Raw by Scott Monk and Hero of War by Rise Against Extended response Essay Example for Free

Raw by Scott Monk and Hero of War by Rise Against Extended response Essay ‘Institutions can change one for better or worse’ this quote is proven in the novel ‘raw’ by Scott Monk and ‘Hero of War’ by Rise Against. Through the contrasting ideas of rebellion and conformity, the responders are able to see how institutions can manipulate one and have a negative or positive impact. In ‘Raw’ by Scott Monk, Brett uses rebellion to escape from his fears and then be liberated from it; he does this as he believes it is the only way to freedom. When Brett first gets to the farm he is given trust and responsibility straight away which he is not used to as he has never been automatically trusted before. Brett is unaware of how to react to this, as he has only ever experienced negative forms of authority beforehand. Brett believes that Sam is naà ¯ve and stupid for giving Brett and the other boys at the farm trust. Sam believes in giving everyone second chances and that if people want to change then it is up to them. The institution can change one for better or worse but it’s up to the persona to allow the change, so if they refuse the tools the institution provides them with, then they will stay the same. The farm as an institution has a positive impact on Brett, because once he starts taking responsibility for his actions then he changes. â€Å"†¦He didn’t want to be here. It was a waste of time†¦Ã¢â‚¬  through the use of third person narration the responders are able to see that Brett’s attitude towards the institution as a whole is that, he believes that this institution is a waste of his time as he believes it isn’t going to help him. Later on in the novel Brett comes to realisation after Josh opens up to him, Brett realises that he shouldn’t blame his actions on everyone else, and that he should take responsibility and live up to the consequences. The responders are able to see how much Brett has changed in the end of the novel when Brett admit s that it was his fault that they broke up. â€Å"†¦I’m the one to blame!† The exclamation mark is used to emphasise that he is taking responsibility for his actions, and for once isn’t blaming it on her. Because of the tools that Sam has given Brett he now knows that rebellion is not always the viable option. Thus the institution has changed Brett for the better, as he now he takes responsibility for his choices and doesn’t blame everyone else. In contrast, the persona in ‘Hero of War’ By Rise Against, changes for the worst as a result of this institution. Throughout the film clip it shows flash backs of what he was like before he had joined the army,  which was happy and he had a good self-image. Then throughout the clip we are shown him being in a green room, where he is glowing and there is black surrounding him, as the responders we can see the emotional damage which the persona has been through. â€Å"†¦I told them to stop/But then I joined in†¦Ã¢â‚¬  This complete juxtaposition shows the audience how he is forced to conform and adhere to the institution. The effect of this is that the responders can see that even though the persona knows what h e is doing is wrong, he is forced to conform to the army. In the end of the video we are shown the persona walking the streets of America, painted in white with red glowing hands. This symbolises the guilt which he feels for conforming and taking the innocent lives. The persona no longer fits in to society’s mould. This is ironic as there is still a high camera angle on him showing that he has power, even though he doesn’t fit in. Thus this institution has changed the persona for the worst as he now has a sense of guilt within himself and doesn’t fit in to his home country which is America ‘the only flag I trust’ Ultimately through the study of Raw by Scott Monk and Hero of War by Rise Against, it is shown that institutions can have either a detrimental or beneficial impact on products of an institution. This is shown through the contrasting ideas of Rebellion and Conformity.

General Strain Theory (GST) Application to Rehabilitation

General Strain Theory (GST) Application to Rehabilitation Abstract   A staggering number of African-Americans are incarcerated for a variety of criminal offences. Without having to review criminal statistics, African-Americans appear to lack the ability to adapt and/or become productive members of society compared to other races incarcerated. This is more than a stereotype and coincidence, other countries besides the United States have documented this phenomenon. Applying Agnews (1992) General Strain Theory (GST) to the emotional and social psychological development of African-Americans, society may better understand the motive, causation, and circumstances of crime pertaining to the African-American criminal thought process. I hypothesize this thought process to be a psychological condition requiring identification and intervention by the criminal justice system and correctional facilities. Investigation started by analyzing strains upon the African-American culture detailing afterwards the treatment of mentally ill African-American inmates as observ ed by the General Strain Theory and current physiological testing. A variety of social programs is available with positive interpersonal exposure and rebuilding of social skills/mindset, rehabilitating inmates to recognize, understand, and cope with strain. General Strain Theory and Rehabilitation of Mentally Ill African-American Inmates A staggering number of African-Americans are incarcerated for a variety of criminal offences. Without having to review criminal statistics, African-Americans appear to lack the ability to adapt and/or become productive members of society compared to other races incarcerated. This is more than a stereotype and coincidence, other countries besides the United States have documented