A Sense of Gothic Expressed in Mary Shelleys Frankenstein Essay

A Sense of Gothic Expressed in Mary Shelley's Frankenstein The term ‘Gothic’ has many forms. Its origins go back to the medieval period and can be seen in architecture such as Westminster Abbey in London and the Notre Dame cathedral in Paris. It can also be applied to art in the works of Hieronymus Bosch who’s grotesque and haunting imagery depicted ugly distorted humans who are morally degenerate and depraved, and to William Blake who visualised Dante’s Divine Comedy. In literature, the Gothic novel is credited as starting with Horace Walpole’s Castle of Otranto, (1764) which characterised most of what would become the essential ingredients in the Gothic genre. I will for the purpose of this assignment discuss what constitutes ‘Gothic’ in Mary Shelly’s Frankenstein novel. Mary Shelly’s novel Frankenstein or The Modern Prometheus was first published in London in 1818 and again with an edited edition in 1831. It was a novel of its time in respect to its romantic style of flamboyant and extravagant characters, which are placed in mysterious, remote and exotic settings. Shelly’s ‘hideous progeny’ of a novel was largely inspired by her own tragic personal circumstances which saw the untimely death of her mother, half-sister who committed suicide and the death of two of her daughters, one of which died two weeks after a premature birth. Shelly’s nightmarish vision during a tremendous thunderstorm while on vacation at the villa Diodati at Lake Geneva had a profound effect on ...

Health Care and Tort Reform Essay -- Medical Malpractice Claims

Rising health care costs have caused a national crisis, and all agree we must embrace reform. President Obama has initiated his national health care plan in the hopes of decreasing some of the inflated costs. When attempting to resolve this issue, one must always address the root of the problem. A large portion of these inflationary costs stem from malpractice lawsuits, and so begins the debate for tort reform: legislation which would cut the costs of health care by reducing the risk of civil litigation and exposure to fraudulent claims (â€Å"What†). However, the real factor at hand and the real cause of the industry’s high costs does not come solely from the cost incurred from these lawsuits, but from over-expenditures on the part of doctors, who over-test and over-analyze so as to safeguard themselves from the threat of malpractice lawsuits. Thus, large public support exists for tort reform. While the proposed legislation enacted through tort reform could cut the c osts of health care and positively transform the industry, it is ultimately unconstitutional and could not withstand judicial scrutiny. The crisis centers around malpractice lawsuits. When patients can sue doctors and come away with unreasonable profits, doctors must invest great sums in insurance to cover these lawsuits; additionally, to avoid any claim of malpractice, they feel compelled to overanalyze routine ailments, often investing great sums of money to rule out rare afflictions (Studdert). The impact of these procedures spikes health care costs by as much as 30% (Kimbuende), putting affordable health care out of reach for many, while benefiting parties profiting from the excessive lawsuits. Tort reform aims to eliminate these extraneous costs th... ...Scientific Publications, LLC., 2005. Web. 28 May 2010. . Studdert, David M. "Defensive Medicine Among High-Risk Specialist Physicians in a Volatile Malpractice Environment, June 1, 2005, Studdert Et Al. 293 (21): 2609." JAMA, the Journal of the American Medical Association, a Weekly Peer-reviewed Medical Journal Published by AMA. American Medical Association, 1 June 2005. Web. 31 May 2010. . "The United States Constitution - The U.S. Constitution Online - USConstitution.net." The U.S. Constitution Online - USConstitution.net. Steve Mount, 2010. Web. 28 May 2010. . What Is Tort Reform, Anyway? A User-Friendly Guide. 31 Oct. 2003. Web. 28 May 2010. .

