Nuclear Weapons and Terrorism Essay Example | Topics and Well Written Essays - 500 words

Nuclear Weapons and Terrorism - Essay Example Although it may be the case that some terrorists (Or terrorist sympathizers) might be able to build an implosion assembly method (Using a plutonium core) or gun-type assembly method (Uranium tip) thermonuclear weapon from scratch, this approach would be unlikely. Firstly, it would be difficult to gather all of the raw nuclear materials and assemble them into a working weapon. Although it was postulated by Nuclear Control Institute (2011) that in theory terrorists could steal nuclear power plant fuel and convert that into a working nuclear weapon. However it is my belief that it is far more likely that the theft of completed nuclear weapon sub-components from various sources and then bring them together. The next major issue for consideration is the idea that a completed nuclear weapon could be stolen by terrorist groups. Although it may be the case that nations with nuclear weapons state that they have strict controls over the storage and transport it is the case that the Internation al Atomic Energy Commission only places physical security standards on international shipments of nuclear materials and not the internal transportation of these weapons. As such one could postulate that there may exist inadequate protection of several nations nuclear weapon arsenals.

The Mission - from Religious and Theological Perspective Essay

The Mission - from Religious and Theological Perspective - Essay Example Directed by Roland Joffe and written by Robert Bolt, the film won the Academy Award for Best cinematography. From the plot summary, it is obvious that film mainly focuses on the religion of Christianity. Throughout the film, various facets of Christianity are explored and that includes the role played by that religion during the colonization of territories by the European or Western colonial powers in early centuries, particularly the role played by the Christian missionaries in the ‘evolution’ of the native population. The film also focuses on the core Christian beliefs and teachings, and delves into how different sections of population interpret those beliefs and teachings. â€Å"If you are looking for a fascinating portrayal of historical Christian faith and missions during the centuries past, â€Å"The Mission† is it (though not a â€Å"Christian† production itself).† (Paul, n. d) In the film, the religion of Christianity plays a vital component. That is, The Mission features the series of struggles faced by Father Gabriel in his journey to preach Christianity to the indigenous people, gain their trust and evangelize them. During that journey, the concept of Christianity is clearly highlighted. â€Å"The film is set in the 1750s and involves the Jesuit Reductions, a program by which the European Catholic Church sought to Christianize and â€Å"civilize the indigenous native populations of South America.†(â€Å"The Mission – Summary†, n. d). The representation of Christianity in the film seems to be accurate, as it reflects the activities of the Christian missionaries and other groups to spread Christianity in many lands in the early centuries. That is, the movie mainly focuses on the group of Jesuit priests traveling to distant lands in an attempt to spread and reach the Word of God to the native population. In addition, in those early times, the Jesuit priests/missionaries use to live with the native population for many years, instead of having a temporary stay. In a way, they coexist with the local people, thereby understanding their culture, lifestyle, problems, etc. In the movie also, Father Gabriel along with Mendoza permanently live and carry out constructive work in the Guarani settlement. â€Å"This fact is consistent with historical missions created by Europeans in South America, where Jesuit priests would coexist with tribes such as the Guarani.† (Fritz, 2010). Hence, the representation of Christianity in the film can be considered accurate, and also as an effective means of revealing the holistic features of Christianity. In the film, the Jesuit priests’ attempts to evangelize the native South American population provide key perspectives about the expansion activities of Jesuit priests as well as the core values of Christianity. The key message delivered in the film is how the ‘education’ of the native people about the basic principles of Chr istianity can bring about certain constructive changes in their society. Thus, the film in a way conveys a positive message; as it makes the native people to understand and imbibe the vital components of Christianity namely love towards fellow men, compassion, peace, sacrifice, etc. Though the Guarani initially resist and oppose the preaching of the Father Gabriel, in the latter part of the film, they even go to the extent of dying for his cause. â€Å"This movie depicts the role of religion in the European

