A Proposal for a Law to Monitor Cloning Essay -- Argumentative Persuas

  Ã‚   The purpose of this essay is to propose a policy for monitoring and legislating cloning so that it can be used appropriately for science and medical research and benefits. This report will explain the needs for monitoring cloning, my plan for monitoring cloning, the many benefits that the world will gain from monitoring cloning, and how we can implement my plan. The Cloning Controversy Public opinion toward cloning is often negative. A Time /CNN poll taken a few days after Ian Wilmut's announcement regarding the cloning of a sheep found that 93% of Americans felt cloning was bad, and 66% opposed animal cloning (Masci 2). Many religious groups have taken a definite stand on the cloning issue. The Catholic Church has been a strong force against human cloning. It declared itself opposed to human cloning in 1987 (Peterson F1). The church had many reasons to be opposed to cloning, but some specific points were strong arguments for their side. The Pontifical Academy on Life felt human cloning would not result in identical souls because God created souls (Johnson 5). The Vatican panel also felt strongly against cloning. Human cloning, it said, "represents a grave attack on the dignity of conception and on the right to an unrepeatable, unpredetermined set of genes" (Johnson 4). Protestant churches have views on the cloning issue, too. Mr. Per Anderson, a leading figure in biomedical ethics for the Evangelical Lutheran Church of America and teacher of religion at Concordia College in Moorhead, Minnesota, said that the cloning issue:    has a certain kind of power over us. We associate this with divine power: changing the very structures of nature. It ties into our deep anxieties about the malevolent side to modern sci... ... we each do our part to work with our government officials, the cloning controversy can be eliminated and monitoring can become a strong reality.    Works Cited Bognanno, Frank E., and Joseph Jilka. "Down the Road of Cloning: How a Clergyman and a Scientist Would Map it Out." Des Moines Register 9 Apr. 1997. Fried, George H. "Cloning-The Promise and the Threat." USA Today Sept. 1979: 58-60. "Getting to the Nucleus of Cloning Concerns." Editorial. USA Today 12 Mar. 1997: 7D. Human Cloning Prohibition Act of 1998. S1601. 5 Feb. 1998: 1-5. Johnson, Sara. "Cloning Sheep Raises Ethical Questions." Online. Internet. 22 Oct. 1998: 1-9. Available http://www.champion.org/cpc-cloning.htm Masci, David. "The Cloning Controversy." The CQ Researcher 9 May 1997: 1-2. Peterson, David. "Clashing Over Cloning." Waterloo Courier 2 Mar. 1997: F1+.   

