The Evolution of Racial Inequality free essay sample

Larrin History 105-14 March 13th 2013 The Evolution of Racial Inequality On a day to day basis, humans interact with one another, despite of their race or ethnic descent. However, that is not the way it has always been. Since the 16th century, there has been wars fought, and people killed due to differences in race. Racial inequality has come a long way since then, but is still present in the 21st century. Most societies deny that racial inequality is still present today, but the fact of the matter, it is. The term â€Å"race† is used to define a single human being. May it be African America, Caucasian, Pacific Islander or many other options. On job applications, doctor and dental forms, college applications and many other forms of documents, society is forced to check a box that identifies them. The question of the matter is what does it matter? The term â€Å"race† came from racism itself. We will write a custom essay sample on The Evolution of Racial Inequality or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Dating back to the 16th century segregation has played a key role in history. Not only for the United States, but worldwide. When societies began to see differences in cultures, such as having that different skin color, different foods or different languages, the different communities formed hatreds for others who were labeled as â€Å"different†. This began the racist movement that we still see today. Groups began having different names or titles which is now considered a race of people. Since the sixteenth century, race and racial inequality has changed in multiple ways. For example, in 1904 the European powers began taking over southern Africa where the ethnic group Herrera’s resided. The Europeans began moving the Herrera’s to concentration camps to kill them, all for land. In the 1940’s Hitler wanted to form a new order of Nazi Germany. He did this by forcing the Jewish, African Americans, and any other race that was not European or at the least resembled European decent to concentration camps. Just like the Herrera’s the majority of those placed in these camps were killed. However, Hitler did not do this for power or land; he did this to form a perfect land. He wanted everyone to be what he considered perfect, white, blonde, and had blue eyes. Jumping over to America, slavery of the African American race and sometimes the Indian race, were shipped to America in the 16th century and up until the 19th century, these people were forced to work. Unlike the European power, America’s goal of this group was not to exterminate them, but to use them as work. The African Americans had many rules and restrictions that prevented them from living a normal and equal life as the whites. We also forbid them from displaying for sale at the market or from carrying to private houses for sale of any commodity, was on rule for the slaves that was established under Code Noir. Slavery was made illegal after the American Civil war in the 1860’s. However, The climax of the history of racism came in the twentieth century. This is due to those of different ethnic backgrounds trying to become civilized in society. Crime rates shot up and police brutality rose with aim to those whose race was of African descent. Those races had a nearly impossible time getting jobs which meant they had to live in poor communities. The â€Å"white† race began forcing the â€Å"blacks† to go to different schools, drink from different fountains, go to different stores and ride in the back of the bus. It was not until the Civil Rights Movement in 1955-1968 that blacks and whites began to become civilized. As one can see, racism has manifested itself into world history playing a key role in major wars fought, protests, and mass exterminations. Even though there are no more concentration camps, and slavery has been made illegal, racism is still present today in the 21st century. Today, racism is not as harsh and brutal as it was in the past; it has become more or less a humor. On comedy shows there is often a â€Å"token† character. Typically this character is African American and is made fun of by the other characters. These jokes are found to be funny and laughed at. The reality is that the jokes made are racist. A common form of humor is a meme. A meme is a typographic joke. Some are of a black man where it is joking about committing a crime; some are of an Asian man who is joking about either the shape of his eyes, or how Asians are said to be smarter than the average person. These memes are found all over the internet and are simply laughed at by all races. The biggest racial inequality argument happens to be racial profiling by police. Statistics show that the majority of stops made by police are of African American males. There have been several reports of police harassing and being unfair to these individuals. However, when an individual of European descent is stopped, they are given a warning if it is their first time and treated fairly. Little wonder that black parents, regardless of class, routinely drill their children in how to act when stopped by the police, something few white parents ever think about. Despite the jokes and the racial profiling, American society fails to recognize racism today, even though it is clearly present. All in all, racial inequality has been a major issue since the 16th century. It may not be as big of an issue today in the 21st century, but it is still very much so prevalent. Racial inequality has come a long way since the 16th century, let alone the 20th century, so it is easy to see an assurance of equality in the future. However, societies such as American must overcome their ignorance of being racist in order for that to happen. Bibliography Fredrickson, George. â€Å" Racism, A Short History†. (Princeton University Press) Peabody, Sue. † Slavery, Freedom, and Law in The Atlantic World†. (Boston: Bedfords/St. Martins) Rosenburg, Paul. † Birth Certificates and Unconscious Racism†. (Aljazeera, 11 May 2011) [ 1 ]. Sue Peabody, Slavery, Freedom, and Law in The Atlantic World. (Boston: Bedfords/St. Martins) [ 2 ]. George Fredrickson, Racism, A Short History. (Princeton University Press) [ 3 ]. Paul Rosenburg, Birth Certificates and Unconscious Racism. (Aljazeera, 11 May 2011)