Education in Emergencies

Education in Emergencies This chapter will discuss several existing organisations dedicated to education in emergencies and the programmes that they have developed. Discussing the effectiveness of these programmes would be beyond the scope of this paper. It is however, relevant to the topic to discuss how the right to education is protected in times of crises. Education in emergencies Emergency education has been defined as a set of linked project activities that enable structured learning to continue in times of acute crisis or long-term instability.[1] Emergency education was introduced in the mid-1990s to find a solution for fulfilling childrens rights to education in times of emergency.[2] It was more so important due to crises lasting for long periods of time. The aim was to find ways of ensuring that childrens rights to education and their rights to protection are maintained in practice during conflicts or disasters so that they can be prepared for a better future and can contribute to the rebuilding of their society when the crisis is over.[3] Midttun stated Emergencies include the acute, the chronically unstable as well as the return and early rehabilitation phases.[4] The mid-decade meeting on Education for All Amman 1996 emphasised basic education in emergency situations and recommended the classification of schools as safety zones to be preserved in times of conflict, highlighting the importance of education even in times of war.[5] In 1993, the United Nations presented a resolution with a request for a study into ways of improving the protection of children affected by armed conflicts.[6] The 1996 Report of the Expert on the Impact of Armed Conflict on Children (the Machel Report)[7] referred several times to schooling as a vital tool for promoting psychological well-being after trauma and for conveying messages relating to health, mine awareness, human rights and peace and tolerance.[8] These reports and international discussions illustrates that the international community is aware that the right to education in conflict lacks a proper mechanism to ensure that children receive the education that has been guaranteed as a right. International bodies of emergency education This section will briefly introduce several international bodies dedicating their work to emergency education and will further add in the following section how the work of these organisations illustrates the importance of education as part of humanitarian response. The Interagency Network for Education in Emergencies (INEE) was established in 2000 to co-ordinate the work of local, national and international groups, to exchange data and to develop guidelines for education during and after emergencies.[9] INEE developed the Minimum Standards for Education: Preparedness, Response, Recovery which provides a framework for a good quality education response in emergencies. The INEE Minimum Standards are a companion to the Sphere Project, in relation to standards for integrating good quality education within humanitarian response and achieve greater accountability in the humanitarian sector.[10] The Inter-Agency Standing Committee (IASC) Education Cluster serves to fortify the capacity and preparedness of humanitarian personnel and government authorities to plan, coordinate and manage good quality educational programmes in emergencies.[11] The Education Cluster brings education actors together to assess needs, identify priorities, coordinate responses and to promote education as a key first response in humanitarian crises.[12] International Rescue Committee (IRC) combines direct service delivery with State building efforts via community governance initiatives, recognising that education is a vital empowerment tool for children and their families.[13] Efforts are characterised by excellent integration of education into different sectors such as governance, emergency response and child protection. Their approach is rights-based combined with advocacy and the key aims of the program is to consistently meet basic needs, strengthening institutions and promoting social cohesion in each sector.[14] Education as part of a humanitarian response The 2010 UN General Assembly Resolution on the right to education in emergency situations established an important implementation framework for all States, humanitarian actors and UN agencies.[15] Part of the issue to protecting education in times of crises is whether education can be seen as part of a humanitarian response to crisis or whether it is a development issue.[16] The debate on this issue has practical implications on funding during emergency situations. Those who hold the view that education is a development issue would prefer emergency funding to be spent on life-saving matters like food, shelter and clean water.[17] On the other hand, the governments of Norway and Canada, along with many experts, consider education to be the fourth pillar of any humanitarian response, alongside food, shelter and health.[18] The cluster approach is part of the ongoing Humanitarian Reform Agenda for improving ways in which the international community responds to crises. The Humanitarian Response Review identified the need for more timely, predictable and effective humanitarian action and launched a process of humanitarian reform.[19]ÂÂ   In 2006, the Inter-Agency Standing Committee (IASC) endorsed the Education Cluster.[20] The cluster approach is one of the key pillar for achieving more timely, predictable and effective humanitarian action. It refers to the official coordination mechanism for humanitarian response thus making education part of humanitarian response in times of crises. This is aptly necessary as educational institutions tend to be collateral damage if not the target of parties. In Palestine, the Ministry of Education and Higher Education (MoEHE) was established in the year 1994. They developed an education plan for Palestine that had to be converted into an emergency education plan in the year 2000 after the second intifada, to stop any further deterioration in the quality of education and to minimise the impact of the Israeli occupation on childrens schooling.[21] There has been many incidences where instead of protecting educational institutions (as required by humanitarian law), Israeli forces has contributed or initiated an attack. A group of settlers shielded by the Israeli security forces reportedly attacked a Secondary School which resulted in the injury of 12 children. In Gaza in 2015, at least 262 schools were damaged in Israeli air strikes. Three public schools were completely destroyed and at least 23 were severely damaged.[22] Schools were also used as shelters and 83 school buildings of the UN Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) were damaged owing to Israeli airstrikes.[23] The right to education in Palestine has been disputed by Israel on the grounds that Palestine has never been a state.[24] The right to education is guaranteed for all persons and is not limited by their circumstances or the nature of the hostilities and is the right of every human being. Even after the transfer of education responsibility to the Palestinian National Authority, Israel as occupier of the territory, continues to bear the responsibility to facilitate childrens rights to education under obligations of international humanitarian law. The construction of the Wall on Occupied Palestinian Territory has become a further hindrance to the education of Palestinians. The view is that a comprehensive and unified Palestinian educational vision and strategy is essential for the progress of Palestinia n education, but is rendered more difficult to achieve by the barrier, which in some instances, separates neighbouring villages.[25] In practice, most emergency education programs concentrate on primary education.[26] International agencies has developed educational packages for emergency situations. UNICEF and UNESCO developed the School in a Box which support teachers in providing basic literacy, numeracy and life skills.[27] This package serves as an instant classroom for children in crisis. The container is stuffed with over 1,500 school instruments and supplies that enable 80 children and a teacher to create an instant classroom. These packages can be distributed to teachers and children very quickly. They, however, may lack cultural sensitivity and may not meet the needs of children in particular situations and may have priorities which are not shared by the local communities.[28] A way to mitigate the issue of cultural sensitivity may be to ensure that emergency schools are run by the community itself. They would then be free to accommodate the needs and priorities of the local community in the education of their children. Schools that are run by the community itself has higher chances of being accepted by the community as a whole and thus providing a more effective solution to education in emergencies.[29] The right to education has been defined as the rights to free and compulsory primary or elementary education. In the context of an armed conflict, the provisions under humanitarian law and human rights law should be read together, complementing each others provisions. Especially in accordance with the right of education, no apparent contradiction exists. Humanitarian law acts as a lex specialis rule while human rights law acts as the les generalis rule. Situations of armed conflict do not provide an escape for the duty bearers on the responsibilities of affording education. The right to education is to be protected in both international and non-international armed conflicts. The protection of education goes beyond the scope of the territory of conflict parties and extends the responsibility to receiving States where persons from conflict area cross international borders. The scope of protection in an internal armed conflict is smaller than an international armed conflict, in that, the obligation of the duty bearers are limited to the protection of educational institutions. International institutions have been mandated with prosecuting crimes within the Geneva Conventions, in particular, the protection of educational institutions. The international community has increasingly recognise the importance of education in crises situations for the progress of the society. This is evidenced by the growing inclusion of emergency education as part of humanitarian response. Education systems are one of the most sustainable and durable solutions available in conflict affected States. As discussed, humanitarian actors have stepped in to meet the basic right of education of civilians. A long-term solution would also be to build the capacity of local communities and organisations to do so to ensure that they would be self-sustainable.[30] An investment in good gover nance, which in essence is an investment in people, may be the best way to provide education in emergency situations, because it asserts and invests in a future for children and their communities. Imposing State responsibility would force States to observe rules of humanitarian law and therefore, ensure that their armed forces observe humanitarian law. It is the duty of the State to implement humanitarian law and to provide criminal sanctions for its violations within its own legal system as the ICC acts as a supplement to national systems. The mere existence of the ICC has put pressure on States to ratify the crimes under the Rome Statute and to prosecute international crimes within their domestic jurisdiction to avoid the ICCs intervention. The prosecution by the ICC would incur individual criminal responsibility. Implementation through international bodies as illustrated in chapter 6, is a positive aspect of education in emergencies. It would however, become more effective when it is implemented together with criminal justice. It is the responsibility of international community as a whole to enforce the accountability and responsibility of parties to the conflict, be it State or non-state actors, to ensure that the right to education is protected in the context of armed conflicts. The prosecution of crimes acts as a reminder that parties to a conflict are answerable to the entire international community, even if, justice takes years to present itself. The ICC has jurisdiction over the crimes against educational institutions, perhaps more prosecutions of perpetrators who destroy education institutions or by holding States accountable for their lack of initiative and protection of education, would act as a deterrent to future parties to conflicts. It is important that both aspects of protecting education is engaged. The legal aspect where parties are held accountable and the social aspect in an effective education regime as a humanitarian response. References [1] S. Nicolai C. Triplehorn (2003) The Role of Education in Protecting Children in Conflict (London, Humanitarian Practice Network) 11. [2] UNESCO, International Consultative Forum on Education for All. (1996). Education for all: Achieving the goal: final report of the Mid Decade Meeting of the International Consultative Forum on Education for All, Amman, Jordan, 16 19 June 1996. Paris: UNESCO 40. [3] J. M. Halstead S. J. Affouneh, Educating the Human Spirit in the Times of Conflict: The Case of Emergency Education in Palestine (2006) 12:2 International Journal of Childrens Spirituality 199, 200. [4] E. K. Midttun, Education and Emergencies (2006) 2:1 Journal of Education for International Development, 1. [5] Education for all: Achieving the goal: final report of the Mid Decade Meeting (n 120) 41. [6] UNGA, Protection of children affected by armed conflicts: resolution / adopted by the General Assembly A/RES/48/157 (20 December 1993). [7] UNGA, Impact of armed conflict on children: note / by the Secretary-General A/51/306 (26 August 1996). [8] Ibid para 54, 185 and 193. [9] Ineesiteorg, How We Work (Ineesiteorg, 2015) accessed 1 January 2017. [10] The Sphere Project: Humanitarian Charter and Minimum Standards in Humanitarian Response (3rd edition, 2011), page 12 . [11] Uniceforg, The Inter-Agency Standing Committee (IASC) (UNICEF, 10 December 2008) accessed 1 January 2017. [12] N. A. Papadopoulos, Achievements and challenges of the Education Cluster in the Palestinian Autonomous Territories, Somalia and Sri Lanka (EFA Global Monitoring Report 2011, 2010). [13] Rescueorg, Where We Focus: Education (International Rescue Committee (IRC), 2015) accessed 1 January 2017. [14] L. Bender, Innovations in Emergency Education: The IRC in the Democratic Republic of Congo (A Commissioned Background Report Prepared for the Global Monitoring Report 2011, 2009). [15] UN Resolution A/64/L.58. [16] Halstead Affouneh, Educating the Human Spirit in the Times of Conflict (n 121). [17] M.Sommers, Children, Education and War: Reaching Education for All (EFA) Objectives in Countries Affected by Conflict, (Washington DC, World Bank) (2002) [18] E. M. Johannessen, Guidelines for Evaluation of Education Projects in Emergency Situations (Oslo, Norwegian Refugee Council) (2001); See Also, M. Sinclair, Planning Education in and After Emergency (2002) (Paris, UNESCO International Institute for Educational Planning) (2002) [19] C. Adinolfi, D. S. Bassiouni, H. F. Lauritzsen H. Roy Williams, Humanitarian Response Review, Commissioned by the UN Emergency Relief Coordinator and Under-Secretary-General for Humanitarian Affairs (2005). [20] N. A. Papadopoulos, Achievements and challenges of the Education Cluster in the Palestinian Autonomous Territories, Somalia and Sri Lanka (EFA Global Monitoring Report 2011, 2010) [21] H. Ramahi, Education in Palestine: Current Challenges and Emancipatory Alternatives (2015) The American School of Palestine and University of Cambridge, 5. [22] UNGA, UNSC, Children and Armed Conflict Report of the Secretary General, 69th Session, A/69/926*-S/2015/409* [23] UNGA, UNSC, Children and Armed Conflict Report of the Secretary General, 69th Session, A/69/926*-S/2015/409* para 99 [24] Save the Children, Living Behind Barriers Palestinian Children Speak Out (London, Save the Children UK and Save the Children Sweden) (2004). [25] Ramahi, Education in Palestine: Current Challenges and Emancipatory Alternatives (n 139) [26] Sommers, Children, Education and War: Reaching Education for All (n 135); See also, L. Davis, Education and Conflict: Complexity and Chaos (London, RoutledgeFalmer) (2004). [27]ÂÂ   UNICEF, UNESCO, School-in-a-box: An Instant Classroom for Children in Crisis (2008) 4 Every Child. [28] Halstead Affouneh, Educating the Human Spirit in the Times of Conflict (n 121). [29] Bender, Innovations in Emergency Education (n 132). [30] Bender, Innovations in Emergency Education (n 132).

Illegal Immigration to the United States :: Economy Immigrants Work Essays

What is largely fueling the underground economy, experts say, is the nation's swelling ranks of low-wage illegal immigrants. The government puts this population at 8.5 million, but that may represent a serious undercount. Robert Justich, a senior managing director at Bear Stearns Asset Management in New York, makes a persuasive case in a forthcoming paper, "The Underground Labor Force Is Rising to the Surface," that illegal immigrants actually number 18 million to 20 million. If true, the economic implications are profound and could help shape debates slated in Washington this year over both immigration policies and tax reform. Measuring the size of the underground economy is, of course, more art than science, since most of its denizens seek to remain anonymous. But convincing anecdotal evidence and a number of credible academic studies suggest that it is expanding briskly -- probably by an average of 5.6% a year since the early 1990s, edging out the real economy. [Underground illustration] In the process, the underground economy is undermining the effectiveness of the Internal Revenue Service, which is highly dependent on employees' withholding taxes. If the IRS could collect all the taxes it says that it is owed from the underground economy in a given year, then the current budget deficit would disappear overnight. And if the IRS could collect these taxes every year, then the nation would have surpluses as far as the eye can see. The IRS has estimated that its tax gap -- the estimated amount of taxes owed minus the amount collected -- is around $311 billion in any given year. The agency will produce a new estimate in 2005, and it could be as high as $400 billion, says former IRS Commissioner Donald Alexander. Now a lawyer in Washington, he cites a rise in private contracting and the opportunities it affords for not reporting income. The gap number measures only a portion of the underground economy. Because the number is extrapolated from audited returns, it makes no allowances for criminal enterprises that report no income, and it even fails to capture some garden varieties of nonreporting. The unreported wages of illegal immigrants alone could be costing the government another $50 billion a year, says Justich. Growth of the underground economy is partly a result of corporate downsizing, which has forced many former employees to go out on their own. "We have had an 85% taxpayer compliance rate," says Nina Olson, the IRS's taxpayer advocate.

