Friday, November 29, 2019

Blood brothers plot character summary free essay sample

Paragraph 1 The play we have been working on ‘Blood Brothers’. The plot of the story is about a pair of twins who got separated at birth, but their backgrounds in life take them to different paths which lead to opposite social lives. The play had a first run at West End in London in 1983 and it is written by Willy Russell. The play was set in Liverpool in 1962 and continues for around 20 years. The main theme in the play is the different classes i.e. Mrs Johnstone and Mickey being from a not so rich background so they are in lower-middle class, whereas Mrs Lyons is very rich which means she is in upper class. The other themes are; Class, Violence Superstition/Religion, and Parenting Family Values. The style of the piece is naturalistic but also has some variety of non-naturalistic drama into it. I think that the aim for Willy Russell’s play was to demonstrate the classes of his time period, but also to make the audience to think about why there are even classes and how they think and act around each other. We will write a custom essay sample on Blood brothers plot character summary or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It’s also to make people think about what the effect of their actions do to the people. He would like the audience to think about the reason why the classes treat each other, which is because of the amount of money they have! Which Willey Russell thinks it isn’t right, as he shows how their lives changes for which classes they are in, and makes it effective by showing how their paths in life go as they get older. My scene is where Sammy and his friends are having a go at Mickey, but Linda steps in and helps/sorts it out. Sammy is the main one of his friends, and he does like to show off in front of his friends but also don’t really pay attention to anything much, whereas Mickey doesn’t, Mickey is more of a quiet/shy boy who puts his head down with education and focuses on the important things in life. I would like to achieve for them to think about the classes of that time period and what is was like to get something you wanted, but also to make the audience think about how they would have got it if they were in a lower class. Paragraph 2 This particular scene is good to direct because it shows what Sammy and Mickey are like when they aren’t friends (or Blood Brothers) My scene is different because in the play when Mickey and Sammy are friends, they are  all nice and friendly to each other, whereas this scene isn’t like that at all. Sammy shows that he doesn’t like Mickey and because Mickey has been brought up in an upper class, he doesn’t really fight Mickey verbally. For our scene we are using leather jackets for Sammy and his friends, but for Mickey he/she will be wearing something classier other than casual which is what Mickey wears. This scene is good to act because it makes you think about how the classes used to act towards each other and how they acted themselves e.g. The upper class is always expected to get married and have a good job, whereas the lower class is most likely to not even have a job or at least have a small pay on one. Working progress 1st paragraph I am playing Sammy, and I am performing him when he is having a go at Mickey just for the fun out of it as he likes to show off. Sammy is a lower class person, he walks very sluggish but has a bit of swag to his walk, and he has a natural accent (Liverpool). He also sits like he is slouching. He does all of this because this shows that he is a lower class person and that he is the main person out of his group (or gang).

