Ordinary People Essays - English-language Films, Lake Forest

Ordinary People Psychology 490 Ordinary People provides a poignant and insightful look inside a family in crisis. Families come in many forms and are a complex structure comprised of individuals. When families are functioning properly, they work together toward common goals. And when families are in dysfunction, it can be a painfully detrimental experience that can either bring them closer together or drive them further apart, sometimes permanently. In terms of Walshs Dimensions, the family depicted in Ordinary People is identified through the factual element. The obvious family crisis of Buckys death has placed great strain on the family. The familys status comes into play at this point in terms of how the Mother likes to keep up appearances. She is intent on getting things back to normal if only to keep the status quo. The birth order also seems to come into play as both Conrad and his father express to the psychiatrist, Dr. Berger, that the Mother loved Bucky more because he was the eldest and first born child. From the standpoint of the individual element, each member deals with their feelings in different ways. It becomes apparent the both Mother and Conrad (initially) are incapable of dealing with their emotions. Mother glazes over her emotions so well that she becomes unable to feel love. She did not even visit her son Conrad in the psychiatric hospital the entire four months he was there following his suicide attempt. F ather overcompensates perhaps where Mother is lacking in this department. All three are using defense mechanisms in order to avoid pain or conflict. Systemically, the family is far from homeostasis. Although grief is a difficult process, it is still in fact a process, whereas the family needs to move on and adjust. This has not been able to happen perhaps because of their lack of communication. The extent of any real communication is usually an outburst. And to this end, from an ethical sense, the outburst is followed by a party symbolically walking away, representing their many unsettled accounts. They appear to stay together out of obligation more than happiness. According to McMasters Model of Family Functioning, the family must be looked at as a whole in order to understand behavior and patterns shape the behavior therein. This is mainly the problem with this family, as it seems each in acting in isolation. In this instance, the Hazardous Task Area would be in effect as a result of the boating accident resulting in Buckys death. The Jarrett family is faced with a problem of an affective nature, and I do not think they implemented any problem solving techniques. Beth was in denial that any real problem existed with her behavior and was resistant to change. From that starting point it would have been almost impossible to find solutions or alternatives. The communication was masked and indirect, at least until the end when Beth decides to leave; this is when Calvin and Conrad begin to have open and effective dialogue, complete and with expression. The Jarretts have clearly been able to master the provision of resources role, and some parts of personal development and management of family systems. However, the implementation of these areas has only been successful where the surface is concerned. It seems all emotional progress stopped when Bucky died, if it was ever truly there to begin with. The familial roles are misaligned, especially where Beth is concerned. She, as mother, is supposed to show support and nurturance but finds herself unwilling or unable to do so. Additionally, the family did not display a normal affective response to Buckys death. At his funeral, Calvin noted that Beth was more concerned with what he was wearing than with facing her loss. He also points out that neither Beth nor Conrad cried at the ceremony. Their involvement with one another seems devoid of feelings and more of an intellectual nature. In accordance with the Family Life Cycle perspective, the Jarretts are going through a major unpredictable life event. Conrad begins to seek help to deal with this emotional transition by seeing Dr. Berger. Initially he requests a pill to cure him as he, like Beth, does to want to feel anything. What he fails to realize