Applied linguistic and language learning Essay

Today, linguistics is developed rapidly. Another aspect related to the fields of language study is also growing. Studies on language not only covers one aspect only, but has extended to areas or aspects outside the language associated with the use of language and human life. Linguistic theory is a branch of applied linguistics that focuses on the general theory and methods common in language research. Branches of linguistics can be divided into phonology, morphology, syntax, and semantics. Therefore, applied linguistics can be applied in any field. One is education related to language learning. According to Bloom & Lahey (Owen, 1992:14), language is very complex systems that can be well understood with elaborate an element or component functions. Language can be divided into three principal, though not equally important components: patterns, content, and usability. When people use language, it encodes the ideas (semantics), ie, it uses a symbol of sounds, words, and so represent an actual incident, object, or relationship. To communicate these ideas to others, the use of certain patterns, which include such an important part together with the corresponding sounds (phonology), the appropriate word order (syntax), and the prefix and suffix appropriate word (morphology) to clarify more specific. Speaker uses components to receive certain communications purposes, such as searching for information, get information or to get a response (pragmatics). To discuss more in depth the relationship of applied linguistics and language learning,  the following is mentioned several things that become problems in this study. The question is as follows: 1. What is the applied linguistics? 2. What are the objects of study that applied linguistics? 3. How is the relationship between applied linguistics with language learning? II. REVIEW OF RELATED LITERATURE 2. 1 Definition of Applied Linguistics The words applied/ apply, worthily to apply, which means Wearing or Using could also be interpreted tread, use, and deploy. Word meaning Applied = put to practical use. Word applied derived from compounding of applied linguistics. There are also linguists who disagree with the term applied linguistics, for example, Spolsky (1978) in Pateda (2011), he is more likely to agree with the terms of educational linguistics. The reasons of it, the scope of applied linguistics are broader than linguistic education, because applied linguistics also related to the translation, lexicography, language planning and other aspects. The term applied linguistics refers to a variety of activities that involve some aspects related to the language problem solving or addressing some of the concerns related to language. The object of applied linguistics study is not another language, that are the human language that serves as (1) communication systems that use speech as a medium, (2) human language daily, (3) the language that is used daily by humans as members of a particular community, or in English is called with an ordinary language or a natural language. This means the spoken language as the primary object of linguistic, whereas written language as a secondary object of linguistics, as written language can be considered as â€Å"derivative† of spoken language. The following is mentioned several sciences related to applied linguistics as the object of his studies that are: (1) Applied Linguistics or the sciences of language aspects, and in this case the language used in the literal sense. This is called pure linguistic, (2) the sciences of language, and in this case, the term language used in a figurative or metaphorical sense. Examples of science that category is kinesic and paralinguistic. Kinesic is the science of body motion/ gesture/ body language, such as head nods, hand signals and others. Paralinguistic is a science that focuses on specific activities that accompany the pronunciation of the language, such as wheezing breath, clicking sound, laughing, small coughing, astonished forms such as ehm, anu, apa itu, apa ya and so forth, (3) Science on the opinions of the language. Metalinguistic, for example, the science that discuss the ins and outs of â€Å"language† used to describe language that is reflected in terms of linguistic theory studies, linguistics methods study, etc. , (4) The sciences of the language sciences. Which belong to this category are studies that specialize in linguistics itself, just as the study of the history of linguistics, linguistic studies in the twentieth century and others. The four types of knowledge mentioned above, the only number (1) who could be called as a purely linguistic knowledge because it’s really language, while the others are not a science of language in daily terms. It could be argued that the language be applied linguistics object studied from various aspects. Those include aspects of sounds, morphemes and words, phrases and sentences as well as meaning. Branch of linguistics which studies of sound is phonological. Morpheme or word level studied in morphology. Phrases/ sentences discussed in syntax. Whereas meaning studied in separate science called as semantics. Thus, it can be said that linguistic branches in terms of â€Å"tataran† consist of phonology, morphology, syntax and semantics. Based on the above, it appears that applied linguists focused more on the application of linguistics in language teaching. This means that the applied linguistic closely related to: (1) the application of linguistic in the field of a practical use, (2) not applied linguistic theory, but the application of the theory that is linguistic theory, (3) the goal of improving the practical tasks with focusing on language. 