Monday, November 25, 2019

Biology Lab Report on the Effects of Photosynthesis Essays

Biology Lab Report on the Effects of Photosynthesis Essays Biology Lab Report on the Effects of Photosynthesis Paper Biology Lab Report on the Effects of Photosynthesis Paper Essay Topic: Photo Synthesis Thesis Energy (TAP), initially in the form of glucose (macroeconomics) is later armed by condensation reaction into starch (polysaccharide). These alpha glucose units are attached together by glycoside bonds. Starch is formed after the Calvin Cycle in the Stoma. Carbon dioxide is present in the air and the water is gained from precipitation or morning dew. The water is broken down in photosynthesis I (sourcing invisible light of Mann) by photolysis. This process sets free electrons and helps close the cycle of the light dependent stage. But before this process can be set off, a gradient in energy must be achieved. The most energy is gained in the first part of the light dependent stage (which creates the gradient) of photosynthesis II, sourcing in visible light of Mann. There are 5 major requirements for photosynthesis to take place: 1) A temperature in the environment between 5 35 degree Celsius, 2) Chlorophyll available in chloroplasts, 3) Water, 4) Carbon dioxide and 5) Light of favorable intensity. If any of these factors are absent, photosynthesis cannot occur. Materials required Materials list Geranium, begonia, or impatiens plants (entirely green leaves), coleus with irrigated leaves (green and white colored), hot plates and hot-water bath, Logos iodine solution in dropper bottles, 250-ml beakers, 100-ml beakers, tongs, forceps, Petri dishes, glass-marking pencil, 70% alcohol Method PART I Effects Of Light And Dark On Starch Formation The leaves used for Part I are completely green. A few of these leaves have been entirely and partially covered with black paper two days before the lab. Then the plant was exposed to good light during the day. 1 . With a glass-marking pencil, label one 250-ml beaker light, and label another 250-ml beaker dark. Half-fill the two beakers with water. Place a uncovered leaf to light, and both a entirely covered and a semi-covered leaf in the dark, in the appropriately marked beakers. Place the beakers on the hot plate, bring the water to boiling, and boil the leaves 5 minutes. 2. While the leaves are boiling, use another hot plate to prepare a hot-water bath. Label one 100-ml beaker light, and one dark. Half-fill each with 70% alcohol. With forceps or tongs, remove the boiled leaves from the water and transfer each to the appropriately marked smaller beaker. Place both 100-ml beakers in the boiling water bath. Bring the alcohol to boiling, and boil gently until all the chlorophyll in the leaves has dissolved in the alcohol. 3. While the leaves are boiling, label one Petri dish lighting another one dark. When the leaves have lost their chlorophyll, use the forceps to transfer each to the correctly marked Petri dish. 4. Gently spread out the leaves in the Petri dishes. Add drops of Logos iodine solution to each leaf until iodine has come into contact with the entire leaf. 5. Wash all glassware thoroughly. Dry the table top with a paper towel PART II Effect Of Chlorophyll On Starch Formation The plants used in Part II have been exposed to bright light. You will test their leaves for starch, as you did in Part l. One leaf will be all green, and the other will be partly green and partly white (variegated). 1. Repeat Steps 1 through 4 of Part I using one all-green leaf, and one green-and- white leaf. Label the beakers and Petri dishes G for the green leaf and G W for the green and white leaf. A. Before boiling the green and white leaf, make a drawing of it, showing the distribution of chlorophyll. Label the drawing variegated Leaf b. Observe the color changes that occur when Logos solution is put on the . After testing for starch, draw the two leaves and indicate the distribution of starch. Place the correct title under each leaf. Data Collection and Data Analysis Sketch 1 Sketch 2 Analysis In Sketch 1 the light exposed leaf seemed to have produced more starch than the covered leaf. In fact the covered leaf did not show any dark purple coloring at all. Sketch 2 show the variegated leaf, before being run through the lab procedures, green and white are clearly distinguishable. After having treated the green and the variegated leaf (sketch 2) certain areas of the variegated leaf indicated the presence of starch. The coloring took place only on the green parts, the white ones seemed unaffected. Question answer 1. In Part l, why did you test leaves that had been exposed to light as well as those that had been in the dark? Those leaves in the dark were not exposed to any light, therefore also didnt have any photosynthesis occurring. This will create a contrast towards the light exposed leaf and will help visualize the role of chlorophyll. 2. In Part II, why did you test leaves that were all green as well as leaves that were part green and part white? Since chlorophyll comprises a leaf, we wanted to see f also some of it was present in the white zones of a leaf. This WOUld support the assumption that chlorophyll is green. 3. From the results of Part l, what can you conclude about the relationship between exposure to light and the presence of starch in leaves? The leaves exposed to light had photosynthesis occurring, producing glucose molecules which would be transformed into starch. Putting this into relation to the covered/ darkened leaves that didnt turn dark purple after having dropped the iodine on it leads to the conclusion that starch is only formed when the leaf is exposed to eight. 4. From the results of Part II, what can you conclude about the relationship between the presence of chlorophyll and the presence of starch in leaves? The Iodine solution was dropped on both of the leaves. The green leave had dark purple dots all over it, indicating the storage of starch. The variegated leave only had dark purple coloring on the green lines, the white stripes did not indicate any starch storage. 5. Two basic assumptions of the two experiments performed in this activity are 1) that the presence of star ch indicates that photosynthesis has occurred, and ) that the absence of starch indicates that no photosynthesis has occurred. Are these assumptions scientifically valid? State why or not. They seem to be scientifically valid, because experiments have been conducted upon the issue with resulting information to either support or refute the hypothesis. In this case we have gathered evidence that is based on clear reasoning. Conclusion The evidence gained through this experiment supports the hypothesis. The Iodine helped to localize the starch and identify the factors contributing the energy storage of photosynthesis. We can now state that photosynthesis only occurs during light exposure and starch is only produced on areas where chlorophyll is present.

Thursday, November 21, 2019

Is US foreign policy driven by oil Essay Example | Topics and Well Written Essays - 4000 words

Is US foreign policy driven by oil - Essay Example The U.S. foreign policy is thus energy driven and security driven and these factors are integrated to exhibit the American dominance over the world (Bromley, S 2005 p.225 - 227). ‘Blood for oil’ is the term coined by social and political analysts to explain the overt actions of the United States to secure the oil fields in the Middle East. Michael Klare critises the national security policy of United States in Blood and oil. The author argues that the military and foreign policy of US has been driven by the need to ensure a safe method to source foreign oil specifically from the Middle East. Dependence on oil from foreign sources is continuously gowing and the US forces are deemed to fight to secure oil producing nations and supply routes. It is further argued that even if the United States diversifies its foreign oil supply sources, there is very less probability that the dependence on Gulf oil would reduce and the diversifiication of sources may increase the probablities of American involvement in conflict in other parts of the world. In the race to secure major shares of oil from other competitive nations, the U.S. is also highly probable to engage in war with China and Russia. Klare concludes by suggesting methods to reduce the costs involved for oil dependence that comes in the way of war and disharmony. The alternative methods suggested include a better national energy strategy of integrity and autonomy that detaches its method to secure energy from security obligations to governments abroad, reduction of oil consumption and to speed up methods to develop alternative energy sources. In short, Klare critices the foreign policy of U.S. that brings in consequences that are much underappreciated (Klare,M 2004). The national interest of United States is to remove any encumbrances or obstacles that obstruct the Americans in their pursuit for a better living and happiness. In