this phenomenon. Applying Agnews (1992) General Strain Theory (GST) to the emotional and social psychological development of African-Americans, society may better understand the motive, causation, and circumstances of crime pertaining to the African-American criminal thought process. I hypothesize this thought process to be a psychological condition requiring identification and intervention by the criminal justice system and correctional facilities. Investigation started by analyzing strains upon the African-American culture detailing afterwards the treatment of mentally ill African-American inmates as observed by the General Strain Theory and current physiological testing. A variety of social programs is available with positive interpersonal exposure and rebuilding of social skills/mindset, rehabilitating inmates to recognize, understand, and cope with strain. Literature Review Kaufman, Rebellon, Thaxton, and Agnew (2008) produced an informative article that applied Agnews General Strain Theory to analyzing the motivational processes of African-Americans, beyond age, sex, or community, which leads them to criminal activity. This article evaluated the lives of African-Americans in totality and hypothesized a lack of coping mechanisms and outlets for daily and unrelenting stresses or strains. A considerable amount of statistical information contained herein was gathered from various web sites and journals. The U.S. Department of Justice (2006, 2007) and the U.S. Department of Labor (2008) collected facts pertaining to crimes and the races in which they occurred within. While Elliott Voss (1974), Williams Gold (1972) did not find significant racial crime connections, Kelley, Huizinga, Thornberry, Loeber (1997) with Snyder Sickmund (2006) showed juveniles were prone to violence. Broadhurst and Tonry (1997) with Doone (2000) confirmed that other countries besides the United States experienced elevated criminal and correctional issues with indigenous populations of African-American decent. African-American plight can be traced back to mid-19th century by Du Bois (1899, 1904), Hawkins (1995). Without the contributions of Hirschi (1969), Akers (1998), (Cohen Felson, 1979) and others, theories such as the lifestyle theory, Walters (2005, 2007) Criminal Thinking Styles, and Dolls Ajzens (1992) theory of Planned Behavior, a comparative analysis would be incomplete. Credit must also go to Scobbie, Wyke, Dixon, (2009), Birgden (2004), Fallot (2001), Condelli, Bradigan, Holanchock, (1997) for contributing their knowledge and research utilized in this report exploring mentally illnesses. Criminal Statistics African-Americans have excessively represented a majority of the criminals in the U.S. since the mid-19th century (Du Bois, 1899, 1904; Hawkins, 1995). In 2006, the U.S. population was comprised of approximately 13% African-Americans, however they accounted for 28% of all offence arrests, 39.3% of violent crimes, 56.3% of robberies, and 50.9% of homicides (U.S. Department of Justice, 2007). The U.S. Department of Justice (2006) reported that victims perceived 25.3% of singular criminals and 33.9% of criminals in multiple offender victimizations to be African-American according to the most recent statistics from the National Crime Victimization Survey. In robberies, offenders were perceived as African-American 47.7% of the time and 22% of the time with assaults (U.S. Department of Justice, 2006). Disregarding the fact of perceived or speculative information obtained under the high stress of a criminal act by a victim, victimization data continued to parallel current arrest data. Early self-reports did not convey significant findings between race and crime (Elliott Voss, 1974; Williams Gold, 1972), but recent reports show youths prone to violence (Kelley, Huizinga, Thornberry, Loeber, 1997; Snyder Sickmund, 2006). Canada, New Zealand, and Australia also report abnormally high offenders from indigenous populations and African-Americans decent (Broadhurst, Tonry, 1997; Doone, 2000). Accounting for bias and discrimination, the overwhelming statistics of African-Americans to other races incarcerated do not coincide. General Strain Theory The GST offers an exemplary causation explanation of social and environmental factors contributing to African-American delinquency. The GST examines disproportional stressors/strains upon African-Americans as causations of criminal behavior whereas similar theories only provide for negative sociological (Hirschi, 1969) or poor acquaintance associations (Akers, 1998). Typically, hypotheses focus upon one factor as the causation of delinquency, the GST accounts for multiple strains upon an individual to explain criminal behavior. A broad range of strains, according to Agnew (1992), can occur from failures or removal from positive outcomes, or the anticipation of negative stimuli, could possibly result in a criminal action to pacify the emotional trigger. Recent empirical testing showed strain and anger influencing violence (Agnew, 2006; Mazerolle Piquero, 1997; Mazerolle, Burton, Cullen, Evans Payne, 2000). African-American may experience higher levels of strain compared to other races, but it does inevitably conclude in crime. Variables such as coping skills, social support, and mental conditioning of an individual allow for escape from and defusing strain. Individuals whom possess exemplary social control (Hirschi, 1969) or whom do not associate with delinquent social circles (Akers, 1998) will be less likely to utilize criminal activity to cope with strain. Predominate Strains Agnew (2001) recently clarified strain is most conducive to crime when it was viewed as unjust e.g. excessive discipline, criminal victimization, and unpredictable parental supervision, particularly when combined with economic, educational, criminal, and discriminatory strains. These types of strains create the conditions for coping to occur through criminal