2. 2 Definition Language Learning According Degeng (1997), Learning is an attempt to learn student. Teachers should be able to select appropriate learning strategies in any kind of learning activity, so it will be the actual achievement of learning objectives. Gilstrap and Martin (1975) also stated that the teacher’s role is more closely related to the success of learners, especially with respect to the ability of teachers to define learning strategies. Learning a language is essentially a study of communication. Therefore, learning the language is directed to enhance the learner’s ability to communicate, both orally and in writing (Department of Education, 1995). This is relevant to the curriculum in 2004 that the competence of language learning directed into four, sub-aspects namely reading, speaking, listening, and listening. Brown (2000:7) suggested reconsidering some of the traditional definitions. Dictionary ‘ present ‘ reveals that learning is the acquisition of knowledge, (acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction). 2. 3 The Relationship between Applied Linguistics and Language Learning The link between applied linguistics and language teaching, Soenardji explained as follows: a scientific analysis of the various symptoms formulated into rules phonologic, morphological and syntactic processing into instructional materials in language teaching. According Basiran (1999) purpose of language learning is to improve the communication skills of learners in a variety of communication contexts. Capabilities developed are comprehension of meaning, the role, the power of interpretation, assess, and express themselves with language. All of them are grouped into language, understanding, and use. To achieve the objectives above, language learning should recognize the principles of language learning that is then manifested in their learning activities, as well as make these aspects as a guide in their learning activities. Principles of language learning can be summarized as follows: (1) Learners will learn best when treated as individuals who have needs and interests, (2) Learning is given the opportunity participated in communicative language use in a variety of activities, (3) Learning is when he intentionally focused learning to shape, skills, and strategies to support language acquisition process, (4) Learning is deployed in the data socio-cultural and direct experience with being part of a culture of the target language, (5) If aware of the role and nature language and culture, (6) If given appropriate feedback regarding their progress, and (7) If given the opportunity to manage their own learning (Aminuddin, 1994). In language teaching there are terms and concepts need to be understood in the proper sense, for example, approaches, methods, and techniques. The approach is a set of assumptions regarding the nature of language, and language learning. The method is an overall plan in a systematic presentation of language based approaches is determined. While the technique are specific activities that are implemented in the classroom, in harmony with the methods and approaches that have been. Thus the approach is axiomatic, a method is procedural, and technique is operational. III. PROBLEM & DISCUSSION Generally, it can be stated that linguistics is the science of language, or the science that makes language as an object of its study, as stated Martinet (1987:19) study of the science of human language. Linguistics often called general linguistics, linguistic science means that not only examines a language course, but examining the intricacies of language in general, the language became a tool of social interaction of humans, which is the French term called â€Å"langage†. For example, words in Indonesian â€Å"Perpanjang† can be analyzed into two morphemes, namely the â€Å"per-â€Å" and â€Å"panjang†. Morpheme per- referred to as the causative morpheme because it gives the sense of ‘ caused so ‘ extended meaning ‘ caused something to be long ‘. As a means of human communication, language is a system that is at once systematic and systemic. What is meant by systemic is that language is not a single system, but also consists of several subsystems of phonology, morphology, and syntax. As a science, linguistics also has a long history. Language learning activities result in an attempt to learn the language learners with effective and efficient manner. Efforts can be made and the purpose of analysis and study of the students’ characteristics, analysis of learning resources, establish a strategy of organizing, learning content, learning delivery strategy set, set a learning management strategy, and establish procedures for the measurement of learning outcomes. Therefore, every teacher must have skills in choosing learning strategies for each type of learning activity. Thus, selecting appropriate