Wednesday, November 20, 2019

Object Oriented Technology Essay Example | Topics and Well Written Essays - 1500 words

Object Oriented Technology - Essay Example This process might initially seem to involve unnecessary transitioning, as the applications can be easily integrated using a middleware application which requests/respond to queries to and from individual applications running in same/different platforms. Further, the resources (both manpower as well as system) involved in such transitions are much higher compared to developing a middleware application. However the advantages of using object oriented paradigm overwhelms these drawbacks with its enormous optimistic features and functionalities. The amount of effort involved in system transitions though high, is only a one time process. Once the existing models are transformed to object oriented models, the maintenance of the system become much easier and the resources involved for further enhancements would be reduced to a very great extent. Thus the end product of above process using Object Oriented approach would be a most reliable software application which runs on low production/ma intenance cost. 2. ... In object oriented approach, each of these entities are treated as objects as shown in below figure (fig 1). The objects communicate with each other by sending and receiving messages to perform the required task. Fig 1: Object oriented approach in banking application The structure of the entity in terms of all the functions (methods) and the data (inputs and outputs) involved for an object are defined in separate modules called Class. For example, in the above diagram, the data involved for the customer object would be customer id, customer name, customer address, customer contact number, customer email, etc. The functions involved would be to add customer data, get customer data, update customer data, etc. The bundle of all these data in the form of variables/data fields and all these functions in terms of methods are defined as a template/structure in a module (a piece of code stored separately) called Class (name it CUSTOMER). Similarly, the data fields involved for the account ob ject would be customer id, account number, PIN number, user id, password, account balance, interest etc and functions would be add account, verify account, get account info, get balance, set balance, etc. The data structure for this is stored in another class named ACCOUNT. The same procedure is followed for all the objects that are involved in the requirement. Thus the above figure is updated with the data fields and methods for each class as shown below (fig 2). This diagram/graphical representation of class in terms of data fields and methods is called Unified Modelling Language (UML) diagram. Though there are many data/methods involved in real scenario for each object, only few are shown in figure as example. Fig 2: UML diagram showing class definition for each Object Thus, in the

Monday, November 18, 2019

Bio-Terrorism Research and Development Essay Example | Topics and Well Written Essays - 750 words

Bio-Terrorism Research and Development - Essay Example These pathogens have high probabilities of bioterrorism use because they can be disseminated fast and without difficulty; would simply need minimal amounts to cause and spread diseases; and would cause high levels of morbidity and mortality (Perlin, 2008). Category A agents, being the highest risk agents, are top priority in research efforts. Category B agents create the second highest threat.  Category C agents are the emerging communicable disease hazards (â€Å"Potential Bioterrorism Agents,â€Å" 2010). Biological agents such as anthrax, botulism, plague, smallpox, tularemia, and viral hemorrhagic fevers (â€Å"NIAID report claims great progress in biodefense research,† 2010), are cheap substitutes to conventional weapons. Preferred by terrorists, these pathogens have easy accessibility; rapid production and distribution; low detection and high potentials for causing national disturbance (â€Å"Potential Bioterrorism Agents,â€Å" 2010). Since 2002, the National Institute of Allergy and Infectious Diseases (NIAID) has shown remarkable progress in the development of measures to counteract bioterrorist attacks. Basic research programs comprise the latest designation and financial support of eight regional academic centers for biodefense research and rising transmittable diseases. All strains of pathogen genomes with high-risk for bioterror use are sequenced and determined of possible viral and protozoal bioterrorism infection. Researchers are given grants to study the deterrence, identification, and cure of diseases caused by bioweapons. The NIAID research targets on the development of effective vaccines and precise diagnosis (â€Å"NIAID report claims great progress in biodefense research,† 2010). Mucosal immunities are studied on areas of infection, such as the respiratory organs and oral passages since potential bioweapons are most likely to infect those areas (â€Å"Introduction to Biodefense Research,â₠¬  2010). Proposed efforts to