activity. Economic strains are prevalent amongst African-American communities with African-Americans likely to be of lower class income employed in the secondary labor market or unemployed (Conley, 2000; DeNavas-Walt, Proctor, Smith, 2007; Gittleman Wolff, 2004; Sullivan, 1998; U.S. Department of Labor, 2008). Robbery is the highest crime disproportionally observed among the African-American culture (U.S. Department of Justice, 2006, 2007) and possibly explains the situational need for supplemental income. Economic strain can be potentially interrupted as unjust, blamable upon society, and other external factors beyond an individuals control, contributing to the continued plight of the African-American culture. Family, educational, criminal, victimization, discrimination, and community strains rank amongst the top stressors of the African-American culture next to economic strain. These strains are so prevalent in occurrence it is understandable and reasonable to conclude there is little escape or relief from these strains. Family strain is contributed to residency in impoverish areas, economics, secondary labor employment, and diminished family bonds contribute to the probability of poor parenting practices e.g. inappropriate/inconsistent discipline (Agnew et al., 2000; Patterson Fergatch, 1990; Patterson, Reid, Dishion, 1992). This breakdown can contribute to diminished parental bonds with children with juvenile delinquency becoming the strain relief mechanism (Agnew et al, 2000; McLoyd, 1990; Patterson, 1982). U.S. school systems contain a percentage of educators with low expectations of lower class student success (Cooper Moore, 1995) with the placement of students, according to race, in lower educational programs without consideration of the individuals academic ability (Irvine York, 1993). This is a considerable strain upon developing African-American youths. Low rate educational programs alone effectively lessen mental development. These educational programs contain inferior curricula (Epps, 1995; Oakes, 1985). Associated/resulting from substandard educational practices of African-Americans are poor grades, unfair discipline, and poor/negative interpersonal relations with educators and students contributing to strain. These strains are observable with white students attending minority-segregated schools as their academic scores reflect substandard grades compared to white students in predominately-white schools (Bankston III Caldas, 1996). Criminal victimization pertains to crimes committed against African-Americans as compared to other races. Victimization amongst African-American compared to whites was 37.3% higher (U.S. Department of Justice, 2006) with 49.5% accounting for murder and non-negligent manslaughter (U.S. Department of Justice, 2007) of which 58% of murders occur before the age of 30 (U.S. Department of Justice, 2006). African-American children between the ages of 12-19 experienced violent crimes such as murder, rape, or robbery, 48% higher than white children of the same age (U.S. Department of Justice, 2006). The burglary rate of African-American households was 22.4% higher than whites (U.S. Department of Justice, 2006). Regardless of location, inner city or suburbia, the levels of victimization are consistent among African-Americans (Logan Stults, 1999). Discrimination is a strong negative that African-Americans experience frequently compared to whites and on many levels such as buying a house, car, seeking employment, education, or walking down the street (Ayres Siegelman, 1995; Farrell Jones, 1988; Feagin, 1991; Forman et. al., 1997; Kirschenman Neckerman, 1991; Yinger, 1995). African-Americans reported discrimination 34% greater than whites with 70% of African-Americans discriminated against at least once in their lifetime (Forman, Williams, Jackson, 1997). Discrimination may be the most conductive of strains eliciting negative emotions and crime-provoking behavior (Agnew, 2001). Homicide rates, at the micro level, were related to discrimination (Messner, 1989) with high rates of crime amongst African-Americans in racially segregated locales (Messner South, 1986; Shihadeh Flynn, 1996). At the micro level, positive associations existed between discrimination and juvenile delinquency (Simons et al., 2003). Negative experiences with law enforcement officers include discrimination (Miller, 1996), with frequent contact in high crime locals with unfavorable experiences (Parker, Onyekwuluje, and Murty, 1995). African-Americans were shot and killed more often by police officers compared to whites (Walker, Spohn, DeLone, 2000). While this fact showed negatively upon police officers, it also showed the high frequency in which African-Americans have extreme negative contacts with police officers. General Strain Theory and the Mentally Ill The Encyclopedia Britannica (2010) defines a mental disorder as, anyillnesswith significant psychological or behavioral manifestations that is associated with either a painful or distressing symptom or an impairment in one or more important areas of functioning. Disregarding recognizable mental illnesses such as schizophrenia; cannot a majority of the African-Americans incarcerated be classified as having a mental illness? African-Americans, over years of mental strain, may suffer from and require support rebuilding and coping skills with coping resources and social support (Agnew, 1992). Problem solving competences with self-esteem and self-efficacy guidance may help to reduce and recover from the effects of strain (Agnew, 1992). Utilization of tests such as the Psychological Inventory of Criminal Thinking Styles (Walters, 2005) or the Theory of Planned Behavior (Doll Ajzen, 1992) may help in determining emotional distress, worldview, and criminal thinking methods of African-Americans. The state of New York utilized the Wilcoxon test to assess psychological changes (Ward, Bradigan, Holanchock, 1997) finding