Literary Analysis of Lord of the Flies free essay sample

Many elements have the ability to interfere with our humanity and civilization. One element in 2013 that can change our humanity is technology. As Einstein once said, â€Å"I fear the day when the technology overlaps with our humanity. The world will only have a generation of idiots. † In The Lord of the Flies, William Golding shows us through the symbols of Jack Merridew and the Conch Shell that the desire to have power and instant gratification surpasses the importance of a civilization. Technology in the hands of people may surpass the importance of a civilization. Jack Merridew is an ignorant yet intimidating 12-year old boy with a desire to be the most powerful and get everything the easy way. He becomes uncivilized and ends up wanting the easiest forms of satisfaction he can get. The hunters are at Jack’s beck and call. With his casual, bitter tone, Jack says to the hunters, â€Å"I’m going up to the mountain to look for the beast – now. We will write a custom essay sample on Literary Analysis of Lord of the Flies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Coming? † (Golding 119). The boys forget their urge to do anything but listen to him. Jack preys on their fears which fuel his desire for power. Their conspicuous fear makes him crave the power even more and gives him immediate satisfaction. The ritual dances that the hunters and Jack engage in with the white and red face paint â€Å"hide the chief’s blush† (Golding 161). Hiding his features gives Jack the feeling of more power and control. When Jack demands that the boys â€Å"take the fire from the others and hunt and get meat†, his lust for power shines through (Golding 161). Exploiting other people’s resources gives him the feeling of satisfaction; Jack wants the fire the easy way rather than making his own. Similar to Jack’s desire for power and his mentality of getting everything the easy way is technology in our world today. Technology gives instant gratification to many people just like Jack’s control, power, and exploitation over other people give him instant gratification. Jack’s desire for power is fueled by the hunters listening to everything he says. The Conch Shell represents law and order, civilization, and authority, and it is surpassed by Jack’s desire for power. The shell is utilized in the ‘meetings’ that the boys have. Piggy takes a hold of the conch and declares â€Å"I got the conch. I got the conch, ain’t I Ralph? I got a right to speak† (Golding 45). Jack and the ignorant hunters â€Å"start to giggle and shriek with laughter† (Golding 45). Jack’s lust for power and satisfaction is revealed, and it makes the conch seem unimportant and futile. While Jack and the hunters are ritual dancing, â€Å"the conch is smashed to powder† (Golding 186). The symbol of law and order, civilization, and authority is destroyed. The smashing of the conch symbolizes how useless a civilization is to Jack and his followers. In our world today, technology, like the desire for power, can make a civilization less important. The immediate answers, results, etc. that we receive from technology can make us forget what a civilization is, similar to how Jack’s desire for power and instant gratification causes him to forget the importance of a civilization. The desire for power and instant gratification, symbolized by Jack Merridew, surpasses the importance of a civilization in William Golding’s The Lord of the Flies. The conch symbolizes what a civilization is, but Jack’s desire for power and immediate satisfaction of his needs becomes more important than having a civilization. The conch shell is completely insignificant to Jack and the hunters. The symbol of Jack illustrates that there are many elements that have the ability to interfere not only with our humanity, but with our civilization as well. Sometimes our humanity itself cannot save us from fervent desires that can cause the failure of something very important like a civilization. In our world today, the instant gratification that technology gives us can make us forgetful of what truly matters in life. Similarly, Jack’s desire for power and satisfaction causes him to forget the importance of a civilization.

Essay Sample on Moral Dilemma in Relationships My Own Research

Essay Sample on Moral Dilemma in Relationships My Own Research Example essay on Moral Dilemma in Relationships: Have you ever faced a situation in which you feel obliged to take two or more actions (at a time), but then realized that it would not be possible? Moral philosophy/ethics refer to such situations as â€Å"moral dilemmas†. Moral dilemmas distinguish themselves from other forms of dilemma in that the agent feels obliged to execute each of two or more actions; the agent is capable of executing each of those actions; but he cannot carry out both (or more) of the actions (Rachels Rachels, 2006). Consequently, the agent risks moral failure no matter what he does. For instance, the Bible, and indeed the society encourage people to love their neighbors. Now, imagine a situation in which an armed person decides to rape his; if he executes the beastly act, that neighbor will most likely not love him. On the other hand, if she restrains him, this then fails the test of love. Ideally, the result of the action the agent may opt to take will be wrong, or not in accordance with his will. F or any moral dilemma to be valid, neither of the conflict obligations should override the other. Moral dilemmas occur in almost every sphere of our daily lives, ranging from real life issues (such as relationships, dating, sexuality, friendships, and others), in businesses (such as management decisions, profit motives, class struggles, among others, and in the larger context of society like laws vs. conscience, citizens vs. government, and religion vs. laws. I opt to discuss relationship dilemmas because, in my career as a high school teacher, I get innumerable concerns on relationships from my students. I have known this student, Mark, since his early schooling years, and he has confided a lot of his personal life issues in me, as his teacher. The other day, I noticed that he was acting rather withdrawn in my afternoon philosophy class. As usual, after the class was over, I asked him if he could follow me to my office, to which he readily agreed. After a short moment of silence, I asked him what was bothering him. He has a girlfriend, he told me, whom she has dearly loved and courted for three years now and several days ago he introduced the girl to his parents. Sadly, the parents did not approve of his fiancà ©e, quoting, among other things, that she was of a lower class, and the fact that she is of color. Mark loves his parents too because they have brought him up in a loving manner and instilled strong Christian religious values in him. That is why he is in a dilemma as to what he ought to do; with whom he is to side. I acknowledge that this is no small dilemma. Mark is caught b etween giving up his fiancà ©e’s love, his parental love, or his religious morals. He even confided in me that, for his love for his fiancà ©e, he was still contemplating eloping with her to an undisclosed location. Having assessed the conflict, it is clear that prompt and appropriate approach aimed at reaching sound solutions must be sought. Different people would approach the dilemma from different perspectives, and so would I. However, any forward thinking individual will have the inclination of first differentiating â€Å"right† from â€Å"wrong† as a firm basis upon which to solve Mark’s dilemma. The most probable guidelines for approaching this dilemma include trying to determine whether there are rules, religious beliefs, or other norms that explain what being good involves (Rachels Rachels, 2006). To be good, should people act as per the directives of their parents, friends, or society? The main philosophical perspectives that can solve Mark’s case include, first, â€Å"duty-oriented† approach (deontological), proposed by Immanuel Kant. Mark has already proposed to his fiancà ©e and promised to marry her, no matter what. It is, therefore, his duty to fulfill the promise, and this ought to be his only reference point in this whole conflict. The failure to act in conformity to his vows condemns him to the shame associated with failure. He should not mind what his parents may think of his decision-he has a duty to fulfill, and that is what determines his virtue. The consequences are absolutely irrelevant. Another approach that Mark may resort to in order to solve his dilemma is William Paley’s proposition that â€Å"right† is anything that conforms to God’s commandments. Mark grew up in under strict Christian religious values, and he ought to utilize them to solve his dilemma. He must understand that God demands that children respect and obey their parents. Therefore, by refusing to leave the girl, he will be disobeying and disrespecting his parents-he will not be right. On the contrary, Mark may weigh out the consequences of his decision and opt to pursue the greatest good for all the involved parties. By so doing, he will be acting in accordance with John Stuart Mill’s consequence-based (teleological) theory. This is my most preferred way of solving Mark’s dilemma, and indeed many other instances of moral dilemma. If Mark decides to continue with his embattled relationship, he faces huge opposition from his parents, which could build considerable tension in his parent-child relationship. In addition, his decision to keep the relationship poses potential possibilities of having to elope with the girl to a foreign destination. Such an action will effectively disrupt his studies and cut him out of his best friends at school. In effect, although having to compromise his love for the girl is not a simple decision, it would make sense to me if he left her and found another suitable woman. The negative consequences of the relationship, by fa r, outweigh its benefits in the long- run. Mills contended that people ought to work hard at maximizing human happiness, which he calls utilitarianism (Rachels Rachels, 2006). However, there are other groups of people who do not subscribe to any norm or principle. They tend to think that one’s moral behavior is a function of personal choice or brainwashing from parents, and society. This category of people is called existentialist (Rachels Rachels, 2006). I would tend to view Mark’s case as a brainwashing by his parents and society. His parents boast of having brought him up under Christian values, yet they expressly denounce their love for Mark’s fiancà ©e, thereby breaking God’s greatest commandment of loving others as much as we love ourselves!