Saturday, November 16, 2019

The Unexamined Life Is Not Worth Living Socrates Philosophy Essay

The Unexamined Life Is Not Worth Living Socrates Philosophy Essay The unexamined life is not worth living. With these words, Socrates stated the creed of reflective men and women and set the task for ethics: to seek, with the help of reason, a consistent and defensible approach to life and its moral dilemmas (Walters 22). Ethical inquiry is important to us when we are unsure of the direction in which we are heading. New philosophy calls all in doubt, wrote John Donne in the wake of the Copernican Revolution and of Charles Is violent death, suggesting that new thoughts had challenged old practices (Donne). Today, new practices in the biomedical sciences are challenging old thoughts: New medicine calls all in doubt (Walters 22). Few moral convictions are more deeply ingrained than that of the sanctity of life. If plausible once, however, the view that life is a sacred process (initiated, sustained, and finally halted by God) is now more difficult to maintain (Baier 1-4). Recent advances in the biomedical sciences allow us to intervene in, and sometimes take control of, the processes of life and death. Not only can death, quite often, be kept waiting by the bed or machine, doctors and scientists can now also intervene in, indeed, initiate the process of life: cloning and recombination of DNA are two examples; in vitro fertilization (IVF) is another (Walters 23). It is not surprising, then, that in the wake of these revolutionary developments, bioethics is flourishing. Despite the obvious enthusiasm of philosophers to take a stand on many complex moral issues in the biomedical sciences, however, a curious skepticism pervades the enterprise (Walters 23). Take the comments by a dean of an Australian Medical School on the teaching of medical ethics: Like any other lifelong clinical teacher I have firm views about such topics as euthanasia, continuing severe pain, acceptable and unacceptable risks of various treatments, the appropriate use of life support systems and numerous other matters of this sort which I discuss with my colleagues, assistants, and students but would not wish to teach dogmatically since much depends on the religious and ethical views which they may have and which also must command my respect (Medical Ethics). The paragraph suggests that although ethics is not a matter of dogmatism, it is a matter of personal preference or choice, something one cannot-or should not-argue about. Then there is another attitude, implied in a newspaper article by B.A. Santamaria, that ethical inquiry is useless unless those investigating bioethical issues have been à ¢Ã¢â€š ¬Ã‚ ¦endowed with authority by Almighty God [or] the Prime Ministerà ¢Ã¢â€š ¬Ã‚ ¦ (Santamaria). Since the study of ethics is all about what is right and what is wrong, it is not possible to come to a correct conclusion unless one is directly appointed by God to make this conclusion. God is the only One who can correctly decree what is ethical and unethical; we as imperfect humans should not even attempt to do this job. IVF raises many of these difficult moral issues. If the above conceptions about the nature of ethics were correct, however, discussion of these issues would either be futile (because morality is a matter of personal choice or opinion) or superfluous (because morality is what a divine or secular authority says it is) (Walters 23). In this paper, I want to suggest that it is not only possible, but also necessary to inquire into the ethics of such practices as IVF because the fact that we can do something does not mean that we ought to do it. To begin with, I will provide the basic medical facts involving IVF to give a solid understanding of what goes into the whole process and what facts involving this process cause the questioning of the ethical and moral issues. Infertility affects about 4.9 million couples in the United States, or one in every twelve. Approximately one-third of infertility cases can be traced to causes in the female (Encarta). However, a small proportion of infertile women can produce healthy eggs but, although they have a normal uterus, they have damaged or diseased fallopian tubes which prevent the egg from passing from the ovary to the uterus (Warnock 29). Aside from conventional methods of fertility treatment, there are also several newer techniques, collectively known as assisted reproductive technology (ART). The best known of these is in vitro fertilization (IVF) (Encarta). The concept of IVF is simple. A ripe human egg is extracted from the ovary, shortly before it would have been released naturally. The egg is then mixed with the semen of the husband or partner so that fertilization can occur. The fertilized egg, once it has started to divide, is then transferred back to the mothers uterus. It is common practice to transfer more than one embryo to a potential mother whenever possible because of the normal hazards that come along with pregnancy, such as the egg not attaching to the wall of the uterus (Warnock 29-30). As many ripe eggs as are accessible are harvested. Each egg is then mixed with semen to achieve fertilization. Assuming there is no abnormality in the semen, the success rate of fertilization is usually at least 75%. When the time comes to transfer the embryos to the woman, it may be that only one embryo is suitable for transfer, or there may be several. The reason for transferring more then one embryo is that this should give the woman a better chance of achieving a pregnancy (Warnock 30). Nearly 0.2% of American and 1% of British babies are being born after IVF. There are now more than 300,000 IVF babies worldwide. Patients stand in line for treatment, regardless of the stress, discomfort, and risks, and despite the fact that the success rate for the treatment is seldom better than 1 in 5 or 20% (Gosden 26-27). This surprisingly high number of IVF babies, and the many more IVF attempts that do not produce babies, which are currently being produced around the world present a need for the discussion of the ethical, or unethical-ness of in vitro fertilization. To call an infant born as the result of IVF a created individual is to imply that there is some difference between a child conceived and brought to term in this way and one conceived in the womb and carried through completely to term by the mother. To many religious people, the work of creation belongs, in the first place, to God, as it is outlined in the creation stories of the book of Genesis. God is the one who creates life and order out of chaos. Mankind is the highest product of creation, made from materials, which are part of creation. To man, who is made in the image of God, there is given dominion over the created world and the authority to exercise a stewardship which involves caring for what has been created. This has been developed within the Christian tradition so that man may be considered a partner with God in the continuing work of creation (Walters 88). In examining the question of IVF we are not looking at a question of creation out of nothing, but rather what may be seen, from the religious viewpoint, as an aspect of the trust given to mankind to care for creation. It may then be more appropriate to think of the facilitated rather then the created individual when we consider human