Arguments of Peter Singer

Singer’s goal in the article â€Å"Famine, Affluence and Morality† is to get people to think differently about famine relief, charity, and morality. These are key issues that people need to be more aware of and act on them. People who are financially stable and well off should take more of an active role by giving more. They should feel obligated in helping those in need. There are many people suffering severely, those who can help are doing nothing. People should be more willing to give help rather than being obtuse & self-centered. Singer argues it is wrong for a person to suffer from homelessness, hunger, or lack of medical attention. These needs are essential in life and without them can alimentally lead to one’s death. Another argument Singer gives is if a person is wealthy, they are more than capable to help others financially. They need to feel obligated to do so. Instead of a person spending money on extras and materialistic items for themselves, they should donate that money to the poor. The money should help with necessities for the poor and uplift them. On the same point he points out, one should not sacrifice if it would put them in harm’s way. Singer’s concept of marginal utility is that one should give as much as possible to the unfortunate; it should never create a hardship to the giver. This would be doing more harm than good. When a person contributes to the poor, it should not financially affect their lifestyle by putting them in debt, homeless, or without food. People that are wealthy and well off should donate to the people that are unfortunate and suffering. It would be morally correct to help the less fortunate. An argument Singer makes is the distinction between a duty and charity. He states, â€Å"That a duty is an action that is an obligation and charity is an action of something that is good to do but not obligated† (Singer, 1972, p. 232). An example he gives is if a child were drowning, it would be a person’s duty and obligation to help to save the child from drowning. Singer questions why this is any different from charity. Charity is â€Å"generosity and helpfulness especially toward the needy or suffering; also : aid given to those in need† (Dunignan, 2013). Singer feels that people that have the means and are able to help by giving money to the poor should feel obligated and it be there duty. They should be obligated to do this because it is a person’s duty to help others from suffering. He does not understand why a person should feel they have a choice to prevent help suffering, it should be a duty that we have an obligation to do. An argument I would have with Singer is about being fair and right. I do not agree that all people need to be obligated to give away their hard-earned money to the poor. I would agree that people who are born into wealth or have received a large inheritance should be obligated to donate and not the people that have worked many years to get to that state. People born into wealth or have received a large inheritance have been given a gift. Therefore, they should be inclined to share the gift by giving some of the money to the poor. (If money is a gift to a family or they were born into it, they should donate and give to the poor. They did not work for the money it was a gift, therefore a person should feel obligated as their duty to give to the poor. ) People that are well off because of many hours or having multiple jobs should not have to give their money away to the poor. They have worked hard to receive it so they would not have to live paycheck to paycheck. I think these types of people have earned the right to live comfortably and do what they want with their money. They have put the time and work into making the money and it should be theirs to do what they want. â€Å"Famine, Affluence, and Morality† was written in response to an immediate humanitarian crisis. In November 1971, the confluence of war, poverty, and natural disaster had created nine million refugees in East Bengal, and Singer was appealing for immediate life-saving aid† (Jamiesom, 2005, p. 153). An Irish rock musician, Bob Geldof, immediately rushed into the studio with an all star line-up to record â€Å"Do they Know It’s Christmas? † The record sold nearly 4 million copies in the United Kingdom alone, and was quickly followed by â€Å"We Are the World,† produced by Quincy Jones, in the United States. Geldof went on the organized the LiveAid concert the following July, which was broadcast simultaneously from London and Philadelphia, and viewed by 1. 5 billion people around the world. The records and concert ultimately raised between $100 and $500 million for famine relief in Africa† (Jamiesom, 2005, p. 53-154). â€Å"These celebrity-driven, media-centered projects were valuable for a number of reasons. They created awareness of suffering in Africa, motivated people to act, and raised large sums of money†(Jamiesom, 2005, p. 154). Since 1972, the a lot more wealth people have stepped up into given aid to the poverty stricken. The article did raise awareness off the issue that needed to be addressed. In my opinion the wealthy have become more proactive in helping the poverty stricken. Leaving the middle class to do what they can when they can. References Duignan, B. (2013). Encyclopedia Britannica. http://dx.doi.org/http://www.britannica.com/EB checked/topic/1053194/Peter-Singer Jamiesom, D. (2005). Duties to the distance:Aid, assitance, and intervention in the developing world. The Journal of ethics, 9, 151-170. http://dx.doi.org/ProQuest doi: http://dx.doi.org/10.1007/s10892-004-3324-9 Singer, P. (1972, Spring). Famine,affluence,and morality. Philosophy and public affairs, 1, 229-243. http://dx.doi.org/http://www.Jstor.org/stable/2265052

Health and Social Care Level 3 Extended Diploma Unit 1 Developing Effective Communication in Health and Social Care Task 2 Essay

In this assignment, I will be explaining different theories including Argyle’s stages of communication and Tuckman’s stages of group interaction. Communication is the act of transferring information from one place to another. Different types of communication include spoken/verbal communication (face-to-face, telephone, television), non-verbal communication (body language, gestures) and written communication (letters, emails, books, and internet). Group members need to share a common system of beliefs and values in order for the group to communicate and perform effectively. These values may be identified when you watch a group at work. Communication is rarely simple. It can be effected easily by: the physical environment emotional factors social factors the level of communication skillindividual needs Tuckman’s Stages of Group Development (1965): Communication in groups can be influenced by how people feel they belong together. When people first meet in a group, they usually go through the process of group development. Most groups experience a struggle before they unite and communicate effectively. Tuckman suggested that most groups go through this process: Forming: this stage is important because the members of the group get to know each other and become friendly. It is the process of meeting Storming: relationships between group members will be made or broken at this stage. This stage often is the cause of tension, struggle and arguments. Norming: the group agree on rules and values. They begin to trust themselves and individual group members start to take greater responsibility so that the leader can step back. Performing: there is now a high level of respect in the group. Effective communication and performance is given. He believed that group members need to share a common system of beliefs or values in order for the group to communicate and perform effectively. Argyle’s Communication Cycle (1972): According to Argyle, socialising involves a cycle where you have to â€Å"decode† what other people are communicating and adapt your own behaviour to communicate effectively. Verbal and non-verbal communiation is not always easy. The Communication Cycle: Idea Occurs: thinking about what we are about to say and who to say it to. Message Coded: planning to say the message. Message Sent: communicating the message across. Message Received: when the other person hears what you have said. Message Decoded: when the person you are speaking to breaks down your message. Message Understood: when the other person can understand the meaning of what you have said to them. If Argyle’s Communication Cycle is used incorrectly, there is a risk that the information won’t be passed over correctly. For example, a teacher was giving his students instructions on what to do that lesson. However, one of the students was not listening and therefore did not receive the message. For this reason, the message was not decoded or understood even though the idea had occurred and the message had been coded and sent. Bibliography: http://www.studymode.com/essays/Argyles-Communication-Cycle-And-Tuckman’s-Interaction-1092710.html NVQ Level 2 Health and Social Care, Yvonne Nolan, Page 27.