learning strategies in any kind of learning activity, the expected achievement of learning objectives can be met. A language learning program that is comprehensive and integrated cannot escape from giving input linguistic and cultural aspects at the same time. This is necessary so that students can apply their linguistic skills and language skills in a cultural context, as embraced by the community. In the process of language learning, there are a number of variables, which is both linguistic and nonlinguistic nature, which can determine the success of the learning process. Variables it is not a thing apart and stand on their own, but is interconnected, related, so it is a system network. Language learning successes namely called principles of learning, which can be grouped into the principles of psychological students, and the nature of linguistic material. Psychological principles include motivations, their own experience, curiosity, analysis and synthesis of individual distinction. Thus, it can be concluded that applied linguistics is associated with both Indonesian language learning and second language taught to students. One study applied linguistics is contrastive analysis is very useful for educators in determining what material will be delivered in the language learning, which is adapted to the similarities and differences between the native language of students with second language students will learn. In the error analysis, easier for students to use second language and to correct any errors that may occur in the use of the second language, so that minimize the occurrence of errors in language. Analyzing language also helps in determining the method to be used in language learning.. IV. CONCLUSION Applied linguistics is the utilization of knowledge about natural language produced by students of language that is used to increase keberhasilgunaan practical tasks that use language as a core component. The object of study of applied linguistics is not another language, the human language that serves as a communication system that uses speech as a medium; human language daily, a language that is used daily by humans as members of a particular community, or in English is called with an ordinary language or a natural language. For the purposes of language learning, applied linguistics focused on: (1) theoretical grains that have strong validity in linguistics, and (2) a wide range of possibilities and alternatives to guide the implementation of language teaching. Possibilities and alternatives were sought to be consistent and in line with the theoretical point in linguistics. Based on the above, it can be said that applied linguistics is associated with both Indonesian language learning or second language is taught to students. One study applied linguistics is contrastive analysis is very useful for educators in determining what material will be delivered in language learning that is adapted with similarities and differences between the native language of students with second language students will learn. In  the error analysis, easier for students to use second language and to correct any errors that may occur in the use of the second language, so that minimize the occurrence of errors in language. Analyzing language also helps in determining the method to be used in language learning. REFERENCES Aminuddin. Semantics: Introduction to the Study of Meaning. New York: New Light in 1994. Basiran, Mokh. Is the Indonesian Sued GBPP 1994 curriculum ? London: Department of Education, 1999. Brown. Principles of Language Learning and Teaching. New Yersey: Prentice Hall, 2000. Cresswell, J. W. Research Design: Qualitative and Quantitative Approaches. London: SAGE Publicational, 1998. Degeng, I. N. S. Learning Strategies Organizing Content with Elaboration Model. Malang: Teachers’ Training College and IPTDI, 1997. Department of Education. Guidelines for Teaching and Learning in elementary school. Jakarta: Primary School Development Project, 1995 Hornby, a U. S. Oxford Advanced Learner’s Dictionary (5th edition). Oxford: Oxford University Press, 1995. Martinet, Andre. Linguistics: Introduction. London: Canisius, 1987 Moleong, Lexi J. Qualitative research methodology. London: Teen Rosydakarya 2007 Owen, Robert. Organizational Behavior in Educational Administration. New York: Prentice Hall, 1992. Pateda, Mansoer and Jeni Pulubuhu. Applied Linguistics. Gorontalo: Viladan, 2011. Robert L. And William R. Gilstrap Martin. Current Strategies for Teachers. California: Goodyear Publishing Company, 1975

Eliminating Genetically Modified Foods Essay

