Flame of Hope :: Description Essays

Flame of Hope I was walking along Michigan Ave., in Grant Park, when I saw it across the street. I couldn’t take my eyes off it. It was a sculpture entitled Flame of Hope, by Leonardo Nierman. I know I’ve passed by this sculpture before, but I never really paid any attention to it. I don’t know why, but it caught my eye today. Maybe it was the break in the buildings, or the way the sun was reflecting off of it, but for whatever reason I was fixated. The sculpture is in between three buildings, right next to another sculpture. It seems as though the sculptures were placed there to give the people of Chicago something to look at other than buildings. The sculpture is made of shiny, silver, metal and has a very smooth surface. Because of the time of day and the way the sun has been reflecting off the sculpture, its surface is hot to touch. Some parts are hidden from the sun though, and no matter how hard the sun tries, it will never reach those areas. It’s like an unending game of tag where the sun is always it. Standing next to the sculpture, I’m reminded of how little I actually am. It’s a very humbling experience whenever one realizes how little a person really is when compared to the big picture. For some reason, that’s the feeling I got as I looked up at this shiny piece of metal. The flame is made up of several distorted shapes, both large and small, but in some way, they all fit together, like a j igsaw puzzle. All the shapes are not connected though, and there are places where you can look through and see the sky. It’s as if someone took a picture, and for one brief moment, the sky is frozen in time. There are so many angles and curves to this sculpture. It looks as though it's in continual motion; it intertwines within itself. Depending on where you stand, it can take on different shapes and personalities. From across the street, I could see a dancer. Her arms and legs flailing about to the ever-changing beat of the music that has captured her soul. The beautiful dancer is in continual movement; never stopping for a breath, she just keeps dancing. In between the buildings she moves, allowing anyone who wants to stop, to enjoy the show. Flame of Hope :: Description Essays Flame of Hope I was walking along Michigan Ave., in Grant Park, when I saw it across the street. I couldn’t take my eyes off it. It was a sculpture entitled Flame of Hope, by Leonardo Nierman. I know I’ve passed by this sculpture before, but I never really paid any attention to it. I don’t know why, but it caught my eye today. Maybe it was the break in the buildings, or the way the sun was reflecting off of it, but for whatever reason I was fixated. The sculpture is in between three buildings, right next to another sculpture. It seems as though the sculptures were placed there to give the people of Chicago something to look at other than buildings. The sculpture is made of shiny, silver, metal and has a very smooth surface. Because of the time of day and the way the sun has been reflecting off the sculpture, its surface is hot to touch. Some parts are hidden from the sun though, and no matter how hard the sun tries, it will never reach those areas. It’s like an unending game of tag where the sun is always it. Standing next to the sculpture, I’m reminded of how little I actually am. It’s a very humbling experience whenever one realizes how little a person really is when compared to the big picture. For some reason, that’s the feeling I got as I looked up at this shiny piece of metal. The flame is made up of several distorted shapes, both large and small, but in some way, they all fit together, like a j igsaw puzzle. All the shapes are not connected though, and there are places where you can look through and see the sky. It’s as if someone took a picture, and for one brief moment, the sky is frozen in time. There are so many angles and curves to this sculpture. It looks as though it's in continual motion; it intertwines within itself. Depending on where you stand, it can take on different shapes and personalities. From across the street, I could see a dancer. Her arms and legs flailing about to the ever-changing beat of the music that has captured her soul. The beautiful dancer is in continual movement; never stopping for a breath, she just keeps dancing. In between the buildings she moves, allowing anyone who wants to stop, to enjoy the show.