The Chrysalids by John Wyndham

The Chrysalids by John Wyndham Free Online Research Papers The title â€Å"The Chrysalids† signifies that it is a novel about change. The word â€Å"chrysalid† is related to the word â€Å"chrysalis†, which means â€Å"the form which butterflies, moths, and most other insects assume when they change from the state of larva or caterpillar and before they arrive at their winged or perfect state†. Or in simpler terms, it is the state where the caterpillar does most, if not all, of its change into a butterfly. Change can happen anywhere, whether it be in a physical form, such as the caterpillar turning into a butterfly, or evolution of entire species; a mental state, for instance a deeper comprehension of an emotion, or an education towards acceptance and understanding; or in a social environment, for example the abolishment of slavery and the non-discriminatory laws. Change is almost inevitable, fore it is the driving force of life. With out change life could not adapt to its surroundings and survive. If change were to stop, then life would become meaningless. The Earth would be the same if there was life with no change, than if there was no life at all. Generally when people ponder about the notion change, they think about a process where a thing transforms into a better version of itself. While change is usually associated with evolution, it can sometimes be the complete opposite. Change can happen for the worse, though it is seldom seen. With life comes change, and though in The Chrysalids some change is not for the better, character, environment and the community all slowly develop into something else. David changes a lot throughout the novel The Chrysalids. Many things in his life have shaped him, but the most significant is Sophie and the many promises he made as a young boy. The caterpillar stage for David is when he was a young boy. He goes into his chrysalis when he meets Sophie since that is the day his mind begins to change. Sophie was David’s best friend, and he soon found out that she was in fact a mutant because of her miniscule sixth toe. David, being a young boy, did not think much of the mutation. Although David was raised to believe that mutants were a frightful thing, he thought that â€Å"there was nothing frightful about Sophie† (pg. 14) because he got to know Sophie before he knew about the mutation. He thought that if Sophie, â€Å"an ordinary girl† (pg. 14), were to be â€Å"hateful in the sight of God† (pg. 13) than â€Å"there must be a mistake somewhere† (pg. 14) in his religion. Sophie’s mother made David pr omise not to tell anyone about Sophie’s sixth toe. Sophie’s mother said that if anybody were to find out about Sophie â€Å"they’d be terribly unkind to her† (pg. 12). David knew that they would be unkind to her because of her sixth toe, but he did not comprehend why so many people would hate such a little toe, and how such a little toe can cause so much anxiety. When he was a little older he found out that he was also â€Å"abnormal† because of his telepathic powers. Once while sending thought shapes he was caught by his uncle, Axel, and was asked what he was doing. David briefly explained what he was doing and the whole concept of thought shapes. Luckily, Uncle Axel was David’s friend and was unsure of the image of man. Uncle Axel, knowing the kind of society he and David live in, makes David promise not to tell anyone else about his gift. Uncle Axel says to David: Just after that promise, uncle Axel makes David promise that he will â€Å"never do it out loud anymore†(pg. 31) so that the risk of being caught is reduced. Through these promises to Sophie’s mother and Uncle Axel, David becomes aware that he is different and as he grows from a boy into a man, he realizes that he must hide his thought shapes from society so that he can survive. He knows that not all deviations are harmful, like his society would want him to believe. His thoughts about his society have never been the same after the promises. In his chrysalis, David spoke with his uncle Axel about the places beyond his town. Uncle Axel was a sailor, so he tells David of all the strange stories he heard from other sailors. Strange stories of lands where women do all the work and eat the men when they are 24 years old, places where heads of corn grow taller than small trees, where very strange plants grow that could not be classified as anything normal. David learns about people on other lands who think they are the true image of man and persecute and kill anyone who is different. These stories about the people in far off lands from Uncle Axel show David that everyone has their own image, and no one knows for sure if their definition is correct. It teaches David to question things that people tell him, rather than just accept them. It also teaches David that even though a group of people want you to believe something, like the true image of man, it does not make it true. This shows David that he could actually be the true image. Near the end of the novel, David is ready to emerge from his chrysalis as a man whose hardships has changed him into an entirely new person. While change is happening in David’s life, Waknuk, the main town in the book, is changing environmentally. Waknuk is town that is run by its religion. It wants to â€Å"keep pure the stock of the Lord† (pg. 18), so they actively root out differences in plants and animals, which are called deviations, and destroy them. Abnormalities in humans are labelled abominations and are also punished by sterilization and banishment. Many of the residents of Labrador believe that God sent Tribulation to kill the Old People because the Old People thought that they were superior to Him. Through hints in the book one can conclude that Labrador is actually the province of Labrador in Canada, the Old People they are referring to are us and tribulation was a nuclear holocaust that killed almost everything on the earth, the â€Å"tribulation† that was nearest to them was probably a nuclear bomb dropped somewhere in the centrals of this can be seen after the Hiroshima bomb. In Hiroshima, after the Atomic Bomb was dropped, babies around the area were being born with no hair or no finger nails. A nuclear bomb that is many times larger than the atomic bomb would give of many times more radiation and cause more severe mutation. A nuclear blast would turn land black because of the mass explosion. The places that glow at night are caused by the nuclear radiation given off by the explosion and the plutonium used in nuclear bombs. Nothing would grow because the radiation would either kill everything or make plants and animals sterile so they cannot reproduce. The fish in the sea would die because of radiation and water contamination. Another example of how the environment is changing is that David commented on how people think that Labrador used to be a cold place in the time of the Old People. David also said that â€Å"there are only two cold months in the year now† (pg. 39). Immense heat from nuclear blast would warm the environment. Climate change would probably follow because a giant nuclear blast would send smoke and gas into the atmosphere and the gases would act like a greenhouse and warm the earth. When David was talking with uncle Axel he said that: A nuclear bomb dropped somewhere in the central-eastern US would send radiation into the air, so a south-west wind would bring up the radiation and cause deviations. For the environment, the caterpillar stage was the time of the Old People. The chrysalis form was during the nuclear holocaust when the environment was rapidly changing. The environment finally emerged into a place that caused genetic mutations and was really unhealthy and unsafe to any life form, which is the complete opposite from when it began. One can say that the environment has fully emerged from its chrysalis, however, over time the environment will slowly return back to normal. So once the environment has emerged from its first chrysalis, it will spend some time as its current form then it will go into a second chrysalis. Inside the second chrysalis the environment will go through several changes that will reverse all the harm done to it. It will finally emerge out of the second chrysalis as a healthy envi ronment, the contrary of what it was like before the second chrysalis, but the same from before the first chrysalis. The environment has not changed for the better during its transformation, although it will undergo another alteration and change back into what it was before. The community of Labrador is also changing, but not in a physical sense. The views of the community are changing. The views that used to be a conservative, very religious and one-sided, the side of the church, type of thinking changed into republican, fore-profit, and half opened minded type of thinking. The great horses are a perfect example of this change. David’s father, Joseph Strorm, was appalled about the horses his neighbour had imported from the main city, Rigo. Joseph argued that while the horses can be used to bring in a higher profit by doing twice or thrice the work than regular horses and consume less feed than two regular horses, they should be killed because â€Å"a horse that size is not right† (pg. 37) and that â€Å"God never made horses the size of these† (pg. 36). He argues with the inspector, but says he cannot do anything because they are â€Å"government-approved† (pg. 36). During Joseph’s argument with the inspector, h e says: Another great example of the how the views of generations differ is that the government chooses to sterilize and banish abominations instead of killing them. While David was talking with Jacob, an elder around Waknuk, he found Jacob was raging about how the government is becoming less and less religious and more like trying to please everyone. Jacob was saying that a generation ago mutants were killed like other deviations. Not just killed, but burnt. David was shocked. David’s generation was brought up thinking that only â€Å"crops and stock† (pg. 88) were burnt, and mutants were sterilized and banished to the Fringes. Jacob saw nothing wrong with burning mutants because they were â€Å"not† human, they were deviants – and fire is the only way to â€Å"cleanse deviations† (pg. 88). While Jacob was raging he stated: David asked his uncle Axel about the sterilization and he responds: Jacob knows that the generation’s morals are changing. He referred to Ted Norbet, a person in Waknuk, and his crime of hiding ten animals that are deviations (the novel does not say which kind of animal) and â€Å"eating all but two before he was found out† (pg. 87). Jacob said that in his day, if anyone had done a thing like that, they would receive â€Å"a public shaming on a Sunday, a week worth of penances, and a tenth of all he had†¦ so you’d not find people doing that kind of thing†¦Ã¢â‚¬  (pg. 87). Jacob is outraged that the community is changing and soon brings up another valid point about the child bearing laws. Jacob said to David that in Jacob’s father’s generation â€Å"a woman who bore a child that wasn’t in the image was whipped for it. If she bore three out of the image she was uncertified, outlawed, and sold.† (pg. 88). Jacob said that his father â€Å"reckoned there was a lot less trouble with mutant s†¦Ã¢â‚¬  (pg. 88). Now the punishment for a woman who bears three deviational children is that her husband has a choice whether or not he will legally leave her. The generation’s views are changing mostly because the government wants to be re-elected. Satisfying as many people as possible is important when one is in politics. The government sterilizes and banishes mutants instead of killing them because killing a thing that looks nearly human looks like murder, and murder does not sit well with most people – so the government finds a compromise. Instead of killing the deviations, the government sterilizes them and banishes them to the Fringes, so the affect is the same: the mutants will not be able to reproduce and there will be no mutants within the Labradorean society. This compromise allows the government to receive votes from everyone. The same thing goes with the child bearing laws. The compromise for the women who bear three children is that they are not punished as harshly as before. This is so because the men who really love their wives will vote for the political party whose agenda is to reduce the punishment. Th e compromise lets the government allow a man the choice to legally leave his wife if three children are mutants, but also does not harm the wife; therefore the government receives votes from both sides. Most of the changes to the generation’s views are made by the government. The government’s caterpillar form was a very strict and religious one. While in its chrysalis it made these new laws that compromise certain points of view. Now, it emerges from its chrysalis as a transformed government. One that has new laws that do not punish as harshly and whose views are willing to allow things into society if they prove to be useful. The government has changed and developed into a government with altered values and views. Character, environment and community all slowly developed into something different in The Chrysalids. The Chrysalids has demonstrated that change is inevitable, and only through change can something survive. Every bit of change is necessary; fore if David did not change his thoughts towards his society, than he might have given his secret about his thought-shapes away and he could have been captured and killed. If the environment did not change than â€Å"tribulation†, the nuclear holocaust would have lasted forever. If the Labradorean government never changed its policies towards useful deviations, than it would not be able to survive because it would be re-elected. Change and transformation is the only for a thing to become a better version of itself. Change is what makes life worth living. If change were to stop, then life would become meaningless. Research Papers on The Chrysalids by John WyndhamThe Fifth Horseman19 Century Society: A Deeply Divided EraWhere Wild and West MeetComparison: Letter from Birmingham and CritoHip-Hop is ArtThe Project Managment Office SystemCapital PunishmentPETSTEL analysis of IndiaGenetic EngineeringCanaanite Influence on the Early Israelite Religion