Ethics of Cloning

Ethics of Cloning Introduction Animal cloning became recognized as a commercial venture in 2001, with the intention to improve the quality of herds. It is one of the many ways in the field of genetics that has been used to improve and advance the quality of life. However, serious scrutiny from several advocacy groups considers the venture as a violation against fundamental environment and ethic principles.Advertising We will write a custom essay sample on Ethics of Cloning specifically for you for only $16.05 $11/page Learn More ‘Dolly’ was a sheep and the first living organism to be cloned, in 1997 in Scotland by Ian Wilmut and colleagues. This invention was associated with scientific and ethical implications hence, raised a lot of interest and concern from the public. The University of Hawaii subsequently came up with a process through which mass cloning could occur, while using mice. In both cases, somatic cell nuclear transfer was used. Scientists coined the term cloning in reference to duplication of biological material. It is important to understand that, contrary to what the media reports on cloning, with a focus on reproductive cloning, there are a variety of cloning technologies besides the production of genetic twin of an organism. This paper will give insight into the various technologies behind cloning, will help in understanding what animal and human cloning are all about, and subsequently present an exhaustively argued out ethical stand. The cloning of Dolly was received with great attention, and was seen as a theoretical possibility of human cloning. However, it was a shocking revelation that led to the proposal of various bans on human cloning. Some scholars have taken up a balanced approach based on the pros and cons of cloning and have argued out that cloning should be regulated rather than banned. This regulation would be based on one’s intention of using the cloning process because, one cannot ignore the fact that cloning is a solution for infertility, as well as, protecting endangered species (Federation of Veterinarians of Europe 4-5). It is important to understand that cloning is not associated with the production of a clone that has the same size and age as its donor, but rather, it is a form of twinning referred to as ‘delayed twining’. One great misunderstanding associated with a clone as we shall see is that which states that a clone is an exact replica of the donor, while in actual sense, this is not the case. Various types of Cloning To start with, there is recombinant DNA technology or DNA cloning, gene cloning, or molecular cloning (U.S. Department of Energy Genome Programs Para 3-4). This refers to the movement of the selected DNA segment from one organism, to a genetic factor characterized by self-replication, such as bacterial plasmid (picture below). Bacterial plasmids often play a great role in the production of multiple and similar copies of a particular gene. T his helps in generating enough material for a detailed study.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Reproductive cloning, the popular one and which continues to be a contentious topic, is a kind of cloning that involves generating an animal that has got the same nuclear DNA as its host (the donor animal). The process used is referred to as somatic cell nuclear transfer, and it was the method used to create Dolly (U.S. Department of Energy Genome Programs Para 3-5). Chemicals and electric current are used to ensure that cell division takes place. The uterus is used as the medium for gestation for a cloned embryo, once it reaches a certain stage. While in uterus, gestation continues until the clone grows and develops into a full-term fetus for birth. The cloning of both humans and animals through reproductive cloning has not been accurate enough and is at the experimentation stage. Un til now, there is no one successful human clone that has been created. There is another kind of cloning known as therapeutic/embryo cloning and this is the type of cloning where human embryos are produced for research purposes. This cloning process is apparently similar to reproduction cloning, but in this case, the embryos are not implanted into a uterus/womb, rather, they are used to produce stem cells that are useful for studying human development and treatment of diseases. Therapeutic cloning involves the use of stem cells, whose purpose is well known in relation to organ/tissue transplant. Since this paper intends to focus on human and animal cloning, it will therefore talk about reproductive and therapeutic cloning because they both seem to cover the actual purpose of this paper: human and animal cloning. Animal Cloning Cloning of animals is a relatively new technology, whose role is to breed elite animals, and replace dead ones. Even though animal cloning was previously exerc ised, it only managed to catch the public’s attention in 1997. Animal cloning in the US is far more established compared with any other nation hence, the reason why the FDA recommends consumption of products from cloned animals (The Foods Standard Agency 4). In 2002, Dolly (seen in the picture below) appeared healthy and had given birth to six healthy lambs. It is presumed that it was during the very same year that Dolly radically suffered from lung cancer and arthritis.Advertising We will write a custom essay sample on Ethics of Cloning specifically for you for only $16.05 $11/page Learn More One of the scientist involved in producing Dolly said that a problem during the cloning process might have led to her development of arthritis in the hip and knee of her left hind leg at such a tender young age. According to the BBC news, most of the cloned animals had died before birth, or had been born with severe deformities. It is because of these kinds of revelation that concerns over the health of animal clones that appear healthy, yet, may be having underlying genetic abnormalities have come up. In the case of Dolly, contrary to a sheep’s normal lifespan of 10-16 years, Dolly is said to have suffered an unforeseen and premature death. Some research says that Dolly might have been vulnerable to premature ageing (BBC News para 1-10). Dr, Dai Grove-White of the Faculty of Veterinary science at Liverpool University said that arthritis was not a common ailment in sheep, and neither was it well recognized. According to Professor Ian Wilmut, more research and data on animal cloning is required because the case with Dolly cannot be used to make a conclusive judgment. Currently, there are few quantitative studies to give a detailed analytical assessment of the health and welfare of cloned animals during their lifetime as productive organisms. Several confounding and causal factors are thought to have interfered with the assessment p rocess for the reported studies. It has been concluded that cloning is an inefficient process, associated with high failure rate with fatal outcomes (BBC News para 1-10). Farm animals, especially sheep and cattle, are mainly cloned for the purpose of preserving the breeding capacity of genetically elite animals. In addition, this ensures that loss against valuable genetic and characteristic features is insured. It is the males that are normally cloned. Sheep and cattle, followed by goat, rabbits, pigs and horses were among the first mammalian species to be cloned. Their economic importance, as well as, the well-developed assisted reproduction techniques made this possible. Pig cloning, which entails the use of worthwhile boars, helps in artificial insemination, and in evaluating the genetic quality of the pigs through a detailed analysis of the carcass. In European farms, animal breeders indulge themselves in the business of selecting parents of highest quality for the next generati on by choosing from a diverse and distinct European livestock, where the market is highly competitive.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Despite the fact that there is no practical benefit at present associated with cloning at the farm level, breeding companies are using it at the forefront of worldwide research and development (Federation of Veterinarians of Europe 5). Cloning can be expected to be a valuable process with time in as far as, the production of high value breeding lines that are useful in broadening the elite pedigree stock are concerned. The escalation in value may be agricultural, encompassing increased performance with regard to food conversion and growth rate; ameliorated health and welfare characterized by resistance to infectious disease and lowered incidence of non-infectious diseases such as mastitis; good conformation marked by reduced prevalence and incidence of disease, and aesthetic value (Federation of Veterinarians of Europe 1-8). Animal cloning is seen as a means of pet replacement, where owners can easily replace their pet animals. The use of animals or cloning however calls for respect for their intrinsic or inherent value to avoid inflicting too much suffering on them. As at the beginning, humans were given the responsibility of ensuring that they care for the animals, and this is what they ought to ensure they abide by, even during cloning (Federation of Veterinarians of Europe 6). Human Cloning There are no certain results that show that it is technically feasible to clone humans. The continued low success rates associated with animal cloning regardless of the tremendous effort put forward to alter the procedures suggest this. In addition, the failure to clone primates also proves this. Safety problems are the reason for the current prohibition on cloning. The limited success despite numerous modifications on procedures for each species, and involving many animals, has further led to this prohibition. This is because, for the cloning process to be successful with humans, it would involve producing hundreds of ova for research, and treating women with hormones that are not risk-free, and this is highly unethical. Even though preliminary animal evidence would prove to be successful, the first attempts at human cloning would be experimental. As an experimental research process, the ethical principles of human research should be looked into, before endorsing the cloning process. In 2001, a breakthrough in human cloning was realized when the Advanced Cell Technology in Worcester, Massachusetts reported to having successfully cloned human embryos through therapeutic cloning. The report on human cloning was developed six months after the President’s Council on Bioethics discussed, researched and deliberated on it. Unanimously, the council decreed that reproductive cloning aimed at producing children was not safe, and in accordance with the stipulated ethical principles of human research hence, should be banned by federal law. On the basis of the ethical principles of respect for human freedom, dignity and equality, five major categories of concern with regard to reproductive cloning were identified. These are (Iltis 72-73) Identity and individuality of cloned children Perception of cloned children as objects Prospects of new eugenics Implication on family Implication on societal values In addressing the issue of ethical principles, there is a need to understand the reasons behind cloning. Unfortunately, the media is very good at creating misunderstanding and is the facilitator for the misunderstanding on replica of a clone. Despite the fact that good reasons for cloning may be laid down, human cloning is the height of technologies. Creation of man by another man is an insult to God and for this simple reason alone, human cloning will always be opposed. The strong opposition towards cloning mainly rests on the notion that cloning is unnatural. Prior to cloning, there were medical and technological interventions revolving around human reproduction that entailed segregation of sexes and sterilization in the period o f state eugenics, artificial insemination during the 1940s and 1950s and family planning, in vitro fertilization (IVF) and related assisted reproduction technologies that included pre-implantation genetic diagnosis and surrogacy in the 1980s and 1990s, and contraception, legalized abortion, medicalization of pregnancy and birth in the 1960s and 1970s (Human genetics Alert 5-8). Compared with cloning which forces the occurrence of an unnatural reproduction event, these earlier interventions in reproduction work with, and offer solutions to sexual reproduction. The unnaturalness of cloning, conflicts with a given set of moral and social meanings thus, is strongly contested against. The element of ‘naturalness’ is perceived with positivity, while the ‘artificial’ element is considered inferior. As such, cloning, which characterized by artificialness, receives a negative attitude and reception. It is because of this very same the reason that moratoria were arti culately outlined. Most of the religious philosophers have stated their opposition against cloning, claiming that it is wrong to interfere with God’s creation. Ethics in Cloning Despite the fact that cloning may never become a globally used procedure, it is hypothetically recommended for couples that cannot either produce a sperm, or an ovum, but wish to have a child that is genetically related to either one of them without having to use sperm or ovum donors. Basing on people’s attitudes, reproduction is thought to continue being sexual, as this is much cheaper, easier and more fun. Very needy couples, those who are desperate for a child, are likely to use this method and proponents of cloning do not see the need of denying such couples this process. This is because, contrary to a majority of people’s beliefs, the cloned child would be a source of joy for such a couple (Human genetics Alert 8). The National Research Act (Pub. L. 93-348) was endorsed in 1974 as a way of protecting human subjects for use in biomedical and behavioral research. Various ethical principles were identified by the National Commission for Protection of Human Subjects of Biomedical and Behavioral Research to govern the conduct of biomedical and behavioral research. Since cloning utilizes medical procedures and technology, whose implication requires professional care due to the genetic and psychological conditions that result from such procedures, it is said to fall within the medical umbrella. The ethics of research as stipulated by the National Research Act should be carefully evaluated, and especially the role of physicians in practice. The Council on Ethical and Judicial Affairs is charged with the responsibility of determining whether; physicians should participate in human cloning, as well as the legality of the process (Office of Human Subjects Research para 1-2). The many embryos created by nuclear transfer fail to undergo a normal development process as seen Dolly’s case where 277 attempts had to be carried out. The highest published success rate of this process has been at around 5%. In a majority of experiments, the success rate is usually less than 1%, and irrespective of the many attempts, dogs or primates have been difficult to clone (Human Genetics Alert 2). loned embryos will mainly die at the early stages of embryonic development, or spontaneously abort before the full gestation period has been attained. As has been evidently discussed in this paper, despite the fact that a clone is born, most of the clones are abnormal and die almost immediately after birth, due to the various physiological and anatomical