intervention in the process of human fertilization (Walters 88). In considering this question and its ramification we will look at the viewpoints of some writers, both within and outside the Judeo-Christian ethical tradition, and try to determine whether or not basic notions of humanity are threatened by the artificiality which some have claimed is involved in the process. One argument against IVF is presented by the Roman Catholic Church using natural law as the basis for their argument. The theory of natural law is widely taken to mean that God has visibly set forth Gods laws in nature and humans should obey them (Dyson 52). The primary feature of IVF that comes under scrutiny from natural law is undoubtedly concerned with IVF as external fertilization. This is to say, the primary accusation coming from natural law focuses on the fact that in IVF, fertilization occurs in vitro in a glass dish, rather than in vivo, namely in the womans body. A second feature of IVF that is challenged by natural law is the use of masturbation by the husband or donor to provide the sperm without which the external fertilization cannot go ahead (Dyson 53). A rebuttal against this is presented by Fletcher, in which he has proposed a personal instead of a biological interpretation [of the natural law theory], so that the nature to be respected becomes not the reproductive process but what is worthy of a human being-freedom, planning, control of physical nature to serve human nature! à ¢Ã¢â€š ¬Ã‚ ¦Mans vocation is actually to frustrate nature as do medicine and technology, if rational needs and purposes require it (Fletcher 323). Another argument that many use to defend IVF, and also abortion, is that the embryo is not actually a human being but instead just a mass of cells with the potential to become a child, therefore not worthy of respect or careful treatment as that which would be awarded to a baby. Walters, however, argues that the embryo is actually living: it metabolizes, respires, responds to changes in the environment, grows, and divides (Kass 32-60). It is actually human; it pertains to the species homo sapiens. It is inappropriate, therefore, to refer to it as potential human life. We could, however, say it is potentially a mature human being (Walters 51). Walters continues this argument using the reasoning of Paul Ramsey. The human individual comes into existence first as a minute informational speckà ¢Ã¢â€š ¬Ã‚ ¦ (with the single exception of identical [multiple births]) no one else in the entire history of the human race has ever had or will ever have exactly the same genotype. Thus, it can be said that the individual is whoever he is going to become from the moment of impregnation. Thereafter, his subsequent development may be ascribed as a process of becoming the one he already is. However, some would counter-argue that, since twinning and recombination are possible in the early days after fertilization, irreversible individuality had not been achieved at this stage. These possibilities show the uncertainty of human individuation at conception. If the uncertainty remains as long as twinning is possible, it would seem that individuality could be certainly established only at blastocyst (an embryo four to six days after fertilization). Before this period, the embryo may be considered as only potentially a human being. This would imply that it is worthy of respect but not the same degree of respect as accorded to a mature human being (Walters 53). There are many more arguments concerning the ethicalness of in vitro fertilization, but the discussions stated above are the main points stated by the opposing sides. I do not believe one single conclusion can ever be drawn from these arguments. One can form him or her own personal opinion, but there will never be a single right or wrong answer. Based on the arguments I have read and learned about while writing this paper, I have drawn my own conclusions regarding the ethicalness of in vitro fertilization. I believe an embryo is a human being from the moment of conception and therefore its life should be treated with as much respect as a born baby should. I believe this life is precious and a creation of God. A baby is also, or should be, the representation of two people coming together in love to create a life. It should not be done outside of the body. An argument presented in Walters book that defends this position states: Those who reject human interference at the beginning of life would most certainly do so on the basis that what nature has decreed cannot take place ought not to take place. For an infertile couple, this implies that they must remain infertile: if they cannot produce a child by the normal means of conception then they must remain childlessà ¢Ã¢â€š ¬Ã‚ ¦(89) This is not necessarily the case and is a very narrow-minded conclusion to draw, as I will explain in the next paragraph. I sympathize with the couples who wish to have a child that shares their genetics, but I believe God made the couple infertile for a specific reason. He made them infertile so they could have the opportunity to give an orphaned or abandoned child a home. There are thousands, maybe even millions, of children without families all over the world. These children deserve love and a home just as much as the couple deserves to have a child. As William Walters put it so clearly, instead of insisting on the right of a couple to have a child, as some have done, let us be mindful rather of the right of a child to have parents (Walters 78). Just because a couple cannot produce their own genetic child does not mean that they must remain childless. While many people may not agree with other conclusions I have drawn regarding the personhood of the embryo or the immorality of a couple having a child outside of intimacy, there is no disputing the fact that infertile couples have an alternative to having a child created through science. They could make something good out of a seemingly bad thing by giving a child without a family a home, love, and a life. There is an alternative to infertility without relying on scientists, test tubes, and small chances. They can create their own miracle by giving life to an already-born deserving child. Baier, K. The Sanctity of Life, Journal of Social Philosophy. Vol. 5. April 1974: 1-4. Donne, John. The First Anniversary. Dyson, Anthony O. The Ethics of IVF. Mowbrey: 1995. Fletcher, J. Anglican Theology and the Ethics of Natural Law, Christian Social Ethics in a Changing World: An Ecumenical Theological Inquiry. Association Press: New York, 1966. Flynn, Eileen P. Human Fertilization In Vitro: A Catholic Moral Perspective. University Press of America: 1984. Gosden, Roger. Designing Babies. W.H. Freeman and Co.: New York, 1999. Kass, L.R. Making Babies Revisited, The Public Interest. Vol. 54. 1979: 32-60. Infertility. Encarta 1998. CD-ROM. Microsoft Corporation, 1993-1997. Medical Ethics. Editorial. The Medical Journal of Australia 11 June 1977: p. 871. ODonovon, Oliver. Begotten or Made? Clarendon Press: 1984. Ramsey, Paul in Rachels, J. ed. Moral Problems. Harper Row: New York, 1975. Santamaria, B.A. Medics Play God With Babes on Ice. Perth Independent 26 May 1981. Walters, William and Peter Singer ed. Test-Tube Babies. Oxford: Oxford University Press, 1982. Warnock, Mary. A Question of Life. Oxford: Basil Blackwell, 1984.