Brokeback Mountain: Wester or Romance Essay

Ang Lee’s Brokeback Mountain displays all the traditional characteristics of a romantic tragedy or a Western film, but upon its release it failed to be labeled as such. It was instead placed in the â€Å"gay and lesbian† film category. While obviously there is no harm in being labeled a â€Å"gay† film, it does distract from the purpose of the film, which is to show the touching story of these two characters. The film is merely a tragic depiction of two people, both of whom happen to be men, who fall in love with each other. It is a romantic tragedy in that contains the genre’s strongest and most popular theme: forbidden love. Simultaneously, however, the film can be classified as a Western due to the two main characters’ stereotypical embodiment of the cowboy persona. Brokeback Mountain is also eligible to be placed in the romantic tragedy genre. Lee tries to advertise this as the film’s main characterization with his use of landscape, advertisement, and themes. Lee’s use of landscape plays a huge part in the film’s development and push for a romance label. Jack and Ennis are first introduced and begin their love affair on Brokeback Mountain, which is emphasized and featured extensively. The landscape is very grand and lush and demonstrates the nature of their relationship on the mountain: natural and open. One of the biggest problems in their relationship is that their love is not welcome in their close-minded society, but in this vast open land it there are no restrictions, literally or socially. The landscape illustrates a theme of freedom and vulnerability in its openness and provides color, as well as contrast to the other set designs which are built upon a dull, grayscale color palette. This emphasis illustrates to the audience why the characters constantly want to return to Brokeback. The way the film was advertised pushed for a romantic label as well, in addition to revealing a lot of the major plot points. Lee has said that he modeled the poster after James Cameron’s 1997 famous romantic tragedy, Titanic. This was because he wanted the film to be known as a romance, rather than a â€Å"gay† film. On the poster, Jack Twist and Ennis Del Mar are placed in similar positions as Rose and Jack; however, instead of being placed above a ship they are instead surrounded by Brokeback Mountain, which is in a sense their Titanic. Every romantic film has one main object that is either the center or the origin of their love. In Titanic, it was the ship of the same name, while in this film it is the mountain. The placement of the characters on the poster foretell their futures in the story; Jack Twist follows Jack Dawson’s tragic ending and Ennis follows Rose. This plot point giveaway was never given any attention because the main focus was on the relationship of the two men rather than the story. The reaction of the public was not solely responsible for the film’s characterization; traditional cinematic stereotypes played a role as well. At the time of the release, the romance genre was (and can be argued, still is) stereotypically based on a relationship between a man and a woman. In the early days of film, homosexuality might have been hinted at but never outwardly displayed. As time went on, the social climate began to change and it became more acceptable to deviate from the typical on-screen heterosexual relationships, but with caveats: gay characters rarely played more than peripheral or supporting roles, and were often depicted as stereotypical or flamboyant. Brokeback Mountain was able to show another form of a homosexual relationship, one that was â€Å"normal†, accurate, and believable. The film does develop a popular and well-used theme in romantic tragedies, forbidden love. Such a theme has been widely popular and used in many great classic romance novels and films, such as Romeo and Juliet and the aforementioned Titanic. There is something epic and incredibly romantic about forbidden love, because it demonstrates the fight for and the strength of love between any two characters. These characters show the most fight for their love, because they live in a time and society that their love is scrutinized and could never be shown. Ennis, at one point in the film, mentions that his father took him to see a body of a man that was tortured and brutally killed at a very young age. These actions were later replicated to Jack when he was killed for being a homosexual. When people think of Western films and characters, masculinity is immediately brought to mind. A Clint Eastwood-esque character is summoned: the rugged macho man. When Brokeback Mountain was first released, it was immediately overlooked as a Western because its two main characters were in love with each other, something that was considered un-masculine. However, in looking beyond their relationship for a moment, the characters do actually display characteristics of a true cowboy. Many scenes illustrate characteristics of theirs that indicate traditional â€Å"masculinity. † For example, one way of demonstrating their â€Å"cowboy† persona is their attire. Marit Allen, the costume designer, has stated that she emphasized the cowboy look because it was thought that the characters would otherwise be overlooked and not given their credit. They wear the classic cowboy hats to cowboy boots, and at times dressed head to toe in denim attire; these are costume pieces that are common throughout traditional Western films. Another example are plot points in the storyline that depict Jack and Ennis as average men doing masculine things. Ennis is the primary caregiver in his family; he is shown as a hard worker and in constant search of jobs to feed his family. When it comes time to protect his wife and daughters, he shows he is not someone to be taken lightly. In various scenes Ennis is shown getting into fights, one example being the Fourth of July scene where he threatens to fight nearby men making crude comments within earshot of his daughters. Ennis prevails and is shown victorious and dominant, and while the other men lay on the ground submissive, with Ennis towering over them. Meanwhile, Jack also struggles to work traditionally masculine jobs to support himself, partaking in the quintessential cowboy sport, rodeo. Even the two men’s flirtation is done through traditionally masculine behavior. They constantly roughhouse and often get into fights just before they act on their relationship, such as in their first sex scene. These features, among others, illustrate that the characters fit the true masculine cowboy persona and thus the film can be classified as a Western. Labeling the film as a gay and lesbian film restricts the films plot because it is not solely about being gay, it is just merely a topic. If the film was categorized under a western or romantic, which are both broad genres, then the audience can focus on a variety of situations that the film shows. The film is entirely eligible to be labeled both, because the film demonstrates the same characteristics seen in both genres. It is a romantic tragedy because it contains one of the most popular and widely used themes: forbidden love and it can also be classified as a western because the two characters and backdrop embody the classic western persona.