Free Essays on Copy DVD

How to convert a DVD to VCD This is one of the best methods to produce excellent quality VideoCD's from DVD's. This guide will help you produce VideoCD's that can be played on PC's, PSX Movie adaptors and all standalone VCD & DVD players that can play home-burned VCD's. Only 4 software titles need to be installed and all are relatively small in size. The best bit of all is that the software is Freeware or Demo ware with results comparable to commercially available software. The final VCD is better quality than most Original VCD's, equal or better than standard VHS and the sound is near CD quality. Although this guide uses CladDVD to rip (remove the DVD copy protection and transfer the movie files to your Hard Drive) the movie off the DVD, other freeware rippers can also be used. These include VobDecGUI and DOD SpeedRipper. The actual encoding to VCD is done by bbMPEG, which is freeware and now bundled with the latest version of the freeware FlaskMPEG. Other commercially available Adobe(r) Premier Plug-in's can also be used and are detailed in the FlaskMPEG Help file. Software you will need: 1. CladDVD 1.64 (It can be found at http://members.netscapeonline.co.uk/claddvd/) 2. FlaskMPEG 0.594 (It can be found at http://go.to/flaskmpeg) 3. TMPGEnc 12a & English patch (It can be found at jamsoft.com/tmpgenc/) 4. Nero 5.x (It can be found at ahead.de) 5. WinOnCD 3.6+ (It can be found on Morpheus) You will also need a Computer with: Windows 95B, 95C, 98, 98SE, ME, NT sp4 or 2000 installed. A Pentium II 300 MMX or equivalent as a minimum. At least 64meg memory An internal DVD Rom player (any speed) Hard drive with at least 4 gb, but prefrably 10 gb FREE space in one partition. WinZip and WinRAR or WinAce (whick will handle all types; zip, rar, ace, cab..etc) to extract the files above. Fully functional demo versions can be downloaded from winzip.com/, rar... Free Essays on Copy DVD Free Essays on Copy DVD How to convert a DVD to VCD This is one of the best methods to produce excellent quality VideoCD's from DVD's. This guide will help you produce VideoCD's that can be played on PC's, PSX Movie adaptors and all standalone VCD & DVD players that can play home-burned VCD's. Only 4 software titles need to be installed and all are relatively small in size. The best bit of all is that the software is Freeware or Demo ware with results comparable to commercially available software. The final VCD is better quality than most Original VCD's, equal or better than standard VHS and the sound is near CD quality. Although this guide uses CladDVD to rip (remove the DVD copy protection and transfer the movie files to your Hard Drive) the movie off the DVD, other freeware rippers can also be used. These include VobDecGUI and DOD SpeedRipper. The actual encoding to VCD is done by bbMPEG, which is freeware and now bundled with the latest version of the freeware FlaskMPEG. Other commercially available Adobe(r) Premier Plug-in's can also be used and are detailed in the FlaskMPEG Help file. Software you will need: 1. CladDVD 1.64 (It can be found at http://members.netscapeonline.co.uk/claddvd/) 2. FlaskMPEG 0.594 (It can be found at http://go.to/flaskmpeg) 3. TMPGEnc 12a & English patch (It can be found at jamsoft.com/tmpgenc/) 4. Nero 5.x (It can be found at ahead.de) 5. WinOnCD 3.6+ (It can be found on Morpheus) You will also need a Computer with: Windows 95B, 95C, 98, 98SE, ME, NT sp4 or 2000 installed. A Pentium II 300 MMX or equivalent as a minimum. At least 64meg memory An internal DVD Rom player (any speed) Hard drive with at least 4 gb, but prefrably 10 gb FREE space in one partition. WinZip and WinRAR or WinAce (whick will handle all types; zip, rar, ace, cab..etc) to extract the files above. Fully functional demo versions can be downloaded from winzip.com/, rar...

20th century poetry Essay Example for Free

20th century poetry Essay ? We have been giving to 20th century poems to examine. They are â€Å"Evans† by R. S Thomas and â€Å"Death in Leamington† by Sir John Betjeman. Both poems are about death, but in two very different situations. I will examine the poem Evans first of all. Evans was written by a man called R. S Thomas. He lived from 1913-2000. he was born in Cardiff. He became a clergyman and taught himself welsh so he could work with the people in the hills, because not many of them spoke English at this time. Evans is a 20th Century poem. The poem begins as if the writer is talking to somebody else. It looks like the other person has asked him something like, â€Å"Do you remember a man Evans? † and the writer replies, â€Å"yes, many a time. † The first verse of the poem describes Evans’ house. It talks about the â€Å"bare† stairs and the â€Å"gaunt† kitchen. We can depict from the first verse that Evans was a poor man, his house is not at all well furbished, and he doesn’t have much to his name. Everything that Evans owns has a dull, dreary adjective attached to it, like stark farm and black kettle. His kitchen must be filthy because crickets can be heard. The last line of this verse tells us that he lives on a lone farm upon a hill. From this verse we have found out that this man is poor, lonely and doesn’t really care much about what his house looks like. The 2nd verse tells us that something appals the speaker. He says that it isn’t the darkness around him, which seems to fill his mouth and that it isn’t the tree that the rain drips off. I think the tree is symbolism, because the speaker says, â€Å"of rain like blood form that one tree, weather tortured. † I think he is really describing Evans appearance. The speaker says that it’s the veins of Evans. He sees darkness in them, and that it is â€Å"silting† them. Silt is the thick sandy substance at the bottom of rivers. I think it means that the darkness is trapped in Evans’ veins and that it is slowly killing him. The writer says, â€Å"I left stranded upon the vast and lonely shore of his bleak bed. † The writer believes that he has failed is his job, which is to comfort the sick if they are going to die. The writer feels that he is inadequate and that he hasn’t done what he wanted to. Again we see another dreary adjective attached to one of Evans possessions, his bleak bed. The word lonely is used again here. The writer wants to get the point across that Evans has no one, no family or friends to comfort him, that is why the writer feels so bad that he cant do this for him. This poem is about the bad way to die, all on your own and no one to comfort you. The next poem, Death in Leamington, is about the other way to pass on. Death in Leamington was written by Sir John Betjeman. Poets of his day liked to write poems making fun of the middle class people. The first verse tells us that someone has died, and that it is a woman. It has happened in the late evening. She has died in her bedroom. The room has a plate glass window, which means this place wherever she was staying must has been pretty well off. The second verse gives us a little more insight to the woman. She owned a crochet, which means she must have been quite old. It lay beside her bed, which means she can’t have been too old because she was still able to walk. Again the writer tells us that she is dead. 20th century poetry. (2017, Oct 29).