What comes to mind when reading the words genetic modification or Bacillus thurigiensis (abbreviated Bt)? I envision laboratories and science experiments, when in reality these words are related to the food we eat every day. What most Americans do not know is the threat that genetically modified food presents to our communities. PLU should do everything in its power to ensure that its students and faculty members are not exposed to genetically modified foods and crops that have been â€Å"protected† through the usage of Bt that has been artificially incorporated into crops, at least while eating on campus. We also need to educate those individuals about the truths of genetic modification and how it can potentially harm the lives of our generation and those to come. After all, PLU’s slogan is â€Å"educating for lives of thoughtful inquiry, service, leadership and care – for other people for their communities and for the earth. † If we can raise awareness of genetic modification on campus, we can help spread the importance of eliminating it to the rest of our community. Researchers have recently found that genetically modified foods have more baggage than advertised, baggage such as the risk of formation of allergies, exposure to toxins in herbicides, and a significant reduction in nutritional value. The genetic modification of crops began in the 1980s and has been growing in popularity ever since. In 1994, researchers successfully genetically modified tomatoes for human consumption. The genetic modification involved deleting a gene which produced the enzyme polygalacturonase which helps in fruit softening. This meant that the tomatoes could ripen on the vine but not spoil by the time they reached the store (â€Å"Tomatoes†). Tomatoes are no longer genetically modified, but are instead made to postpone ripening when the green tomato is picked; they are then taken to a processing plant and â€Å"artificially gassed with ethylene until they are the rosy-red skin tones of a ripe tomato† (Estabrook p. x). Seeing the words gassed and ethylene in the same context as human consumption seems concerning. Unfortunately, many Americans are unaware of how their food has been treated when they are consuming it. Some produce is â€Å"too good to be true† because they seem perfect, without a blemish or bruise, not to mention free from flavor. But, I now know that this is due to gasses that act as a sort of make-up. The tomatoes in PLU’s commons are unsatisfactory in taste, but impeccable in terms of looks. This leads me to think that PLU is purchasing out of season, gassed tomatoes that are bred to be green, as opposed to better quality organically grown produce. This brings nutritional value into question. In a study conducted by the U. S. Department of Agriculture, â€Å"100 grams of fresh tomato today has 30 percent less vitamin C, 30 percent less thiamin, 19 percent less niacin, and 62 percent less calcium than it did in the 1960s,† not to mention fourteen times as much sodium (Estabrook p. x). Who would have thought that an individual’s sky rocketing levels of sodium was not only from McDonalds french fries, but also from what they thought of as a healthy alternative, a tomato bought from the grocery store. Parents are unknowingly buying these tomatoes with the intention of feeding their children something healthy, but in reality they are being undermined by the U. S. Agricultural System. What really is genetic modification? It can be defined as: â€Å"organisms that have had specific changes introduced into their DNA by genetic engineering techniques† (Genetically Modified). According to Assistant Professor Romey Haberle, these types of â€Å"genetic engineering techniques† include the usage of either a gene gun or a natural vector, which sounds just as bad as the ethylene gas previously stated. A gene gun is just that, a gun. Its purpose is to inject cells with specific genetic information into plants or other cells. Natural vector is the usage of DNA cells as a means of transportation into a plant’s cells. The DNA cells contain other specific and modified cells that are foreign to the plant in which it is being injected. These two types of genetic engineering are used to produce specific plants that can have special immunities to certain insecticides, or even to alter the crops’ general composition. Guns and natural vectors are the most common ways of studying and performing genetic modification in today’s agricultural world. â€Å"Bacillus thurigiensis (Bt) is an insecticide with unusual properties that make it useful for pest control in certain situations† (W. S. Cranshaw). An insecticide is a poison designed for insects. In the past it was usually sprayed over fields in an effort to reduce the amount of crops lost to insects. There has recently been in increase in the amount of crops that have this toxin genetically modified to into its DNA, making it impossible to wash off or get rid of. Unfortunately, the crops resist the effects but the toxin is still present on crops as they grow and are picked. Bt works by â€Å"producing proteins that react with the cells of the gut lining within insects†¦these proteins then paralyze the digestive system, and the infected insect stops feeding within hours† (W. S. Cranshaw). In short, Bt causes the insect to die from starvation since their digestive tract is unable to digest. This makes me question the safety of using this product within proximity of humans since it specifically attacks the gut lining of the digestive system. An unfortunate incident with Bt in the Philippines almost caused 100 members of a community to become ill. A crop within close proximity to their area of living had been sprayed with Bt. This crop was then pollinated, filling the air with pollen. The town’s people began to show symptoms of headaches, dizziness, extreme stomach pain, vomiting, chest pains, fever, and allergies plus respiratory, intestinal and skin reactions. Trying to get to the root of the problem, blood tests