problems that vary from one species to another. The large offspring syndrome is the main problem, where clones are much larger than normal, and are mainly delivered through caesarean section. Successfully cloned animals like Dolly, are apparently healthy and capable of reproducing healthily and normally. Unfortunately, there seems to be some subtle problems that prevail in these successfully cloned animals, and that are caused by disturbed gene expression, which is likely to manifest itself as the animals continue to age (Gicquel 1338-1341; Jaenisch para 2-6). Scientists claim that reproductive cloning is associated with some benefits. For one, reproductive cloning could be used to create animals with special qualities. In this sense, mass production of drug-producing animals or animals whose genes have been modified could act as avenues through which human diseases could be studied. In addition, repopulation of endangered species, as well as animals with breeding difficulties is achieved through reproductive cloning. The gaur, a wild ox and an endangered species, gained recognition as the first endangered animal to be generated and this was in 2001. During the same year, a healthy baby mouflon, an endangered sheep species, was successfully created by scientists in Italy (Federation of Veterinari ans of Europe 5). It is obvious that reproductive cloning is not without some benefits, but the ethical issues surrounding it are equally significant. According to a recent survey in America, 64% were against the idea of cloning, and 63% said that they would not consider buying cloned food albeit safe. As indicated above, it is obvious that cloning is associated with so many benefits. However, this does not mean that cloning can be ethically approved. Cloning is a very serious issue revolving around various aspects in society like religion, which is defined by certain rules and regulations that cover the right to life, and creation. Life is precious and should not be perceived as a property or item that can be easily owned and sold. This is actually what cloning is about, since it involves objectification and co-modification of animals and humans, thereby treating them as mere machines that can be easily manufactured. Cloning is also considered to exacerbate problems affecting anima ls (Pew Commission on Industrial Farm Animal Production para 11-15). Reports made by the media on the advances involved in cloning, imply that cloning is a means of manufacturing â€Å"armies of programmed killers, copying academic geniuses or sport stars, and recreating loved ones that are already dead† (Kass 23-60). The highly held perception of human clones is that they are the exact replica of the donor organism. It is unarguably true that human clones are identical is as far as nuclear genes are concerned. However, when it comes to twinning as is the case with natural monozygotic twins, other confounding factors apart from mere identical genes are involved. A clone is different from its donor in terms of personality and character as a result of environment, and circumstances that define its life. In human cloning, there is no sharing of genomes to produce a hybrid organism and this may be fatal if the donor organism is susceptible to a certain disease as it only means th at the clone will suffer from the same. Cloning therefore should not be considered an alternative to mortality or terminal illness, because terminal illnesses are passed down to the clone. The natural process of procreation as established during creation is enough to establish a balance within the ecosystem (Kass 23-60). The ethical issue in this approach is that the clone is deprived of its autonomy. People think that a clone is the same as the cloned individual and therefore, is linked to giving the donor individual a second chance to life, while in the actual sense, this is not the case. No one person can be entirely replaced by another once he/she dies, and it is precisely for this very reason that sport stars and academic geniuses cannot be replicated through generation of clones. Despite the fact that cloning is characterized by persistence of certain genotypes and resultant phenotypic traits, it does not bring about replication (National Bioethics Advisory Commission 629-641) . Creation of a genetic twin, whose form of demarcation is an element of somatic cell nuclear transfer cloning is said to be troubling and fascinating. As indicated by Schwartz (195-206), various cultures throughout the world and as dictated by history, have enjoyed the intrigue derived from the phenomenon of identical twins. The reason for the fascination is quite easy. If a person witnesses the experience with the identical twins, it is evident that it clearly demonstrates how different these twins are, in person, as well as in personality. Observation of identical twins on the other hand makes one intrigued by the resemblance, expecting that the two identical individuals would have the same abilities and personality since according to the human intuition, body and personality are always intertwined (National Bioethics Advisory Commission 629-641). Reproductive cloning is linked to a scientifically inaccurate and instinctive fear of multitudes of similar bodies, where each body ho uses personalities that are considered to be somewhat â€Å"less unique, less than distinct, and less autonomous than the normal† (Schwartz 195-206). Identity and Individuality of Cloned Children Cloning of humans violates the freedom of uniqueness of an individual. An individual, who feels that he/she is a genetic copy of another person, may undergo intense compelling pressure to become like, or distinct from its progenitor (National Bioethics Advisory Commission 629-641). The risks that are linked to developmental abnormalities in cloned organisms have led to the preclusion of cloning for the time being. Even with homozygous twins, who share the same genes, they are distinct and not identical and therefore, each person has the right to a unique unrepeated genome. Lack of autonomy is associated with limited life choices resulting from constrain from self, and expectation from others (National Bioethics Advisory Commission 629-641). There is a strong fear that human cloning i s associated with a less-than-autonomous child. This is because; creation of cloned soldiers has led to a diminished physical individuality and psychological autonomy. The misplaced belief of cloning has actually made people to believe they can determine behavior and personality hence are able to produce â€Å"armies of co-operative workers, beatific saints, or crazed soldiers† (Kass 3-17). Human cloning is feared to be more or less like an art because the total genetic blueprint of cloned individuals is pre-selected and pre-determined. In this light, human cloning disregards God’s status as the creator and the process of creation is seen, as another man-made activity. The ideal idea of parenting is that which appreciates both the differences and similarities between the parents and their children. This kind of parenting is associated with care and teaching, which leads to general, as well as serendipitous developments in their children. When someone seeks a clone, his mentality of a child is misplaced since the parent-clone considers the child-clone as an exact copy of him/herself and will not appreciate the distinctness that comes with it. As opposed to good parenting which is characterized by a strong parent-child relationship, cloning is fundamentally at odds with unconditional â€Å"love, acceptance and openness, all of which are characteristics of good parenting† (Kass 23-60). It is evident that parenting exercises some form of control over off springs through varied means such as contraception, but reproductive cloning on the other hand is seen to have total specific control over not only a child’s development, but his/her genome as well. This makes the reproduction cloning process to be seen as a manufacturing process. Cloned children are generated based on the donor’s choice and purpose, hence are synonymous to manufactured objects which are produced to serve an intended purpose. On the other hand, procreation gives rise to very unique beings with certain skills that are special to every individual. Despite the fact that cloning may act as a solution to childless parents, the cloned child can never measure up to a child that is as a result of procreation. Human and animal cloning, are not in accordance with the natural law of creation. Human beings have taken it upon themselves to create, which according to religious ethical decree, is not acceptable. God is, and will always be the sole creator. Critics of cloning believe that cloning is a means of playing God. According to Kass’ argument, genetic novelty and uniqueness that is apparent with sexual reproduction is very crucial. This is because; a sexually produced child is free from various setbacks revolving around a cloned child such as societal discrimination, and a feeling of being misplaced in the society. The sexually produced child on the other hand demands respect and equality from other people, and is not seen as some objects th at should function as expected (Kass 17-26). Psychosocial Harm Human cloning is considered to bring about psychosocial harm to individuals in relation to their autonomy. A clone from an individual with known genetic ‘predispositions and conditions’ is perceived to possess the same ‘predispositions and conditions’ (National Bioethics Advisory Commission 629-641). Unfortunately, what people do not realize is that this is a mere hypothesis that cannot be supported by factual evidence. Gilbert Meilaender (Meilaender cited in National Bioethics Advisory Commission 631) commented that: Our children begin with a kind of genetic independence of us, their parents. They replicate neither their father nor their mother. That is a reminder of the independence that we must eventually grant to them and for which it is our duty to prepare them. To lose even in principle this sense of the child as gift will not be good for children. Cloning is associated with predicted gene tic disposition based on the parent’s genetic predisposition as indicated by the National Bioethics Advisory Commission (630) and this being the case, various questions concerning the autonomy and best interests of the child born are felt unanswered. A clone-child is able to see what is expected of him/her if raised by the clone parent and as such, experiences great pressure that forces him/her to live up as per expectations. This deprives the clone child of its freedom and uniqueness in becoming what he/she is, since he/she seeks to become what the world perceives him/her to be. In an example of cloning a sports star, the cloned sports star would hope that his/her clone would be a reflection of his/her characteristics (Kass 23-60). When such a clone-child does not live up to what is expected of him/her as a sports star, he/she is considered a failure, who has not capitalized on his/her genetic gift. Despite the fact that some clone-children feel confident about their inheren t abilities, others may experience limitation on their genetic lot. Failure to perform certain tasks binds the clone-child to the abilities of their clone-parents, and this results in interference of the clone-child’s perception of self and subsequently results in escalated external pressures. Human cloning would therefore lead to destruction of the natural balance that result from natural procreation since it would psychologically diminish the unlimited potential of new human beings, and in turn exacerbate disturbing intentions for having children (National Bioethics Advisory Commission 629-641). The probability that some of the human clones are created from cells obtained from individuals, whose permission has not been sought, is a great ethical concern. If such a probability became a reality, the moral foundations of therapeutic relationships based on personal respect, trust and the physician’s fiduciary responsibility to benefit a patient would be violated. Accordi ng to Opinion 8.08 of the Council on Ethical and Judicial Affairs on informed consent, the council has stipulated that a patient should make his/her own decisions regarding the kind of treatment to be used, where procedures for reproduction are part. When informed consent is not exercised, then it only means that a physician does not respect an individual’s right to privacy and reproductive freedom (Council on Ethical and Judicial Affairs Opinion 8.08). It is because of this ethical principle that cloning should not be carried out without first receiving the consent of an individual. Reproductive cloning is a mere invention, which is at logger-heads with almost all of the ethical principles defining human research. In human cloning, there are two parties involved, the donor, and the clone. Therefore, it is important that both parties are content with this cloning process, far from the highly held and appreciated natural process of procreation. This being the case, the effect of human cloning on a child should be evaluated. Critics of human cloning are of the view that the legal and social status of cloned children has not been clearly defined. The disparity between the child’s genetic blueprint and its social identity is a threat to family stability because it is not clear as to whether the cloned child is qualified for reference as a sibling to a child born through the natural way of procreation. The cloned child’s identity is entirely endangered, since he/she is not aware of his/her identity as well. In addition, the society may undermine the clone-child and this would be an additional torture to the psychological status of this cloned child. Physical Harm Cloning is associated with potential for physical harm. Despite the fact that there are convincing cases that favor reproductive cloning, the fundamental principle of injunction as defined by medical ethics and political philosophy should be achieved. The Hippocratic canon and the Nure mberg code, 1946-49 indicate this. However, substantial risks, to the fetus and physical well being of a child that are as a result of reproductive cloning are far much more weighty, compared with the benefits associated with it (National Bioethics Advisory Commission 629-641). The Dolly reproductive technique became successful in 277 attempts. The use of this technique in humans is marked by hormonal manipulation of the ovum donor, which is a potential risk factor. The outcome on the other hand can be very serious and fatal, resulting in developmental abnormalities and multiple miscarriages. As noted by John Robertson (Robertson 810-813), a Law professor, before NBAC on March 13, 1997: The first transfer (into a uterus) of a human (embryo) clone will occur before we know whether it will succeed. Some have argued therefore that the first transfers are somehow unethical because they involve experimentation on the resulting child and no one knows what is going to happen, and one is po ssibly leading to a child who could be disabled and have developmental difficulties. According to latest research on mammalian cloning, various defects that normally occur during reprogramming of an egg will not be seen until much later in life of the produced animal clone. The incidence of Dolly is one example; she had been suffering from lung cancer and crippling arthritis before her death (Will We Follow the Sheep 