How to Send SAT Subject Test Scores 7-Step Guide

How to Send SAT Subject Test Scores 7-Step Guide SAT / ACT Prep Online Guides and Tips While you are studying diligently for all of your SAT Subject tests, you probably aren’t thinking too hard about how and when you are going to send out all those scores to your dream schools. I get it- taking the test is the hard part, and you want to focus your energy on that. To help you out, I’ll lay out everything you need to consider in terms of score-sending logistics and strategy: how to send SAT Subject test scores (with or without Score Choice), sending the four free reports you get with registration, special ordering circumstances, and how to cancel scores. It’s all in here! How to SendSAT Subject Test Scores, Step by Step I've createda step-by-step guide to sending SAT Subject test scores. I'll walk you through the complete process here, assuming you've already taken the tests. Then below I'llexplain how the process differs if you're trying to send your four free reports. Step 1:Log in to Your College Board Account Once you're logged into your account, scroll down to where your scores are displayed. To send scores, click the â€Å"Send Available Scores Now† button. Step 2: Confirm That You Want to Send Scores You will be greeted by this pop-up: Confirm that you want to send the additional reports, and you will be taken to the school choice page. Step 3: Select YourRecipients You can search by school name, city, or code. To add a school, click on it in the â€Å"All Available Recipients† search results list, then click â€Å"Add.† Then click â€Å"Continue† to finalize your selection. Step 4: Confirm Your Schools This will take you to the â€Å"Build Your Score Recipients† screen. From here, you can request additional free reports with a fee waiver, add more schools to your list of recipients, or use Score Choice to select the scores you want to send (or not send) in your score reports. To add more schools,click â€Å"Add Score Recipients† from the "Build your Score Recipients" screen. Step 5: Use a Fee Waiver If you have a fee waiver, click â€Å"I have a Fee Waiver† (in parentheses next to the number of free reports remaining, which might be 0). When you enter your waiver code, this will give you four additional free reports that you can sendat any time. Step 6: Score Choice To use Score Choice, click the â€Å"Choose Scores† button in the row with the desired recipient from the"Build your Score Recipients" screen. This will take you to the Score Choice page. You will have to agree to a disclaimer that Score Choice is allowed at the given school. Then, you will be able to uncheck any scores you do not want to include with your free score report. You have to include complete SAT I scores- you can’t pick and choose between sections. But you can select subject tests individually. As you can see, I’m an ancient crone who took SAT subject tests in 2008, and who did not study particularly hard for the French exam (sorry, Monsieur K!!) When your desired options are selected, hit â€Å"continue.† This will take you back to the â€Å"Build Your Score Recipients† page, where you can change score selections for other schools if you wish. Step 7: Review Your Order When everything on the â€Å"Build Your Score Recipients† page looks good, hit â€Å"continue† to proceed with the score-sending process.This will take you to the â€Å"Review Order,† page. Beyond thefour free reports that you get when you register for the exam, score reports costs $.25 per recipient. So four schools = four reports = $.25 x 4 = $45. Check the box to agree to the terms and conditions, and place your order! Then you will be able to return to the Main â€Å"My SAT† page. That's how you do it! Next, we'll touch on what's different when you send the four free reports you get with your registration. Free SAT Subject Test Score Reports The College Board kindly allows you to send four free score reports to schools with every test date, including SAT subject tests. There’s a catch, though- you have to send the scores sight unseen. This means you won’t see your scores for those subject tests before schools do. The College Board says that they do this to expedite the score-sending process. If you still have any of your four free score reports available to you, you will see this handy message on the main screen when you log in: To proceed from here, click â€Å"Send Scores When Available.† If you have past SAT test dates (Regular SAT or Subject Tests) you will see this handy pop-up: That’s right! You can send past scores with your free score reports. Even better, you can use Score Choice! So you can pick and choose which old scores to send to schools with your new ones. This is great if you already took the SAT and met your target score. It’s important to note that when you use your four free reports, you have to send all the scores from that date. This means that if you take multiple subject tests on the same day- and you probably will- you have to send all of those scores to your four free colleges. So you can’t send Literature to UCLA and Math 2 to University of Michigan; you have to send both to both. It is generally worthwhile to use your free reports if you can, because sending additional reports costs money. It might stress you out a little that you have to commit to sending your scores from that test date before you see them, but you can change or cancel what schools receive for your free reports up to nine days after you take the test. So if you feel confident that your scores will meet your targets, this is a reasonably safe bet.If you come out of the test feeling like it may not have gone well, you can always cancelsending those scores to your reach school. It’s worth noting that for any school that does not allow Score Choice, you might as well send them your free report, because you will have to send all scores when you apply anyway. These schools understand that everyone has less than stellar test dates, so don’t ruminate on it too much if you think you didn’t do your best on one of your subject tests from a given date. What about timing? If you’re taking subject tests as a junior, it’s not too early to send your scores if you would like to. Colleges will take it as a sign of interest to receive scores from you, and you can certainly re-take the subject tests if you need to. If you don’t re-take the tests, you might save a little money on the expensive application process if some of your schools already have your scores. Reach for the stars! Special Circumstances: Archived Scores and Rush Reporting There are couple circumstances in which you might have to pay some extra money to the College Board, our benevolent standardized testing dictators, to send SAT Subject test scores. You will have to pay extra if your scores have been â€Å"archived.† Scores are archived if you have graduated high school and your scores are a year or more older. In this case the College Board will charge you a fee of $31 to retrieve them, and then $.25 for each additional recipient. So if you want to send old scores to two schools, that’s $31 + $.25 = $42.25. If your scores are five years old or older, they will also send a note to the recipient saying that the scores may not be the best representation of your abilities. So sadly if I wanted to send my 2008 subject test scores I would have to pay an extra fee and have a special note sent with my scores. You will also have to pay extra if you want to rush-report your scores to recipients. You might do this if you are about to miss a deadline and you need to get scores out ASAP. Rush-reporting is supposed to get the scores to recipients within two business days of your request, which may or may not be faster than just sending them normally. The primary issue here is that some colleges only download newly received scores once every few days or once a week, so rushing the score may not actually lead to the college seeing your score any sooner.However, if you are down to the wire and at the height of desperation, you might want to rush them. Note that you can only do this for scores that have already been released, so, your unscored tests won’t get to recipients any faster if you rush. It costs $31 to rush one report, and then $.25 for each additional report (so if you rush three reports to three different schools, it will cost $31 + $.25 + $.25 to send all three reports). Finally, there are times when rush reporting is not available. (Right now, in fact!) So don’t order rush reports if the College Board says they aren’t available on their website, because they will just take your money and not deliver the scores in two days. Truly outstanding and helpful customer service, that. Next we'll talk about how to cancel your scores if you feel truly alarmed by your test performance. Canceling SAT Subject Test Scores Let’s say you panic in the middle of the exam and don’t finish the test on time, or another mishap occurs- it happens to most of us at some point or another. You know you didn’t do well on the test and you don’t even want to see your own scores, let alone let schools see them! You have two options: #1: Cancel Your Scores You can cancel your scores anytime up to :59 PM ET the Wednesday after you took your test(s). Note that unless you are canceling due to sudden illness or an equipment failure, this will cancel all of the tests you took that day- every subject! Importantly, it cannot be undone. When your scores are cancelled, they are gone forever! No school (or you) will ever see them, no matter if you had selected schools for your free score reports or not. #2: Cancel Your Score Reports You have up to nine days after you take the test(s) to cancel any free score reports you have on-order. You may want to do this if you think only one test went poorly. This way, you can still use the other subjects in Score Choice score reports later. Unfortunately, a tiny octopus does not wave farewell to your scores when they canceled. How To Cancel Your Scores If you decide to cancel at the test center, ask a test proctor for a â€Å"Request to Cancel† form. Fill it out and return to the proctor before you leave the testing center. If you decide to cancel after leaving the test center, download and fill out the form to request SAT score cancellation. You need to sign it, so you will need to get it to the College Board via fax or overnight mail. You can get more details on this process on the College Board page on score cancellation. You can cancel your scores for individual tests due to equipment failure (your CD player stops working, or your calculator dies) or for a sudden illness during the exam. In this case, only the score for that test is canceled; you can still get your scores for the other tests you took that day. To do this, you will need to report the equipment failure or illness during the exam. Then you will need to fill out a Request to Cancel form at the testing center, check the â€Å"Single Test: equipment failure† option (yes, even if you’re sick) and give it to a testing supervisor. They will sign it to validate that your equipment (or your body) failed you and your score for just that test will be canceled. But hopefully none of that will happen, everything will go smoothly, and you will send out all your score reports with confidence! Summary: SAT Subject Test Scores You will get four free score reports for every SAT subject test date you sign up for. You won’t see the scores before they get sent to school. Otherwise, additional score reports cost $.25 per report. You can use Score Choice on SAT subject tests, just like with the regular SAT.You can also rush-report or cancel scores if you need to, but both of those options should be carefully considered! What Now? You might also be wondering what a good SAT score is, anyways. Let us fill you in with this guide to what makes a good SAT Subject Test score. Aiming for top schools? Check out our article on SAT Subject Test Scores for the Ivy League. Or maybe you just want to know what the average score for each SAT Subject Test is. If you're taking the regular SAT anytime soon, you should definitely check out our complete guide to the new SAT. This will bring you up to speed on all the ins and outs of the new format, which was rolled out in March! Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Misuse and Abuse of Antibiotics Essay Example | Topics and Well Written Essays - 1500 words