intermediate care programs containing professionals such as clinical psychologists, social workers, and occupational/recreational therapists served to avoid hospitalizing inmates via therapy (e.g. group recreational therapy, skill training, educational/vocational instruction, and crisis intervention). Religious recovery described by Fallot (2001) utilized spirituality as a potentially positive role in psychiatric rehabilitation. Scobbie, Wyke, and Dixon (2009) reviewed goal-setting theories to identify those that offer the best potential results in clinical practice. Scobbie, Wyke, and Dixon (2009) concluded five main theories of social cognitive theory, goal setting theory, health action process approach, proactive coping theory, and self-regulatory model of illness behavior showed results in patient outcomes. These theories can overlap and intertwine to help identify issues and aid in rehabilitation. The common theme pertaining to rehabilitation of inmates, mentally ill or not, starts with recognizing a mental illness. While prisons are for punishment, the treatment of psychological illnesses starts with recognition by the correctional facility or guards. Birgden (2004) stated the use of correctional staff is instrumental as potential therapeutic agents (p. 283) with rehabilitation programs depending upon correctional officers support. The chance to deter future criminal activity depends upon the criminals will to succeed with the guidance of councilors and therapy. Seriously mental ill inmates account for 8% to 20% of state prison inmates costing approximately $245 million with county estimates placed at approximately 7.2% to 15% with a cost of $58.4 million. Conservative overall estimate of approximately $1.2 billion to $1.8 billion went towards the care of inmates in the state of California in 1993-1994 (Izumi, Schiller, Hayward, 1996). The number and costs associated with the care of mentally ill inmates could be considerable lowered with the proper application of intermediate care programs to recognize and rehabilitate criminals. Conclusion Theorists typically suggest inadequate socialization as one of the overall causations of deviance behavior (Bandura, 1969). There are a number of theories psychologists consider when classifying and diagnosing mental illnesses e.g. psychodynamic theories, operant conditioning, moral development, and social learning theory. The rational choice theory states criminals make a conscious, rational, and at least partially (Schmalleger, 2006, p.118) while the lifestyle theory states criminal thinking is hierarchically organized and that certain features of an individuals general world view should correspond with specific criminal thinking styles (Walters, 2007, p. 184). The general choice theory utilizes many factors aforementioned, evaluating strain specifically upon the African-American culture. Care of African-American mental illness, while incarcerated, requires substantial emotional and possibly professional treatment and support. Correctional guards are the first step in recognizing and referring strained African-Americans requiring professional guidance, and to aid in the rehabilitation process with positive interactions and socializations. Realistically, lesser needs may go untreated due to priority inmates with severe psychiatric needs. Cases with lesser, treatable, mental conditions can go untreated (Olley, Nicholls, Brink, 2009). While severe patients take priority, the needs of lesser cases should be the primary focus of correctional facilities. The breaking of the criminal behavioral cycle is the focus of such rehabilitation programs. Currently there is no catchall racial explanation for the causation of crime or mental conditioning amongst African-American; Kaufman, Rebellon, Thaxton, and Agnew (2008) suggested the GST offered an additional and complementary explanation that highlights the importance of emotional and motivational social psychological processes (p. 432).

Factors Affecting Participation with Sustainability

Factors Affecting Participation with Sustainability Participation is an essential component of development and the degree of participation in development programs is a key determinant of success or failure. According to Bagherian et al. (2009) the activites and factors which contribute with success of particiption still unkown and remind a mystery. But some researchers and scholars studied peoples participation and affecting factors in development projects they found some key factors which affect people’s participation. There are a variety of factors affecting local participation in development programmes and projects such as economic, political, legislative, administrative, socio-cultural, and geographical factors. Furthermore, isolation and scattered habitat of the poor people; work load, especially for women, weak health condition, low level of education and exposure to non local information, weak leaders and lack of know-how to move in this direction in order to promote their interests. (Heck, 2003;Cohen Uphoff, 1980; UNDP , 2007; Oakley, 1991). Heck (2003) added some factors and constraints of implementing and support agencies: centralized planning, decision making and implementation, lack of skilled staff to promote participation and pressure from the side of implementing institution and supporting organizations to produce visible results quickly. Economic factors: Mohammad (2010) asserts that economic factors extremely affects peoples participation, which they are bound to live and adjusted. He added that socially poor, minorities and underprivileged communities rarely asked for participation in government lead programs and projects. For the best result, it could be crucial to consider and engage individuals and minorities from different levels in the leadership structure of the community. As Wall et al. (2005) cited that â€Å"Leaders must make every effort to recruit and