Educational Coaches Essay

Educational or instructional coaches – also called â€Å"master teachers† – in elementary and secondary education are facilitators who train other teachers to improve instructional practices and generate higher levels of student achievement (Buly et al, 2004). Specifically, they are trained to serve as support for schools and districts experiencing â€Å"market failure;† i. e. , that have large numbers of students unable to meet state and federal achievement standards (Buly et al, 2004). This document is written as an outline to provide qualitative and quantitative evidence (in economic and real terms) that justifies educational managers (elementary, middle and high school principals, superintendents and school board members) utilizing educational/instructional coaches to achieve the following goals: (1) improving aggregate output through schools’ and districts’ overall level of student achievement on state- and/or federally-mandated testing, and (2) improving micro-level behavior through resource allocation, individual classroom management, implementation of learning strategies and instruction of subject matter. The following is a summary of the main points of this document: †¢ Discussion of what educational/instructional coaches are and their estimated microeconomic impact on students’ and teachers’ performances †¢ Discussion of district and schools’ economic costs and factors including fiscal policy, funding sources, overall output and the impact of budgetary decisions such as hiring educational/instructional coaches †¢ An econometric case study: regression analysis of schools in Duval County Public Schools in Jacksonville, Florida that utilize educational/instructional coaches Definition The field of education, unlike some markets, is not perfectly competitive. Individual buyers (students) and sellers (teachers) do have the ability to significantly influence the cost and quality of education. Consequently, educators continuously strive to make the educational marketplace more efficient and productive; i. e. , they search for methods and tools that improve the process of and environment for learning and address the diverse and changing needs of teachers and students. Unfortunately, the field of education is constrained by limits, and the equitable and efficient distribution of income (state and federal funding) and other resources (teachers) remains an issue that managers (educational administrators such as superintendents, school board members and principals) must address annually. In 1989, an educational organization called the National Center on Education and the Economy (NCEE) developed America’s Choice, a school design model based on high quality instructional materials, technical support and professional development for teachers (NCEE, 2009). Educational/instructional coaches are a central component of America’s Choice (NCEE, 2009). The goal of this paper is to determine whether or not educational managers are making the most fiscally responsible decision when hiring educational/instructional coaches to meet district- and school-based needs. While educational/instructional coaches are an often-used solution in some school districts, managers have other alternatives available to provide support to teachers and students in the classroom. These options utilize different methods of resource allocation. One alternative to â€Å"classroom coaching† is making capital improvements. An example of a capital improvement is upgrading a district’s and/or school’s technological infrastructure. This would involve purchasing computers and/or networks with more memory and larger capacities for data storage and manipulation, increasing the value and useful life of a district’s or school’s technological infrastructure. This could also involve purchasing software such as web-based educational tools for both students and teachers to use. Another option is additional training for teachers through in-service workshops (training provided during the school day) or additional education courses (college and/or university level). A third alternative is realignment of the student-teacher ratio based on aggregate demand; i. e. , the total demand (number of students) for goods (teachers/classes) and services (instruction) in the educational market (classroom). A fourth alternative is awarding financial bonuses to teachers with high or greatly improved student achievement rates. Educational/Instructional Coaches: Their Economic Costs and Factors When evaluating the benefits of using educational/instructional coaches, educational managers must ask themselves, â€Å"What are the accounting and opportunity costs of this decision? † In other words, managers need to determine expenses like salary, benefits, health insurance for the educational/instructional coaches; they also must construct the benefits of other educational options. According to payscale. com, a global, online compensation database, the average salary for K-12 public school teachers in the United States is $42,000 annually for a nine-month school year (Payscale, Inc. , 2009). Educational coaches are often at the top tier for teachers’ salaries and make on average $52,000 each year (Payscale, Inc. , 2009). Thus, the opportunity cost of hiring an educational coach at a school is, on average, $52,000 annually. An educational manager have an additional $52,000 (plus the cost of insurance and benefits) within his/her budget to invest in computer hardware, software, training for existing teachers, or actually hiring a new teacher (thereby reducing the teacher/student ratio). If a school principal hired more than one educational coach – many schools have one for every major academic discipline – the costs would be even greater. Across a school district, the aggregate costs would be much larger. For example, Duval County Public Schools is a school district in Jacksonville, Florida, has 160 schools, and uses America’s Choice, employing educational coaches at all 160 schools (Duval County Public Schools, 2009). At the very least, Duval County Public Schools’ accounting cost for hiring 160 educational coaches would be (on average) approximately 8. 32 million dollars annually, not including benefits and insurance. While educational managers must consider costs, they must also contend with economic factors. There are a wide range of economic factors that affect educational managers’ ability to hire educational coaches. Some of the most important are federal and state government policies, school district management, taxation, and student achievement levels. Before educational managers can make hiring decisions, school districts must meet state and federal approval through accreditation (Duval County Public Schools, 2009). Accreditation is the process by which â€Å"an official body gives authority to something when recognized standards are met† (Lindberg, Ed. , 2004, p. 8). The governing body for public schools in the southern part of the United States is the Southern Association for Colleges and Schools (SACS). In October 2008, SACS awarded Duval County Public Schools full accreditation, which indicates the district complied with meeting state and federal standards for student achievement (Duval County Public Schools, 2009). Schools must be accredited to hire new staff. Thus, the accreditation process was necessary before educational managers could hire educational coaches. Another factor affecting the hiring process is district management. Before principals can finalize hiring any new educators, including educational coaches, the new hires must be approved by the school board (Duval County Public Schools, 2009). The school board is â€Å"a local authority responsible for the provision and maintenance of schools† (Lindberg, Ed. , 2004, p. 1220). In Duval County Public Schools, for example, the school board must vote on whether or not they approve principals hiring educational coaches. Another factor affecting the hiring of educational coaches is funding. Funding for school districts is a fiscal policy issue and comes from a combination of local, state and federal sources (Howell & Miller, 1997). Local funding is generally financed by property taxes (Howell & Miller, 1997). State financing is generally through sales taxation (Howell & Miller, 1997). Both local and state taxation are affected by state policy decisions and voting decisions of the population (Howell & Miller, 1997). For example, a governor may issue a proposition to reduce property taxes across a state. If the population votes to accept the tax reduction, the funds available to make hiring decisions are reduced. While federal monies are financed through national income tax, these come to schools and schools districts via an assortment of federally mandated programs, often for at-risk student populations (U. S. Department of Education, 2007). For example, No Child Left Behind (NCLB) is the most recent federal education legislation. Enacted in 2001, NCLB is an initiative of former U. S. President George W. Bush and it authorizes the distribution of educational grants for low-income students, textbooks, professional development for educators and more (U. S. Department of Education, 2007). Often a school’s student population determines how much and if that school can receive federal funding (U. S. Department of Education, 2007) Thus, government policy decisions at the local, state and federal levels affect educational managers’ decisions to hire educational coaches. A final factor that determines whether or not educational managers hire educational coaches is actual student achievement. If a school has a significant number of students not meeting state and federal achievement standards, educational managers seek solutions through options like educational coaches. For example, in Duval County Public Schools, William M. Raines High School has a student population characterized by low-incomes and low test scores (Duval County Public Schools, 2009). The school district also contains Stanton High School, rated