Misuse and Abuse of Antibiotics - Essay Example regulated. Despite the Penicllin Act of 1948, more and more resistant strains of bacteria kept evolving, and continued research led to development of newer and newer antibiotics. The effect was devastating. In 1950s, a resistant strain of the bacteria, Staphylococcus aureus led to catastrophic events throughout the world, especially in the hospital setting and especially in children admitted to the hospital. Thus, the mechanism of resistance was probed into, and researches ultimately found that development of resistance is produced by indiscriminate use of the antibiotics, and such use may well be termed as misuse or abuse (Wenzel, R.P., 2002). The rational use of antibiotics is dependent on understanding of their mechanisms of action, pharmacokinetics, toxicities, interactions; bacterial strategies of resistance; and bacterial susceptibilities in vitro. The acquired resistance is a well-known major limitation to effective antibacterial chemotherapy. Bacterial resistance to antibiotics develop by mutation of the resident bacterial genes or by acquisition of new genes that resist antibiotics to cause bacterial death. Almost all bacteria have cellular mechanisms of transmission of genetic traits by a system of mobile genetic elements, such as, plasmids, transposons, and bacteriophages (Martnez, J.L. and Baquero, F., 2002). As a result, the new genes mediating resistance are spread from bacteria to bacteria to create a colony of resistant bacteria. Such populations flourish in areas of high antibiotic use where they enjoy a selective advantage over susceptible population. To answer the question how resistance becomes operative, one can deduce that the antimicrobial...Journal of Antimicrobial Chemotherapy; 52: 564 - 571. Martnez, J.L. and Baquero, F., (2002). Interactions among Strategies Associated with Bacterial Infection: Pathogenicity, Epidemicity, and Antibiotic Resistance. Clinical Microbiologic Review; 15: pp. 647 - 679. Metlay, J.P., Shea, J.A., and Asch, D.A., (2002). Antibiotic Prescribing Decisions of Generalists and Infectious Disease Specialists: Thresholds for Adopting New Drug Therapies. Medical Decision Making; 22: 498 - 505.

State Responsibility Essay Example | Topics and Well Written Essays - 750 words

State Responsibility - Essay Example State rights and responsibilities are implicit in all types of treaties and conventions. In fact such rights and obligations on the part of states form the basic foundation on which such treaties and conventions are negotiated. The Permanent Court of International Justice observed in the case concerning the factory at Chrozow that â€Å"it is a principle of law that any breach of an engagement involved an obligation to make reparation. Reparation was the indispensable complement of a failure to apply a convention and there is no necessity for this to be stated in the convention itself†. Further the court observed that the rules governing the reparation are the rules of Public International Law in force between the two states concerned and not the law governing the relations between the states which has committed a wrongful act and the individual who has suffered damage. The court has indicated what this obligation amounted to. It observed ; â€Å"The reparation must, in so far as possible, wipe out all the consequences of the illegal act and re-establish the situation which would in all probability, have existed, if that act had not been committed. Restitution in kind, or if that is not possible, pa yment of a sum corresponding to that value which a restitution in kind would bear, the award, if need be, of damages for loss sustained which would not be covered by restitution in kind or payment in place of it†. The court in its observation mentioned restitution or compensation as modes of reparation.... The Permanent Court of International Justice observed in the case concerning the factory at Chrozow that "it is a principle of law that any breach of an engagement involved an obligation to make reparation. Reparation was the indispensable complement of a failure to apply a convention and there is no necessity for this to be stated in the convention itself". Further the court observed that the rules governing the reparation are the rules of Public International Law in force between the two states concerned and not the law governing the relations between the states which has committed a wrongful act and the individual who has suffered damage. The court has indicated what this obligation amounted to. It observed ; "The reparation must, in so far as possible, wipe out all the consequences of the illegal act and re- establish the situation which would in all probability, have existed, if that act had not been committed. Restitution in kind, or if that is not possible, payment of a sum corresponding to that value which a restitution in kind would bear, the award, if need be, of damages for loss sustained which would not be covered by restitution in kind or payment in place of it". The court in its observation mentioned restitution or compensation as modes of reparation, but it is generally accepted that reparation may also take the form of satisfaction. State responsibility in Public International Law has assumed a much greater role today. The UN conference on Environment and Development or the Rio Declaration (1992) imposes state responsibility in controlling emission of green house gases. It envisages compensation to the victims due to accidents occurring as a result of state activity. It imposes greater responsibility on