involve people of both racial and ethnic diversity and with lower socioeconomic status as their interests and concerns should not be ignored† (155). Political factors: Political factors affect peoples participation in different ways. One of the main causes of apathetic situation of people participation in developing countries is political obstacle. Samad (2002) explained that beside of the socioeconomic stance, political background of stakeholders has been an influential factor in the form of participation consequence. He added that those stakeholders, who are politically, socially and economically dominate, for their own interest may frustrate the participation of others (cited in Mohammad, 2010). Heck (2003) stated that in number of countries the rural and urban elites influence the political and administrative structures to turn the policies in their favor. Socio-cultural factors: In some communities, culture directly affects people participation in development projects. Afghan community is one of them, which culture is a big challenge for minorities especially women’ participation. Likewise, Cohen and Uphoff (1980) hinted in their compressive model of people’s participation in rural development that culture is one of three big challenges which affect people’s participation in development initiatives. Beyond all these factors in some cases, people do not want to participate in development projects. For more effective participation some practical steps are very important which include: demanded-led idea for project or program, ensuring that the design is thought of as an investment in a successful outcome and thus given adequate time and other resources, the design incorporates specific activities and resources needed to implement participatory strategies, distinctly specifying the target group who and which groups to be participated and who will benefit, defining the type and level of participation to be achieved and selecting skilled team in participatory approaches (AusAID, 2010). Brahmi and Thakur (2011) undertook a study to find socio-economicfactors which affecting peoples participation in the Hariyali project in Himachal Pardesh, India. For study data were collected from 71 people who were involved in the project and 428 farmers through survey. The study findings showed total 22 factors noticed by respondents which affects people’s participation from these 22 factors 18 were socio-economic factors. The key factors were: lack of awareness about programmes, poor economic conditions, illiteracy, lack of faith in government programmes, village politics, subsidy culture, lack of exposure visits, low interest in money contribution, lack of demonstration and transparency. About 90 percent of the respondents perceived that lack of awareness (i.e. Knowledge of project concepts, objectives and their benefits, guidelines and responsibilities of the user group) were the most challenging factors. The study also revealed some program related factors such as lack of entry point activities, lack of flexibility in expenditure according to field conditions, variation in wage payments and lack of provision of advance payments. Similarly, Nxumalo and Oladele (2013) examined factors affecting farmers’ participation in agricultural program in Zululand district, South Africa. Three municipalities and 90 people were randomly selected. Data were collected through structured questionnaire, frequency count, percentages and the probit regression model were used for analysis. The study showed that farmers were inclined to participation, but luck of fund, unavailability of land, limited resources were major factors for participation. Bagherian et al. (2009) conducted a study to trace the factors which influencing local people’s participation in Watershed Management Programs (WMP) in Iran. Two hundred respondents were questioned through personal interview, correlation and multiple regression were employed for data analyses. The finding demonstrated that the level of people participation was moderate. Regression findings showed five factors had impact on the level of participation of people in this program. These factors were: level of people’s satisfaction of prior programs, people’s attitude toward WMP, people’s knowledge of WMP, their monthly income from alternative occupation and their expectations of WMP. Despite of many problems in Afghanistan two main obstacles have been encountered by National Solidarity Program (NSP) which highly effects people’s participation. First, security problems, due to ongoing conflict in some parts of the country, it has been difficult to contract facilitating people’s participation in such areas has been in danger. This has resulted in a slow pace of programme implementation. Second, local governments and elite of communities, in some regions have interfered in development projects which have brought obstacles for people’s participation (NSP, 2010). Dufour and Antezar (2003) carried out a research to analyze participation and consultation of affected populationin Nahrin district, Baghlan, Afghanistan. Data were collected from the local population, Afghan aid workers, international aid workers and the Afghan interim authorities. For data collection different tools were used such as interview with formal and informal focus groups, visits, participation in meetings, and review of secondary sources. The study showed some contextual factors, for instance security, geography, social characteristics, cultural factors and interference of local power holders. The key factors which affect sustainability have been grouped under nine main headings, namely: partner government and donor policies, local participation and ownership, management and organization, finance, awareness and training, technology, socio-culture, environment and external political and economical factors (AusAID, 2000). Sahee foundation[1](2008) conducted a study to find sustainability