The dream deferred 5 0
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This document discusses diversity and social equity within the American Society for Public Administration (ASPA). It notes that while ASPA has made some progress, such as establishing an award and section focused on social justice, social equity has yet to fully penetrate the mainstream of the organization. It provides statistics showing lack of diversity in ASPA leadership positions and raises important questions about ASPA's commitment to diversity in its membership and leadership. The document advocates for continued work to address barriers facing individuals of color and further promote social equity within ASPA.
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Running head: Module 7 Homework Assignment
Module 7 Homework Assignment
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Author Note
This paper was prepared for [INSERT COURSE NAME], [INSERT COURSE ASSIGNMENT] taught by [INSERT INSTRUCTOR’S NAME].
PART I: Short Response Questions
Directions: Please provide detailed and elaborate responses to the following questions. Your responses should include examples from the reading assignments, if possible. For each question, your response must be at least 100 words in length and utilize APA guidelines. Please visit the Academic Resource Center (ARC) for information about APA guidelines.
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This poem discusses what happens to dreams that are put off or denied. It suggests dreams may wither away like a raisin in the sun, fester like an infected sore, or rot like meat. Alternatively, dreams may sag under their own weight over time or suddenly explode in frustration from being deferred too long. The poem conveys how oppression under apartheid in South Africa denied people's dreams and aspirations.
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This poem analyzes Langston Hughes' poem "Dream Deferred" which explores what might happen to a dream or ambition that is put off or not able to be achieved. The poem presents various metaphorical possibilities for what could occur to a deferred dream such as drying up like a raisin, festering like a sore, stinking like rotten meat, hardening like syrup, or sagging under its own weight. The poem ultimately questions whether a long-deferred dream might eventually "explode".
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Dream Deferred is one of Langston Hughes famous poetry. I and my friends had discussed and made an analysis and wrapped it in a power point slides. Here we go, hope this can help :)
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This document analyzes Langston Hughes' poem "Harlem (A Dream Deferred)" through the use of figurative language. It discusses several figurative devices used in the poem, including simile, metaphor, hyperbole, symbolism, and repetition. It then analyzes each line of the poem to understand how these figurative devices convey the message that an unfulfilled dream will deteriorate if left to languish. The analysis concludes that the poem encourages readers to never give up on their dreams.
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The document discusses two poems by Langston Hughes that explore themes of racial inequality and dreams deferred. I, Too expresses the poet's pride in his identity and vision of a future without discrimination. "Harlem" uses imagery and questions to consider what might happen when dreams are postponed, offering possibilities like drying up or exploding. The document examines Hughes' use of symbols and wordplay to convey these ideas and questions what became of other people's dreams.
A Dream Deferred
Langston Hughes' poem "A Dream Deferred" explores what happens when dreams and aspirations are put off to a later time. The poem uses imagery and rhetorical questions to suggest that delaying one's dreams can cause them to wither and decay, or potentially "explode" in frustration. As part of the Harlem Renaissance, Hughes sought to portray the black experience in America and encourage African Americans to pursue their goals and celebrate their culture despite facing racial struggles and limited opportunities at the time. The theme of pursuing one's dreams, even in the face of adversity, remains relevant today.
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[INSERT TITLE HERE] 2
Running head: Module 7 Homework Assignment
Module 7 Homework Assignment
LaShaun Berry
Allied American University
Author Note
This paper was prepared for [INSERT COURSE NAME], [INSERT COURSE ASSIGNMENT] taught by [INSERT INSTRUCTOR’S NAME].
PART I: Short Response Questions
Directions: Please provide detailed and elaborate responses to the following questions. Your responses should include examples from the reading assignments, if possible. For each question, your response must be at least 100 words in length and utilize APA guidelines. Please visit the Academic Resource Center (ARC) for information about APA guidelines.
1. Describe the female reproductive system. Begin by first identifying significant anatomical parts and explaining what role each organ plays in the reproductive process. Then, name important pathology that afflicts those particular anatomical parts just named. Also, choose which laboratory tests and diagnostic procedures would be used in compliance with that specific pathology.
2. Explain the workings of the lymphatic system. First, begin by identifying important anatomical parts and indicating what each organ is responsible for in the entire system. Next, specify any diseases or pathology that afflicts those specific anatomical parts just named. Then, select the laboratory tests and diagnostic procedures that would be used in compliance with that particular disease or pathology.