69, 70-72). In other cases, the defects are hideous and go unnoticed, resulting in spectacular and unanticipated deaths. Techniques used for cloning pose as potential hazards to developing individuals. According to the Human Embryo Research Panel of the National Institutes of Health (NIH) in 1994 (1-2), the transfer of embryos into a woman’s uterus should be permitted only when, there is guarantee that no harm will be inflicted on the yet to be born child. Currently, there is no guarantee that this harm does not exist and therefore, the transfer of embryos into w omen’s uterus in not permitted. A lot of deaths have been witnessed among amphibian, lamb and mouse fetuses, and these show just how this technology does not provide certainty in as far as long-term safety is concerned. Human and animal cloning is not ethically justifiable because it violates most of the social and ethical considerations that individuals should consider when dealing with animals/people. Cloning does not respect human life, rather, based on the processes and procedures involved; it treats life like an object. In support of Zoloth’s conclusion, reproductive cloning would be abused by people since they would seek to produce a copy of their selves rather than play the crucial role of parenting a stranger to whom life has been given as stipulated by God, the divine creator. Every living being should be unique in its own special way but apparently, human and animal cloning violates this principle. This is attributed to disregard for diversity and ecosystem s urvival by this technology. As opposed to the established natural relationship between humans and nature, cloning fosters the split up from evolution, a natural process that is known to ameliorate the survival instincts of living organisms through diversity, and makes them stronger. Human cloning encourages destructive processes towards the ecosystem by deepening the alienation between two sets of species. An example is the continued destruction of the environment with the assumption that scientists would instigate the perpetuation of cloned trophy species in zoos (Andra para 5-8). Human cloning treats women as mere biological functions that provide ova and womb. This process destroys the basic relationships that are associated with the natural process of conception and delivery. The definition of parentage will totally change once human cloning becomes a success and as such, the bonds of parenthood will be radically ruptured. The element of human dignity is destroyed by human cloni ng. This is attributed to change in treatment and perception of humans from human beings to variables for experiments and test subjects that can be easily created, manufactured and destroyed (Andra, para 2). As stipulated in the Universal Declaration on Human Genome and Human Rights, human cloning is a violation against these rights. Reproduction of human beings should be a natural sexual process involving two factors (a male, and a female). However, with the invention of human cloning, it has become an asexual means of reproduction involving only one factor. This change is believed to stir up greater debate as it is feared that human cloning would reduce sexual reproduction to a manufacturing process. Human cloning does not have respect for human life, if it is to be assumed that human life begins at conception. Lawrence Nelson, an adjunct associate professor of philosophy at the Santa Clara University, supports this predisposition by implying that extracorporeal embryos are entitl ed to respect by the mere fact that they have life. Too many human embryos would be created and destroyed in the search for a successful clone. In such a case, disregard for human life is unethical as it is considered to endanger human life. However, Nelson suggests ways through which ethics can be applied in such a case. According to Nelson, respect to human embryos can be portrayed by, using the embryos as the last option for research; using the embryos for research if they have not attained the gastrulation stage by the time they are being used in research studies; not regarding the embryos as mere property, and not destroying them to pleasure (Andra para 7). In addition, the search for a successful clone in turn would not be a guarantee for a successful life since the clone is susceptible to numerous diseases that eventually result in the clone’s death. Implication on the Family Human cloning is perceived to affect the family. If a wife produces a clone of herself as a da ughter, this distorts the relationship between the father and the daughter. The introduction and endorsement of cloning therefore, is seen to interfere with the family unit. One philosopher wrote that cloning proved to be a major violation of the human nature characterized by â€Å"embodied, gendered, and engendering beings- and of social relations developed from this natural ground† (Kass 23-60). Human cloning would give rise to issues revolving around marital eligibility. In addition, courts would face difficulties trying to solve problems related to assisted reproduction. There is one particular example where a â€Å"court found a child conceived using assisted reproductive technologies to have no parents despite having eight individuals from which to choose† (In re Marriage of Buzzanca). Implication on Social Values If human cloning would be permitted across the globe, this would mean disruption to the interconnected web of â€Å"social values, institutions, pract ices† that offer support for the healthy growth and development of children (National Bioethics Advisory Commission 629-641). Human cloning would change the attitude of value towards one’s children as it would shift towards the ability of a child to meet parental expectations. Parents would love their children based on this ability, rather than for who they are. Love, loyalty, nurturing, and steadfastness are the values, which define natural parenthood and with a world of cloning, they would be replaced with avarice, vanity, and narcissism (Kass 23-60). The ability of man to produce/create living things would render him omnipotent, contrary to the highly held religious values that acknowledge God as the only omnipresent being. Human cloning would escalate the issue of scarce resources because, cloning makes use of the limited researchers and clinicians, who would be better positioned in handling more serious social and medical needs. Treating Individuals as Objects It i s feared that cloned children would be perceived as mere objects. As a mere object, one is not free to reach their full potential as individuals since they are governed by pressures resulting from other people’s desires and expectations. While talking about objectification of human beings, the paper refers to objectification as the tendency to disregard an individual’s desires or well-being. Rather, it is the control over an individual instead of engaging him/her in a mutual and respectful relationship. Alternatively, human cloning commodifies the resulting clones by treating them as commodities that can be easily bought, sold, or exchanged in a market place. Cloning, as opposed to other practices, such as genetic screening, or gene therapy, is intended to benefit the nucleus donor and not the cloned child. The other factor that makes the cloned child to be regarded as an object is due to its diminished physical uniqueness. Eugenic Concerns The use of eugenic was seen as a step towards selective breeding in agriculture. Eugenic programs oversimplify the role of genes in as far determining human traits and characteristics is concerned, yet, there is limited information on the correlation between genes and behavioral characteristics of successful and rewarding human lives. Furthermore, the minuscule information that is available indicates that an interaction between genes and the environment is essential for the development of successful and rewarding characters, and not merely due to genes as indicated by the eugenic programs. Cows are bred to increase yields, while sheep are bred to produce sheep with softer fleece, but, it would be unethical to breed superior humans. To start with, such a practice would only reveal, mankind’s lack of respect for human life and God’s role as the creator of the universe. Production of a superior human being as dictated by science fiction is something that is associated with serious consequence. The A merican public is renowned for its eugenic ideas, which were engineered by scientific and political leaders, but whose menace became a reality during a grotesque fashion in Nazi Germany (National Bioethics Advisory Commission 629-641). Conclusion This paper has said it all, and it is obvious that the risks outweigh the benefits. It is because of this great imbalance that we do not support cloning. The main objective benefits associated with cloning are solving infertility issues, and for transplantation. On the other hand, it is evident that it is incommensurate with almost all of the ethical principles. As human beings charged with the responsibility of taking care of the environment, where animals are part, we should see to it that the animals are not subjected to intended pain. An evaluation of cloning, being among the many laboratory procedures involving animals, has led us to believe that it is ethically and morally wrong to clone animals, considering reproductive cloning, and therapeutic cloning. Dolly, being the first animal to go public in relation to cloning, was also the reason for the stirred up debate about ethics of cloning. Physical endangerment is among the various health and safety concerns that arose from this debate. It is true that technology improves our standards of living, and quality of life, but it is also worth noting that it should not be at the expense of other creatures, the embryos, which even though undeveloped, should not be subjected to intended pain. The fact that animals cannot speak does not give humans the right to treat them in a cruel manner either. It is important to understand that technology is something which is readily accepted and embraced, but when it tends to produce something that is entirely different from the usual, it is then that it faces resistance, as is evident in this case of cloning. It is because of this very reason that cloning has stirred up strong feelings and has become such a contentious debate. We are of the opinion that cloning is associated with serious risks, which not only affect the clone but the donor as well. The case of Dolly, even though is considered inconclusive by some scientists, shows the challenges associated with cloning. To start with, too much life is wasted in the numerous attempts carried out. This proves just how cloning disrespects human life. Furthermore, the eventual birth of a clone does not guarantee absence of genetic mutation, which can be very fatal in the long-run. The birth mother on the other hand may suffer from miscarriages, and the ovum donor may suffer from ovum donor hormonal manipulation. A cloned individual is not free, because this element has been indirectly deprived from him/her due to expectations from society. The various issues raised by cloning makes it impossible for this technology to sail through. It is only until when the benefits of cloning will outweigh the risks associated it that it will be appropriate for physicians to pa rticipate in human cloning. As at now, it is not safe to reproduce children through human cloning because of the highly risky procedures involved as have been discussed in the paper. Regardless of resolved techniques and procedures, weighty concerns will continue to linger around the use of this technology on society and the individual due to anticipated negative effects. Despite the need for more research, it is impossible to imagine that ethical principles will continue to be greatly violated, because for accurate results to be finally obtained, life will not be accorded the respect it deserves. In addition, the society perception of a clone may be difficult to change. As the final word with regard to cloning, it is an extra-ordinary kind of technology that can be considered to be the epitome of man’s intellectualness. However, it is important to realize that it is not right to compete with God for one because; this technology is seen to mimic God. Worse is the fact that hu man cloning will transform creation into a manufacturing process, and violate all the principles that are associated with it. The IVF procedure has already played a very essential role in addressing infertility issues. We think that human cloning will destroy many values that have been amongst us since time in memorial. Therefore, it will only be fair if a continued ban on it prevails. Andra, Picincu. â€Å"The Human Cloning Debate.† Ground Report, 2008. Web. BBC News. â€Å"Animal Cloning: What is the future?† BBC, 4 January 2002. Web. Council on Ethical and Judicial Affairs, American Medical Association. â€Å"Opinion 8.08: Informed Consent.† Code of Medical Ethics: Current opinions and annotations. Chicago, IL, 1998. Federation of Veterinarians of Europe. Animal Cloning. Brussels: FVE, 2009. Gicquel, Christine, et al. â€Å"In vitro fertilization may increase the risk of Beckwith- Wiedemann syndrome related to the abnormal imprinting of the KCNQ1OT gene.â⠂¬  American Journal of Human Genetics 72.5 (2003): 1338-1341. â€Å"Human genetics Alert.† Reproductive Cloning: Ethical and Social Issues, January 2004. Web. Iltis, Ana S. Research Ethics. New York: Routledge, 2006. In re Marriage of Buzzanca. The appellate court, 1993. Jaenisch, R. The biology of nuclear cloning and the potential of embryonic stem cells for transplantation therapy. Background paper for the President’s Commission on Bioethics, 2003. Web. January 2011. Kass Leon R. The Wisdom of Repugnance. In The Ethics of Human Cloning. Washington ,DC : AEI Press, 1998 : 3-59 . Meilaender, G. Remarks on Human Cloning to the National Bioethics Advisory Commission. Testimony presented to the National Bioethics Advisory Commission, March 13, 1997. National Bioethics Advisory Commission. â€Å"Report on Cloning by the US Bioethics Advisory Commission: Ethical Considerations.† Human Reproduction Update 3.6 (1997): 629-641. National Institutes of Health, Report of the Human Embryo Research Panel. Bethesda, MD: National Institutes of Health, 1994. Office of Human Subjects Research. The Belmont Report: Ethical Principles and Guidelines for the protection of human subjects of research. The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 18 April 1979. Web. Pew Commission on Industrial Farm Animal Production. Putting Meat on the Table: Industrial farm animal production in America. A Project of the Pew Charitable Trusts and Johns Hopkins Bloomberg School of Public Health, 2008. Web. Robertson, J. A Ban on Cloning and Cloning Research is Unjustified. Testimony Presented to the National Bioethics Advisory Commission, March 14, 1997. Santa Clara University. The Ethics of Human Cloning and Stem Cell Research. Markkula Center for Applied Ethics, 11 January 2002. Web. Schwartz, H., The Culture of Copy. New York: Zone Books, 1996. The Foods Standards Agency. Animal Cloning and Implications for the Food Cha in: Findings of Research among the General Public. COI, 2008. Web. U.S. Department of Energy Genome Programs. Cloning Fact Sheet. Human Genome Program, 11 May 2009. Web. â€Å"Will We Follow the Sheep?† Time, 10 March 1997; p. 69, 70-72