of rural development projects in Swaziland. Fifty six rural development projects were surveyed correlation had been tested, used the Kruskal-Wallis test and the Kendall Rank correlation. The findings revealed that the project is not an effortless way to earn wealth with little effort and input. People awareness about their responsibilities, working of knowledgeable persons hand to hand with other members of the project for achieving the common aim likely lead projects to sustainability. Furthermore, the study showed that cooperation between implementing NGOs, beneficiaries and local authorities were mostly satisfactory or even good. Despite of these positive points achieving stable membership was one of the big difficulties in most of the projects. In most cases the membership shrank until a small core group remained. Some projects ended because NGOs had stopped visiting projects after completion due to lack of fund a nd the beneficiaries had no possibility to improve their skills and develop their project. [1] Sahee: Sustainability for Agriculture, Health, Education and Environment (2008)

The Benefits of Responsible Human Cloning Essay -- Argumentative Persu

The Benefits of Responsible Human Cloning      Ã‚  Ã‚  Ã‚   On an unremarkable afternoon in July of 1996, in an unremarkable shed in Scotland, a lamb was born. This lamb was to spark a controversy that would be one of the defining arguments of this era. This lamb, simply named "Dolly" (after Dolly Parton in reference to the mammary cell used as the donor), was the first clone to be born using specialized cells from an adult mammal. The fact that the lamb was cloned from these specialized cells - such as muscle cells, liver cells, or mammary cells - is what made this discovery of such importance. Before this, scientists had thought that these cells had lost their ability to grow into a new embryo. They had already cloned embryos, but this revelation meant that a clone could be produced from an adult subject. At first, one would think that little benefit could be derived from such a discovery, beyond the novelty of being able to make an exact copy of one's self, but scientists soon theorized many benefits that could result from such a procedure. A more hom ogeneous control group for use in science experiments involving animals would be an obvious example. A completely similar group of animals is extremely difficult if not impossible to accomplish without the use of cloning. The current research being conducted on aging would benefit greatly from this application of cloning. The medical field could also be helped by cloning. Cells from a cloned embryo could be used to treat such illnesses as Parkinson's Disease and muscular dystrophy. Also, entire organs could be grown to replace failing ones, thus entirely eliminating t he long wait for a matching donor. This would also eliminate the harvesting of organs from the prisoners... ...fin, Dr. Harry. "Cloning and Genetic Modification: A Brief History of Nuclear Transfer." Roslin Institute Online. Online. 11 Dec. 1997. Herbert, Wray, Jeffery L. Sheler, and Traci Watson. "The World After Cloning: A Reader's Guide to What Dolly Hath Wrought." U.S. News and World Report 10 Mar. 1997: 59-63. Kolata, Gina. Clone: The Road to Dolley and the Path Ahead. New York, William Morrow and Company, Inc., 1998. Macklin, Ruth. "Human Cloning? Don't Just Say No." U.S. News and World Report 10 Mar. 1997: 64. Mario, Christopher. "A Spark of Science, a Storm of Contoversy." U.S. 1 Newspaper 5 Mar. 1998. PrincetonInfo.com. Online. 9 Mar. 1998. "Papal Panel Condemns Cloning, Warns of Genetic Research Dangers." Fox News. Online. 3 Mar. 1998. Shapiro, Harold T. "Ethical and Policy Issues of Human Cloning." Email to the author. 10 March 1998.

Know It Alls :: essays research papers

Know It All’s Just because a person thinks they know it all, doesn’t mean they can teach. In America, the land of the free, gives this privilege every year to many people. They get their Masters or even a PHD degree in college and think they can mold the minds of others. This is such a farce. The degree may give you the right to become a teacher or even a doctor, but it does not mean you will be a good one. Teaching comes from the heart. If you absolutely love what you are doing it will show in class. It will show in the faces of the students. It will show with the in class discussions with the students. And finally, it will show in the test scores from the class. How the class is doing, in the subject, reflects totally on the teacher. If the whole class is failing, then the teacher has failed as well. So couldn’t we say that this kind of teacher has fallen through the cracks? Like so many illiterate people who get all the way through the twelfth grade and still don’t know how to read. People learn in different ways. We are all different. Just because I know how to play the piano, doesn’t mean that the student next to me in class can play the piano as well, and I do not expect it. We all have different levels of talent and different levels of ability to learn. Some people just get it and everything comes easy. Some people struggle with some things and some with everything. This is where the teacher has to adjust their teaching skills to fit these needs. Everyone can not be taught the same way. I had this experience in college with the worst teacher that taught Microeconomics and a Psychology class. Yes I was slammed twice. He introduced himself and bragged for an hour and a half about his vast degrees and his experience in Vietnam and all the places he had seen and basically things I did not need to know. After listening to him I felt like I was in shell shock. I kept asking myself, â€Å"What does this have to do with this class?† He would jump from one subject to another and go off on a tangent. And of course we were all expected to read his mind. He would start a sentence and expect you to finish it.