Wednesday, November 13, 2019

The Crusade for Equal Rights in the United States Essay -- American Hi

The struggle for equal rights has been an ongoing issue in the United States. For most of the twentieth century Americans worked toward equality. Through demonstrations, protests, riots, and parades citizens have made demands and voiced their concerns for equal rights. For the first time minority groups were banding together to achieve the American dream of liberty and justice for all. Whether it was equality for women, politics, minorities, or the economy the battle was usually well worth the outcome. I have chosen articles that discuss some of the struggles, voyages, and triumphs that have occurred. The people discussed in the following articles represent only a portion of those who suffered. The first speech that I chose was written by Martin Luther King Jr. in December 1955. The speech was given in Montgomery, Alabama and spoke to African-Americans who gathered in protest after the arrest of Rosa Parks. She refused to give up her seat to a white passenger on a city bus and was subsequently arrested. The African-American community decided to protest the decision and a mass rally ensued. According to Foner, â€Å"Martin Luther King Jr. invoked Christian and American ideals of justice and democracy in his speeches.† (901) King used these themes to address the protestors and spoke of Rosa Parks’ character, morals, and integrity. Martin Luther King Jr. was a national symbol of the civil rights struggle and advocated for the African-American community by protesting in a non-violent manner. The demonstrations and protests that were led by King evoked the lack of freedom, justice, and equality that African-Americans endured. Even with all of the injustices that occurred, African-Americans were proud to be American and use... ...rations. Segregation, which was once considered the norm, is now a thing of the past because of such demonstrations. Women were considered inferior to men and were forced to stay at home in the traditional role of housewife until the 1960s. The fact that women united together for equality allowed them to become active in politics, professional roles, and have control over their own bodies. Protestors in the 90s brought attention to inequality on a different level. The environment and economic inequality were now pressing issues. Demonstrations brought public attention to environmental, global, and economic issues. Without unity from these groups the United States would be a completely different country. It is with great admiration that I discuss the events and struggles that these people endured, for I don’t know if I would have the courage to do the same.

Monday, November 11, 2019

Financial Management Essay

Statement of Financial Accounting Standards (SFAS) No. 157 defines what is fair value as understood in terms of generally accepted accounting principles (GAAP), and it also increases disclosure requirement about fair value measurements. This latest Statement, effective this 2007 is being made applicable to other accounting pronouncements made earlier where there is a requirement or allowance for use fair value measurements of an accounting entities’ assets, liabilities and equity accounts. (Bernstein, 1993; Brigham and Houston, 2002). SFAS 157 therefore does not require any new fair value measurements on the basis of the Financial Accounting Standards Board having earlier determined that that fair value is the relevant measurement attribute (FASB, n. d. ). As to why the FASB needed to issue this SFAS, it may be recalled that before this Statement, the Accounting profession has already been exposed to different definitions of fair value but only had limited guidance for applying those definitions in GAAP (Meigs and Meigs, 1995). This is not to mention the fact that that guidance to accountants was found in many accounting pronouncements that require fair value measurements, thereby generating differences that strong enough to create possible inconsistencies of these guidelines hence may be held contrary into the FASB objective of applying GAA less complex. Increased consistency and comparability in fair value measurements and for expanded disclosures about fair value measurements appears to be the clear objective of FASB in enacting this SFAS 157 (FASB, n. d. ). As to how this differs from other fair value pronouncements, the argued may be framed on the following points: First, since the changes to current practice resulting from the application of this Statement relate to the definition of fair value, the methods used to measure fair value, and the expanded disclosures about fair value measurements, the differences should only be expected to arise on said points. Specifically, the present definition of fair value under SFAS 157 preserves the exchange price notion in earlier definitions of fair value. SFAS 157 however now makes the clarification that â€Å"the exchange price is the price in an orderly transaction between market participants to sell the asset or transfer the liability in the market in which the reporting entity would transact for the asset or liability, that is, the principal or most advantageous market for the asset or liability. † (FASB, 2007, n. d. ). The new statement treats the transaction to sell the asset or transfer the liability as a hypothetical transaction at the measurement date, considered from the perspective of a market participant that holds the asset or owes the liability. It is therefore clear to see focus of the definition made on the price that would be received to sell the asset or paid to transfer the liability (FASB, 2007, n. d. ). Such definition of price is of course different and should be distinguished on the price that would be paid to acquire the asset or received to assume the liability. It needs to be emphasized also that SFAS treats fair value as a market-based measurement, not an entity-specific measurement, hence measurement is determined based on the assumptions that market participants would use in pricing the asset or liability (FASB, 2007, n. d. ). 3. Select one public company in the last 3 years that has had asset impairments and have a one page explanation of what the impairment was about and under what standard it was calculated. The company is selected is Standard Register. Using its 2006 Annual Report, the company (Standard Register 2007b) has indeed asset impairment Net Assets Held for Sale based on its notes to FS which provides: â€Å"In conjunction with the closing of the Terre Haute plant, in 2006 the Company recorded $1,474 of asset impairments, primarily related to equipment. The carrying value of the Terre Haute building and equipment was adjusted to its fair value less costs to sell, considering recent sales of similar properties and real estate valuations† This paper submits that the impairment may have been calculated under SFAS No. 154, made effective on January 2, 2006, on Accounting Changes and Error Corrections which is a replacement of APB Opinion No. 20 and Financial Accounting Standards Board (FASB) Statement No. 3. (Standard Register 2007a) 4. Submit the title page of SFAS 157 from the FASB or FARS site. See Next Page. 5. Submit a copy of the page of the company 10-K that indicates the impairment Bernstein, Financial Statement Analysis, IRWIN, Sydney, Australia, (1993) Brigham and Houston, Fundamentals of Financial Management, Thomson South-Western, US, 2002 FASB, Summary of Statement No. 157 Fair Value Measurements, (n. d. ) http://www. fasb. org/st/summary/stsum157. shtml, {www document} URL, Accessed October 7, 2007 Meigs and Meigs, Financial Accounting, McGraw-Hill, New York, USA, 1995 Standard Register, 2006 Annual Report, Form 10 – K, (2007a) {www document} URL http://media. corporate-ir. net/media_files/irol/95/95849/2006annualreport2. pdf, Accessed October 7, 2007 Standard Register, Company Website, (2007b) {www document} URL, http://www. standardregister. com/, Accessed October 7, 2007