Word Choice Continuous vs. Continual - Proofeds Writing Tips

Word Choice Continuous vs. Continual - Proofeds Writing Tips Word Choice: Continuous vs. Continual Continuous and continual are sometimes used interchangeably, but these words are not actually synonyms. Confusion is understandable, though: both continuous and continual come from the verb continue, and both are adjectives related to duration. There is, however, a subtle difference in their usage. Read on to learn more. Continuous (Without Interruption) The word continuous is an adjective that describes something as ongoing and uninterrupted. It is usually used when referring to a duration of time: The continuous sound of our neighbor’s clog dancing drove us mad. Continuous can also describe an uninterrupted spatial span: The Maginot Line was a continuous stretch of concrete fortifications. Continuous is the more common of the two words were examining, so it is more likely you will need this in most situations. Continual (Repeatedly) The adjective continual means that something happens repeatedly at intervals, rather than as one long, uninterrupted event. It would be used in a sentence like this: Peter hated the continual storms that blighted his childhood on the plains. This sentence refers to storms that occurred frequently and repeatedly, but there wasn’t one continuous, ongoing storm that lasted the entire length of Peter’s childhood. Continuous or Continual? Knowing the difference between these adjectives means that you will be able to use them with confidence in your writing. The basic facts to remember are: Something which is continuous happens without interruption. Something which is continual recurs, but with breaks between occurrences. If you would like some more guidance and advice about academic writing, or would like to have your own work checked through for errors and formatting, get in touch with the professionals at Proofed today!