Joseph Andrews Characters

Joseph Andrews A handsome and virtuous young footman whom Lady Booby attempts to corrupt. He is a protege of Mr. Adams and the devoted but chaste lover of Fanny Goodwill. His adventures in journeying from the Booby household in London back to the countryside, where he plans to marry Fanny, provide the main plot of the novel. Mr. Abraham Adams A benevolent, absent-minded, impecunious, and somewhat vain curate in Lady Booby’s country parish. He notices and cultivates Joseph’s intelligence and moral earnestness from early on, and he supports Joseph’s determination to marry Fanny.His journey back to the countryside coincides with Joseph’s for much of the way, and the vibrancy of his simple good nature makes him a rival of Joseph for the title of protagonist. Fanny Goodwill The beautiful but reserved beloved of Joseph, a milkmaid, believed to be an orphan. She endures many unsuccessful sexual assaults. Sir Thomas Booby The recently deceased master of Joseph and patron of Mr. Adams. Other characters’ reminiscences portray him as decent but not heroically virtuous; he once promised Mr.Adams a clerical living in return for Adams’s help in electing Sir Thomas to parliament, but he then allowed his wife to talk him out of it. Lady Booby Sir Thomas’s widow, whose grieving process involves playing cards and propositioning servants. She is powerfully attracted to Joseph, her footman, but finds this attraction degrading and is humiliated by his rejections. She exemplifies the traditional flaws of the upper class, namely snobbery, egotism, and lack of restraint, and she is prone to drastic mood swings. Mrs. SlipslopA hideous and sexually voracious upper servant in the Booby household. Like her mistress, she lusts after Joseph. Peter Pounce Lady Booby’s miserly steward, who lends money to other servants at steep interest and gives himself airs as a member of the upwardly striving new capitalist class. Mr. Booby The nephew of Sir Thomas. Fielding has adapted this character from the â€Å"Mr. B. † of Samuel Richardson’s  Pamela; like Richardson’s character, Mr. Booby is a rather snobbish squire who marries his servant girl, Pamela Andrews. Pamela AndrewsJoseph’s virtuous and beautiful sister, from whom he derives inspiration for his resistance to Lady Booby’s sexual advances. Pamela, too, is a servant in the household of a predatory Booby, though she eventually marries her lascivious master. Fielding has adapted this character from the heroine of Samuel Richardson’s  Pamela. Mr. Andrews The father of Pamela and, ostensibly, Joseph. Mrs. Andrews The mother of Pamela and, ostensibly, Joseph. Two Ruffians Highwaymen who beat, rob, and strip Joseph on the first night of his journey. PostilionLends Joseph his greatcoat when Joseph is naked following the attack by the Ruffians. Mr. Tow-wouse The master of the inn where Joseph boards after being attacked by the R uffians. He intends to lend Joseph one of his own shirts, but his stingy wife prevents him. Later he is discovered in bed with Betty the chambermaid. Mrs. Tow-wouse The frugal, nagging wife of Mr. Tow-wouse. Betty A chambermaid in the inn of Mr. and Mrs. Tow-wouse. Her initial care of Joseph bespeaks her basic good nature, but she is also lustful, and her association with him ends badly.Mr. Barnabas A clergyman who never passes up a drink and halfheartedly attends Joseph during his recovery from the attack by the Ruffians. Surgeon Belatedly addresses the injuries Joseph sustained during his attack by the Ruffians. Bookseller A friend of Mr. Barnabas, declines to represent Mr. Adams, author of several volumes of sermons, in the London book trade. Tom Suckbribe The Constable who fails to guard an imprisoned Ruffian and may have some financial incentive for failing in this office. LeonoraThe reclusive inhabitant of a grand house along the stage-coach route, a shallow woman who once jil ted the hard-working Horatio for the frivolous Bellarmine and then was jilted in turn. Horatio An industrious lawyer who intended to marry Leonora but lost her to the wealthy and flamboyant Bellarmine. Bellarmine A Frenchified cavalier who values Leonora’s beauty enough to steal her away from Horatio but who finally rejects her when her father refuses to supply a dowry. Leonora's Father A miserly old gentleman who refuses to bestow any money on his daughter during his life and thereby causes her to lose Bellarmine as a suitor.Leonora's Aunt Leonora’s chaperone during the period of her courtship by Horatio and then Bellarmine; encourages Leonora to pursue her financial self-interest in choosing a mate. Mrs. Grave-airs A snobbish stage-coach passenger who objects to traveling with the footman Joseph but turns out to be the daughter of a man who was once a lower servant. Sportsman Encounters Mr. Adams while out shooting one night; extolls bravery when conversing with Adam s but flees the scene when the cries of a distressed woman are heard. The JusticeA local magistrate who does not take his responsibilities very seriously. He handles the case of Mr. Adams and Fanny when Fanny’s attacker accuses them of having beaten and robbed him. Mr. Wilson A gentleman who, after a turbulent youth, has retired to the country with his wife and children and lives a life of virtue and simplicity. His eldest son, who turns out to have been Joseph, was stolen by gypsies as a child. Mrs. Wilson The wife of Wilson. She once redeemed him from debtor’s prison, having been the object of his undeclared love for some time. PedlarAn