Advantages of supply chain management Essay Example for Free

Advantages of supply chain management Essay One is cost advantage. Companies that have implemented supply chain management have a 45% supply chain cost advantage over their competitors. [1] Price of raw materials and end product are optimized due to collaboration between two parties. The sharing of vital information in the early stage of development, and the effective communication of methods and requirements allows parties within the supply chain to effectively benefit each other in terms of cost. Another is faster time to market. Companies met their promised delivery dates 17% faster than their competition. [2] Through early information and forecast, suppliers can also efficiently design their production and implementation process through collaboration. This allows supplier to reduce the lead time to produce their products within the supply chain. Disadvantages of supply chain management over traditional competitive procurement processes. First is the difficulty of maintaining supply chain relationship. Supply chain relationships are probably the most fragile and the most susceptible to breaking down. [3] This is because a poor relationship at any part of the supply chain can cause major problems to the entire supply chain. In today’s global market, the customers have the power over the suppliers. Everyone else in the supply chain must quickly satisfy the demands or else face the possibility of loosing them. Another disadvantage is the need to share vital information for collaboration purposes which leaves a company vulnerable to illegal copying of ideas or methods. Although these can be safeguarded by proper agreement between parties, but the forces of market competition may compel violations of agreement intentionally or unintentionally.   If supply chain management is actually a superior way of managing procurement and production, how (if at all) does that modify any of the economic `big ideas` we examined in Module 1?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Supply Chain Management plays a major role in the concept of supply and demand. With parties closely related through collaboration, the identification of demand which is needed by the suppliers to support the collaborative company is easy, allowing suppliers to maximize profit given the level of demand. On the side of the collaborative company, the control of supply of raw materials is easy, which again would allow them to optimize profit. References: Ferguson, B. (2000). Implementing Supply Chain Management. Retrieved December 3, 2006 from http://www.apsreview.com/archive/spring2004/images/APICS.pdf [1] See Implementing Supply Chain Management at http://www.apsreview.com/archive/spring2004/images/APICS.pdf [2] See Implementing Supply Chain Management at http://www.apsreview.com/archive/spring2004/images/APICS.pdf [3] See Implementing Supply Chain Management at http://www.apsreview.com/archive/spring2004/images/APICS.pdf

Cultural Values in The Left Hand of Darkness, The Fellowship of the Rin

Shaping of Cultural Values Through Environment in The Left Hand of Darkness, The Fellowship of the Ring, and Dune      Ã‚   Ursuala K. LeGuin's The Left Hand of Darkness was written after J.R.R. Tolkien's The Fellowship of the Ring and Frank Herbert's Dune. One of the most interesting comparisons between the three novels is how the authors treat the issue of cross-cultural misunderstandings. All three works contain many incidents where people of one race or planet encounter people of a different race or from a different planet. Tolkien treats this issue in a 'specisitc' or physiological manner. The cultural misunderstandings and clashes that arise in The Fellowship of the Ring are due to the differing physiology of the characters. Herbert deals with cultural misunderstandings in an environmental manner. In Herbert's world, cultural values depend less on which species a character belong to (because all characters seem to be "roughly" human) and instead depend on environmental variables. In The Left Hand of Darkness, LeGuin combines both approaches. The cultural misunderstandings betwe en Genly Ai and Gethenians are due both to difference in physiology and different cultural values imprinted by environmental factors .   Ã‚  Ã‚  Ã‚  Ã‚   Tolkien's physiological approach is best seen by examining the hobbits attitude towards the outside world. The hobbits are suspicious of, and generally do not understand, non-Hobbits. This can be seen by the Shire's constant suspicion of Bilbo's past adventures. The miller Sandyman comments on Bilbo's adventures: "Elves and Dragons! I says to him. Cabbages and potatoes are better for me and you. Don't go getting mixed up in the business of your betters, or you'll land in trouble too... ...iologically different from the Gethenians and comes from a planet with a totally different environment. Both of these factors lead to numerous misunderstandings in LeGuin's novel. The difference in the three authors approaches may be seen in the debate between genetics and environment may be the broader issue. Tolkien seems to take the genetics side, Herbert takes the environmental side, and LeGuin, being the daughter of an anthropologist, realizes that both genetics and environment determine cultural values. These values often come into conflict, and when they do, misconceptions and misunderstandings are almost inevitable.  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Works Cited Herbert, Frank. Dune: 1984, Chilton Book Company LeGuin, Ursula L. The Left Hand of Darkness: 1969, Ace Book Company Tolkien, J.R.R. The Fellowship of the Ring: 1993, Houghton Mifflin Company  Ã‚  Ã‚  