Error Simulation Enviroment For The Dicode Pulse Position Modulation Essay

Error Simulation Enviroment For The Dicode Pulse Position Modulation - Essay Example The number of erasure error symbols that is erased is within the capacity of the decoder in his recovery of the original data. In this test design, the number of erasure error symbols must be less or equal to 8 symbols per codeword. Figures (7.2) & (7.3) show the system input/output signals. Figure (7.2) shows the performance of the system when the number of erasure symbols equals 8 per codeword, while the figure (7.3) displays the system signals when the number of erasure symbols equals 5. In these figures, the fail output signal is logic 0. This means that the system has successfully decoded the original codeword. We can add or delete erasures by updating lines 294 and 295 inside the code. The number of erasure error symbols that is erased is greater than the capacity of the decoder to recover the original data. In this test design, the number of erasure symbols is greater than 8 symbols per codeword. Figure (7.4) shows the system input/output signals when the number of erasure sym bols equals 9 per codeword. In this figure, the fail output signal is logic 1, which means that the system has failed to decode the original codeword. We can add or delete erasures by updating lines 294 and 295. A VHDL test bench program Appendix ( ) has been built to provide an environment where errors can be injected into the system. According to equation (6.7), the designed system has the ability to correct up to 4 erasure errors only. Above this number, the system will fail to decode the original message.

Reading assignemn Essay Example | Topics and Well Written Essays - 250 words

Reading assignemn - Essay Example Mahmud thus is against America’s pretence of being secular and impartial toward religion but it’s in fact so much involved in religious and politics already. Mahmud regards America’s involvement in religious politics, its support of Israel and for â€Å"enemies of Islam† such as Egypt, is not the result of Christianity. Rather it was due to America’s ideology of secularism which Mahmud regards as hostility toward religion, especially Islam. Religion is deeply involved and in fact it is firmly entrenched in this whole issue. 2. Rantisi claims that Hamas is in a state of war simply because of Israel’s stance toward Palestine-especially toward Hamas concept of an Islamic Palestine. Thus Israel wants to destroy Islamic nationalism. Rantisi explains that the bombings are a moral lesson and the actions of self-martyrs are understandable and simply responses to the oppression brought about by the Israelis. Unlike other movements, Hamas was purely founded on religious principles. Muslims can legitimately use violence while responding to attacks and other forms of violence from the Israeli side, acts that frequently affect innocent civilians. In this sense they are defensive since they are victims in this struggle and not the cause of it. 3. Some of the modern Islamic justifications for the use of violence claim that in case of aggression, or usurping of a Muslim land, they must call for hitting the attacker and the aggressor to end the aggression. Killing of an enemy of Islam is also justified. Use of force is also consistent with Islamic principles and Khomeini of Iran claims that he knows of no command more binding to the Muslim than the command to sacrifice life and property to defend and bolster Islam. There are some Islamic tenets that condone struggle and the use of force. There are therefore some Muslim principles that justify killing as in the defense of