Definition and Examples of a Personal Essay

Definition and Examples of a Personal Essay A personal essay is a short work of autobiographical nonfiction characterized by a sense of intimacy and a conversational manner. Also called a personal statement.   A type of creative nonfiction, the personal essay is all over the map, according to Annie Dillard. Theres nothing you cant do with it. No subject matter is forbidden, no structure is prescribed. You get to make up your own form every time.(To Fashion a Text, 1998). Examples of Personal Essays An Apology for Idlers, by Robert Louis StevensonOn Laziness, by Christopher MorleyConey Island at Night, by James HunekerNew Years Eve, by Charles LambHow It Feels to Be Colored Me, by Zora Neale HurstonMy Wood, by E.M. ForsterTwo Ways of Seeing a River, by Mark TwainWhat I Think and Feel at 25, by F. Scott Fitzgerald Observations The personal essay is one of the most common types of writing assignmentand not only in freshman composition courses. Many employers, as well as graduate and professional schools, will ask you to submit a personal essay (sometimes called a personal statement) before even considering you for an interview. Being able to compose a coherent version of yourself in words is clearly an important skill.What qualities does a personal essay reveal about you? Here are just a few:Communication SkillsHow effective are your communication skills? Do you write clearly, concisely, and correctly? Note that many employers put communication skills at the top of the list of essential qualifications.Critical Thinking SkillsHow fresh and imaginative are you in your thinking? Is your writing cluttered with cliches, or is it obvious that you have original ideas to contribute?MaturityWhat specific lessons have you learned from experience, and are you ready to apply those lessons to the job or the academic pro gram youre considering? Keep in mind that its not enough to be able to recount a personal experience; you should be prepared to interpret it as well. Self and Subject in Personal Essays[W]here the familiar essay is characterized by its everyday subject matter, the personal essay is defined more by the personality of its writer, which takes precedence over the subject. On the other hand, the personal essayist does not place himself firmly in center stage, as does the autobiographical essayist; the autobiographical element of the personal essay is far less calculated...The Essayists PersonaPersonal essayists from Montaigne on have been fascinated with the changeableness and plasticity of the materials of human personality. Starting with self-description, they have realized they can never render all at once the entire complexity of a personality. So they have elected to follow an additive strategy, offering incomplete shards, one mask or persona after another: the eager, skeptical, amiable, tender, curmudgeonly, antic, somber. If we must remove the mask, it is only to substitute another mask...The Antigenre: An Alternative to Academi c Prose[T]he more personal essay offers an escape from the confines of academic prose. By using this antigenre form that in contemporary essays embodies multiple kinds of writing, many essayists in search of democracy find a freedom for expressing in their writings spontaneity, self-reflexivity, accessibility, and a rhetoric of sincerity. Teaching the Personal EssayGiven the opportunity to speak their own authority as writers, given a turn in the conversation, students can claim their stories as primary source material and transform their experiences into evidence...Essay FormsDespite the anthologists custom of presenting essays as models of organization, it is the loose structure or apparent shapelessness of the essay that is often stressed in standard definitions. . . . Samuel Johnson famously defined the essay as an irregular, indigested piece, not a regular and orderly performance. And certainly, a number of essayists (Hazlitt and Emerson, for instance, after the fashion of Montaigne) are readily identifiable by the wayward or fragmentary nature of their explorations. Yet each of these writers observes certain distinctive organizing (or disorganizing) principles of his own, thus charting the ramble and shaping the form. As Jeanette Harris observes in Expressive Discourse, Even in the case of a personal essay, whic h may appear informal and loosely structured, the writer has crafted with care this very appearance of informality (122). Sources: Theresa Werner, Personal Essay.  Encyclopedia of the Essay, ed. by Tracy Chevalier. Fitzroy Dearborn, 1997 E.B. White, Foreword to  Essays of E.B. White. Harper and Row, 1977 Cristina Kirklighter,  Traversing the Democratic Borders of the Essay. SUNY Press, 2002 Nancy Sommers, Between the Drafts.  College Composition and Communication, February 1992 Richard F. Nordquist, Voices of the Modern Essay. Dissertation University of Georgia, 1991

Advantage and Disadvantage of Living Abroad

The first advantage is easy to learn another language. This means if you are living abroad, you can learn another language. For example, your original language is Chinese, but now you living in America, you can learn English and speak it well. In addition, the second advantage is can know different culture. This means you can learn lots of knowledge and custom in that country. The final advantage is can make friend with people from different country. This means you can be happy with new friends. For instance, I study in Malaysia; I have friends from Japan, Korea, and Malaysia. Aside for the advantage, there are some disadvantages of living abroad. Firstly, you may not easily find a helper to help you if you are having a problem. Moreover, you will waste a lot of money on transportation. For example, take cab can cost you more than driving your own car. You need adapt to your new environment is also a disadvantage at living abroad. For example, you need to try to eat those indigenous foods though you don’t like it. At the end, living abroad also has many disadvantages. To sum up living abroad can be easy to learn another language, know different culture and make friends with people from different country. But also need to conquer those issue such as different environment, transportation and become more independent. So living abroad have many advantages and disadvantages. Advantage and Disadvantage of Living Abroad The first advantage is easy to learn another language. This means if you are living abroad, you can learn another language. For example, your original language is Chinese, but now you living in America, you can learn English and speak it well. In addition, the second advantage is can know different culture. This means you can learn lots of knowledge and custom in that country. The final advantage is can make friend with people from different country. This means you can be happy with new friends. For instance, I study in Malaysia; I have friends from Japan, Korea, and Malaysia. Aside for the advantage, there are some disadvantages of living abroad. Firstly, you may not easily find a helper to help you if you are having a problem. Moreover, you will waste a lot of money on transportation. For example, take cab can cost you more than driving your own car. You need adapt to your new environment is also a disadvantage at living abroad. For example, you need to try to eat those indigenous foods though you don’t like it. At the end, living abroad also has many disadvantages. To sum up living abroad can be easy to learn another language, know different culture and make friends with people from different country. But also need to conquer those issue such as different environment, transportation and become more independent. So living abroad have many advantages and disadvantages.

Business data analysis Essay Example | Topics and Well Written Essays - 1750 words

Business data analysis - Essay Example Additionally they have decided to analyse the operating cost of the copier machines compared to various alternatives as well as phone call data for sales reps and the sales report for active customers over the past year. Laurel plans to use these records to provide management with information that can assist in some way in the decision making process. Introduction This paper represents an analysis of the operations of HH Industries. The company has employed an analyst to provide information that will help the company to make decisions. This information has to be presented to management in such a way that they can understand and so will make informed decisions regarding the way forward. 1.1 Frequency Distribution Tables and Histograms for Quarter 1 and 2 Laurel has prepared frequency distribution tables and histograms for quarter 1 and quarter 2 of 1991. These can be found in Appendix 1. The table and chart for Quarter 1 1991 shows the frequency of the average daily order size for Jan uary to March 1991. The information in the table and chart indicates that orders valued between $120 and $140 occurred most frequently for a total of 19 days for the quarter. This was followed by orders ranging from $100 to $120 (17 days), $140 to $160 (10 days) and $80 to $100 (8 days) respectively. The data in Appendix 1 (a) also shows the frequency distribution and histogram for quarter 2 of 1991. The Table and histogram provides information on the frequencies of the average daily order size for April to June 1991. It shows that orders valued from $100 to $120 occurred most frequently – 24 days for the quarter. This was followed by orders ranging from $120 to $140 (19 days), $80 to $100 (10 days) and $140 to $160 (6 days) respectively. 1.2 Frequency Distribution and Histogram of Total Daily Orders for all Four Quarters The frequency distribution and histogram of the total daily orders for Quarter 3 of 1990 which are shown in Appendix 1 (b) indicates that daily orders of 15 0 to 160 occurred most frequently at 16 days during the quarter. This was followed by daily orders of 140 to 150 which occurred 14 times for the quarter, 160 to 170 which occurred 13 days for the quarter and 170 to 180 which occurred for a total of 10 days during the quarter. The frequency distribution and histogram of the total daily orders for Quarter 4 of 1990 indicates that daily orders of 160 to 170 occurred most frequently at 15 days during the period. This was followed by daily orders of 150 to 160 which occurred 10 days for the period, 170 to 180 which occurred 9 days for the quarter, and 180 to 190 and 190 to 200 which occurred for a total of 8 days each during the quarter. The frequency distribution and histogram of the total daily orders for Quarter 1 of 1991 indicates that daily orders of 170 to 180 occurred most frequently at 14 days during the period. This was followed by daily orders of 160 to 170 which occurred 12 times for the period,

International Law Of The Sea Essay Example | Topics and Well Written Essays - 5000 words

International Law Of The Sea - Essay Example Part VII of the Agreement deals with living resources of the high seas through Article 116, Article 117, Article 118, Article 119 and Article 120. Before delving deep into the functions of the fisheries management organisations it is of great concern to know what the UNCLOS Articles state on the role of the regional fishery management organisations. Article116 provides the right to fish to all the countries and their citizens to practice fishing on the high seas on certain conditions, which include: (a) Their treaty responsibilities; (b) the rights and duties as well as the stakes of coastal nations provided for, among other things, in article 63, paragraph 2, and articles 64 to 67; and (c) The conditions as given in this Section. Under Article117, the concerned state has responsibility to follow with regard to its citizens assess for management of the marine resources of the high seas. Cooperation with other states in this regard is central to the conservation of marine resources on the high seas (UNCLOS). Under Article 118, the spirit of Article 117 is taken ahead through cooperation states shall take fresh steps and enter into accords with other states for commercially using the similar water resources or dissimilar water resources on the same region with the purpose of conserving the water resources. It is the responsibility of the states to set up regional or sub-regional fisheries organisations (UNCLOS). Article 119 is also dedicated to conservation of fish stocks of the high seas. 1. It stipulates conditions on deciding the permissible catch and setting up other safeguarding steps for the fish stocks, such as: (a) found suitable as based on scientific knowledge on which the concerned states can depend upon for preserving the fish populations of cropped species at standards that ensure long term production as based on suitable environmental and economic considerations, particularly of the developing countries, considering the fishing methods at all levels of fishing – regional, sub-regional and international; (b) States pay attention to the impact on the species related to or relying on harvested species with the aim of preserving fish populations of such related or relying on species beyond limits at which their populations could not be increased through breeding. 2. All global organisations working for conservation and management of fish stocks shall communicate and exchange related scientific facts, catch and fishing statisitics at all levels of cooperation, regional, sub-regional and global with the suitable active contribution from the respective governments of the organisations. 3. Fishermen shall be treated impartially irrespective of the fact related to their specific state citizenship rights while taking conservative steps and enforcing them. Article120 is meant for marine mammals; Article 65 is also relevant to the conservation and management of marine mammals in the high seas (UNCLOS). An attempt at analysing the r ole of RFMOs will include all regional groups. First of all an attempt on the conservation and management of the Northeast Atlantic Region will be made to be followed up with an assessment of the other regions (UNCLOS). Northeast Atlantic Region The production data on chondrichthyans from 1985-2006 in the Northeast Atl

Self Management of Diabetes Essay Example | Topics and Well Written Essays - 1500 words