Journal of Sofonisba Anguissola Essay

I have painted many self-portraits in my life, but the one that sticks out the most to me is the one in which I painted myself holding a book. I was born in a time, when women typically were not encouraged to obtain an education. My family, however, went against the grain, and actively supported my sisters and I in our education. Even today, as I write this, my society celebrates women for our â€Å"virtue and beauty,† (Niyazi, 2011) with our sole purpose being solely the â€Å"ambition to marry and bear children† (Niyazi, 2011). Nowadays, women in Italy are â€Å"consigned to sit in their palazzos and pursue needle work† (Burke, 1995) when not occupied with the tasks of raising children and tending to their families. Women are not considered to be individuals that are worthy of being intelligent creatures and their education is believed to be a waste of time and resources. In contrast to this common societal belief, my parents pushed me to become educated. Studies of the arts were especially stressed, and this is one of the main reasons why I was even given the liberty of pursuing my artistic interests. I painted this particular self-portrait in order to show other women that education is a worthy cause to pursue. In this portrait, I painted myself holding a book. This book is open, and the viewer can see the writing within it. Within the portrait, the book is not painted merely for show, but rather to signify that it has a place in my life. It is the only object that is in the painting besides me and it draws the attention of the viewer. It is something that is special and precious and asks other women to take the journey of education with me. This self-portrait is rather simple, yet it holds quite a bit of meaning to me. I am wearing very simple, and dark colored clothing, and my hair is pulled back in a bun. I intentionally stripped my image of trad itional feminine adornments, such as an elegant dress and an elaborate hairstyle, in order to draw attention away from my femininity. I avoided these â€Å"female signifiers† (Niyazi, 2011) so that the audience would not connect my image with beauty, which is something that is traditionally connected to women in my society. I created this image to look masculine in order to show that I am mature, independent, and self-possessed (Niyazi, 2011). Even the background behind me has nothing that would detract from this; the background is a rich green color that only makes my figure stand out to the viewer. I can only hope that the women that have looked at this portrait of me are inspired to pursue their goals and dreams, no matter how foolish they may seem to be by society. I have been fortunate enough to be allowed to break away from my expected norms and go after the arts. I hear that I am the â€Å"first known woman artists to achieve international fame,† (Clara, 2012) which means that my efforts and my talents have not gone in vain. It is my humble wish that decades from now, women can look at this pai nting and see that their efforts to be more equal to men are worth and so important. Amongst the paintings that I have created, there are several others that I think are an important contribution to the study of art. The first one is The Family Group, which I painted in 1558. In this painting, the central figures are my father, Amilcare, my sister Minerva, and my only brother, Asrudbale. In the painting, my father’s attention is focused on my brother, while my sister stands behind them. This painting represents the traditional Italian family of my time, where the family is male-centered, and the females remain in the background. From amongst us seven children, my father had only one son, and only this one child had the ability to carry on our family name, therefore, this child was obviously very special to my father. This painting signifies the bonds of this relationship and the expectations that a father may have for his son. The second painting would be The Chess Game, which I painted in 1555. The main subjects of this paintings are three of my sisters, Lucia, Europa, and Minerva, and our nurse. My sisters are playing a chess game and obviously enjoying it very much. The purpose of this painting was to show that women are just as capable of being intellectual as are our male counterparts. Chess is a challenging game to engage in, and it is truly a feat to beat another player. If I remember correctly, around the time that I had painted this particular piece, the rules of this ancient game were changed in order to â€Å"make the queen the most powerful pawn† (Niyazi, 2011) within the game, which was meant to reflect back upon my sisters playing. The final painting that is remarkable to me is Portrait of Giulio Clovio, which represents the artis Giulio Clovio holding a small figure of the Flemish female artist, Levina Terrlinc, in his hand, and looking at the viewer. All throughout my artistic career, female artists were cultivated and developed under the tutelage of a famous male artist. I, myself, studied under the watchful eyes of Campi and Michaelangelo. Granted, I was able to learn crucial skills that helped me develop into the artist that I am today, but I still resent the fact that it is the male artist that must shape the female artist. The fact that the subject of this painting, Clovio, is holding miniature of a female artist shows the concept of male influence and leadership. Even though I may not completely like this, I have to accept it. However, I was able to capture my feelings regarding this issue in this painting. Overall, my paintings reflect my desire for women to be equal to men. Whatever it is that I have painting, as evidenced by my self-portrait and the other three painting that I have chosen to highlight, it is a commentary on the social conditions in Italy. I would like women to have the opportunity to obtain the education that is traditionally available only to men. We owe it to ourselves to pursue the best lives possible and to do what makes us happy instead of living fighting the expectations of society. Sources Burke, Kathleen. (May 1995). Sofonisba Anguissola: Renaissance painter extraordinare. Smithsonian Magazine. Retrieved from http://www.smithsonianmag.com/arts-culture/anguissola-abstract.html Clara. (2012). Database of Women Artists. Retrieved from http://clara.nmwa.org/index.php?g=entity_detail&entity_id=116 Niyazi, Hasan. (20 July 2011). Sofonisba Anguissola and the Problem of the Woman Artist. 3 Pipe. Retrieved from http://www.3pipe.net/2011/07/sofonisba-anguissola-and-problem-of.html

Women in Psychology Mary Calkins

What does it take to be number one? As we know everyone loves a winner. Most people if they were asked who the fastest man in the world was? They would correctly answer with the name Usain Bolt. Nobody remembers number two right? However, let us imagine Mr. Bolt being told that he could compete in track and field but he could not officially win any medal because he was Jamaican. Sounds far-fetched today and against our values and everything we stand for in the 21st century? Well in the 1800s, things were very different especially for women and Mary Calkins was no exception. Mary Calkins not only made countless contributions to the field of psychology, her perseverance changed many perceptions resulting in her indirectly becoming a champion for women’s rights and equality. In this assignment, we will examine Mrs. Calkin’s background, theoretical perspectives and the integral role she played in the field of psychology. Mary Calkins, the oldest of five children was born to Wolcott and Charlotte Calkins on March 30, 1863, in Hartford, Connecticut. Her parents placed a great emphasis on education so in addition to elementary school, she took private lessons so she could learn German. After graduating high school Mary enrolled in Smith College in 1882, but took a hiatus her junior year in 1884, due to the untimely death of her sister and her mother being gravely ill. Mary did not make waste of this time. While at home she decided to learn Greek which was pivotal to her journey in the field of psychology. After Mary finally earned her degrees in Classics and Philosophy, she took a trip to Europe with family and had already decided when she returned that she would be a teacher and as well as tutor students in the Greek Language. However, her plans changed when she was offered the opportunity to teach Greek, at Wellesley, College, one of the few higher learning educational institutions for women in the country. At Wellesley, she taught not only Greek, but philosophy and psychology as well. This ultimately resulting in the university creating a new position for her in the experimental psychology department, although she had no credentialed training in psychology. This was crucial because many schools back then did not even admit women as students much less allow them to hold such a prestigious osition. For Mary to be successful, she knew she would have to further her education and learn more about psychology. Her ambition led her to enroll in two psychology seminars, one being at Clark University and the taught by Edmund C. Sanford and was taught by William James at Harvard University. Initially she was denied entry into Harvard because she was a woman. However, she had the president of Wellesley and her father both write letters on her behalf and was accepted. In 1891, her determination began paying dividends as she was able to set up a psychological laboratory at Wellesley and added scientific psychology to the program of study. From 1892 to 1895, she attended Harvard University. This is where she received some of the greatest resistance to everything she was trying to accomplish. Men and society during this time did not believe that women were fit for any job unless it was something that assisted a man i. e. doctor-nurse, boss-secretary, and homemaker. While Mary was allowed to attend Harvard, it was not without conditions. She could take classes and test, but in the University’s eyes she would be considered as guest. Undeterred and ready for the challenge, Mary enrolled in William James seminar on psychology; all the other students who happened to be men dropped the course in protest. What they believed is that if they did this the professor would boot her from the program because he would not want to lose his other students. Instead Professor James taught her individually and became her mentor. She also studied in the psychological laboratory at Harvard. She did all this while remaining a professor at Wellesley College herself. Mary completed all the required work and passed all her exams to earn a Ph. D. However, she was not awarded one due to the fact the she was a woman and women were not allowed to officially register at Harvard back then. She was later offered a Ph. D. , by Radcliffe College which was the female equivalent of Harvard, but she turned it down, believing that she done all of her work at Harvard, so it should be Harvard that awards her Ph. D. In 1898 is when Mary became a full time professor at Wellesley College focusing on philosophy and psychology publishing a slew of articles. When ten leading psychologists in the field of psychology were asked to rate their contemporaries by the measure of their work, Mary Calkins was listed 12 out of 50. Mary Calkins has given much to the field of psychology. For example there were only twelve colleges that had psychological laboratories in the entire United States and she created one. In her laboratory she had fifty four students dissect sheep brains and carry out studies on sensation, space perception, memory and reaction time. All of which are things that are used today by other scientists and different medical communities. For example, we are always hearing that drunk driving skews your space perception, sensation, memory and reaction time. One has to think this is not a coincidence that her work contributed to their findings. It was the first at a woman’s college and she did this with a mere $200. From 1891-1892 at the behest of G. Stanley Hall who has the editor of the American Journal of Psychology, her articles were normally studies and experiment by her and her studies that included everything from children’s emotions, moral consciousness, drawings, psychological anesthetics, and dreams. From her research in dreams she discovered there was a close relationship between her patient’s dreams and what happens in real life. Her work would not be appreciated during its early stages by most scholars as they were on board with Freudian thought process on dreams. Later this same community would dismiss Freud’s method and make Calkins research integral to dream researching. Through all of her research while pursuing her doctorate one of her most significant things she have to psychology was the Paired Technique. This technique is explained is putting to paired numbers in different colors on cards and flashing them to see what the subject could remember. What she found was bright colors were retained better as well as a new memorization method. It later became a standard means for human learning and remnants of it are still used today by psychologists. Of all of Mary Calkins contributions to psychology, she was most interested in self-psychology and ignited the brainstorm over this that caused many to take up research on the subject. She even published an autobiography in 1930, where her goal was to get psychologists to become self-psychologists. In 1900, she even wrote and published a paper expressing her belief that psychology is a science of the self. This was immediately followed by criticism from other academics. Mary Calkins was never afraid of a challenge and answered those criticisms in work that followed and in her presidential address at the American Psychological Association meeting in 1905. For all that she tried to do in self psychology, unfortunately Dr. Kohut, Dr. Honess, and Dr. Yardley failed to credit to give her any credit in this arena. During her career Mary was really busy evidenced by her writing 67 articles on psychology and 37 in philosophy. She also wrote and had 4 books on psychology published. Mary Calkins exemplary work preceded her and resulted in her being the first woman named president of the American Psychological Association and the American Philosophical Association. What Mary Calkins was able to accomplish in her day and age was simply amazing. She had to overcome numerous obstacles that would have made any other person give up and pursue a different profession. She worked and went to school, dealt with sexism and static thinking, in terms of a womens’ place in society. I say to Mary Calkins you are a winner and we remember you. Not only for your contributions that you have to the respective field of psychology, but the barriers that you broke down so that other women were allowed to be more easily accepted and respected. From my research on Mary Calkins I learned that a group of Harvard alumni petitioned for her to be awarded her doctorate in 1930, but they were denied. I think that it would be fitting if this cause was taken up once again today. For everything Mary Calkins has meant to the field of psychology it is the least we could do to honor all of the blood, sweat, and tears that she put into her work.