Evaluation of the commercialization Essay Example for Free

Evaluation of the commercialization Essay This paper discusses and evaluates both the negative and positive aspects and raised controversial issues regarding Bt-Corn, a transgenic maize developed through genetic engineering and biotechnology methods, and will finally conclude that the commercialization of Bt-Corn breeds for the past 14 years have been both economically advantageous and beneficial for the environment. The purpose of this paper is to further educate and inform the general audience regarding issues relating with genetically modified organisms and will try to disprove negative speculation and ambiguity with statistical data and experimental evidence. Introduction Recent development and advances in the field of biotechnology and genetic engineering has enabled scientists today to improve crop varieties through alteration of their most fundamental building blocks, their DNA. These alterations of the genetic material allow scientists and researchers to develop ‘new species’ and breeds of organisms which posses certain altered favored traits, which would not otherwise naturally exist in the organism. (Peairs, 2007) However, there is much ambiguity and controversies surrounding the whole field of genetic engineering of organisms and their commercialization. Bt-corn, a breed of transgenic maize whose genetic material has been altered to include the ability to produce a certain toxin that has specific insecticidal property against pests, has been commercialized now for several years in the US and also in several other countries such as Canada, Germany, Spain, Argentina, Honduras, South Africa and the Philippines. (Wu, 2006) The prefix ‘Bt’ from Bt-Corn originates from Bacillus thuringiensis (Bt), a species of soil bacterium that produces the insecticidal crystal protein or delta endotoxins, toxins that kill crop pests. Genetic engineering has allowed scientists to take the single gene that controls the production of the delta endotoxins from Bt, create a modified version of it and synthesize it with the DNA of selected corn species using recombinant DNA technology. This new set of ‘genetic code’ allows the plant to produce the delta endotoxins by itself; hence it is able to repel crop pests by itself. This newly acquired attribute is like a miracle for farmers, not just corn farmers since the insecticidal attribute of ‘Bt’ has also been implemented in several other crops such as Bt-potatoes and Bt-sweet corn. However, there have been several issues raised against the commercialization of Bt-corn in recent years due to investigations, which reveals how Bt-corn pollen proves to be lethal to other species of organisms that are not considered as pests. (Peairs, 2007) This paper will discuss, evaluate and finally demonstrate how the commercialization of Bt-Corn breeds is overall both economically efficient and beneficial for the environment through the following points: * Origins of Bt and Bt-Corn * Mode of action of Bt toxins Economical and environmental advantages of Bt-Corn * FDA regulations on genetically modified organisms * Controversies and issues raised * Evaluation Origins of Bt and Bt-Corn As previously stated above, Bt-Corn is a breed of transgenic maize whose genetic material have been altered and combined with the insecticidal crystal protein-producing trait of the common naturally occurring soil bacterium, Bacillus thuringiensis. Shigetane Ishiwata, a Japanese biologist, was the first to discover Bacillus thuringiensis (Bt) in 1901. However, it was not until Ernst Berliner rediscovered it in 1911 in Thuringia, Germany, that the bacterium was named Bacillus thuringiensis. In 1938 a French company started commercially producing the combination of the bacterium and its toxin crystals as a pesticide, calling it Sporeine, and in the 1950’s American organic farmers started using Bt on their crops as a way to control pest. (Aroian) As research methods improved (1960’s) and new Bt species were found producing thousands of other specific toxic proteins, more and more farmers started to use Bt. However, it was not until advancements in genetics and genetic engineering in the 1990’s that researchers were able to detect and isolate the specific genes that trigger production of the toxins and transfer it into certain species of crops, such as Bt-Corn. The first Bt crop that was registered with the USEPA (United States Environmental Protection Agency), which allowed for its commercialization, is the Bt-Corn. (Aroian) In 2004, Bt-Corn comprises more than ? of the total acres of cornfields in the United States itself. Wu, 2006) According to Clive James, the chair of the ISAAA (International Service for the Acquisition of Agri-biotech Applications), today (2002) the total Bt-Corn fields in the world approximates to 25 million acres. (James, 2002) Mode of actions of Bt toxins Bacillus thuringiensis produces certain proteins, categorized as crystal proteins, which are very specific, well known for its ability to target and inhibit specific metabolic processes of certain speci es of organisms, mainly insects. Investigations have revealed that most of these insecticidal crystal proteins, when activated (when they come into contact with their specific host), attaches itself to the epithelium cells of the gut of the insects and causes the generation of pores in the cell membranes. These pores in the membranes of the epithelium cells, outermost cells that line the surfaces of structures, such as the gut, of organisms, disrupts the osmotic balance of the cells, causing them to swell and lyse. (Hofte, 1989) In simpler terms, basically these proteins (toxins) cause imbalance of water absorption (osmotic imbalance) in the cells of the ‘organs’ of specific insects, which causes these cells to swell and break (lyse). They are also very specific and selective on the species of insects they are able to affect, making Bt toxins potent in eradicating pests while being relatively harmless towards other organisms. There is substantial evidence that the toxins (insecticidal crystal proteins) are not harmful to human health nor are they detrimental for the health of vertebrates (mammals, reptiles, amphibians, birds, bony fish and sharks). According to Peairs, these toxins are considered to be very selective and very safe for humans and non-targeted organisms when compared to the most conventional and common pesticides used nowadays since they only attack certain groups of insects. (Peairs, 2007) Economical and environmental advantages of Bt-Corn It has been several years now, more than a decade, since the commercialization of Bt-Corn breeds and now more than ever, we are able to see statistical data and actual evidence that overall, using Bt-Corn is both economically efficient and beneficial for the environment. Economic advantages of Bt-Corn According to a study by Brookes, there have been substantial net economic benefits at the farms, totaling up to $5 billion in 2005 and $27 billion during the first decade (1996-2005) of the commercialization of genetically engineered crops. For the genetically engineered maize species, including Bt-Corn and other forms of genetically modified corn, boosted farm incomes by over $3. 1 billion since 1996. In the United States alone genetically modified maize crop income benefits accumulates to a little under $2. 3 billion, which is about 88% of the world GM maize crop income. (Brookes, 2006) The main reason for its economic advantage is its ability to produce higher yields of the same, or even better, quality of produce compared to ‘organic’ corn because two reasons. The first reason is that since pests are not lured to the crop, they unhindered and are able to flourish and produce more yields. The second reason is that the ability to self-pro duce insecticidal toxins allows farmers to cut down costs to maintain the crop since they do not have to purchase massive amounts of pesticide. This also means that less time will be spent on crop walking and the application of pesticides and herbicides, less usage of energy associated with less spraying, savings in costs of machinery and machinery usage (from less spraying and reduced harvest times) and also the unseen benefits in the health and safety of farm workers that is caused by handling pesticides. (Brookes, 2006) Environmental advantages of Bt-Corn The usage of Bt-Corn allows farmers to stop the usage of environmentally hazardous chemicals, may it be pesticides or herbicides. Overall between the years 1996 and 2005, GM crops have caused the net reduction in the environmental impact on the cropping area by 15. 