Self Management of Diabetes - Essay Example Obesity is a major risk factor for the development of diabetes and the numbers of people that are becoming obese is increasing rapidly. It is the major cause of premature mortality and morbidity due to cardiovascular, renal, ophthalmic and neurological disease. It is widely accepted that control of the lifestyle situation including diet and exercise decrease the risk of complications and control the Hg1c (Porth & Matfin, 2007). This paper will discuss recent studies affecting the overall Hg1c with combined strength and aerobic exercise programs. Self management of diabetes includes diet, exercise, medication, and blood sugar control. Exercise, however has been shown to be highly important. Lean muscle mass improves Hg1c (Sigal, Kenny, Boule et.al. 2007). There has been some controversy in determining whether that exercise should be aerobic or strength or both. In researching this, studies relating to diet and other controls were eliminated and a search was conducted for supporting evidence that both types of exercise included in routines for these patients improved overall blood glucose control and limited complications from the disease. Five peer reviewed studies were retained from many found as they included both exercise routines against controls. Historically, aerobic exercise has been used to attempt to improve glucose levels in diabetic patients. However, there is a great deal of literature available now that shows a great deal of merit for adding resistance exercise to this routine for control. It appears that glucose control is only one of the benefits of this kind of routine for diabetic patients. Strength, endurance, and power are benefits received (Marcus, Smith, Morrell, 2008). There is also an increase in lean tissue mass which creates an increase in metabolic rate. The importance of physical activity in these patients cannot be denied. It is considered not only preventative but also therapeutic (Tokmakidis, Zois, Votaklis, et.al. 2004). The change that occurs in muscle mass coupled with effects on glucose uptake are the reasons for better control. This occurs even in people with insulin resistance. In operationalizing this data, education is the key. Over the past years, diabetics have been taught that walking is the perfect exercise to control their HgA1c and to some point that is true, it is the perfect exercise. However, there is a gap in the education as far as adding the needed strength training. It may be clearly important, due to the large numbers of diabetics now, to design and implement diabetic exercise programs that are couple with regular education programs. Certainly controlling blood sugar and preventing complications of this disease proves to be financially needed for both the patients and the healthcare system. Sigal, Kenny, & Boule et.al. (2007) published a study in the Annuls of Internal Medicine on this very issue. Previous studies evaluated by them determined that the effects of aerobic exercise alone provided for better glucose control. They felt that there was likelihood that a combination of aerobic and strength exercises would lead to better control. They performed a randomized control trial set in 8 community based facilities. Included in this study were 251 adults age 39 to 70 with type 2 diabete (Sigal, et.al., 2007). Patients were

Political science - Module ( Introduction to research ) Essay - 1

Political science - Module ( Introduction to research ) - Essay Example The other hypothesis indicates that political democracy is related to the institutions and practices that are indispensable in the process of securing principles of transition to democracy. The method of research is based on numerous elements that will facilitate relevant compilation and utilization of the data by during the study. The research will be more oriented on the process and it will be a qualitative research, which will be following the sequence of various events for a period. Therefore, this will foster a substantial understanding of the democratization process form a regime of dictatorship. Data Collection: There will be preliminary gathering of data as a way of refining the thoughts of the researcher, where secondary data will be gathered for the organization’s reports and documents. The data gathered will contribute to sharpening focus on the problem statements of the research. Data Analysis: Data collected from the relevant sources will be analyzed in order to facilitate the process of drawing relevant information that can contribute significantly to developing a discussion. The research question will involve analysis of sets of couple data block, whereby every block will be a unit of variable matrix and these variables will have similar matrices. Discussion: The empirical evidence obtained from the analysis will be discussed based on the literature review in order to test the hypothesis of the research. The discussion will revolve around achievement of the research objective and answering the research question based on the information gathered from previous researches and the empirical evidence in the research. Conclusion and Recommendation: Ideas identified in the discussion section will be used to draw relevant concisions and recommendations. Recommendations in this research will be based on comparison of Egyptian process of democratization with Turkey regarding

Basic Principles of Curriculum & Instruction Essay

Basic Principles of Curriculum & Instruction - Essay Example The book consists of 5 chapters. Chapter 1 carries the title - What educational purposes should the school seeks to attain?. The chapter deals with defining appropriate learning objectives. Tyler’s book was in 1949 and yet it was forward looking as he as was able to things at present times in the light of was happening back then. In the book, he argued that learning could take place through the actions of the student. He thus said â€Å"It is what he does that he learns, not what the teacher does† (Tyler p. 63). This statement is still powerfully true up to time. Tyler therefore posited that the main player in learning is the student who wants to learn. He was in effect stating that the design of curriculum should be based on what the students does, his experience in the school and in the community. Chapter 2 is entitled â€Å"How can learning experiences be selected which are likely to be useful in attaining these objectives?† This chapter deals with introducing useful learning experiences that would enhance learning. This proceeds from the premise that what had happened in the student in the process of learning is useful in developing further learning. If we equate it with modern times, it may amount to what the present curriculum requirement for reflective learning. These are observed in many curriculums until today which implies that the work of Tyler still finds application. Chapter 3 is entitled: â€Å"How can learning experiences be organized for effective instruction?† The chapter deals with organizing experiences to maximize their effect on instruction. In this chapter, Tyler agreed with the wisdom of having to present experiences in a relevant and logical manner for understanding of the effective purpose of what were designed as educational objectives.

Article Review Example | Topics and Well Written Essays - 750 words - 5

Review - Article Example A quantitative approach also happens to be simple and straightforward in its scope. The results arrived at numerically also allow for the application of a range of quantitative techniques in the course of the foresight exercises. It also allows for a clear cut comparison of conclusions under varied circumstances. The subject of this research were the 35,057 children falling in the age group 3-5, who were enrolled in the 311 preschools in the state of Illinois in the Financial Year 1994-1995. In the context of setting, the code of Illinois State Board of Education’s exclusively extends grants to public school districts, to conduct preschool education programs for children falling in the age group 3-5. This program has an essential parent education component. In that context, in the Financial Year 1994-1995, 389 types of program services were offered by Illinois preschools. These services included either exclusive classroom based instruction or a combination of class room based and home based instruction. A few schools extended only home based instruction. A majority of the schools that is 85 percent offered only classroom based instruction. All the schools running these programs were required to have parent education services and parent involvement activities. Nearly 38 percent of the preschools made parent involvement a requirement in these programs. The parent involvement categories included classroom activities, field trips, and enrichment activities involving children. These programs also had a parent education component that comprised of parent-child interaction activities, workshops pertaining to child development and parenting skill development activities. The teachers participating in these programs were sufficiently competent, with 73.4 percent of them having early childhood education certificates. The analysis of

Basic Principles of Curriculum & Instruction Essay

Basic Principles of Curriculum & Instruction - Essay Example The book consists of 5 chapters. Chapter 1 carries the title - What educational purposes should the school seeks to attain?. The chapter deals with defining appropriate learning objectives. Tyler’s book was in 1949 and yet it was forward looking as he as was able to things at present times in the light of was happening back then. In the book, he argued that learning could take place through the actions of the student. He thus said â€Å"It is what he does that he learns, not what the teacher does† (Tyler p. 63). This statement is still powerfully true up to time. Tyler therefore posited that the main player in learning is the student who wants to learn. He was in effect stating that the design of curriculum should be based on what the students does, his experience in the school and in the community. Chapter 2 is entitled â€Å"How can learning experiences be selected which are likely to be useful in attaining these objectives?† This chapter deals with introducing useful learning experiences that would enhance learning. This proceeds from the premise that what had happened in the student in the process of learning is useful in developing further learning. If we equate it with modern times, it may amount to what the present curriculum requirement for reflective learning. These are observed in many curriculums until today which implies that the work of Tyler still finds application. Chapter 3 is entitled: â€Å"How can learning experiences be organized for effective instruction?† The chapter deals with organizing experiences to maximize their effect on instruction. In this chapter, Tyler agreed with the wisdom of having to present experiences in a relevant and logical manner for understanding of the effective purpose of what were designed as educational objectives.

Gender Roles In Primates Essay Example for Free

Gender Roles In Primates Essay Primate behavioral and biological research has resulted in a huge number of observations that has served as basis in understanding gender roles among their closest relatives, the humans. Earlier concepts of gender differences among primates only described that female primates influenced the organization structure of primate groups. After comprehensive analyses of primate behavior for several decades, it has now been determined that female primates serve as the foundation for primate social organization, acting as the prime individuals that shape the structure of the society, as well as mold the dynamics of primate groups (Gagneux et al. , 1999). More importantly, observations from kin selection among primates have facilitated the understanding of human sexual behavior. Primate behavioral studies have examined that the females of several primate species have diverse roles in their kin, as well as in the primate social groups. The significant increase in information associated with primate behavior has been observed in the past decade and the amount of information is massive that it has circumvented the previous knowledge on primate behavior and social roles in the past centuries. Another primate behavioral feature that has been of interest to primatologists and anthropologists is primate dominance. Earlier studies have described that male primates have an inherent characteristic of dominance, which thus can be translated to the dominant personalities among humans. However, a novel characteristic that was recently reported involved the behavior of female primates, wherein females were observed to be highly competitive among their groups, which explains the human aspect of competition among women over different issues in life. In addition, primate studies have also shown that female primates are very resourceful in finding ways in solving issues on daily living in the wild, including searching for food, a place to live and even finding worthwhile mates for offspring production (Pope, 2000). The female primates are also independent wherein they have the inherent ability of constructing contraptions and methods that would help in their survival in the wild. Such observation among female primates helps in the understanding of human females and their ability to easily adapt to different situations in life, better than their human male counterpart. Primate research has also reported that primate females are assertive in terms of sexual behavior. Primate females show the ability to control a situation when a primate male is present and they are the ones who will determine whether copulation will occur with a particular primate male. It is also interesting to know that female primates are more susceptible to promiscuity during stages of puberty than male primates. The social organization of primates is very interesting because these species also have hierarchies which determine which individual will have the right to choose his mate and this is mainly based on the level of aggressiveness of the male primate. The most aggressive male primate is thus given the first chance to pick his female primate of choice and the least aggressive male primate often ends up with lesser of a choice among the female primates. Such behavior is generally observed in human society wherein the most aggressive men often get to choose and pursue the most attractive woman and the shy and quiet men often end up with relationships with less attractive women. The female primates have also been observed to show prime responsibility over her offspring, just like the human female (Maestripieri, 1994). The primate males have also been determined to be responsible in finding food for his offspring, searching the forest for fruits and other plants that will be brought to their place of living to feed his young. The male primate has also been observed to protect their place of living from other predatory species as well as other aggressive and destructive male primates. Primate research has transformed our old concepts of human behavior and it is interesting to know that all primates follow the same behavior for specific situations. References Gagneux, P, Boesch, C. , and Woodruff, D. 1999. Female reproductive strategies, paternity, and community structure in wild West African chimpanzees. Anim. Behav. 57: 19-32. Maestripieri, D. 1994. Social structure, infant handling, and mother styles in group-living Old World monkeys. Int. J. Primatol. 15: 531-553. Pope, T. R. 2000. Reproductive success increases with degree of kinship in cooperative coalitions of female red howler monkeys (Alouatta seniculus). Behav. Ecol. Sociobiol. 48: 253-267.