Saturday, November 9, 2019

Capital punishment2 essays

Capital punishment2 essays Capital Punishment is a term used for criminals who are punished by being put to death. Ever since the early 1800's, most executions have been a result of murder convictions. Some other crimes that have invoked the use of the death penalty are; robbery, kidnapping, rape, and treason. When it comes down to it this is a controversial issue that questions morality. In England during the 18th century, death was decreed for several hundred specific offenses, particularly for those against property. During that time, however, limitations began to be placed on the number and types of offenses for which criminals were put to death. The 1970's had eliminated death as a statutory punishment in many countries such as; Portugal, Denmark, Venezuela, Austria, Brazil, Switzerland, and Great Britain. In other countries if it still occurred it was a rare thing. Within the US there are death penalty statutes in some states but not all. In 1972 the Supreme Court made a ruling stating, that capital punishment laws as they stood were unconstitutional . However later on an other supreme court ruling upheld the constitutionality of the death penalty per se, and since then many states have passed death penalty laws with in the regulations of the court's ruling. Many people oppose the death penalty because they think it is morally wrong and cruel. Some even warn against the risk of executing people who are wrongly accused and convicted. Other people believe that if someone takes a human life then they deserve theirs. The early 1990's have executed about 150 people executed in the United States since 1976 and 2,000 people are on death row. The United Nations has to take a good look at this situation and put their own morality behind them when they decide what they want to do. Thousands of humans are in the hands of the UN. This topic needs serious consideration and a well thought out solution. ...

Wednesday, November 6, 2019

The Difference Between Works Cited and Bibliography

The Difference Between and Bibliography The citation of sources prevents plagiarism, helps a professor fact-check an essay or paper for accuracy, and can aid the student in finding information if they decide to return to a certain source in the future. Most everything written or published in the higher academy is cited. The citation of sources prevents  plagiarism, helps a professor fact-check an essay or paper for accuracy, and can aid the student in finding information if they decide to return to a certain source in the future. Learning the importance of citing sources is something any and every student should learn wholeheartedly and always embrace because, at the college or university level, it is a fact of life. ANNOTATED BIBLIOGRAPHY EXAMPLES However, with the overwhelming bombardment of information and terminology in higher education, it can be a challenge doing things the correct way – and can get very confusing.  This certainly applies to a writing assignment requiring a student to cite the sources they have used, referred to or encountered in compiling information and writing an essay or research paper. A page and Bibliography are perfect examples: the two are often used interchangeably, mean close to the same thing, yet have entirely different purposes, meanings,  and implications. The Bibliography Bibliographies, which are mostly found at the end of a book or published an academic  article, are a list of the books or other articles referred to in a scholarly work – and are not merely a simple paper, essay or research paper written by an undergraduate. Usually printed as an appendix, bibliographies provide an overview of what has been published on a topic. Some bibliographies are annotated, meaning they include a brief summary of each work’s contents and explain how it was relevant in writing about the subject of the paper. A bibliography is an ideal starting point for the student looking to conduct research on a specific topic or range of topics.  However, some professors may require their students to make a list of all the sources that informed the student writing the paper – those that may have  lead the student to other, more recent sources. In this case, a bibliography may be best. The The , often referred to as the â€Å" Page,† is a separate page at the end of a student’s essay or research paper; it lists the sources they used in the writing and completing their assignment – whether they used information in direct quotes, rephrased summaries, the incorporation of data and general information, like statistics. Whenever a student borrows legitimate information from any reputable source (anything that is not common knowledge: â€Å"the capital of Thailand is Bangkok†), that information needs to be cited in MLA style. This list should be alphabetized by authors’ last names – or by editors’ or translators’ names – and should have â€Å"† as a centered heading. In many cases, one’s professor may read the student’s page first to get a feel for the kind of effort put into the assignment. FOOTNOTES VS. ENDNOTES Student, keep in mind!  In the event, a student is not sure which exactly their professor prefers – works cited, bibliography or an annotated bibliography – that student should talk with their professor; rather than risk getting a low grade, it is best they inquire early on in getting an assignment.