3% while the total volume of active ingredient usage has also been reduced by 7%. Specifically in the GM maize sector there have been a net reduction in the environmental impact on the cropping area by 4. 6% through the reduction of pesticide usage and another net decrease in 4% in the environmental impact through the usage of more environmentally benign herbicides. Brookes, 2006) There has also been a decrease in greenhouse gasses emission; excess greenhouse gasses emission is a factor contributing to global warming. Brookes states in his article, that the two main reasons for the decrease in green house gasses emission is due to two factors. The first being reduced fuel usage from the less frequent need of using pesticides and herbicides applications (machinery used for spraying). From 1996 to 2005, it is estimated that there has been a reduction i n carbon dioxide emission of 4,613 million kg, calculated from the reduced fuel usage of 1,679 liters. In comparison, the permanent carbon dioxide savings from reduced fuel usage from 1996 to 2005 by planting GM crops is equivalent to the removal of 2. 05 million cars from the road for one year, assuming that a car does an average of 15,000 km per year, producing 2,250 kg of CO2 per year based on the fact that an average family car produces 150 grams of CO2 every km. (Brookes, 2006) FDA regulations on genetically modified organisms With the development in genetic engineering and biotechnology there is urgency and a need to both control and oversee products and methods used, especially relating with food products. The Food and Drug Administration (FDA), the Environmental Protection Agency (EPA) and United States Department of Agriculture (USDA) are the three main supervisors of genetically modified foods. The FDA, the official government agency in charge of regulating food, drug and cosmetic laws and ensuring safety of food (other than meat), food additives, medicines, medical devices, veterinary drugs, cosmetics and genetically modified food products, plays the major role in the actual ‘screening’ of products that are available for the public. The FDA categorizes genetically modified food products under the ‘GRAS’ list; the GRAS list comprise of products that are ‘generally recognized as safe’, which demands the manufacturers to be responsible for the safety of their own products, allowing them to place products into the market without pre-approval of the FDA because whole foods are GRAS. Whole foods are foods that are unprocessed or unrefined such as unprocessed meat, poultry and fish, fruits and vegetables, and non-homogenized milk (basically unprocessed milk; straight from the animal). The manufacturer bears responsibility for ensuring the product is not adulterated or misbranded. However if there is proof that the product is adulterated, or detrimental to human health (animal health for animal products), then the products may be taken back from the market and the manufacturer may be prosecuted. (Gertsberg, 2009) Controversies and issues raised The development and continuation of research in the whole issue regarding genetic engineering of any organisms itself raises much issues. However, most of the issues raised within the field of genetically modified organisms (GMOs) are issues regarding perspective and ethics, since there is much fear and ambiguity that most people feel when they think and speak about this issue. Controversies with genetic engineering There are not enough, if there are any, substantial, academic, plain physical experimental proof that genetically modified organisms are hazardous to both the health of humans and the environment. The main issues raised regarding GMOs are that there is a risk there new allergens will arise from the ‘unknown’ effects of combining different DNA sequences with each other, increased toxicity levels in organisms do to a faster metabolism, the possibility of unwanted/unintended gene transfer between different species, loss of biodiversity and basically unknown possible effects on different organisms related. (Turner, 2007) There are also several other ethical issues raised, such as the monopoly of world food production by several ompanies, problems with intellectual property and non-mandatory labeling, which is the case in the United States. Non-mandatory labeling violates the rights of consumers to choose between ‘organic foods’ and genetically engineered foods. Monarch butterfly issue and Bt-Corn Several years ago, an issue was raised regarding how non-pest (non-targeted) species of organisms, the Monarch butterfly species in this case, were affected by t he delta endotoxins contained in the pollen of a certain species of Bt-Corn. The issue revolves around how Monarch butterflies population was in danger of being killed through the poisoning by the Bt toxins. Monarch butterflies would migrate and lay their eggs on areas near the Bt-Corn fields. Their larvae feed on milkweed plants, a species of plants that grow in same regions as the Bt-Corn. However, Bt-Corn pollen would scatter throughout the area and lay on these leaves. Several investigations revealed some mortality in Monarch butterfly caterpillars that consume these pollen-covered milkweed leaves. (Peairs, 2007) Following the recent controversy, a number of private parties assembled and conducted workshops and investigations regarding this issue sponsored by the Agricultural Research Service (ARS) of the United States. Scientists and researchers were assembled from U. S. and Canadian universities, ARS members and several other environmental organizations, in a joint effort to prove whether the issue has a scientific basis. (Hellmich, 2008) Laboratory experiments done with pure Crystal toxins (Bt toxins) mixed with artificial diets revealed that a certain type of Cry toxin, Cry1Ab, was harmful to Monarch caterpillars but other types of the Cry toxins were not toxic to them. Field studies done along with lab experiments conclude that there were not any adverse effects observed on the Monarch caterpillars who fed on milkweed leaves dusted with natural levels of the commonly found Bt-Corn pollen species. All but the single Cry toxin proved to be safe. The results of this experiment caused for the termination of the production of Bt-Corn species 176, which expressed high amounts of Cry1Ab toxins. (Hellmich, 2008) Several other studies were conducted to compare between the mortality of Monarch caterpillars in agricultural and non-agricultural habitats, where there aren’t any Bt-Corn species in the area. Results from this experiment show no significant differences in mortality rates of the caterpillars. (Hellmich, 2008) Another study conducted compared the mortality rates of Monarch caterpillars exposed to Bt-Corn species and ‘organic’ corn species with the commonly used pesticide, cyhalothrin. Experimentations revealed how, â€Å"†¦nearly all monarch larvae on milkweed plants inside the field were killed. † Hence Bt-Corn is safer than traditional commercial insecticides and pesticides. (Hellmich, 2008) The final risk assessment brought forth by Hellmich regarding the Monarch population and Bt-Corn is that the risks are negligible since exposure of the Monarch caterpillars to Bt-Corn pollen is low. Furthermore, the current commercially available Bt-Corn species and hybrids revealed low toxicity. Hellmich concludes that, â€Å"The bottom line from these studies is that all commercial Bt corn hybrids have negligible effects on populations of monarch butterflies, especially when compared with traditional insecticides. † (Hellmich, 2008) Evaluation In conclusion, through research and investigations conducted by researchers across the world, we can see how the commercialization of Bt-Corn for past 14 years have significantly benefitted both society and the environment through the ability of farmers to cut down costs, usage of energy, fuel and CO2 emissions into the atmosphere, increase in yields and decrease in the use of harmful chemicals such as pesticides and herbicides. We also see that most of the issues raised surrounding the issue of Bt-Corn and genetically engineered organisms are mostly just a matter of perspective and preferences. Lack of education and an open perspective regarding genetically modified organisms is the main hindrance towards improvements in the current agricultural field.

