The language of being and metaphor of autobiography in Frederick Douglass's narrative

La autobiografía presenta el dilema entre el hombre que posee un "yo" trascendental que se expresa por medio del lenguaje y entre el hombre que se crea a sí mismo y establece relaciones con otros hombres a través del lenguaje. Es el lenguaje el que genera el significado del mundo, ayuda al hombre a expresarse y actúa como espejo de quienes somos y cómo hemos elegido ser. En la autobiografía de Frederick Douglass el "yo" podría manifestarse a través de metáforas de la vida diaria y la autobiografía sería un ejemplo de la metáfora del "yo". Pero la transformación del protagonista de la ignorancia a la alfabetización le hace sentir que posee un "yo" o un "ser", y el uso de un lenguaje metafórico nos muestra un "yo" con ansias de libertad y consciente de su estado de esclavitud. El "yo", por tanto, no está por entero sujeto a metáforas y no se realiza del todo a través del lenguaje porque es un proceso de desarrollo sujeto al tiempo y al continuo desarrollo del mundo. Douglass crea con la autbiografía un "yo" ficticio basado no sólo en verdaderos hechos biográficos sino también un "yo" que representa a toda una raza. La autobiografía a través del lenguaje y la cuestión a tratar postula un "yo" colectivo y representativo que quiere llamar la atención del lector y atraer su simpatía

The language of being and metaphor of autobiography in Frederick Douglass's narrative

La autobiografía presenta el dilema entre el hombre que posee un "yo" trascendental que se expresa por medio del lenguaje y entre el hombre que se crea a sí mismo y establece relaciones con otros hombres a través del lenguaje. Es el lenguaje el que genera el significado del mundo, ayuda al hombre a expresarse y actúa como espejo de quienes somos y cómo hemos elegido ser. En la autobiografía de Frederick Douglass el "yo" podría manifestarse a través de metáforas de la vida diaria y la autobiografía sería un ejemplo de la metáfora del "yo". Pero la transformación del protagonista de la ignorancia a la alfabetización le hace sentir que posee un "yo" o un "ser", y el uso de un lenguaje metafórico nos muestra un "yo" con ansias de libertad y consciente de su estado de esclavitud. El "yo", por tanto, no está por entero sujeto a metáforas y no se realiza del todo a través del lenguaje porque es un proceso de desarrollo sujeto al tiempo y al continuo desarrollo del mundo. Douglass crea con la autbiografía un "yo" ficticio basado no sólo en verdaderos hechos biográficos sino también un "yo" que representa a toda una raza. La autobiografía a través del lenguaje y la cuestión a tratar postula un "yo" colectivo y representativo que quiere llamar la atención del lector y atraer su simpatía

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John Stephenson (ed.), Teaching and Learning Online: Pedagogies for New Technologies, Kogan Page, London, 2001. ISBN: 0–7494–3511–9. Softback, xi + 228 pages. £19.99

TB74: Eastern Spruce Flakeboard Resin Distribution and Decorative Panel Evaluation

A standard urea-formaldehyde liquid adhesive was used in the manufacture of eastern spruce flakeboard panels. The resin application system, resin viscosity, furnish moisture content, and application period were all conducive to the formation of a fine resin spray. The average resin droplet diameter was approximately 20 microns, while the average resin are a coverage, over the entire wood furnish, was 8.05%. Resin distribution in the microscopically observed panel specimens appeared in the form of “spot-welds” and intermittent glue lines. The use of various histological and commercial stains was effective in producing decorative panels.https://digitalcommons.library.umaine.edu/aes_techbulletin/1125/thumbnail.jp

Ron Kelly, Gilbert Thomas, Sonja Joy Dalrymple, Norman Coad, and Sandra Elliff in a Junior Recital

This is the program for the joint junior recitals of pianist Ron Kelly, tenor Gilbert Thomas, pianist Sonja Joy Dalrymple, bass-baritone Norman Coad, and pianist Sandra Elliff. These recitals took place on April 17, 1962, in Mitchell Hall

An Investigation of Professionalism Reflected by Student Comments on Formative Virtual Patient Encounters

Background: This study explored the use of virtual patient generated data by investigating the association between students’ unprofessional patient summary statements, which they entered during an on-line virtual patient case, and detection of their future unprofessional behavior. Method: At the USUHS, students complete a number of virtual patient encounters, including a patient summary, to meet the clerkship requirements of Internal Medicine, Family Medicine, and Pediatrics. We reviewed the summary statements of 343 students who graduated in 2012 and 2013. Each statement was rated with regard to four features: Unprofessional, Professional, Equivocal (could be construed as unprofessional), and Unanswered (students did not enter a statement). We also combined Unprofessional and Equivocal into a new category to indicate a statement receiving either rating. We then examined the associations of students’ scores on these categories (i.e. whether received a particular rating or not) and Expertise score and Professionalism score reflected by a post-graduate year one (PGY-1) program director (PD) evaluation form. The PD forms contained 58 Likert-scale items designed to measure the two constructs (Expertise and Professionalism). Results: The inter-rater reliability of statements coding was high (Cohen’s Kappa = .97). The measure of receiving an Unprofessional or Equivocal rating was significantly correlated with lower Expertise score (r = −.19, P \u3c .05) as well as lower Professionalism score (r = −.17, P \u3c .05) during PGY-1. Conclusion: Incident reports and review of routine student evaluations are what most schools rely on to identify the majority of professionalism lapses. Unprofessionalism reflected in student entries may provide additional markers foreshadowing subsequent unprofessional behavior

Power of Produce: Farmers\u27 Market Incentive Program Targeting Eating Behaviors of Children

The Power of Produce (PoP) Club is a farmers\u27 market incentive program for children aged 5–12. The purpose of the summative evaluation described in this article was to determine the impact of the PoP Club on improving family and child behavior at a Minnesota farmers\u27 market as well as child fruit and vegetable (F&V) consumption. Results from a self-reported retrospective survey completed by parents suggest that the PoP Club is a valuable program, with participating parents reporting increased family attendance and child engagement at the farmers\u27 market and increased F&V consumption by children at home

A novel therapeutic strategy for pancreatic neoplasia using a novel RNAi platform targeting PDX-1

Bi-functional shRNA (bi-shRNA), a novel RNA interference (RNAi) effector platform targeting PDX-1 utilizing a systemic DOTAP-Cholesterol delivery vehicle, was studied in three mouse models of progressive pancreatic neoplasia. Species-specific bi-functional PDX-1 shRNA (bi-shRNAPDX-1) lipoplexes inhibited insulin expression and secretion while also substantially inhibiting proliferation of mouse and human cell lines via disruption of cell cycle proteins in vitro. Three cycles of either bi-shRNA<sup>mousePDX-1</sup> or shRNA<sup>mousePDX-1</sup> lipoplexes administered intravenously prevented death from hyperinsulinemia and hypoglycemia in a lethal insulinoma mouse model. Three cycles of shRNA<sup>mousePDX-1</sup> lipoplexes reversed hyperinsulinemia and hypoglycemia in an immune-competent mouse model of pancreatic neoplasia. Moreover, three cycles of the bi-shRNA<sup>humanPDX-1</sup> lipoplexes resulted in near complete ablation of tumor volume and considerably improved survival in a human PANC-1 implanted SCID-mouse model. Human pancreatic neoplasia specimens also stained strongly for PDX-1 expression. Together, these data support the clinical development of a novel therapeutic strategy using systemic bi-shRNA<sup>PDX-1</sup> lipoplexes against pancreatic neoplasia