proved that 39 of the victims showed an anti-body response to the Bt-toxin. This means that the Bt toxin had traveled from the crops to their internal systems. Other villagers also encountered animal deaths from the same problems (Lendman p. 7). This shows that Bt is not suitable for human consumption or human contact. My concern is that PLU will purchase and serve food that has this same toxin present. Yes, the chances of this happening are rare, but we can eliminate the risk altogether by purchasing non-genetically modified produce that has not been exposed to the Bt toxin. PLU’s dining services do a great job of offering fresh and healthy foods for all meals of the day. Each menu is clearly labeled as to whether its food is all natural – grown without fertilizers or pesticides, locally grown, vegan – free from all animal products, vegetarian, or organic. However, organic is rarely seen. The most common labels seen are the locally grown and all natural labels, but it is usually only next to the grilled or sliced chicken breast. PLU should make an effort to move away from genetically modified foods and begin advertising the elimination of engineered foods on the menus. We could do this by allotting more of our food budget to buying organically grown food. We know that to be labeled as â€Å"organic† a farm has to adapt to specific regulations such as not utilizing pesticides or other harmful preservatives and of course, to stay away from genetically modified seeds or plants. I believe that most PLU students are aware of the benefits of organically grown produce but I do not think they are educated as to the benefits of eating non-genetically modified foods. PLU recently had food and water seminars, these seminars present a perfect opportunity to speak and educate about the negatives of eating genetically modified food in order to educate them to help others and make the right decisions for our earth. Most PLU students are interested in the environment and doing what we can to ensure sustainability, this includes the usage of harmful pesticides to our environment. By eating organic we can make a small impact in reducing the amount of non-organic produce bought and distributed. We also reduce the possibility of consuming these same pesticides that pose a threat to our atmosphere by avoiding them all together. By educating the students at PLU about the potential hazards that genetically modified food can present we can influence and encourage the right decisions to be made, the decision of going organic and avoiding genetic modification at all costs. The controversy of golden rice is one that has caused much disagreement within the world of genetic modification. Golden rice is a genetically engineered grain that is being used to â€Å"help fight vitamin A deficiency in the developing world, a disease that contributes to the deaths of 8 million young children in the world† (Ronald). Although this statistic demonstrates the drastic improvement of the overall health in the most underdeveloped parts of the world, it fails to include the â€Å"massive changes in the natural functioning of a plants DNA. Native genes can be mutated, deleted, permanently turned on or off and the inserted gene can become truncated, fragmented, mixed with other genes, inverted or multiplied, and the GM protein it produces may have unintended characteristics† (Lendman p. 2) that could compromise the health of the individual or community consuming it. Researchers have failed to imply the potential harmful effects on gut function, liver function, kidney function, the immune system, endocrine system, blood composition, allergic response and even the potential to cause cancer because of the mutilated DNA that is being ingested by our bodies every time we eat genetically modified foods. Researchers are so quick to glorify the one added nutrient to golden rice that they forget, or rather choose to not advertise the adverse and undesired side effects that could come from eating rice that has a complex and unnatural DNA. Yes, vitamin A deficiency is a real and prominent problem in today’s underdeveloped nations, but solving the problem with genetically altered â€Å"golden rice† presents the risks of forming allergies, being exposed to toxins such as pesticides, and ultimately causing cancer. Instead of investing most of our resources and money into genetically modifying vitamin A into rice, we could donate it to charities that provide food to those underdeveloped countries that are impoverished and are in need of proper nutrition. Allergies seem to be more and more common in today’s society. I too, have been directly impacted. One of my best friends from my junior high and high school years has a deathly peanut and soybean allergy. She constantly carries around an epinephrine auto-injector, abbreviated â€Å"epi-pen,† that she is required to use if she comes into contact with any kind of nut. We find ourselves constantly reading labels and isolating what she can and cannot eat, a practice which is tedious and inconvenient. Her soybean allergy is not as prevalent as her peanut allergy, but it is still concerning. She had an experience of eating an ice cream popsicle, in which she took two bites and her lips started to swell with red hives. Even after carefully analyzing