3. Examine the male reproductive system. Start by identifying key anatomical parts and explaining what each organ is responsible for in the body system. Then, indicate any diseases or pathology that afflicts those particular anatomical parts just named. After indicating the diseases or pathology, decide which of the laboratory tests and diagnostic procedures would be used in compliance with that specific disease or pathology.
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Please write at least two paragraphs (minimum 200 words) summarizing the case study of Alan and Jackie, Jeannine and Joshua, Frank, or Mrs. Nouri (choose one only). Please refer back to the Module 7 Overview and click on the Online Lessons. Describe your thoughts about Alan and Jackie, Jeannine and Joshua, Frank, or Mrs. Nouri.
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AMERICAN IDEOLOGY
(Name)
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Abstract
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One: Listen and react to
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How can we challenge white culture, and imperialism to decolonize the world we live in today?
Two: The goal of the project
Wins and Lessons
The goal of this project is to learn about some of the historical and current issues facing the Asian American community
Understanding past struggles and the different intersections that Asian Americans have faced in the United States
Who (Hero/Shero)
Who are our “Heroes and Sheroes”
What backgrounds and experiences did some of the Asian Americans come from?
What educational levels?
Socio-economic status in society?
ETC
What about this person and experience?
What is being fought for?
What is being questioned?
What actions and accountability are being taken by the person, community, government, etc.?
What was the action that was taken by the person and by the system?
Where and When do this movement and activism occur?
Where was the location of this struggle?
What did we know about the climate of the time in which these actions are taking place?
What precedent was established prior to?
Why do we need to know this story and person?
What is this person significant in the Asian American experience?
Why have you heard of this case?
Why have you not heard of this case?
Why should future generations know of these Heroes and She-roes?
How does this experience stand the test of time?
How were outcomes of the activism measured?
How has this person's legacy and impact shaped the future for both American and the Asian American community?
How has this fight continued?
How have the lessons of this experience evolved in society as we know it?
Project and Recording
Each of the 5 sections is worth 3 points. (15 points total)
You will be creating a slide and recording of your presentation via zoom.
Share your screen and talk about a Hero or Shero of your choice
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The dream deferred 5 0
- 1. The Dream Deferred 5.0 Erik Bergrud 2011 ASPA National Conference March 14, 2011
- 4. The first version of this presentation was inspired by ASPA’s 2009 Annual Conference, whose theme was “Governance in the Midst of Diversity: Bridging Opportunity and Challenge.”
- 5. ASPA’s roots are in the Progressive reform movement that produced major changes in American public administration in the early part of the 20th century. Darrell Pugh, Looking Back, Moving Forward (1988)
- 6. “Diversity”
- 7. “Governance”
- 9. What do these words mean in the context of ASPA’s history and leadership structure?
- 10. Some facts to consider…
- 11. Phil Rutledge became ASPA’s first African American President
- 12. in 1974
- 13. 35 years after ASPA was established.
- 14. Total number of women of color who have served as ASPA President
- 15. 0
- 16. Are ASPA’s sections/chapters providing leadership opportunities for individuals of color?
- 17. Total individuals of color serving currently as ASPA section chairs
- 18. 4 out of 24
- 19. Total individuals of color serving currently as ASPA chapter presidents
- 20. Fewer than 10
- 21. So how is ASPA addressing the issue of social equity?
- 22. Not comfortably
- 23. A debate over affirmative action hastened the demise of ASPA’s policy issues process in the 1990s.
- 24. The phrase “Oppose all forms of discrimination and harassment, and promote affirmative action” remains in ASPA’s Code of Ethics.
- 25. ASPA’s Gloria Nordin Hobson Social Equity Award, presented annually since 2003, recognizes lifetime achievement and effort in the cause of social equity.
- 26. ASPA established a Section on Democracy and Social Justice in 2008.
- 27. These are positive developments.
- 28. But…
- 29. Social equity has yet to penetrate ASPA’s mainstream.
- 30. Some difficult questions still need to be answered.
- 31. What is ASPA’s commitment to diversity in its leadership and membership?
- 32. How does ASPA define a “minority public administrator?”
- 33. Some words of hope and caution
- 34. Hope
- 35. The 2011-2 ASPA National Council will include multiple African Americans, Asian Americans and Latinos.
- 36. Caution
- 37. The election of an African American President hasn’t eliminated all of the barriers facing individuals of color in the U.S.
- 38. Even so..
- 40. Do you believe in the dream?