Phospholipases

A) The hypothesis being tested here is the enhancement in the lipase activity of phospholipase C-?1 via phosphorylation of tyrosine 783.B) To perform the experiment equal concentrations of purified phospholipase-C-?1 were set on incubation with the active kinase domain of FGFR2 and ATP in bovine serum albumin containing buffer. The samples of this reactions were tested for two activities: 1) for lipase activity in the phospholipid vehicles indicated in the figure on left y axis. Secondly the phosphate incorporation in phospholipase-C-?1 was studied, illustrated at right y axis of figure.This was performed to check the phosphorylation of tyrosine and auto inhibition of PLC-? isozymes, 775/783 of PLC-?1 were substitutes at the place of phenylalanine, they could be used individually or together, but in the experiment tyr783 is used individually. Phospholipase activity of resulting mutant after purification was quantified with active domain of FGFR2K (helps in phosphorylation and activation of phospholipase). certain known moles of phosphates were added into purified PLC-?1 in wild type under above mentioned conditions and was observed that phospholipase activity was enhanced 10 times. The mutation of tyr783 completely nullified the kinase stimulated acceleration of phospholipase activity along with reduction in FGFR2K-promoted phosphorylation of PLC-?1. Therefore, phosphorylation of Tyr783 is vital forrelief of auto-inhibition. C) Studies reveal that Tyr-783 was essential for auto inhibition. As discussed above, permanent phosphorylation of tyr-783 will completely nullify the kinase stimulated and FGFR2K stimulated phosphorylation of PLC-?1. lipase activity of PLC-?1 will be enhanced across its limits and over-expression of PLC-?1 can induce malignant transformation. The results could be leading to production of carcinoma cells. It has been found in various studies that activity of PLC-?1 is more in cancerous cells as compared to normal cells. So, permanent phosphorylation tyr783 could be a way leading to malignant cancers.