the ingredient list, she still had a reaction to some kind of soybean that had been present within one of the ingredients. Soybeans are present in many foods, and 93% of the soybeans used in the U. S.are genetically modified (â€Å"Genetically Modified†). They are created to withstand herbicides used to kill weeds. This means that 93% of the soybeans used in food across America have the herbicides glyphosate or glufosinate within them since they are modified to resist the harmful effects that the weeds encounter when they are sprayed with a herbicide, the same herbicide that is designed to kill insects and weeds. Our bodies are not meant to ingest these harmful herbicides, so some children react adversely to soybeans that have been genetically altered. Nut allergies seem to be the most common allergy in today’s communities. â€Å"From 1997 to 2007, the prevalence of reported food allergy increased 18% among children under age 18† (Prevalence). This increase in food allergies seems to directly mimic the pattern of genetically modified food’s rise in popularity. Is this comparison ironic? I do not think so. PLU’s ability to specifically mark the types of allergens present in each meal is very important to the rising of today’s allergies that so many young adults are affected by. â€Å"As of 2012 there are many outgoing court cases and FDA investigation into genetically modified foods† (Genetically Modified). There is obviously a concern for the welfare of our communities and the production of genetically modified foods, and PLU should take into consideration the recent increase in food allergies in children, the push for organically grown food, the lost nutrition, and the potential for cancer development. By educating the minds of PLU students about the harmful effects genetically modified food presents to society we can promote for lives of thoughtful inquiry, service, leadership and care both for others and for our planet. These contributors all add up to one conclusion: the reduction or elimination of genetically modified food in our diets. I do not want to pick up the baggage that genetically modified food carries, do you? Works Cited Cranshaw, W. S. â€Å"Bacillus Thuringiensis. † Colorado State University Extension. Dec. 2008. Web. 23 Mar. 2012. . Estabrook, Barry. Tomatoland: How Modern Industrial Agriculture Destroyed Our Most Alluring Fruit. Kansas City: Andrews McMeel, 2011. Print. â€Å"Genetically Modified Food. † 20 Mar. 2012. Web. 23 Mar. 2012. . Lendman, Stephen. â€Å"GlobalResearch.ca – Centre for Research on Globalization. † GlobalResearch. ca. 22 Feb. 2008. Web. 23 Mar. 2012. . â€Å"Prevalence of Food Allergies in Today’s World. † 23 Mar. 2012. Web. 23 Mar. 2012. . Ronald, Pamela. â€Å"What If Organic Farmers Joined Forces with Genetic Engineers? † July 2008: 35-38. Web. 19 Mar. 2012. â€Å"Tomatoes. † GMO Compass. 27 Nov. 2006. Web. 17 Apr. 2012. .

Living experience of a person of another race Essay

Living experience of a person of another race - Essay Example Additionally the book brings out an aspect of female discrimination and how they were not given a position in the society. If I was born black and was in the shoe of the young black lady, I think my life would have been harder. People of color were discriminated more that the Asian, in fact, the Asians faced discrimination mainly because they were thought to be brighter than the white. Secondly, the white felt that Asians would take over. As much as all immigrants faced racial discrimination, the black people were more oppressed, because of the color and the fact that they were seen as illiterate hence considered inferior, especially the female. If I was in a colored skin, I would not have an opportunity to experience some opportunities because black women were not even give a chance by their community to have a profession. Unlike the Asian where the society encouraged their girls to study so that they can be able provide for their family financially. Asians also believed in a strong culture that emphasis on the connection between efforts and achievement. Being born black especially as women one was reduced to a state of enslavement working as a salve, nannies in their master homes and in fields. The pay was minuscule. Black people were victims of racism, chauvinism, and manipulation specially the black woman. Therefore, they had no voice in the society and the black men also did not give them the chance and considered them as inferior too, and their role was to look after their family. That is why in the book Bell narrated how it was sickening to have to do things to please his brother. This demoralized the young black girls since they did not have a role model in the society, neither were they give a chance to go to school. Furthermore, they did not have people to push them to acquire good education as the Asian. Most grew up knowing

Foreign Exchange Market Assignment Example | Topics and Well Written Essays - 500 words

