had been wrong to have said that the Earth moves around the Sun. Legend then has it that after his confession, Galileo quietly whispered And yet, it moves. Unlike many less famous prisoners, he was allowed to live under house arrest in his house outside of Florence and near one of his daughters, a nun. Until his death in 1642, he continued to investigate other areas of science. Amazingly, he even published a book on force and motion although he had been blinded by an eye infection. The Vatican Pardons Galileo in 1992 The Church eventually lifted the ban on Galileos Dialogue in 1822- by that time, it was common knowledge that the Earth was not the center of the Universe. Still later, there were statements by the Vatican Council in the early 1960s and in 1979 that implied that Galileo was pardoned, and that he had suffered at the hands of the Church. Finally, in 1992, three years after Galileo Galileis namesake had been launched on its way to Jupiter, the Vatican formally and publicly cleared Galileo of any wrongdoing. Sources Drake, Stillman. Galileo at Work: His Scientific Biography. Mineola, New York: Dover Publications Inc., 2003.Reston, Jr., James. Galileo: A Life. Washington DC: BeardBooks, 2000.  Van Helden, Albert. Galileo: Italian Philosopher, Astronomer and Mathematician. Encyclopedia Britannica, February 11, 2019.Wootton, David. Galileo: Watcher of the Skies. New Haven, Connecticut: Yale University Press, 2010.

Edgar allan poe Essay Example | Topics and Well Written Essays - 1000 words

Edgar allan poe - Essay Example Poe’s personal tragedies played a huge role in the shaping of his poems, as did his abuse of alcohol and opium that increased throughout his lifetime. After the death of his mother, Poe became afraid of cemeteries, worried that ghosts or bodies would come out of their graves and come after him (Symons, pg. 27). Though it was not nearly as noticeable as it would be in years to come, Poe’s writing during this time gradually turned darker. He started focusing more on life and death, implementing sorrow and death into his poems. The poems during this era are no longer in print, but they were the onset of the writing that Poe’s fans would come to recognize and associate with Poe. The first poem that was first correlated with the death of someone close to Poe was â€Å"The Raven,† which was written after Poe’s brother had died from tuberculosis. The poem is a sorrowful one, centered on the never-ending remembrances of lost loved ones. The poem is about a woman named Lenore, and the protagonist of the poem spends the majority of the poem talking to the raven that has come into his home. At first the man is unaware of what has entered his house, but he speaks to it anyway, too lost in his thoughts of his Lenore. He wants to believe that what is in his home is her. The speaker becomes so lost to the point that he drives himself insane. The poem reflects the emotions that Poe felt after his brother died. He and his brother had never been close, a fact that disturbed Poe after his brother died. â€Å"The Raven† speaks of constantly remembering someone after they have gone, so much that the deceased person becomes real, yet not real enough to touch or see. The speaker spent the length of the poem hoping that the thing in his house was who he missed the most, but he drove himself insane with these hopes. The same can be said for Poe himself. He spent so much time thinking about the