Abraham Lincoln and the Gettysburg Address

Abraham Lincoln and the Gettysburg Address Abraham Lincoln’s Gettysburg Address is one of the most quoted speeches in American history. The  text is brief, just three paragraphs amounting to less than 300 words. It only took Lincoln a few minutes to read it, but his words resonate to the present day. It’s unclear how much time Lincoln spent writing the speech, but analysis by scholars over the years indicates  that Lincoln used extreme care. It was a heartfelt and precise message he very much wanted to deliver at a moment of national crisis. The dedication of a cemetery at the site of the Civil Wars most pivotal battle was a solemn event. And when Lincoln was invited to speak, he recognized that the moment required him to make a major statement. Lincoln Intended a Major Statement The Battle of Gettysburg had taken place in rural Pennsylvania for the first three days of July in 1863. Thousands of men, both Union and Confederate, had been killed. The magnitude of the battle stunned the nation. As the summer of 1863 turned into fall, the Civil War entered a fairly slow period with no major battles being fought. Lincoln, very concerned that the nation was growing weary of a long and very costly war, was thinking of making a public statement affirming the country’s need to continue fighting. Immediately following the Union victories at Gettysburg and Vicksburg in July, Lincoln had said the occasion called for a speech but he was not yet prepared to give one equal to the occasion. And even before the Battle of Gettysburg, famed newspaper editor, Horace Greeley had written to Lincoln’s secretary John Nicolay in late June 1863 to urge Lincoln to write a letter on the â€Å"causes of the war and the necessary conditions of peace.† Lincoln Accepted an Invitation to Speak at Gettysburg At that time, presidents did not often have the opportunity to give speeches. But the opportunity for Lincoln to express his thoughts on the war appeared in November. Thousands of Union dead at Gettysburg had been hastily buried after the battle months earlier and were finally being properly reburied. A ceremony was to be held to dedicate the new cemetery and Lincoln was invited to offer remarks. The main speaker at the ceremony was to be Edward Everett, a distinguished New Englander who had been a U.S. Senator, Secretary of State, and president of Harvard College as well as a professor of Greek. Everett, who was famed for his orations, would talk at length about the great battle the previous summer. Lincoln’s remarks were always intended to be far briefer. His role would be to provide a proper and elegant closing to the ceremony. How the Speech Was Written Lincoln approached the task of writing the speech seriously. But unlike his speech at Cooper Union nearly four years earlier, he did not need to undertake extensive research. His thoughts about how the war was being fought for a just cause had already been set firmly in his mind. A persistent myth is that Lincoln wrote the speech on the back of an envelope while riding the train to Gettysburg, as he didn’t think the speech was anything serious. The opposite is true. A draft of the speech had been written by Lincoln in the White House. And it’s known that he also refined the speech the night before he delivered it, at the house where he spent the night in Gettysburg. Lincoln put considerable care into what he was about to say. November 19, 1863, the Day of the Gettysburg Address Another common myth about the ceremony at Gettysburg is that Lincoln was only invited as an afterthought and that the brief address he gave was nearly overlooked at the time. In fact, Lincoln’s involvement was always considered a vital part of the program, and the letter inviting him to participate makes that evident. The official invitation explained to Lincoln that the idea was always to have a featured orator and that it would be meaningful for the chief executive to then offer remarks. David Willis, a local attorney who was organizing the event, wrote: It is the desire that, after the Oration, you, as Chief Executive of the Nation, formally set apart these grounds to their Sacred use by a few appropriate remarks. It will be a source of great gratification to the many widows and orphans that have been made almost friendless by the Great Battle here, to have you here personally; and it will kindle anew in the breasts of the Comrades of these brave dead, who are now in the tented field or nobly meeting the foe in the front, a confidence that they who sleep in death on the Battle Field are not forgotten by those highest in Authority; and they will feel that, should their fate be the same, their remains will not be uncared for. The program that day began with a procession from the town of Gettysburg to the site of the new cemetery. Abraham Lincoln, in a new black suit, white gloves, and stovepipe hat, rode a horse in the procession, which also contained four military bands and other dignitaries on horseback. During the ceremony, Edward Everett spoke for two hours, delivering a detailed account of the great battle which had been fought on the ground four months earlier. Crowds at that time expected long orations, and Everett’s was well received. As Lincoln rose to give his address, the crowd listened intently. Some accounts describe the crowd applauding at points in the speech, so it seems that it was well-received. The brevity of the speech may have surprised some, but it seems that those who heard the speech realized they had witnessed something important. Newspapers carried accounts of the speech and it began to be praised throughout the north. Edward Everett arranged for his oration and Lincoln’s speech to be published in early 1864 as a book (which also included other material related to the ceremony on November 19, 1863). What Was the Purpose of the Gettysburg Address? In the famous opening words, Four score and seven years ago, Lincoln does not refer to the United States Constitution, but to the Declaration of Independence. That is important, as Lincoln was invoking Jeffersons phrase that all men are created equal as being central to the American government. In Lincolns view, the Constitution was an imperfect and always evolving document. And it had, in its original form, established the legality of slavery. By invoking the earlier document, the Declaration of Independence, Lincoln was able to make his argument about equality, and the purpose of the war being a new birth of freedom. Legacy of the Gettysburg Address The text of the Gettysburg address was widely circulated following the event at Gettysburg, and with Lincolns assassination less than a year and a half later, Lincolns words began to assume iconic status. It has never fallen out of favor and has been reprinted countless times. When President-elect Barack Obama spoke on election night, November 4, 2008, he quoted from the Gettysburg Address. And a phrase from the speech, A New Birth of Freedom, was adopted as the theme of his inaugural celebrations in January 2009. Of the People, By the People, and For the People Lincolns lines at the conclusion, that government of the people, by the people, and for the people, shall not perish from the Earth has been extensively quoted and cited as the essence of the American system of government. Sources Everett, Edward. Address of Hon. Edward Everett, at the Consecration of the National Cemetery at Gettysburg, 19Th November, 1863: With the Dedicatory Speech of ... by an Account of the Origin of the Under. Abraham Lincoln, Paperback, Ulan Press, August 31, 2012. Santoro, Nicholas J. Malvern Hill, Run Up To Gettysburg: The Tragic Struggle. Paperback, iUniverse, July 23, 2014. Willis, David. Gettysburg Address: The Formal Invitation. Library of Congress, November 2, 1863.