American Indian Studies :: Free Essay Writer

American Indian Studies AIS Why do Indian college students have high dropout rates? Why do Indian college students have hard times in college, and university atmospheres? Why do Indian college students have difficult times when it comes to making good grades? Maybe it’s because they have no role models in the home. Maybe they can’t relate to individuals with different cultures and backgrounds? Perhaps it is something simple as having poor study habits. The answers could Possibly be that Indian college students are just uncomfortable in a college environment, and don’t have an Indian studies program to go to, as in Reyhner’s essay. Whatever the reason may be Indian college students are scarce within the college scene, just as Indian people are in the United States of America. Native American Studies departments, according to Jon Reyhner, â€Å"are critical to providing a positive university environment for Native students†¦(NAS) help keep Indian students in school by providing them with a university home†(Reyhner 106). I don’t believe that American Indian Studies programs will keep Indian students in college. I believe, the desire of wanting to achieve and excel in academics for what it has to offer, will keep Indian college students in college. I believe that Jon Reyhner gives excellent points in defining the reasons for Indian students dropping out of college, but I have to disagree about his ideals on keeping them in. It seems Reyhner feels that Indian Studies Programs will give Indian students a place to show their truest identity, in turn giving them enough comfort to strive through and finish a college degree. Native college and university students, just as any other student in higher education, have distinct backgrounds and dif ferent ways of thinking. Although many Indian people come from similar histories of assimilation, cultural disappearance, slaughter, and sacrifice, the adaptability of an Indian person within college depends upon their perspective, attitude, and envolvment, in such environments. I wish American Indian Studies departments in colleges and universities could keep Indian Students from quitting, but the reality of the matter is that Indian people have little to relate to in the college world. Colleges and Universities, in a way, are businesses selling financial stable futures. There are many futures to buy, some a little more expensive than others, but in all, with a college degree, individuals have the chance and opportunity to achieve certain success.

Traffic Troubles

TRAFFIC CONGESTION: Traffic congestion is a condition on road networks that occurs as use increases, and is characterized by slower speeds, longer trip times, and increased vehicular queueing. The most common example is the physical use of roads by vehicles. When traffic demand is great enough that the interaction between vehicles slows the speed of the traffic stream, this results in some congestion. As demand approaches the capacity of a road (or of the intersections along the road), extreme traffic congestion sets in. When vehicles are fully stopped for periods of time, this is colloquially known as a traffic jam or traffic snarl-up.Traffic congestion can lead to drivers becoming frustrated and engaging in road rage. CAUSES: Traffic congestion occurs when a volume of traffic or modal split generates demand for space greater than the available road capacity; this point is commonly termed saturation. There are a number of specific circumstances which cause or aggravate congestion; m ost of them reduce the capacity of a road at a given point or over a certain length, or increase the number of vehicles required for a given volume of people or goods. About half of U. S.  traffic congestion is recurring, and is attributed to sheer weight of traffic; most of the rest is attributed to traffic incidents, road work and weather events. [2]Traffic research still cannot fully predict under which conditions a â€Å"traffic jam† (as opposed to heavy, but smoothly flowing traffic) may suddenly occur. It has been found that individual incidents (such as accidents or even a single car braking heavily in a previously smooth flow) may cause ripple effects (acascading failure) which then spread out and create a sustained traffic jam when, otherwise, normal flow might have continued for some time longer.Mathematical theories: Some traffic engineers have attempted to apply the rules of fluid dynamics to traffic flow, likening it to the flow of a fluid in a pipe. Congestion simulations and real-time observations have shown that in heavy but free flowing traffic, jams can arise spontaneously, triggered by minor events (â€Å"butterfly effects†), such as an abrupt steering maneuver by a single motorist. Traffic scientists liken such a situation to the sudden freezing ofsupercooled fluid. [4] However, unlike a fluid, traffic flow is often affected by signals or other events at junctions that periodically affect the smooth flow of traffic.Alternative mathematical theories exist, such as Boris Kerner's three-phase traffic theory (see also spatiotemporal reconstruction of traffic congestion). Because of the poor correlation of theoretical models to actual observed traffic flows, transportation planners and highway engineers attempt to forecast traffic flow using empirical models. Their working traffic models typically use a combination of macro-, micro- and mesoscopic features, and may add matrix entropy effects, by â€Å"platooning† groups of vehicles and by randomising the flow patterns within individual segments of the network.These models are then typically calibrated by measuring actual traffic flows on the links in the network, and the baseline flows are adjusted accordingly. A team of MIT mathematicians has developed a model that describes the formation of â€Å"phantom jams,† in which small disturbances (a driver hitting the brake too hard, or getting too close to another car) in heavy traffic can become amplified into a full-blown, self-sustaining traffic jam.Key to the study is the realization that the mathematics of such jams, which the researchers call â€Å"jamitons,† are strikingly similar to the equations that describe detonation waves produced by explosions, says Aslan Kasimov, lecturer in MIT's Department of Mathematics. That discovery enabled the team to solve traffic-jam equations that were first theorized in the 1950s. [5] Traffic Troubles TRAFFIC CONGESTION:Traffic congestion is a condition on road networks that occurs as use increases, and is characterized by slower speeds, longer trip times, and increased vehicular queueing. The most common example is the physical use of roads by vehicles. When traffic demand is great enough that the interaction between vehicles slows the speed of the traffic stream, this results in some congestion. As demand approaches the capacity of a road (or of the intersections along the road), extreme traffic congestion sets in. When vehicles are fully stopped for periods of time, this is colloquially known as a traffic jam or traffic snarl-up. Traffic congestion can lead to drivers becoming frustrated and engaging in road rage.CAUSES:Traffic congestion occurs when a volume of traffic or modal split generates demand for space greater than the available road capacity; this point is commonly termed saturation. There are a number of specific circumstances which cause or aggravate congestion; mos t of them reduce the capacity of a road at a given point or over a certain length, or increase the number of vehicles required for a given volume of people or goods. About half of U.S. traffic congestion is recurring, and is attributed to sheer weight of traffic; most of the rest is attributed to traffic incidents, road work and weather events.[2]Traffic research still cannot fully predict under which conditions a â€Å"traffic jam† (as opposed to heavy, but smoothly flowing traffic) may suddenly occur. It has been found that individual incidents (such as accidents or even a single car braking heavily in a previously smooth flow) may cause ripple effects (acascading failure) which then spread out and create a sustained traffic jam when, otherwise, normal flow might have continued for some time longer. Mathematical theories:Some traffic engineers have attempted to apply the rules of fluid dynamics to traffic flow, likening it to the flow of a fluid in a pipe. Congestion simula tions and real-time observations have shown that in heavy but free flowing traffic, jams can arise spontaneously, triggered by minor events (â€Å"butterfly effects†), such as an abrupt steering maneuver by a single motorist. Traffic scientists liken such a situation to the sudden freezing  ofsupercooled fluid.However, unlike a fluid, traffic flow is often affected by signals or other events at junctions that periodically affect the smooth flow of traffic. Alternative mathematical theories exist, such as Boris Kerner's three-phase traffic theory (see also spatiotemporal reconstruction of traffic congestion). Because of the poor correlation of theoretical models to actual observed traffic flows, transportation planners and highway engineers attempt to forecast traffic flow using empirical models. Their working traffic models typically use a combination of macro-, micro- and mesoscopic features, and may add matrix entropy effects, by â€Å"platooning† groups of vehicle s and by randomising the flow patterns within individual segments of the network.These models are then typically calibrated by measuring actual traffic flows on the links in the network, and the baseline flows are adjusted accordingly. A team of MIT mathematicians has developed a model that describes the formation of â€Å"phantom jams,† in which small disturbances (a driver hitting the brake too hard, or getting too close to another car) in heavy traffic can become amplified into a full-blown, self-sustaining traffic jam. Key to the study is the realization that the mathematics of such jams, which the researchers call â€Å"jamitons,† are strikingly similar to the equations that describe detonation waves produced by explosions, says Aslan Kasimov, lecturer in MIT's Department of Mathematics. That discovery enabled the team to solve traffic-jam equations that were first theorized in the 1950s.