apparent instrument of providence who pays one of Mr. Adams’s many inn bills, rescues Mr. Adams’s drowning son, and figures out the respective parentages of both Joseph and Fanny. Mrs. Adams The wife of Mr. Adams and mother of his six children, prone to nagging but also appreciative of her husband’s loving nature. Parson Trulliber An entrepreneurial and greedy clergyman, more dedicated to hog farming than to the care of souls, who refuses to lend Mr. Adams money for his inn bill. Mrs. Trulliber The downtrodden wife of Parson Trulliber. Hunter of MenAn eccentric and rather sadistic country gentleman who sets his hunting dogs on Mr. Adams, allows his friends to play cruel jokes on him, and attempts to abduct Fanny. Captain One of the Squire’s friends, abducts Fanny on the Squire’s orders but is himself taken prisoner by servants of Lady Booby. Player One of the Squire’s friends, a failed actor who pursues Fanny on the Squire’s orders but flees when the Captain is taken prisoner. Poet One of the Squire’s friends, a failed playwright who pursues Fanny on the Squire’s orders but flees when the Captain is taken prisoner.Quack-Doctor One of the Squire’s friends; comes up with a Socratic practical joke that exploits Mr. Adams’s pedantry. Priest Discourses on the vanity of riches before asking Mr. Adams for money to pay his inn bill. Lawyer Scout Tells Mr. Adams that Joseph has worked long enough to gain a settlement in Lady Booby’s parish, but then becomes a willing accomplice in Lady Booby’s attempt to expel Joseph and Fanny. Justice Frolick The local magistrate who cooperates with Lady Booby’s attempt to expel Joseph and Fanny from her parish.Beau Didapper A guest of Lady Booby’s, lusts after Fanny and makes several unsuccessful attempts on her. Pimp A servant of Beau Didapper’s, attempts to persuade Fanny to accept his master’s advances and then makes a few attempts on his own behalf. Dick Adams A son of Mr. and Mrs. Adams, nearly drowns in a river but is rescued by the Pedlar. He then reads the story of Leonard and Paul to his parents’ guests. Leonard A married man who argues frequently with his wife while entertaining his friend Paul in their home.Like his wife, he eve ntually accepts Paul’s advice always to yield in disputes, even and especially when he knows himself to be right. Leonard's Wife The wife of Leonard, with whom she argues frequently while they are entertaining his friend Paul in their home. Like her husband, she eventually accepts Paul’s advice always to yield in disputes, even and especially when she knows herself to be right. Paul Leonard’s friend, separately advises both Leonard and Leonard’s wife to adhere to the â€Å"Doctrine of Submission. †

Digging by Seamus Heaney

Digging -by seamus Heaney The poet, Seamus Heaney uses simple words in his poem which is beautifully portrayed as well as easy to understand. The poem is basically about the poets respect and admiration of his father's and grandfather's hard work. The poem begins in the present tense form. The poet, Heaney, is in his room, writing while his father is digging. It can be assumed that the poet is near a window so that when he looks outside he can see his father digging. It is important to note that Heaney â€Å"looks down† at his father's â€Å"straining rump†.Literally his position at the window is elevated but we also get the sense that Heaney somehow feels superior to manual work and that he does not like this feeling. The next stanza takes us back to previous years before his father's retirement from farming: â€Å"Bends low, comes up twenty years away†. We move effortlessly and beautifully from the present day flowerbed to the previous years potato drills. The poet then begins to describe his father's skills. The paradoxical â€Å"coarse boot nestled† shows the physicality and hardwork of digging alongside the love his father has for it.Heaney uses a two line stanza beginning with the exclamatory â€Å"By God† to take us further back to his grandfather's digging skills. The exclamation and the conversational tone add a feeling of being with Heaney as he reminisces. Neatly Heaney has taken us back to his forefathers to show that working with the land has always been a tradition in the family. He has broken this chain by choosing to become a writer. The next stanza is a memory of visiting his grandfather as he cuts peat from the bog.The â€Å"bottle corked sloppily with paper† reflects Heaney's clumsiness in practical matters but also a different use of paper to the one he is really skilled at. This is a family proud of their achievements which are measured by a spade and the ability to handle one: â€Å"My grandfather could cut more turf in a day than any other man on Toner's bog†. The penultimate stanza reveals the difficulties created by Heaney's wish to write. The â€Å"curt cuts through living roots† are not only the sharp edge of the spade cutting through living turf.They are the sharp words spoken as Heaney cuts his ties with his family's traditional means of earning a living. And so we return to the beginning lines of the poem with the significant change from â€Å"as snug as a gun† to â€Å"I'll dig with it†. Heaney recognizes that his skill with a pen is comparable to that of his forefathers with a spade. He also realizes that he can continue the love for skilled work with the land through his writing. Just as his grandfather was â€Å"digging down and down for the good turf† so will Heaney dig down and down for the good stuff that makes his poetry so exquisite.