The Definition of an Angle

The Definition of an Angle In mathematics, particularly geometry, angles are formed by two rays  (or lines) that begin at the same point or share the same endpoint. The angle measures the amount of turn between the two arms or sides of an angle and is usually measured in degrees or radians. Where the two rays intersect or meet is called the vertex.   An angle is defined by its measure (for example, degrees) and is not dependent upon the lengths of the sides of the angle. History of the Word The word angle  comes from the  Latin  word  angulus, meaning corner. It is  related to the  Greek  word ankylÃŽ ¿s  meaning crooked, curved, and the  English  word ankle. Both Greek and  English  words come from the Proto-Indo-European  root word ank-  meaning to bend or bow.   Types of Angles Angles that are exactly 90 degrees are called right angles. Angles less than 90 degrees are called acute angles. An angle  that is exactly 180 degrees is called a straight angle  (this appears as a straight line). Angles that are greater than 90 degrees and less than 180 degrees are called  obtuse angles. Angles that are larger than a straight angle but less than 1 turn (between 180 degrees and 360 degrees) are called  reflex angles. An angle that is 360 degrees, or equal to one full turn, is called a full angle or complete angle. For an example of an obtuse angle, the angle of a typical house rooftop is often formed at an obtuse angle. An obtuse angle is greater than 90 degrees since water would pool on the roof  (if it was 90 degrees) or if the roof did not have a downward angle for water to flow.   Naming an Angle Angles are usually named using alphabet letters to identify the different parts of the angle: the vertex and each of the rays. For example, angle BAC, identifies an angle with A as the vertex. It is enclosed by the rays, B and C. Sometimes, to simplify the naming of the angle, it is simply called angle A. Vertical and Adjacent Angles When two straight lines intersect at a point, four angles are formed, for example, A, B, C, and D angles. A pair of angles opposite each other, formed by two intersecting straight lines that form an X-like shape, are called  vertical angles  or  opposite angles. The opposite angles are mirror images of each other. The  degree of angles will be the same. Those pairs are named first.   Since those angles have the same measure of  degrees, those angles are considered equal  or  congruent.   For example, pretend that the letter X is an example of those four angles. The top part of the X forms a v shape, that would be named angle A. The degree of that angle is exactly the same as the bottom part of the X, which forms a ^ shape, and that would be called angle B. Likewise, the two sides of the X form a and an shape. Those would be angles C and D. Both C and D would share the same degrees, they are opposite angles and are congruent. In this same example, angle A and angle C and are adjacent to each other, they share an arm or side. Also, in this example, the angles are supplementary, which mean that each of the two angles combined equals 180 degrees (one of those straight lines that intersected to form the four angles). The same can be said of angle A and angle D.

Final assingment Essay Example | Topics and Well Written Essays - 1500 words

Final assingment - Essay Example i. Disciplinary literacy This subject in the content areas of Math, Science and Social Studies should be a subject area to be taught to students when they are in the middle and secondary school setting and not the level at which they are taught currently. This may be given the approach of making the use of comprehensive strategies and subsequently teaching those strategies to adolescent readers. This aspect has been a challenge since most teachers or tutors have since believed that just the provision of adequate basic skills would suit kids with the adequate knowledge, which will enable them, read and write. This view once seemed feasible because at the time following it would enable schools produce an educated population for the countries needs. This was despite the fact that most of the students did not attain the highest level of education. Identity is an issue when it comes to disciplinary literacy; this is because it has many practical applications in classrooms. This is because it presents a challenge when it comes to a situation when one needs to understand their identity at different levels and how these identities shape what they see, view and understand texts. The identity challenge applies in the area of disciplinary literacy in the most basic sense to be able to deal with a given bunch of texts or academic artifacts; this is because this aspect requires that one is disciplinary literate in the area of study. This means one is proficient with the skills that would enable them pass the next level course by taking the material seriously and making sure that one is abreast with the skills required at every step in the process. Therefore, disciplinary literacy involves hard work with a strong foundation of the skills from the required disciplines which most of the teachers at the foundation level forego posing a challenge to the adolescents in terms of career development. It is considered a challenge in the majority because the few instances when it has been used it has brought in insights to many learners through useful applications hence enabling the setting up of appropriate foundations for students to progress deeper into their chosen disciplines (Brozo). ii. Poverty hence homelessness Poverty is a serious issue most so when it comes to the adolescents, this is even further propagated in situations when the same students both the rich and the poor share the same classroom setting. This is a problem because it would affect the level at which the adolescent poor will be willing to learn as the vice affects their innermost self in terms of how they feel and hence their motivation to learn. It is a worse scenario children being faced by poverty situations like homelessness when they are still in schools, this is despite the fact that the government existence while making expenditures towards unnecessary budgets. In the US, about 13 million children are faced with a homelessness situation due to low income while they can still affor d to stay in the same classrooms with other students (Brozo). Although some children still manage to learn even in the states which they are in most of the adolescent students are poor students due to the lack of early literacy development due to lack of permanent stations. The state is even worsened, as the teachers may not be willing to understand the situation in which the children had