Developing Awareness of Food Hygiene

Developing Awareness of Food Hygiene Tanisha Raybe HEALTH PROMOTION ESSAY ABOUT AWARENESS OF FOOD HYGIENE. GROUP MEMBERS WERE: Tanisha Raybe, Caroline Veerasamy, Charlotte Chalmers , Hannah Firth and Stacey Rimes. INTRODUCTION This essay will seek to highlight the importance of food hygiene, it will include epidemiology, demography data alongside target groups and health policies. It will seek to evaluate the effectiveness of a health forum and illustrate the role of a health promoter ASSESSMENT OF HEALTH NEED There has been growing recognition that highlights the need for more awareness of food hygiene. This was evident in the increase rate of morbidity and mortality of foodborne illnesses in the United Kingdom and worldwide (World Health Organisation, 2007). This prompted governing bodies to place more emphasis on food safety practices. However, despite their efforts food borne illness incidence continues to increase in numbers attracting media attentions both nationally and internationally (Arendt, Paez and Strohbehn, 2013). The aim of food hygiene is to ensure food is free from physical, chemical and biological contamination which is overall safe for consumption (Who, 2002). An epidemiology study carried out by The Department of Environment of food and rural affairs (2013) gave an insight into the effect of food borne illness. They reported that, there were over a million cases of food borne illness in the United Kingdom each year as a result of poor food hygiene. This amounts to 20,000 hospital admissions and 500 deaths. Food Standard Agency (2011) collated that in England and wales each year there were around 1.7 million cases of food borne illness that is 33160 cases each week. Additionally, the Centre for disease control and prevention (2011) reports that each year approximately 1 in 6 American that is 48 million people being sick , hospitalised or have died from food borne illness. Moreover the FSA, (2011) highlighted that the statistics presented above only represents the reported numbers of incidence, hence underestimating the true value of food borne illness. In light of the evidence presented above, underscore that poor food hygiene is a significant health issue that results in mortality, morbidity and hospital admissions (WHO, 2007). Moreover, the economical burden cause by the prevalence of food borne illness which cost 1.5 million to treat. Food borne illness is preventable, however many consumer believes that food borne illness is acquired by eating out whether from a restaurant or from a fast food outlet (Ackerley, 2013). However, by contrast Zablostsky Kufel el al (2011) argued that large outbreaks of food borne illness are mostly attributed to poor hygiene practices carried out within the homes. This they mentioned was due to lack of awareness about what actually cause food borne illness. These they mentioned were wrong cooking procedures , supplier providing food that have been contaminated and lastly the involvement of risky eating behaviour of raw and undercook meat. FSA, 2011 states that it is everyone’s responsibility to ensure that the food that is supplied, prepared and eaten is suited for consumption as lay out in the policy on food safety. Also consumers do not readily admit that they may have caught food borne illness as a result of poor hygiene practices (FSA, 2011). A research carried out by (WHO, 2013) indicated that although everyone is at risk of food borne illness pregnant women , elderly , children and the immune deficiency are more susceptible to food borne illness . FSA ,2013 highlight that, more attentions should be place on education and training to reiterate to the general public about the common vehicle that cause pathogens leading to gastroenteritis and food poisoning. In addition, educating them that although some hazards are obvious factor for food poisoning, there are some not so apparent and the consequences takes time to manifest itself. For instance, food that are improperly stored, cooked or poor labelling as well as out of date, this can have a detrimental effect on the body (Griffith, 2010). Yet although food safety messages are spreading in the UK and globally the implementation is quite challenging for many. Yiannas, 2008 states that in order to improve food safety there must be a change in people’s behaviour. However changing consumer behaviour is more complex than merely educating them as habits formulated over a long period of time might be hard to break (Ackerley, 2011). For example, A study carried out in China indicated that food safety incidents was a result of social behaviour rather than natural factor, this was due to their abuse of food additives (Qiang et al , 2011 Ouyang,2011). Consumers need to be taught the benefits of changing behaviour against the consequences of food borne illness (Ackerley, 2013). Therefore, it is imperative that education be the focal point in changing people’s behaviour when it comes to food hygiene practices (Mullan Wrong, 2010). Cultural, gender, belief and age may play a significant role in food borne illness (Ackerley, 2013). For instance, in some countries economic is taught in school as part of the educational curriculum allowing students to learn about the importance of food hygiene from a young age (Powell chapman ,2011). Also some culture support females to be mainly responsible for the preparation of meals within in the home (Yiannas,2009) . Moreover, this could eliminate other family members learning the importance of food hygiene (Yiannas,2009). Policy Given the growing evidence of food borne illness this has erode consumer’s confidence in government ability to protect them from food borne illness. However this prompted Government organisation such as Food Standard Agency , Health Protection Agency, international campaign company like WHO to put more measures in place to prevent food borne illness that is identifiable by the public (FSA,2011) . Their mission is to create an awareness of food hygiene through education by engaging the public in discussion about and implementation of food safety practices. The information stipulated within the policies are set out in a comprehensive manner that seeks to give practical advice as well as address concerns the general public have or encountered (FSA,2011). For example, WHO (2012) identifies five key ways to prevent the spreading of food borne illness which are keep clean ,cook thoroughly ,safe temperatures, safe water and raw material and lastly the separation of raw and cooked product. The National health hand campaign (2009) highlights the importance of effective hand washing as it is one of the most effective ways to prevent food borne illness. The government also highlighted that transparency about food borne illness, educational programs, surveillance and inspection system for food safety is key to prevent increase in food borne illness ( Hird et al, 2009). Based on evidences relating to the increase of foodborne illness and the rising economic cost of treating illness (FSA, 2013). The experts such as Government, policy maker and health professional decided that more needs to be done about the awareness of food borne illness this coincided with Bradshaw’s (1972) needs. Bradshaw suggested there are four types of needs expressed, felt, normative and comparative needs. However, as the needs were identified by the experts normative need was more applicable to address the issue of food borne illness. For, example Rayner Scarborough (2005) argued that food borne illness is quite significant as it can have a major impact on a person’s health. They highlighted that compared to other illness say smoking that is hugely advertised in comparison to hygiene which has the same risk of mortality, morbidity hospital admission and increased burden on the NHS resources. APPROACH Yang (2012) suggested that education coupled with implementing good kitchen hygiene could reduce the number of illness and death. Seedhouse (2001) concurs with this statement stating that if the public is given the right information and resources people are far more receptive and incline to change their behaviour to achieve food safety practices .The educational approach was chosen as it reflected the most effective means to convey a message to the public to empower change. Scriven (2010) points out that the goal of an educational approach is to give adequate information to ensure the public have gain enough knowledge and understanding as well as skills to make informed decision. It is important to considerate the different ways people learn as suggested by Honey and Mumford who highlighted four learning styles namely activist, reflector theorist and lastly pragmatist (Honey Mumford, 1986). The strength of the educational approach is that information is provided to aid consumer to make the best possible choice. However, freedom of choice may not work in the public favour as they might not be incline to change their behaviour toward food hygiene ( Simnet,2010) . The aims and objects were obtained by using the acronym Smart which stands for specific, measurable, achievable, realistic and time bound. This was then illustrated by the followings: At the end of five minutes the participants will be able to identified Two sources of pathogen that can cause food borne illness two ways to prevent food borne illness Two symptoms of food borne illness EVALUATION According to Scriven (2010) evaluation is reaching a judgement about a significance particular task by critically analysing both strengths and weakness. The aim of the forum was to create an awareness of food hygiene through education on the importance of food hygiene as well as gather feedback to inform future knowledge. The group followed a sequence that was effective to analyse evaluation which were process, impact and outcome (Naidoo Wills ,2009). The group ensured there were enough educational tools incorporated to reinforce the message and took into consideration how people learn .This forum comprised of posters, leaflets, brochures, interactive games, souvenir, and show and explain demonstration. The group work together in a cohesive manner which was evident in their organisation and how the message was conveyed . As Yang et al (2012) states that teamwork’s is beneficial for student’s nurses as it helps them to develop their communication skills among others.The group presented the information in a clear, succinct manner and was not judgemental, bearing in mind they only had five minutes to get the message across. This was in accordance with (Scriven, 2010) who states that an effective communication should be free from ambiguous language. The group target university student from the age of 18- 25 as they were particularly more involved in risky behaviour than any other groups at risk ( Abbott , 2009). This was due to lack of knowledge of food safety and them being away from home for the very first time ( Mullan Wrong , 2010 Phillp Anita , 2010). However, as the day progressed the group found that the message reach not only university student but everyone. Impact During the forum it became common knowledge to the group that there were gaps in the public knowledge pertaining to food hygiene .This was identified as the group applied a strategy to find out what the public already knew about food hygiene. It became apparent that many had a false sense of confidence in terms of food hygiene and did not realise that some of the practices they carried out could actually increase their chances of acquiring food borne illness. For instance, the bacteria that is present in rice if not stored properly (FSA, 2011). This happens to be one of the group most take home message as it was firsthand knowledge to many. The group was successful in conveying the message as a total of 92% gathered from the questionnaire was found to be quite receptive to the information and mentioned the information gleaned will have a bearing on their future practices. However, the group conceded as to what could have done to reach the further 8% of the population. Outcome evaluation The group identified few strengths and weakness resulting from the health forum. Although the message was well received and the educational tool used appropriate, The group found that it would be hard to make contact with the same people around six months time to measure whether their practices has been influence by the health forum was very unlikely . However, it was noted that some of the posters and materials could have been in larger print to enable to the writing to be legible. The group believe it would be more practical and feasible to have the forum in a supermarket to attract a wide range of consumer. They found that time constraints was another issues as they only had a limited amount of time to deliver a message which could result in miss opportunity to reach more of the general public. Lastly they found that the area was noisy with other forum and events happening at the same time and was quite distracting for both themselves and the audience. A health promoter has an important role to play in educating the public ( Scriven ,2010) .He or she should be a good communicator providing information that is simple but effective. They need to understand how people learn and receive information as well as take into consideration any barriers that may prevent a message from getting across. REF For instance, language, environment factor , culture and , beliefs . Houghton, 2008 states that an awareness of people’s ethnicity and cultures needs plays an important role in achieving a good outcome when educating people on food hygiene. The increased numbers of foodborne illness illustrates that it is a significant health problem that warrant the need for more awareness of food hygiene in order to reduce the number of incidents , death and associated cost accumulate. The need for more educational programme that address people’s behaviours as well as increased their food hygiene knowledge is seen as an effective way to reduce the effects of food borne illness. REFERENCES Abbott, M. J., Byrd-Bredbenner , C., Schaffner, D., Bruhn ,C. M. Blalock, L. (2009). Comparison of food safety cognitions and self reported food handling behaviours with observed food safety behaviours of young adults. European Journal of Clinical Nutrition ,63 ,572-579. Ackerley, L. (2013). Mixed messages in food safety: killing us softly?. Perspectives In Public Health, 133(6), 296298. Arendt, S. W., Paez, P. Strohbehn, C. (2013). Food safety practices and managers perceptions: a qualitative study in hospitality. International Journal Of Contemporary Hospitality Management, 25 (1), pp. 124139. Bradshaw,J. 1992. Taxanonomy of needs. Open University Press. Department for Environment food and Royal Affairs (2013). food statistics pocketbook. Office of National Statistics.London. Food Standard Agency (2011). Foodborne disease strategy food.gov.uk/policy-advice/microbiology/fds/( last accessed 20th April 2014). Food Standard Agency (2013) Food poisoning . Retrieved 21st April 2014 from http://bit.Ly/lixxByD . Food Standard Agency (2011) .Foodborne Disease Strategy 2012-2015. An FSA Programme for the Reduction of Foodborne Disease in the UK. Available online at : http://www.food.gov.uk/mulitimedia/pdfs/fds2015.pdf (last accessed 20th April 2014). Griffith, C. J. (2010). Food Safety Culture: Creating a Behaviour-based Food Safety Management System. British Food Journal, 112 (4), pp. 457458. Hird,S., Stein,C.,Kiamarz,P.,Nanda,A.Havelaan,AH.(2009). Estimating the global burden of food borne disease – A collaborative effort. Eurosurvellance 14(18),1-4. Honey, P. Mumford, A. (1986) Using your learning styles. (2nd ed.). Bershire: Printique, Maidedenhead. Houghton,G. (2008) Women seeking asylum: are communication needs being met? British Journal of Midwifery 16 (3) 142. Lam, H., Remais, J., Fung, M., Xu, L., Sun, S. (2013). Food supply and food safety issues in China. The Lancet, 381(9882), 20442053. Mullan, B. Wong, C. (2010). Using the Theory of Planned Behaviour to design a food hygiene intervention. Food Control, 21 (11), pp. 1524—1529 Naidoo, J. Will,J.(2009). Foundations for Health Promotion . Edinburgh : BailliereTindall Elsevier. NHS Hand Hygiene Campaign (2009). Consequences of poor hand hygiene and the importance of handwashing. http://bit.L/lgeQNgQ ( Accessed 21,April 2014). Phillip, S. Anita, E. (2010). Efficacy of the theory of planned behaviour model in predicting safe food handling practices. Food Control, 21 (7), pp. 983987. Powell, D. A., Jacob, C. J. Chapman, B. J. (2011). Enhancing food safety culture to reduce rates of foodborne illness. Food Control, 22 (6), pp. 817—822. Qiang , L ., Wen, L., Jing, W. Yue,D. (2011). Application of content analysis in food safety reports on the internet in china . Food Control 22, (2) 252- 256. Quyang,H.Y. (2011). Nearly 70 percent of the respondents felt insecure about food . 2010- 2011 Reports on consumer confidence in food safety . Insight China ,1 42- 45. Rayer ,M. Scarborough, P. ( 2005). The burden of food related ill health in the UK .Community Health Journal, 59 (12) 1054 – 1057. Scriven, A. (2010). Promoting health: A Practical guide . (6th ed.). Edinburgh: Bailliere Tindall. Seedhouse,D. (2001). Health: The foundations for achievement .(2nd ed.). Chichester: Wiley Son. Stable,Joy. (2009). Caring for older Jews. Nursing and Residential Care,11(12) 621- 623. World health organisation (2012) five keys to safer keeps . Retrieved 20 , April, 2014 from // www.who int/foodsafety/publications/ consumer/en/5keys _ en pdf. World Health Organization (2013). Facts on Food safety. Retrieved 22, April, 2014, from http://www.who.int/features/factfiles/food_safety/facts/en/index6.html World health Organisation . Food safety and food illness fact sheet. Retrieved 22 , April , 2014, from www.who.int/mediacentre/factsheet/fs237/en/. World health organisation. (2002). Who global strategy for safety , safer food for better health. Yang ,K.,wooner,R.,G Matthews, T.J.(2012). Collaborate learning among undergraduate students in community health nursing .Nursing Education in Practice ,12 (2), 72-76. Yiannas, F. (2009), Food Safety Culture: Creating a Behaviour Based Food Safety Management System, Springer, New York, NY. Zablotsky Kufel, J. S., Resnick, B. A., Fox, M. A., Mcgready, J., Yager, J. P. Burke, T. A. (2011). The impact of local environmental health capacity on foodborne illness morbidity in Maryland. American Journal Of Public Health, 101 (8).