Biographical Essay Work History Essay

My work history starts as a mother of two delightful teenagers. I have enjoyed spending time with my kids since they were babies and watching them grow into hard working, wonderful people. In recent years I helped create an exercise movement class for preschool aged children. In this job experience I created weekly lesson plans that included activities that stimulated their gross motor skills. Activities such as hopping on one foot, running, and jumping. We used games to increase the childrens hand and eye coordination. The bean bag toss was one of the popular games with the kids. I kept the parents informed of their child’s class experiences. Working for four years as a gymnastics instructor gave me the opportunity to teach young children ages two through nine. I was responsible for teaching gymnastics skills that would build into more complicated gymnastics skills. In the kids daily sessions of gymnastics I included activities that would increase their coordination and flexibility. I was expected to conduct an orderly class consisting of fun, skills, motivation, and discipline. I met with the parents on a monthly basis to show what the children had been learning in class. I strived to get to know the parents and keep them involved and informed of their child’s progress in gymnastics class. For more than fifteen years I have instructed fitness classes. Teaching these classes has strengthened my ability to work in a service-oriented job allowing me to establish a good relationship with the participants in my classes. It has been my responsibility to produce a safe class that is enjoyable, and productive. My classes have varied in participants including a senior’s aerobics class and a kid’s movement class. Teaching gymnastics to preschool aged kids was the most rewarding experience I had. The excitement of watching the children learn and master a skill was very thrilling, especially when they accomplished a difficult skill. The connection that I was able to make with each child was very satisfying. One of my top priorities was building the kids self-confidence and making each child know that they were very important. Services and / or Extracurricular Activities I spent five years as a  co-leader for a Girl Scout troop. While serving in this job I helped plan the girls meetings and outings. Earning badges was accomplished by finishing a lesson and doing an activity that went along with the lesson. We spent time at summer camps teaching the girls’ new songs, games, and how to cook out doors. I have taught Sunday school classes that consisted of two and three year old children. My job of service was to teach the lesson plan for the day; we enjoyed singing and playing games, coloring pictures, and using glue. Reasons for Choosing Education as a Career My dream of being a schoolteacher extends back into my early childhood. The jobs that I have had in the past have helped me in making a decision to become a schoolteacher and devote the rest of my life to teaching in a classroom. Teaching allows me to be involved in children’s lives and I can contribute to our society and help develop our future generations. Other careers that I have considered were Physical Therapy, or a Personal Trainer. I was attracted to these two jobs because of my background in the exercise field. But the desire to teach and be involved on a daily basis with children far surpasses the desires that other careers offer. Choosing teaching as a career I can have a huge impact in a child’s future. I will face many challenges along my path of teaching. But I also anticipate rewards of self-fulfillment. Teaching the hard to reach kids is a challenge I will face, and if I can help one of those children along the journey of life I will have made a difference. I look forward to the new faces at the beginning of the year and very familiar ones at the end of the year. Teaching opens up an opportunity to give to our children the ability to love to learn. Professional Goals In the future I will continue my education until I graduate with an Associate degree from the College of Southern Idaho. My following years I will continue my formal education to get my Bachelor degree. I intend to follow my dream of becoming a schoolteacher in the  elementary level of education. I will strive to make every child know that he/she is a very important person to me. I will give them the opportunity to succeed in a safe, kind, and learning environment.