Monday, November 4, 2019

Kodak and Fujifilm Research Paper Example | Topics and Well Written Essays - 1250 words

Kodak and Fujifilm - Research Paper Example The company was able to command 90% of the market by the year 1976. The 90% market command was because of sale of films and the sales of cameras were able to command 85% of the market share in the USA (Burley, 2007). History of Fujifilm Fujifilm is a Japanese multinational company that is based in Tokyo, Japan. The company deals with activities like production, development, servicing, and sales of colored photographic films, photofinishing equipments, digital cameras, color paper, photofinishing chemicals, graphic arts equipments, medical imaging equipments, optical devices, printers, photocopiers, and panel display. The company was established in the year 1934. The aim of the company was to be the very first Japanese manufacturer of photographic film. Within a period of 10 years, the company was able to produce motion-picture films, photographic films, and x-ray films. The company was able to enter into optical glass business in the year 1940s. Other products produced were lenses an d equipments in the market. Diversification of the company’s products was done after the Second World War. The company was able to produce medical products, printing, magnetic materials fields, and electronic imaging. Both Fuji Photo and Rank Xerox that are UK Company launched Fuji Xerox Co. Ltd. Fuji Company was able to intensify its businesses overseas in the 1950s. This company was able to enjoy a monopoly in Japan market (Burley, 2007). Core businesses Both Fujifilm and Kodak have focused on imaging and photography as the core business. Kodak had started earlier than Fujifilm. Fujifilm Company gave a lot of emphasis to market changes and through that, it was able to maintain a reckoning up date. On the contrary, its counterpart Kodak is in bankruptcy protection. Management of Kodak Company The management of the company failed to move fast into the digital world. The company was able to face technological discontinuities. This is because the company failed to combat the ne w changes. The company was reported to be full of complacency. The top officials of the company failed to employ quick strategies to combat the changes in technology. The company can be said to have been built on a culture of innovations and change. The success earned by the company in the early years of the 1970s made its leaders to block their ears from the cry of the customers about the looming failure that was ahead of the company. The poor management finally led to the collapse of the company. Unlike Fuji Film Company that decided to embrace technology, Kodak Company failed to embrace technology. They were not able to go digital at the time when Fuji Film was going digital (Don, 2011). Management of Fujifilm The company was able to build strong and robust corporate constitution. This was possible through implementation of structural reforms that were able to encompass every facet of its operations. The company was able to expand its business in the global markets such as emergi ng countries. A lot of business deteriorated in Europe due to flooding in Thailand. This greatly affected this company and as a result, the company was able to lose a lot of earnings and revenues from Europe. After this downturn, the company was able to employ new medium term management. The new medium term management was covered in the VISION80 plan of the company. The plan was to cover two years. The two years were 2013 and 2014. Unlike a Kodak company, the company was

Saturday, November 2, 2019

Analyzing Messages Essay Example | Topics and Well Written Essays - 750 words

Analyzing Messages - Essay Example With this, she invites Spencer to visit them when he gets the time. The email correspondence reveals two important aspects of written communication. First, the kind of language people use in written business correspondence depends on the relationship between them. Second, factors like gender and technology also come into play. Specifically, the language of the email is formal, similar to other business letters. The relationship between the two as service provider and client effects the formality of the correspondence. If the situation is reversed and Spencer will be the one to email Megan, thinking that Spencer is the service provider, the language could be more esteeming and polite as what can be seen in the second letter. Gender could have also played an important part in Megan’s writing. Being a woman, she did not want to be misinterpreted, thus kept the language formal. Also, her email is brief and no sense of closeness or endearment may be felt. The last line that says, â€Å"Do visit us when you have time† is a cordial invitation normal between a client and service provider. There are no terms used to signify personal closeness. Megan’s position in the company also plays a part in the construction of her email. Being the HR Manager, she is in the position to invite Spencer over to their office. Nevertheless, considering that Spencer is the Operations Manager in Cunninghams, she also included the clause â€Å"when you have time† to acknowledge how busy Spencer could be. As Steinberg (2007) notes, the style of communication is important in interpersonal communication. In this particular example, the use of technology as a communication style is very appropriate. The purpose and formality of the subject matter called for formality and such was achieved through emails. I hope this email finds you well. I am very glad to announce that Cunninghams, Inc. has just established a branch office in San Francisco, California as part of its