History of the Mayan Culture based on remains found by archaeologists Research Paper - 1

History of the Mayan Culture based on remains found by archaeologists - Research Paper Example nt Mayan culture in the light of the available records discovered by their predecessor archaeologists for comparing the facts and figures related to the distinguished civilization under consideration. Although no authentic written record is available portraying the exact picture of pre-history Mayan, the relics estimate the very fact that the ancient civilization of the Mayan region existed somewhat between 200 BCE and 800 CE in Mexico and its adjacent areas situated in North America geographically in the north east of the Pacific Ocean (Forrest, 2004:7). Consequently, only contextual analyses could be made in order to define the domestic life, community organization, trade and business and political structure of Mayan civilization in the light of figures and ancient writings (Marcus, 172). In addition, Keen & Haynes (2004:52) also endorse the estimation that the region of Mayan culture encompassed present day Belize, and parts of southern Mexico, Guatemala, El Salvador and Honduras, where the community experienced highest influential political and economic position and esteem from 200 to 900 CE in comparison to its neighboring areas. Although less than 1% or so is known to the p resent world about the Mayan people (Keen & Haynes: 53), yet the relics demonstrate that the individuals belonging to that era were highly educated, cultured and civilized ones, who had command over mathematics, geometry, astronomy and other disciplines and their rules. Their architecture reveals the very fact that the Mayan people used to construct buildings in a symmetrical way, according to mathematical rules and formulae; the same could also be witnessed by critically examining the pyramids and edifices constructed by them in ancient times (Joralemon, 60-61). They also maintained knowledge of astronomical and astrological principles, and observed the same while constructing the directions of their houses, temples, political set ups and cultural centers. While taking the religious

Advertisement Analysis Essay Example | Topics and Well Written Essays - 500 words - 2

Advertisement Analysis - Essay Example Various advertisement strategies appeal differently to the consumer. It is important to choose an advertisement strategy that will go in line with the product being advertised. A good example of an advertisement strategy is the one that make use of the Rhetorical Triangle to best appeal to the consumers. The three components of Rhetorical Triangle that are out into consideration in regards to appeals made by the advertiser  include Ethos, Pathos, and Logos. In order to appeal to a large pool of clientele, the message intended for advertisement has to meet specific specifications. The message has to originate from the sender pass through suitable channel to the intended audiences. When considering advertising, it is essential to take into consideration the product being advertised. This is because a different products appeal to the consumer’s in diverse ways. The reason behind applying strategies that will result to bringing more clients is for the enterprise to attain big ma rket share coupled with evading stiff competition. This is especially from the same players whereby due to employee retention predicament may lead moving of employees to the already established corporation. The application of Rhetorical Triangle is significant because it enhance advertisement appeal to the intended consumer. Hausman, Daniel M., and Brynn Welch. ""Debate: To Nudge or Not to Nudge*."Debate: To Nudge or Not to Nudge. N.p., n.d. Web. 23 Mar. 2014.

Jean Piaget Essay Example for Free

Jean Piaget Essay Jean Piaget is often quoted to have pioneered research in cognitive development (Hayes, 1998). The constructivist theory is a subset of the cognitivist theories. It is based on the learner –centred theories that emphases on the need to provide learners with responsibility for directing their own learning experiences. Schemata, assimilation and accommodation are some of the primary concepts in understanding the Constructivist theory of cognitive development. The other central features apart from three principles are the notions of equilibration and disequilibrium. This essay will briefly define the principles of schemata, assimilation and accommodation. It will also explain the importance of equilibration and disequilibrium in cognitive development. Schemata according to Dembo (1991) are cognitive structures that are formed through the obstruction of one’s earlier experience. It is stated that children are born with very f few innate schemata and that they keep on creating new ones as they interact with the environment. Hayes (1998) adds that schemata should be understood as â€Å"a theoretical construct which is generally understood as the being an internalized representation of the world, or at least some part of the world. † p. 473. Schemata therefore relate to specific bit of activity, and summarises the stored knowledge and experiences related to such an activity. All human thinking is centred on schemata that develop throughout an individual’s life through the process of adaptation. Adaptation involves organisms responding to the changes in their respective surroundings and situations. In essence, adaptation is achieved through assimilation and accommodation. The principle of assimilation refers to a process of making sense of the experiences and perceptions by fitting them into previously established cognitive structures. In other words, what is perceived by a person is altered so that it fits present cognitive schemata (Gage, 1998). Assimilation is said to have occurred when a person perceives a new event or object in terms of an n existing schemas. That is to say, person applies any mental structure that is available to assimilate a new object or event and actively seek to utilize this newly acquired mental structure. On the other hand, the theory of accommodation simply refers to the process of changing internal schemata to provide consistency with external reality. It happens when existing schemas are modified or new ones are created to account for a new experience. According to Borick and Tombari (1995) if a person succeeds in changing the existing schemata in order to understand a new event, object, information or experience is said to have undergone the process of accommodation. From it can therefore be inferred that accommodation influences assimilation in a certain way and vice versa. As a reality is assimilated, structures are accommodated. Cognitive development is a lifelong process that involves the creation and/or the development of schemata through the operation of principles explained above. The term that explains the operation of assimilation and accommodation, which can occur concurrently is called the process of Equilibration. Equilibration is defined as â€Å"the biological drive to produce an optimal state of equilibrium between people’s cognitive structures and their environment† (Duncan, 1995 as cited on http://www. coe. uga. edu/epiltt/pigeat. htm ) . It is an attempt to bring about a state of equilibrium between the other three factors and is very vital for cognitive development. It involves assimilation and accommodation (Russell, Jarvis Gorman, 2004). This process is very significant because it is through equilibration that people develop their cognitive structures. This occurs as people conduct themselves in logical internal mental structures that allow them to make sense of the various phenomena in their surrounding environment. When the external reality does not match with the logical internal schemas or say when disequilibrium occurs, equilibration is there to come forth so as an effort to bring balance between assimilation and accommodation. In this way, organisms develop sophisticated schemas. McLeod (2009) as cited on http://www. simplypsychology. org/piaget. html points out disequilibrium connotes an unpleasant state when new information cannot be fitted in the existing schemata. O’Donnel (2006) states that the theory of equilibration is important to the learning process. It suggests the need to stimulate conceptual change in someone by challenging students existing concepts in an effort to create cognitive disequilibrium. Students in turn strive to restore equilibrium there by acquiring new knowledge and skills for understanding the world or subject matter in a lesson. Teachers should be able to engage students into unfamiliar areas in order to for them to learn. It suggests that students do not require studying things that they already know but that they can also accommodate new information (Dembo, 1991). However teacher need not to let learners over assimilate because it turns out boring. They should also not over accommodate students beyond their cognitive growth. In this ca se, it can be understood that equilibration is vital to the development of a child’s cognition as well as to the teaching and learning process. Furthermore, the notion of equilibration is important because it indicates that learners are active thinkers who can understand the world on their own. Therefore teacher need to involve students in the learning processes and only act as facilitators in constructing knowledge. The understanding of the constructivist theory with the understanding of how equilibration works has led to emergence of teaching methods such as discovery methods. Teachers can create deliberate disequilibrium in students by asking questions about some illogical statements made by the Lerner. As the learner reconciles his or her disequilibrium, their cognitive capacity develops. In conclusion, this paper has defined schemata as cognitive or mental structures that relate s to specific bit of an activity such as schemata for an object like a tree or more abstract notion like democracy. Jean Piaget contended that all thinking is centred on schemata (Hayes, 1998) and the number of a person schema continues to be constructed throughout a person’s life through the principles of assimilation and accommodation. It has also been noted that the operation 0f these two principles constitutes the notion of equilibration. Equilibration is very important because it is the impetus for cognitive development that makes individuals acquires higher order thinking skills to adapt to the ever changing surrounding. It is through equilibration that people explore the environment and make mental representation of reality. This is so because equilibration improves the sophistication of schemas to create a mental representation of reality.