Foreign Exchange Market - Assignment Example The parties agree to convert the U.S. currency to the British Pound today (spot transaction date), April 5, 2015 (The Money Converter, 2015). There is a difference between foreign_currency dealers and brokers. The foreign exchange dealer is a person or entity (especially a bank) that buys and sells foreign_currency. People can spot them in supermarkets and grocery stores. The dealer makes a profit by selling the purchased foreign_currency to a buyer of the foreign_currency at a higher price (Shoub, 2013). On the other hand, the foreign exchange broker functions within the currency market. The currency market transactions work just like the stock exchange each foreign_currency broker member of the currency market buy and sell foreign_currency among each other. The broker earns a commission for each foreign_currency transaction. The transaction may be classified as either a buy transaction or a sell transaction. The terms direct quote represents the number of United States dollars needed to acquire one quantity of the foreign_currency (The Money Converter, 2015). For example, a Los Angeles person can convert one United States dollar to British pound at the current foreign_currency conversion rate. The current April 5, 2015 foreign_currency conversion rate is U.S. $ 1 =  £ 0.67. If the same person converts his $100 to British Pound, the person will turn over to the foreign_currency trader U.S. $ 100 and receive in return  £ 67. Further, the term indirect quote represents the number of foreign_currency needed to acquire one United States dollar (The Money Converter, 2015). Using the same conversion rate above, a London based buyer wants to purchase a chosen New York store’s furniture. The furniture store only accepts United States currency. The furniture price is U.S. $ 100. Using the same conversion table above, the London buyer must convert his  £ 67 to the required United States $ 100. After the conversion, the London buyer can pay the New York store

Police strategy assessment Assignment Example | Topics and Well Written Essays - 2000 words

Police strategy assessment - Assignment Example In addition, the duty of the law enforcement agencies to reduce the fear of crime among members of the public makes their work rather tricky. To execute their duties effectively and achieve their objectives, police departments have to establish productive operational strategies using all the available resources such as money, personnel, equipment, and weapons (Allen, 2005). Moreover, there is need for the law enforcers to incorporate the pubic/community into their operational strategies as researches have shown that community involvement in crime-fighting has resulted in tremendous reduction in citizen fear/sense of insecurity and crime prevalence in many metropolitans. The nature and level of public involvement however depends on the nature/type and the prevalence of crime targeted. Among the crimes for which operational police strategies are established, implemented, evaluated, and reformed include robbery, rape, burglary, arson, robbery with violence, and theft among other crimes (Allen, 2005). This paper explores the use of the police operational strategy of community policing in fighting the crime of burglary in metropolitan neighborhoods. The Definition of Burglary Police departments in major metropolitans in the world are faced with myriad disorder problems or crimes. To prevent, control, manage, and predict the occurrence of these crimes and disorders, police departments establish and implement various policing strategies. Among the most commonplace crimes in many metropolitans is burglary. Whenever burglary is mentioned, among the terms that come to mind are forceful, breaking, and entering (Dressler, 1995). According to common law burglary would simply be defined as the act of forcefully entering another person’s property with intent to commit a crime. Therefore the most important inclusion in the definition of burglary is forceful entry. Nevertheless, detailed definitions of the crime of burglary vary from one jurisdiction or state to another. However, certain aspects come out as distinct for burglary, differentiating it from other crimes such as simple theft. For instance, burglary is always accompanied by forceful entering, breaking, and intent to commit a felony. There are numerous types of burglary, depending on the severity and the manner in which the act is committed. Nighttime burglary, the more serious type of burglary, refers to a breaking and entering committed at night. Some law enforcement agencies or states also define burglary as an inchoate/undeveloped crime, implying that the mere act of intruding into another person’s house is harmful in itself (Dressler, 1995). However, it regarded as an incomplete offense as only the security and the safety of the house or premise broken into is compromised. Police departments have therefore established and implemented a number of policies by which the prevalence of the crime of burglary could be predicted, prevented, controlled, and managed effectively. The eff ectiveness of these policies however varies, depending on the precision and the thoroughness of their implementation. Police Operational Police Strategies To enforce the laws targeting burglaries, there are numerous policing operational strategies that could be applied. While some of these strategies are designed to prevent crimes from occurring, other are tailored to handle routine crimes or emergencies. Similarly, while some of these strategies are short-term, others are more complex and target long-term