Hetman Bohdan Khmelnytsky essays

Hetman Bohdan Khmelnytsky essays Bohdan Zenoviy Khmelnytsky was one of the most influencial rulers of Eastern Europe, but not known as well as other great leaders such as Napoleon, because of the way he led the great Ukrainian uprising, or The Great Revolt of 1648 (Subtelny, 123). Born about 1595, though the exact date and place is unknown, Khmelnytsky was the son of a minor Ukrainian nobleman named Mykhaylo Khmelnytsky. Mykhaylo served the royal Hetman Stanislaw Zolkiewski and his son-in-law, Jan Danilowicz of Poland. For his good services, Mykhaylo obtained an estate in Subotiv. Bohdan was educated at a Jesuit College in Yaroslav where he studied the Polish and Latin languages. It was thought he also studied French. In 1620, his father was killed in the battle against the Poles at Cecora. Bohdan was taken captive by the Turks and held for two years until his mother collected enough ransom money. During these two years he mastered the Turkish and Tatar languages. This proved to be helpful to him later in his relations with Turkey and Tatary. Bohdan returned to Subotiv to follow in his father's footsteps by becoming a Cossack (an idealistic, freedom-loving, gallant and independent man who fights for the well being of Ukraine and is ready to sacrifi ce his life for his country, his religion, and his freedom), married Hanna Somko and lived together on his estate in Subotiv. After the signing of the Treaty of Borovytsia on December 24, 1637, Bohdan was elected Captain of the registered Cossacks in Chihiryn. He was part of a Cossack delegation to the Polish king, Wladyslaw IV in 1646. At this point in his career, he was 50 years old. In 1646, while away from his estate, a Polish nobleman, with the aid of local magnates (a very important and influential person in any field of activity, especially in a large business), laid claim to Khmelnytsky's estate, raided it, killed his yougest son, and kidnapped the woman that the ...