European History - The Spread of Christianity :: European Europe History

The Spread of Christianity The spread of Christianity overtime replaced the old warrior religion changing the way of life, and at the giving it new meaning. With the coming of Christianity a hope for poets also came about. As the conversion of Ireland to Christianity took place a new era known as Ireland's Golden Age began to take over. Christian munks worked hard preserving literature of the ancient world and works of popular culture. Due to the rapid growth of Christianity the Anglo-Saxon's were given a common faith, a common system of morality and right conduct, linking England with Europe. Anglo-Saxon religion was based on ethics. It was the earthly values such as bravery, loyalty, generosity, and friendship that Anglo-Saxon life was based upon. The Anglo-Saxon religion derived from Germany and was very similar to Scandinavian mythology. They had gods for any and everything that all played important roles in everyday life. Symbols like the dragon and the swastika are also a part of the religion that can't be forgotten. In 432 Celtic Ireland was converted to Christianity by Patricius. Patricius, a Romanized Briton became a bishop and gradually started converting people to Christianity. It was when the rest of Europe sank into constant warfare confusion, and ignorance that Ireland experienced a Golden Age. In Ireland Christianity was said to have, "burned and gleamed through the darkness", in the words of Winston Churchill. If it hadn't been for the Irish missionaries that converted the Anglo-Saxon kings and the constant reemergence of Christianity in Britain, even king Alfred might have failed to unify the Anglo-Saxons . The Anglo-Saxons fought hard under Christianity and Alfred to protect their people, their culture, and their church from the Danes. Eventually Christianity took over and the old warrior religion was forgotten. In the Anglo-Saxon world poets could only hope that heroic deeds would be enshrined in the society's memory. Christianity on the other hand brought them new hope. Monasteries were for learning, and preserved Latin, Greek, and popular literature. Day and night the church had the munks copying manuscripts by hand completely silent. If it hadn't been for the coming of Christianity the literature of the ancient world and the literature of popular culture would be nonexistent.

Pampered Child Book Review

Mamen also identifies he â€Å"symptoms† of the pampered child that mimic those of genuine emotional, behavioral, and psychiatric disorders and explains the dangers of misdiagnosis. While reading this book many things were brought to my attention, it connected to many related topics that were discussed in my child development course. Some topics that were related were; how to care and nurture children, disorders in children, and mainly how to control children's emotions.In my child development course my professor made it very clear to us that when caring for a child â€Å"parenting† is a very important factor in a child's life. It has also been suggested that parents most definitely matter. â€Å"In fact we are the most powerful instruments of change in a family. † There was only a small section the book where it talks about parenting. Which I thought was a little downfall for parents reading this book. There is a bigger section in the book about disorders. In my child development course we took quite a decent time going over several disorders.One specific disorder that was mention in the book was anxiety. When reading over this section of the book I was very connected to what I have learned in my course about anxiety. In the book, Mamen entions that there are three compents to anxiety which include; physiological which deals with your autonomic nervous system, cognitive which is through yours thoughts and behavioral which is related to avoidance. When looking back to my notes from class these 3 components are also mentioned.Mamen also talks about different types of anxiety, which was also talked about in my course. Stranger anxiety and separation anxiety are very common in infants and toddlers. Another topic in the book that I connected to my child development course was the section about temper tantrums. â€Å"Temper tantrums are not fun! As Mamen states that temper tantrums are not fun I can relate to my professor stating the same. The book mentions that there are two types of tantrums one being a temperamental and the other manipulative.Mamen states how to react to each of these tantrums. Just as I was reading I remembered my professor stating to â€Å"never give in† during a manipulative tantrum. The book states the same. Mamen states in her writing when dealing with manipulative tantrums, â€Å"that you must stay consist, if you're not consist you will never see the end to these tantrums. † One negative that I thought while reading about isorders she didn't explain how to deal with temperamental tantrums as well.She discussed the differences but when looking back to my notes, I noticed that my professor stated that you must â€Å"remove the cause† when dealing with temperamental tantrums. I thought Mamen could have had something along those lines while discussing temperamental tantrums. I thought that these two topics, anxiety and tantrums is where I felt connected to what I have learned th roughout my child development course. I believe that the book correlated very well with the information that I learned about each of these two topics.All in all, Mamen is very descriptive in her writings about each topic that she discusses. While reading I was very engaged in each of her topics. I did find that her topics about tantrums and disorders were very affected on how to cope with each of them. I would definitely rate this book as being useful. I would recommend it to any parent or professional trying to cope with â€Å"pampered child syndrome. † Mamen does an effective way on not only how to recognize this syndrome but also how to manage it.

Lovelace Happy Feet

Every Emperor Penguin sings a unique song called a â€Å"heartsong† to attract a mate. If the male penguin's heartsong matches the female's song, the two penguins mate. Norma Jean, a female penguin, falls for Memphis, a male penguin and they become mates.They lay an egg, which is left in Memphis' care, while Norma Jean leaves with the other females to fish. While the males struggle through the harsh winter, Memphis briefly drops the egg.The resulting chick, Mumble, has no vocal talent, but can tap dance. Nevertheless, he is enamored with Gloria, a female penguin who is regarded as the most talented of his age. One day, Mumble encounters a group of hostile Skua, with a leader who is tagged with a yellow band, which he claims to have been from an alien abduction.Mumble narrowly escapes the hungry birds by falling into a crevice.Years later, an adult Mumble is now an outcast who is frowned upon by his elders. After being shunned during the graduates' song, he is attacked by a leo pard seal. After escaping, he befriends a group of Adelie Penguins called â€Å"the Amigos†, who embrace Mumble's dance moves and assimilate him into their group.After seeing a hidden human excavatorin an avalanche, they opt to ask Lovelace, aRockhopper Penguin, about its origin. Lovelace has the plastic rings of a six pack entangled around his neck, which he claims to have been bestowed upon him by mystic beings.For the emperor penguins, it is mating season and Gloria is the center of attention.Ramon tries to help Mumble win her affection by singing a Spanish version of â€Å"My Way†, with Mumble lip syncing. When Gloria sees Ramon behind Mumble's back, she becomes angry and turns away. As a last resort, Mumble begins tap dancing in synch with her song.She falls for him and all the youthful penguins join in for singing and dancing to â€Å"Boogie Wonderland†. The elders are appalled by Mumble's conduct, which they see as the reason for their lean fishing season .Memphis begs Mumble to stop dancing, for his own sake, but when Mumble refuses, he is banished.Mumble and the Amigos return to Lovelace, only to find him being choked by the plastic rings. Lovelace confesses they were snagged on him while swimming off the forbidden shores, beyond the land of the elephant seals.Not long into their journey, they are met by Gloria, who wishes to join with Mumble as his mate. Fearing for her safety, he ostracizes Gloria, driving her away.At the forbidden shore, the group finds a fishing boat. Mumble pursues it solo to the brink of exhaustion.He is eventually washed up on the shore of Australia, where he is rescued and kept at Marine World with Magellanic Penguins. After a long and secluded confinement in addition to fruitlessly trying to communicate with the humans, he nearly succumbs to madness. When a girl attempts to interact with Mumble by tapping the glass, he starts dancing, which attracts a large crowd.He is released back into the wild, with a t racking device attached to his back. He returns to his colony and challenges the will of the elders. Memphis reconciles with him, just as a research team arrives, proving the aliens to be true. The whole of the colony, even Noah, engages in dance.The research team returns their expedition footage, prompting a worldwide debate. The governments realize they are overfishing, leading to the banning of all Antarctic fishing. At this, the Emperor Penguins and the Amigos celebrate. In the final scene, a baby penguin is seen dancing next to Mumble and Gloria, revealed to be their son Erik in Happy Feet Two.