General Motors Global Competitive Strategy Case Study

General Motors Global Competitive Strategy - Case Study Example The paper will involve a thorough analysis of General Motor’s (GM) global competitive strategy which will be explained on the basis of the ‘Star analysis.’ GM is a US-based multinational car manufacturing company which has a significant worldwide presence operating in 157 countries (Yahoo finance, 2013). Its global competitive strategy can be best explained through the following perspectives as highlighted by the Star framework. Home Country After the company was bailed out during the 2007-08 financial crises, GM has experienced drastic changes in the way it conducts its business and implements its strategies. New and influential members were hired in order to form a highly efficient management team which included Daniel Akerson as the CEO. He took control into his own hands and shook the company’s bureaucratic organizational culture thereby inducing new strategies and visions to the business. The company’s strategy in its home country has been small er but leaner in order to be cost competitive. GM currently manufactures and sells 18 different automobile brands in order to satisfy the needs of the customers. The company has been able to achieve a significant market share in its home country because of its extensive knowledge regarding the US market and its consumers (Jurevicius, 2013). GM’s strategy in its home country has been to focus on fewer brands. Their idea is to leverage global resources in order to create the most gripping vehicles and technologies. They plan to reinvest cash and profits into their vehicle and technology division on a consistent basis, regardless of the business cycle.

Environmental Factors That Affect the Mode of Dispersal in Plants Essay

Environmental Factors That Affect the Mode of Dispersal in Plants - Essay Example As a matter of fact, the degree with which dispersal influences community composition, holding other processes constant, remains an open question to be explored in the realms of academia. In an attempt to address this question, this paper examines the extent to which environmental conditions impacts on the variation in community composition, with reference to plants, visa viz spatial patterns found in the different habitats. Noteworthy from the onset, spatial distribution patterns of both plants and animal species are oftentimes attributed to dispersal limitation (Tuomisto, Ruokolainen and Yli-Halla 242; Cottenie 1177). By definition, dispersal refers to an ecological process resulting into a shift of location by an individual away from the population/location of origin, with the eventual effect of setting forth a new reproduction lineage distant apart from the mother organism. In plants, ‘dispersal’’ generally mean the process of seed relocation from a mother pla nt to a destination site. It represents the first step of plant colonization, which also encompasses establishment processes; that is, germination survival and plant growth (Vittoz, and Engler 112). The most common forms of dispersal include natal dispersal-initial movement of given species from the original location (birth site) to new locations; Adult dispersal-this entails shifting from the location of birth after attaining reproductive maturity, and usually involves species’ movement from one habitat to another; and gamete dispersal, which is mostly a common dispersal mode for adult individuals with non-motile characteristics, such as plants. New site relocation is almost a usual event in the life cycle of many plants and considered an aspect of adaption traits to certain habitats. Given the distinguishing characteristic of limited mobility, plants basically rely upon a number of dispersal vectors, both abiotic and biotic, to transport their propagules, from one location to the next (Carr, Robertson, Platt and Peet 1606). These propagules can either be dispersed away from their birth site individually or collectively in both space and time. The patterns of plant dispersal modes, by and large, depend on the dispersal mechanism, which in turn has important implications on the ultimate demographic and genetic distribution of plant populations within a particular habitat. There are quite a number of environmental factors that play crucial roles in the process of plant propagules dispersal processes. An important fact to note is the fact that some plants are utterly serotinous and only respond to certain environmental stimuli to shed off some of their offspring for a new beginning. Plants disseminules, in particular, comprise of seeds, fruits, and spores, all of which bear distinct modifications for relocation away from the parent plants by means of the ever available environmental kinetic energy. In fact, the distance traveled by a single disseminule is determined by the velocity as well as direction of movement taken by the agent causing the dispersion. Flying animals, water currents, and winds fall into the category of successful agents capable of carrying out long-distance passive dispersal. Light hairy seeds and fruits are easily and efficiently carried by the wind. Good examples are the Hypochaeris radicata (Asteraceae) seeds, which possess unique modifications allowing its