GM Foods †Solving Hunger or Creating Chemical Cocktails

GM Foods – Solving Hunger or Creating Chemical Cocktails Free Online Research Papers Between 1999 and 2005, a reported 850 million people were malnourished worldwide (Skoet Stamoulis, 2006.) The worlds population is expected to reach about nine billion by 2050 (Suzuki, 1999), and available farm land is decreasing (Egide L. Nizeyimana, 2002.)This means that global food provisions must increase in order to supply the growing population (UN EC Council 2008.) Genetic engineering of food crops as a means of yielding higher quantities as well as better quality produce has been suggested as an answer (Coghlan, 2005). However, recent controversies about the reliability of claims made about higher crop yields, in addition to public distrust of government control of GM food, clouds the argument for this solution. Many books and journal articles are questioning if genetically modified (GM) foods can alone solve Third World food shortage, and in comparison, very few support it. The new face of hunger In his (March 2008) article in the Washington Post, the Secretary-General of the United Nations Ban Ki-Moon highlighted a newly emerging threat to the poor and starving people of the world (Ki-Moon, 2008.) Soaring food prices as well as deflating real wages are affecting fragile democracies and food security. People are buying lesser amounts of food and/or cheaper, less nutritious food, and by doing so are affecting their future health. Ki-Moon calls upon the UN to meet urgent humanitarian needs, strengthen on-going UN programs that are fighting world hunger and build drought and flood defence systems to lessen impacts of weather related distresses to micro agricultures. He calls for increase of agricultural production by ‘introducing vital science and technologies that offer permanent solutions for hunger’. Does the Secretary-General mean GM technologies are part of the future action? Living with genetically modified foods The certain differences between traditional breeding (cross breeding within the species’ gene pool that has been with us since ancient ages) and genetic engineering (taking a specific gene out of one genus and placing it into another organism) are clear. It is possible to cross a potato with another type of potato naturally but not with a lemon. Even when groups that are likely to be closely related do succeed in traditional breeding, the litter is generally infertile, like mules for example in the case of horses and donkeys (Anderson, 2000.) With the help of genetic engineering, bio-scientists could place an herbicide resistant gene taken from bacteria into a soy bean to significantly enhance the traditional farm’s chance of controlling weeds, since weed killers could be then sprayed on fields without hurting the soy bean crop. Gene technology provides new ways of identifying particular characteristics of living organisms and transferring them. Genetically modified foods contain genetically engineered ingredients. In the early 1990’s, GM foods were released to the market without labelling due to the then non-existent laws (Anderson, 2000.) Currently the sale and use of GM foods on the Australian and New Zealand market is controlled by Food Standards Australia New Zealand (FSANZ.) Despite the relentless and transparent process for assessing the safety of GM foods, FSANZ admits that ‘†¦the goal of the safety assessment is not to establish the absolute safety of the GM food, but rather to consider whether the GM food is comparable to the conventional counterpart food†¦Ã¢â‚¬â„¢ meaning that they only check the GM food’s chemical composition and not the future effects of the product (FSANZ, 2008.) It is true that millions of people have consumed GM foods or food ingredients without undesirable effects on their well being, and similarly there have been no reports of deaths caused by the consumption of GM foods (Roller, 2001.) Nevertheless in countries where hunger is more prevalent than Australia, there are no ‘more-sophisticated’ tests available to ensure public safety due to expensive set ups of authoritarian bureaucracies. Even though international regulatory services are available to these countries, the implementations of the outcomes of these services are ignored due to the influence of international biochemical companies (Murray, 2003.) GM foods and corporate globalisation in the Third World The advances of mainly North American bio companies (Monsanto, DuPont, etc) and the favourable reception by the American public have given GM foods a disputed image. The organisations and their predecessors built their fortunes on local agricultural business operations and were also involved in the ‘Green revolution’ starting in the 1940’s. The debated aspects of this agricultural transformation in the Third World and the questionable business ethics of these companies are the origin of preconceived distrust from consumer protection bodies in Europe (Borlaug, 2000: Murray, 2003.) Africa, where allegedly GM food production could help local communities’ hunger has proved to be an effortless catch by biotechnical operations. Imposed foreign interests are creating confusion with no clear strategy about risk assessment, while access to scientific literature is difficult and public debate is not encouraged. Regardless, African countries are going ahead with GM food crops. As Maryke Steffens’ June 2008 article states ‘Burkina Faso, Kenya, Malawi and Uganda are preparing for trials with Bt cotton engineered to carry the insect-killing Bt toxin. Kenya is pursuing transgenic maize, sweet potato and cassava. Nigeria is looking into Bt cowpea, and virus-resistant cassava is in the pipeline in Nigeria and Uganda’ (Steffens, 2008.) Asia is not only the world largest producer and end user of food (Feffer, 2004), but has its own problem with food shortages due to its natural disaster occurrences. Should the continent adopt the American attitude towards GM food (that it is safe to eat, safe to grow, and the only way to feed populations) – then the new varieties of crops will change the world. If Asian countries prefer the European view of caution, by labelling GM products and establishing a system that can trace health problems back to their source, globalised biotechnology will not have the opportunities it hoped for. In Central and South America more than 52 million people suffer from malnutrition or hunger (FAO, 2008.)Yet strangely enough, the region is one of the biggest exporters of food. Agricultural GM technology is widely used in Argentina, Brazil and Chile. During the early years of introducing transgenic crops into the region, biotech companies did not charge farmers royalties to use the technology. But now that farmers are keen, the multinationals are pressuring the government for payment of intellectual property rights. Paraguayan farmers have to pay Monsanto $2 per tonne (Altieri Pengue, 2005.) Scientists are getting it wrong Sir David King former Chief Scientific Adviser and Head of the United Kingdom Government Office of Science claimed how useful GM farming could be in feeding the Third World using an example of crop trials around Lake Victoria in Kenya (Poulter, 2007.) During the trial he suggested that scientists discovered chemical identities in plants which attracted root destroying pests. He proposed that by taking this chemical gene element out of crops and inserting it into grass that grow besides commercial plants will encourage pests to eat the grass rather than the food and in turn the crop will produce up to 40-50% more yield. Sir David got it wrong by not properly describing the research in Africa which had no connections to GM technology. Scientists involved with the project found plants that were naturally able to keep weeds away and attract pests. This so called ‘push and pull’ system resulted in the better than expected crop produce. Sir David later resigned from his offic e. A virus resistant GM sweet potato, which was developed by Monsanto in the US, failed a three year test in Kenya in 2004. (Gathura, 2004) The transgenic