Rate of Radioactive Decay Worked Example Problem

Rate of Radioactive Decay Worked Example Problem You can use the equation of the rate of radioactive decay to find how much of an isotope is left after a specified length of time. Here is an example of how to set up and work the problem. Problem 22688Ra, a common isotope of radium, has a half-life of 1620 years. Knowing this, calculate the first order rate constant for the decay of radium-226 and the fraction of a sample of this isotope remaining after 100 years. Solution The rate of radioactive decay is expressed by the relationship: k 0.693/t1/2 where k is the rate and t1/2 is the half-life. Plugging in the half-life given in the problem: k 0.693/1620 years 4.28 x 10-4/year Radioactive decay is a first order rate reaction, so the expression for the rate is: log10 X0/X kt/2.30 where X0 is the quantity of radioactive substance at zero time (when the counting process starts) and X is the quantity remaining after time t. k is the first order rate constant, a characteristic of the isotope that is decaying. Plugging in the values: log10 X0/X (4.28 x 10-4/year)/2.30 x 100 years 0.0186 Taking antilogs: X0/X 1/1.044 0.958 95.8% of the isotope remains

Contemporary Issues in Education Research Paper

Contemporary Issues in Education - Research Paper Example Mostly, books, journals, and online sources were incorporated in the study with a view of collecting the most comprehensive information that would help expand the dimensions of the debate. The study was primarily based on public school students in the United States. However, the tone of the arguments extended beyond the specifics in the American context to a global context. From the literature explored, it was found out that both the supporters and those opposed to the culture of school uniforms have important points that merit some critical focus. There was no final answer to the question regarding the relevance of school uniforms for students in public schools. There was no evidence to indicate any association between wearing of uniforms to cognitive development or academic performance for students in public schools as compared to those who do not wear uniforms. The study did not establish any particular preferences from either side as each articulated a range of perspectives on th e same matter. The study also discovered some points of convergence on both sides of the controversy especially regarding the matter of student security as enhanced by wearing of uniforms in public schools. ... in the fact that the subject of discussion cuts into the discourses of freedom, choice, discipline, costs, maters of policy, and various other concerns that relate in concentric circles of perspectives (Burkemper, 2008). The need to uphold tradition and schooling culture comes into conflict with perspectives that favor cultural change with both positions containing a corpus of related concepts that revolve around morality, individual liberties, social order, and security concerns. Few empirical studies have been carried out concerning the preference of the students, teachers, parents, and general society on the matter of school uniforms in public schools. However available qualitative studies provide strong indications of fragmented support on either side of the divide. Currently, no definite or absolute positions exist regarding the subject matter. Other important factors that have weighed into the controversy include the possible impact of the school uniform policy on academic perf ormance, cognitive development, and personality influences (Burkemper, 2008). The debate on school uniforms has been stretched beyond the limits of academic matters to incorporate societal perceptions and the prevalent risks that lie on both sides of the argument. Further, comparative studies conducted on the different aspects of the debate have produced competing expert opinions on the matter. It would seem that there can be no definite last answer regarding the question of whether or not students in public schools should wear school uniforms. Discussion The policy of wearing school uniforms is nearly as old as the formal education system itself. In the course of the historical development of education, both private and public schools have upheld the tradition of school uniforms for their

To what extent is the U.S.A. still the Child of Europe Essay

To what extent is the U.S.A. still the Child of Europe - Essay Example Since the United States is a product of the ideas, values and ideologies of the European peninsula, to what extent is the United States still the â€Å"child† of Europe? