Arts of the Contact Zone Q2R#3&4 In “”Arts of the Contact Zone” Pratt gets the point across that cultures should recognize the “contact zone.” By giving examples like Poma’s writing and a homework assignment that her son had‚ Pratt defines the contact zone as the “meeting of cultures with asymmetric power.” (p 487) The word “cultures” refers to every type of group in my eyes‚ groups such as sports teams and even classrooms. A classroom can be defined as a contact zone because the Teacher and
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known as blue zones – geographical areas that are known to inhabit people that live substantially longer than the global average. During their studies‚ they found some common denominators within each of the cultures they examined. In an effort to educate the general population with tips on how to live longer‚ Buettner and his associates reveal their findings to us through a lecture transcript called “How To Live To 100+.” We can apply the principles found within the blue zone cultures to my
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study guide to “Into the Gray Zone: A Neuroscientist Explores the Border Between Life and Death” by neuroscientist Adrian Owen. It is a supplement to the original book‚ to make its main ideas easier to understand and put to practice. The “gray zone” is the twilight region between full consciousness and brain death. People with sustained brain injuries or victims of strokes or neurodegenerative diseases‚ such as Alzheimer’s and Parkinson’s are often in the gray zone. Many of them are oblivious to
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TED Talk of How to Live to be 100+‚ he teamed up with National Geographic and the National Institute of Aging to cover three main areas where he was able to find a large population of centenarians; he called these areas “Blue Zones” (Buettner‚ 0:33). In these three Blue Zones Buettner was able to come down to nine common denominators that have helped contribute to such a huge boost of longevity in the population. Of the nine the most important three and most commonly covered by Buettner are diets
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Zone of Proximal Development Developed by Soviet psychologist Lev Vygotsky‚ the zone of proximal development (ZPD) refers to a metaphorical area between material a learner has mastered‚ and material that goes beyond a learner’s ability. This ‘middle-ground’ represents “potential learning” that can only occur through interactions with a ‘more advanced peer:’ teachers‚ parents‚ more capable classmates. Building upon a student’s previous knowledge‚ a teacher working within the ZPD uses scaffolding
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complete even with help. The zone changes with development‚ and both boundaries move up as more mental functions are internalized. As a result‚ tasks that used to be above the top boundary are within the child’s zone; task that used to be within the zone become too easy and fall below the bottom boundary. The zone of proximal development is where the mental functions are in the process of being internalized and the child can complete these tasks with help and guidance. The new zone of proximal development
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The Hot Zone In the book the Hot Zone‚ by Richard Preston‚ the first few pages are introducing the reader into the world of contagious hot agents by going through the biosaftey procedures to access level 4. In part one‚ Charles Monet a fifty-six year old Frenchman living in western Kenya on the lands of the Nzoia Sugar Factory is introduced‚ but as his story continues he finds himself greatly ill by some unknown virus. It began shortly after a visit with a friend to Kitum Cave. Of course
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Jeffrey Boateng This more of an assignment then an essay to help people who are reading the Hot zone. Diction: choice of words Tone: The attitude of the speaker or writer as revealed in the choice of vocabulary. The Hot Zone by Richard Preston General Tones: Caution‚ fear‚ and uncertainty Example one: Once a virus hits the net‚ it can shoot anywhere in a day-Paris‚ Tokyo‚ New York‚ Los Angles‚ wherever planes fly. Charles Monet and the life form inside him had entered the net. Richard Preston
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must be shaved every Wednesday and got to work in a laboratory with 65-degree heat‚ providing less suffrage from the hunger or cold of the winter”‚ a privilege not given to other prisoners (Levi‚ 139). Levi was very happy with these conditions and made the time pass quicker because he was in conditions only few could attain with his skill set and with passing the examination. In the end‚ he was still weak and still felt conquered by the forces pushed against him but because of the position he received
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throughout the entire book. The novel illustrates how the virus outbreaks had its outbursts‚ rapidly demolishing and destroying the human population gradually as there is no known cure and control over the destruction. Richard Preston discusses in The Hot Zone‚ the different factors that contribute to those outbreaks‚ such as hygiene and the lack of knowledge about the virus. Even a slight lack of hygiene can possibly contribute to the vital outbreaks in numerous ways. One of the major factors that contribute
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