sweet potato was imported to Kenya for tests after it was developed to have a coat protein responsible for virus resistance. The initial genetic engineering work was done at the Monsanto laboratories, using virus-resistant technologies. The study articulated concerns whether the gene expression was adequate or it failed to address the diversity of virus in this region or just that the gene construct was inappropriate. Curiously during the trials non-transgenic crops used as control produced much more sweet potato compared to the transgenic ones. The tests have raised questions that bio-engineered techniques tried out of the continent may not be replicated in Africa with laboratory results. Australia’s top scientific body, CSIRO was involved in a GM food related controversy recently. Following CSIRO’s campaign to convince the Greenpeace endorsed ‘GM-Free Chefs’ charter’ members not to boycott GM food products, it was revealed that the organisation’s Plant Industry Deputy TJ Higgins have made inaccurate claims. (Wilson, 2008) His CSIRO letter headed personal message to the charter’s top 50 chefs stated assurances that independently reviewed tests have not found any connection between health problems and GM†. His declarations were dismissed by nutritional biochemist Dr Judy Carman, who was employed by Western Australian government to carry out independent studies into the safety of GM foods. Dr Higgins is CSIRO’s co-inventor of the GM Field Pea. The invention process was abandoned because toxicologists found it caused immune problems and lung damage in mice. In his letter to the chefs he also claims that ‘ it is untrue to say that GM food has not been tested for human safety. It has, and very widely. These independently reviewed tests have not found any connection between health problems and GM.’ One of the co-operator of tests of Higgin’s GM Pea, toxicologist Dr Aprad Pusztai, disputes this as he says: ‘There is only one partial clinical study with one GM crop (RR soybean) done in Newcastle and published in 2004 No other human study has been published.’ This study found that genetically modified material might survive in the human intestine, something which is not reassuring for the public. The biochemist’s and the toxicologist’s comments raise doubts whether Higgins, as a plant industry scientist, qualified to make the claims in his letter campaign. GM Foods solving world hunger or chemical cocktails? World hunger is not a myth. The collectively held beliefs that have no basis in explaining world hunger are. We let to believe that there is not enough food in the world to feed the hungry. Then why is the Third World providing a large chunk of our planets daily food? GM foods have been proclaimed as a new agricultural revolution, then why are countries (India, Mexico, Philippines) that allegedly benefitted from the last agricultural revolution of the 1940’s still have a hungry population? Should we accept the claim that GM foods will provide the hungry with food, more in quantity and better in nutrition, we are still poised with the problem of distribution, rising prises and poverty. Arguably genetic modifications of living organisms have been with us since cross-breeding and hybrids, but now scientists are able to manipulate animal and plant cells to the extent that was unimaginable 20 years ago. Gene technology has well-known functions in medicine (insulin, cancer-treatments, etc) not just in our food chain, GM is not evil. However, scientists’ work and reputation can be quickly destroyed when innovations in gene technology get rushed through in commercially funded studies or field tests with possible errors. Hugh Mackay says, in his ethical and moral aspects examining book titled ‘Right and wrong’ that, ‘Freedom to choose is no freedom at all unless it is accompanied by the confidence of knowing we have made the right choice.’ GM foods will not solve world hunger, and we have not got enough knowledge to safely say it is harmless or dismiss it as chemical cocktails. More research and public education needed. Altieri, M. A., Pengue, W. A. (2005). GM Soya Disaster in Latin America. Retrieved 15 August, 2008, from i-sis.org.uk/SDILA.php Anderson, L. (2000). Genetic engineering, food, and our environment. Melbourne: Scribe Publications. Aspin, L., Blake, G., Gualtieri, R., Fanning, A., Cornius-Randall, R. (2004). Food Technology. Melbourne: Pearson Education Australia. Borlaug, N. (2000). The green revolution revisited and the road ahead. 30 year anniversary lecture by a Nobel Peace Prize Laureate. from http://nobelprize.org/peace/articles/borlaug/borlaug-lecture.pdf Choice Magazine. (2003). GM: Genetically modified food, How GM foods affect your life. . Retrieved 10 August, 2008, from choice.com.au/viewArticle.aspx?id=100255catId=100288tid=100008p=1title=GM%3a+Genetically+modified+food Coghlan, A. (2005). Modified Crops, Good News for Farmers. New Scientist(186), 11. Doeg, C. (2005). Crisis management in the food and drinks industry: a practical approach. New York: Springer Science+Business Media. Eastham, J. F., Sharples, L., Ball, S. D. (2001). Food supply chain management: issues for the hospitality and retail sector. Oxford: Reed educational and professional publishing. Egide L. Nizeyimana, G. W. P. a. E. D. W. (2002). Tracking Farmland Loss. Retrieved 12 August, 2008, from geotimes.org/jan02/feature_land.html#bottom FAO. (2008). Freeing Latin America and the Caribbean from hunger. Retrieved 15 August, 2008, from fao.org/newsroom/en/focus/2008/1000780/index.html Feffer, J. (2004). Asia Holds the Key to the Future of GM Food Retrieved 12 August, 2008, from http://yaleglobal.yale.edu/display.article?id=4956 FSANZ. (2008). Frequently Asked Questions on Genetically Modified Foods Retrieved 12 August, 2008, from foodstandards.gov.au/foodmatters/gmfoods/frequentlyaskedquest3862.cfm Gathura, G. (2004). Monsantos GE Potato Fails in Africa. Retrieved 12 August, 2008, from organicconsumers.org/monsanto/africapotato020204.cfm Ki-Moon, B. (2008). The new face of hunger. Washington Post Lappe, F. M., Collins, J., Rosset, P. (1998). World hunger, 12 myths. Oakland, California: Earthscan. Mackay, H. (2004). Right and wrong: how to decide for yourself. Sydney: Hodder. Murray, D. R. (2003). Impacts of genetically modified plants in the Third World. In Seeds of concern: the genetic manipulation of plants (pp. Pages 115 to 128). Sydney: UNSW Press Book. Poulter, S. (2007). Scientist who claimed GM crops could solve Third World hunger admits he got it wrong. Daily Mail Roller, S. (2001). Genetically Modified Foods: Threat or Opportunity? London: School of Applied Science, South Bank University. Ronald, P. C., Adamchak, R. W. (2008). Tomorrows Table: Organic Farming, Genetics, and the Future of Food New York: Oxford University Press. Scrinis, G. (2000). The Precise Problem with GM Foods. The Age Skoet, J., Stamoulis, K. (2006). The state of food insecurity in the world. Rome: Food and Agriculture Organization of the United Nations. Steffens, M. (2008). Agri-biotech in Africa: safety first? Retrieved 11 August, 2008, from http://greenbio.checkbiotech.org/news/2007-06-13/Agri-biotech_in_Africa_safety_first_/ Suzuki, D. (1999). And baby makes six billion. Retrieved 20 August, 2008, from davidsuzuki.org/About_us/Dr_David_Suzuki/Article_Archives/weekly10209901.asp United Nations Economic and Social Council. (2008). Current global food crisis will require increasing amounts of humanitarian assistance. Paper presented at the Humanitarian challenges related to global food aid. Wilson, K. (2008). CSIRO scientists GM letter campaign backfires Retrieved 10 August, 2008, from crikey.com.au/Politics/20080721-CSIRO-scientist-campaign.html Research Papers on GM Foods - Solving Hunger or Creating Chemical CocktailsGenetic EngineeringMarketing of Lifeboy Soap A Unilever ProductTwilight of the UAWPETSTEL analysis of IndiaBionic Assembly System: A New Concept of SelfDefinition of Export QuotasLifes What IfsThe Effects of Illegal ImmigrationRelationship between Media Coverage and Social andOpen Architechture a white paper