Never Too Late for an Online MBA Essays

Never Too Late for an Online MBA Essays Never Too Late for an Online MBA Essay Never Too Late for an Online MBA Essay It’s often said that it’s never too late to chase your dream; and nowhere is this truer than when it comes to education. Some people are able reach their educational goals early on in life – heading straight to college and even graduate school immediately following their high school graduation. But there are others for whom this normally accepted schedule does not make any sense. The evolution of a career or family commitments may push off the desire for a degree; a desire that may be revisited later in life. Luckily, for those who desire to pursue their degree later on in life – even an MBA – can pursue that degree online, eliminating the logistical constraints of juggling career and family and driving to a campus to attend classes several times a week. Today, non-traditional students – such as adult students who are already engaged in a career and other responsibilities – can pursue an online MBA from the comfort of their own home. With an online MBA program students can logon to virtual classes where they can complete the reading and other assignments along the same schedule as more traditional classes; the difference, of course, is that students can set their schedule to accommodate their other responsibilities instead of trying to fit travel and classes in to an already busy day. With careful planning and a commitment to this new phase in their lives students can earn their online MBA and realize their educational dreams no matter what the stage of their lives.

Sadistic Killer and Rapist Charles Ng

Sadistic Killer and Rapist Charles Ng Charles Ng and Leonard Lake rented a remote cabin in the 1980s near Wilseyville, Calif., and built a bunker where they imprisoned women and used them as sex slaves, torturing and murdering them, their husbands, and children. When the spree ended, police connected Ng to 12 murders, but they suspected that the real number was closer to 25. Ngs Childhood Years Charles Chi-tat Ng was born in Hong Kong on Dec. 24, 1960, to Kenneth Ng and Oi Ping. He was the youngest of three children and the only boy. His parents were thrilled that their last child was a boy and showered him with attention. Kenneth was a strict disciplinarian and kept a sharp eye on his son, constantly reminding Charles that a good education was his ticket to success and happiness. But Charles was more interested in martial arts so he could follow in the footsteps of his hero, Bruce Lee. Charles attended parochial school, and Kenneth expected him to do all his assignments, study hard, and excel in his classes. But Charles was a lazy student and received low grades. Kenneth found his sons attitude unacceptable and got so angry that he beat him with a cane. Acting Out At 10, Ng became rebellious and destructive and was caught stealing. He disliked Western children and attacked them when their paths crossed. When he started a fire in a classroom while playing with off-limits chemicals, he was expelled. Kenneth sent him to boarding school in England, but he was soon expelled for stealing and shoplifting and sent back to Hong Kong. College in the U.S. lasted one semester, after which he was convicted of hit and run driving but, instead of paying restitution, lied on his enlistment application and joined the Marines. In 1981 he was jailed for stealing weapons but escaped before trial and fled to California, where he met Lake and Lakes wife, Claralyn Balazs. He lived with them until Ng and Lake were arrested by the FBI on weapons charges. Ng was convicted and sent to the penitentiary in Leavenworth, Kan., while Lake made bail and went into hiding at a remote cabin in Wilseyville in Californias Sierra Nevada Mountains. The Ghastly Crimes Begin After Ngs release from prison three years later, he reunited with Lake at the cabin and they began living out Lakes sadistic, murderous fantasies, killing at least seven men (including Lakes brother), three women, and two babies in 1984 and 1985. Authorities believe the number murdered is much higher. The spree ended when Ng and Lake were seen shoplifting a bench vise at a lumberyard to replace one they had broken torturing their victims. Ng fled; Lake was stopped in a car registered to one victim with the drivers license of another victim. He was arrested and, during a break in interrogation, committed suicide after writing down his and Ngs real names. Police continued investigating. They found the cabin in Wilseyville and gruesome evidence of the murders: charred body parts, corpses, bone chips, weapons, videotapes showing sexual abuse and rape, bloody lingerie, and a bed with restraints. They also found Lakes diary, which detailed acts of torture, rape, and murder he and Ng had performed in what he referred to as Operation Miranda, a fantasy that centered on the end of the world and Lakes desire for sexual slaves. Investigators also found a bunker built partially into a hillside with a room designed as a cell so whoever was in the room could be watched and heard from an outer room. Complete details of the tapes contents were never disclosed. A Long Legal Battle Ng was charged in the U.S. with 12 counts of murder. He was tracked from San Francisco to Chicago, Detroit, and finally Canada, where he was arrested for robbery and attempted murder committed in that country. After a trial he was imprisoned and, following a six-year, $6.6 million legal battle, was extradited to the U.S. in 1991. Ng and his lawyers used a variety of legal tactics to delay his trial, but it finally began in October 1998 Orange County, Calif. His defense team presented Ng as an unwilling participant in Lakes sadistic murder spree, but prosecutors introduced cartoons Ng had drawn depicting murder scenes in the Wilseyville cabin in details that a nonparticipant wouldnt have known. They also produced a witness who had been left for dead in the killing spree but survived. The witness said Ng, not Lake, had attempted to kill him. Fast Decision From the Jury After years of delays, tons of paperwork, and millions of dollars, Ngs trial ended with guilty verdicts in the murders of six men, three women, and two babies. The jury recommended the death penalty, and the judge imposed it. As of July 2018, Charles Ng was on death row in the California Department of Corrections and Rehabilitation, continuing to appeal his death sentence. Source:  Justice Denied: The Ng Case by Joseph Harrington and Robert Burger  and  Journey into Darkness by John E. Douglas

Multiple Intelligences Essay Example | Topics and Well Written Essays - 2000 words

Multiple Intelligences - Essay Example Multiple intelligences developed by Howard Gardner have a great impact on education process explaining the ways of thinking, problem-solving and logic. Typically these skills cross the disciplines and include such things as communication, collaboration, information management, and higher-order thinking skills such as problem solving. These types of outcomes cannot be measured by written tests; they require performance measurement. Educators who assess by performance believe that being able "to do" is parallel to saying that a student has really learned something, rather than simply memorized it. The impact and role of intelligences in education was widely discussed in the literature during 1980s. The first attempts to define and explain this process made by Alfred Binet (1900) who tried to create a measure to predict which youngsters would do well in the primary grades of Parisian schools (Kagan and Kagan 1998). In the mid-1980s, Howard Gardner challenged the belief that IQ was fixed with his work at Harvard University, which was explained in his book Frames of the Mind (1985). He hoped to see society move from testing people to growing people, by focusing on the diverse ways people develop skills important to their lives. He redefined intelligence as the ability to solve problems and fashion products that are valued in a culture or community. His research showed intelligence as more complex, more diverse, and less fixed than originally thought. Garner (1985, 1997) and Sternberg (1985) have argued for specific, multiple domains of intelligence. Today, intelligence is being more broadly conceptualized and defined (Kagan and Kagan 1998). At the beginning of the 21st century, researchers applied Gardner's Theory to instructional technology and distance-based education, to different learning strategies and learning environments. For instance, Milheim and Osciak (2001) examine advantages and benefits of multiple intelligences within online learning environment and come to conclusion that it "can provide multiple avenues for learning based on an individual's preferred style regardless of the discipline or the geographic dispersion of the intended learners" (4). Another layer of literature examines practical application of multiple intelligences in different fields including leadership and employees training, physical education and gifted children. For instance, Kernodle and Mitchell (2004) analyze the benefits of multiple intelligences in teaching tennis at the secondary level or in a college. They find that "offering a variety of activities that enhance different intelligences also helps students who are weak in certain intelligences by giving them the opportunity to improve themselves in those areas" (32). Some researchers examine the role of multiple intelligences in development of gifted and talented children (Fasko 2001); identify sex difference in learning process and perception in children (Furnham and Ward 2001). They find that the role of the teacher is acknowledged in this perspective but only in the context of co-constructing meaning for content and skills. Thus, Kagan and Kagan (1998) admit that this is still the realm of procedural thinking. The