Gandhi IVF Summary Essays - Ascetics, Gujarati People, Free Essays

Gandhi IVF Summary Essays - Ascetics, Gujarati People, Free Essays Daniel Kang Ms. Menard Honors English 8 26 March 2014 Gandhi IVF Summary Gandhis Non Cooperation inspired many Indians on August 12, 1920. If the British Ministers and the British nation do not fulfill the pledges given to them and do not wish to regard with respect the sentiments of the 70 millions of the inhabitants of India who profess the faith of Islam, it will be impossible for them to retain Islamic loyalty (Gandhi 327). Gandhi reiterates this statement by not cooperating with the British government and giving the British a hard time. I have been told that non-cooperation is unconstitutional. I venture to deny that it is unconstitutional. On the contrary, I hold that non-cooperation is a just and religious doctrine; it is the inherent right of every human being and it is perfectly constitutional (Gandhi 329). Gandhi rightfully exercises this right in rebelling against the British government. I tell you that whilst my friend believes also in the doctrine of violence and has adopted the doctrine of non-violence as a weapon of the weak, I believe in t he doctrine of non-violence as a weapon of the strongest (Gandhi 330). Gandhi recommends non-violence as a great weapon that mighty Indians would use against the government. I am not anti-English; I am not anti-British; I am not anti any Government; but I am anti-untruth, anti-humbug, and anti-injustice. So long as the Government spells injustice, it may regard me as its enemy, implacable enemy (Gandhi 332). Gandhi acknowledges that he does not hate the government. He firmly says that he is not willing to cooperate with untruthful and injustice people.

Ethics Essay Example | Topics and Well Written Essays - 1500 words - 5

Ethics - Essay Example This paper evaluates the two approaches to defining â€Å"ethically bad life†: deontology and teleology. The paper examines each of the two approaches in detail and identifies which of the two can best be used to identify an â€Å"ethically bad life†. The tests the thesis that teleology and the end in question is always the most important thing but it must be done on the backdrop of absolute rules. Deontology The principle of deontology asserts that what is bad and what is good is definite and made up of universal laws which define what is right and what is wrong. The foremost philosopher who propounded the theory of deontology in modern ethics is Immanuel Kant. Kant argued that deontology is â€Å"a moral theory centered around the idea of unconditional duty-based commitment† (Cherkasova, 2012: 2). In other words, what is bad and what is good are absolute. This means that they are definite and they are stated clearly. Thus, an individual taking a decision must r eason and identify what is good and do it. Failure to do what is defined universally as good means an individual has done what is bad. The word deontology is derived from the Greek word â€Å"deon† which means â€Å"duty† (Morrison, 2009). ... Hence, an individual acting in a way and manner that affects a given set of rules has the obligation to identify what is required of him and do it according to the standard of the moral rules and codes. â€Å"Duty is the basic element of all moral actions†, the deontological school of thought assets (Johnstone, 2009: 3). The classical deontology school of thought bases its standard of deriving laws from divine authorities and other spiritual laws (Johnstone, 2009). Thus, what is bad is based on what authoritative religious sources state. Over the years, the deontological school of through grew to embrace nationalistic ethics and systems and today, national laws, moral ethics and international standards form the basis of the definition of â€Å"moral duties† in deontology. Corrigan and Farrell therefore identifies three main features of deontology as a tool for defining what as an ethically bad life (2012). They are: 1. Objectivity: This means that morality is based on u niversal and clear-cut rules and principles and an individual must choose the moral rule that applies in the situation. In this case, the sentiments and/or personal feelings of the individual do not matter. 2. Standardization: Morality sets a standard of what is right and what is wrong. And it applies equally to all people irrespective of their circumstances or situations and hence, what is bad is based on the ability to meet the standard required. Failure to reach the standard makes an act bad. 3. Reasoning: An individual must evaluate all his actions and reason to find what is good and what is bad and do what is good. This is done through critical evaluation of the action and activity (Carr, 2009). Teleology Teleology is an opposite to deontology

Iola Leroy or, Shadows Uplifted by Frances Ellen Watkins Harper Essay

Iola Leroy or, Shadows Uplifted by Frances Ellen Watkins Harper - Essay Example Harper Harper was born on September 24, 1825, in Baltimore, Maryland, and died on February 22, 1911, in Philadelphia, Pa. She was 86 years old when she died. During her lifetime she was recognized by historians as being one of the most important women of her time, not only as an African American author but also as an orator and as a social reformer.(1) interpreting the work, you will address either the question of meaning or significance. In other words, the key question (choose one) that you want to answer is: what does the work mean Answer: Problem with Themes which confuses what the novel is all about: First Paragraph introduces the work Significance of book, as well as contradictions to thesis: The book is important to American Literature because of its accurate descriptions concerning the cruelties suffered by slaves prior to and during the Civil War. (2) And while this also appears to be the main theme of the book, there are others which fight for this place. Three of these are: the life of the author as a social reformer in the late 1800's; the romantic life of Iola Leroy, who was also a social reformer, and the history of Christianity in the African American culture. One of the reasons this it is so difficult to understand the principal theme is that Harper uses two voices to tell the different stories in the novel. She uses the dialect of slaves in the first person voice to tell about the horrors they survived prior to and during the Civil War. This voice clearly tells the story of slavery in that era. The other voice is that of the third person. It is the voice of the author and speaks of her life as much or more than it does the life of Iola, the protagonist. The fact that Iola does not appear until the sixth chapter of the novel makes it more difficult to determine her place in the theme of the novel. Another confusing factor is the style of the book as a historic romance novel. Like most of these books, this novel spins a tale of fantasy romance with a happily ever after ending. In addition to these themes, the second part of the book's title implies the theme of shadows lurking over the characters in the book. One wonders if the book is about the shadows that haunt Harper as a Black American Woman or the lives of the characters in the book. Yet, this theme is not fully developed and, therefore, could not be called a central theme. This is just as true for the theme of the history of Christianity. Although the stories regarding this are entertaining they sometimes take away from the seriousness of the stories about slavery and they affects society. The back and forth movement of these stories add to the reader's confusion in searching for the meaning of the book. And there appears to be even more themes in the book, including that of the story of a Black American feminist. It is questionable as to whether or not the character of Iola is patterned after Harper's own life. Both women face discrimination, not only because of the "color" of their skin, but also because of their gender. This is a theme that could further be developed to make the novel more interesting in this respect. For example, Harper could expand on the occurrences of discrimination than Iola faces-describing more vividly how these takes place as