Academia and Briefly Summarize

What challenges do you expect to arise from living and working in a complex urban environment? How will you meet them? (250 words) 9. Is there anything else you would like us to know? (300 words) DARTMOUTH 1. Please indicate your plans for the 2012-13 academic year. If in school, please list your courses. If working, let us know something about the nature of your job. 2. Please share with us something about yourself that is not addressed elsewhere in your application and which could be helpful to the Admissions Committee as we review your file. HARVARD D.If you have already graduated, briefly (4000 characters Max) summarize your activities since graduation. E. If there is an important aspect of your personal background or identity, not addressed elsewhere in the application, that you would like to share with the Committee, we invite you to do so here. Many applicants will not need to answer this question. Examples might include significant challenges in access to education, unusual socioeconomic factors, identification with a minority culture, religion, race, ethnicity, sexual orientation or gender identity. Briefly explain how such factors have influenced your motivation for a career in medicine-(4000 character maximum) DUKE Describe the community in which you were nurtured or spent the majority of your early development with respect to its demographics. What core values did you receive and how will these translate into the contributions that you hope to make to your community as a medical student and to your career In medicine? What is the most significant moral or ethical dilemma that you have faced in our life (excluding instances of academic dishonesty involving another person)?Describe how you dealt with and potentially resolved it, including beliefs, resources, individuals, etc. How did this dilemma and its resolution change your life and what, if any, impact will this have on your future as a health care provider? What has been your most humbling experience and how will that experience affect your interactions with your peers and patients? The curriculum at the duke university sc hool of medicine is unique and academically challenging.

Should men get paternity leave from work Essay Example | Topics and Well Written Essays - 1250 words

Should men get paternity leave from work - Essay Example He would have to take charge of his wife and the new born in the same way that his wife will be taking care of. One should believe that paternity leave is something that facilitates the process of the birth of the baby and fast tracks the entire process. The mother is helped immensely and so are the other family members. The organizations of present times are however having different ideas. They believe that the paternity leave would not offer the employees the mileage that they would require when their young ones are born. They think that the fathers do not have to go through the same problems and issues which the mothers have, and hence it is not necessary to allot them the paternity leave in the first place. Therefore the fundamental right of the fathers under such consideration goes out of the window completely. They are forbidden to ask for the paternity leave because it belittles the kind of profession that they are a part of, and the fact that they are men makes the subject lo ok even more hopeless. What happens with these fathers is a totally different subject altogether. They believe that they have been hard done by because they are not given a chance to be with their family in this hour of need. The paternity leave can turn the tide in favor of the family as the head of the family under such cases is indeed the father himself. He would be given the assistance that is much required and which shall be the cornerstone of looking after his family in this crunch hour. Also the paternity leave would tell the people around that the father would have to safeguard the rights and interests of the family when the mother is going through post-delivery issues of depression and other illnesses. He will be the one who is going to take charge of the entire scenario that has cropped up within the reins of the family. The paternity leave is also a facilitating agent which tells the family that the father would be around when there is a new born in the house, and when he shall be given the welcome that he deserves in entirety. More than anything else, it is the duty of the father to be on his feet at all times, and make sure that all processes, activities and steps are coming along in a very fine way (Brill, 2007). If this paternity leave is not granted on to the individual under consideration, then he would have to undergo a great deal of mental trauma and stress as his family life is at stake, and that he has to deliver in such crunch times. It is good for an organization to grant the paternity leave in such situations because it will mentally relieve the individual of his domestic issues, and thus make him feel elated that he was given solace by the management when he needed it the most. However not all organizations would agree to such a philosophy in the first place, and there are bound to be serious anomalies within the same contexts. For the sake of argument, a paternity leave would offer mental satisfaction and relief from pain and agony to the individual who is going through domestic issues. It would open up his thinking domains and allow him to feel free from the shackles of work routines. A week or so of being away from work with regards to the paternity leave that this individual has obtained would mean a good amount of fresh energy and the organization can expect the individual to bounce back to work with new vigor and renewed spirit. However, the lack of this paternity l