We Should Not Fear Cloning Essay -- Argumentative Persuasive Topics

We Should Not Fear Cloning    With the successful cloning of animals, many people have reacted with frightening and usually uninformed ideas about what cloning is and what researchers hope to achieve through it. Many wish to ban all cloning without even looking at the positive things that cloning will be able to provide for us in the future and with continued research. Like any new technology, people are at first afraid, but this is no excuse to abandon research that could one day save millions of people through cloned organs or give an alternative and safe means of reproduction to sterile couples. This fear has only been furthered by the media sensationalizing the advancement and tossing "Brave New World" into every headline. The uninformed also look to popular culture instead of facts to argue against cloning. Jurassic Park, Frankenstein and The Island of Doctor Moreau have shown to the majority of American the dark, evil side of cloning, which is not the aim of scientists and at present not technologically pos sible. It is obvious that we must act now and set guidelines, both ethical and legislative, but we should not ban cloning completely without further research. The picture of an amazingly rich person cloning the perfect army of soldiers or breeding a nation of subservient clones has been fed to the people through newspapers and the nightly news. What most people do not realize is that clones are not grown in a petri dish. Clones still have to be protected in a womb for nine months and be born, just like any other person. It would be far easier for an ultra rich man to produce an army or a group of slaves "the old fashion way." As a society and as humans, we should worry about the slavery and despotism that already ... ...e fears." CNNfn. 1997. http://www.cnnfn.com/hotstories/bizbuzz/wires/9702/25/cloning_wg/ (28 Feb. 1997) Glassman, James. "Should We Fear Dolly?" The Washington Post. 1997. http://washingtonpost.com:80/wp-srv/WPlate/1997-02/25/012L-022597-idx.html (28 Feb. 1997) Darrow, Siobhan. "Should we be cloning around?" CNN Interactive. 1997. (28 Feb. 1997) Scheinin, Richard. "Religion grapples with man-as-creator." Mercury Center. 1997. (28 Feb. 1997) Coghlan, Andy. "One small step for a sheep." New Scientist. 1997. http://www.newscientist.com/clone/smallstep.html (28 Feb. 1997) Concar, David. "The point of no return." New Scientist. 1997. http://www.newscientist.com/clone/comment.html ( 28 Feb. 1997) Coghlan, David and Andy Concar. "How the clock of life was turned back." New Scientist. 1997. http://www.newscientist.com/clone/comment.html (28 Feb. 1997)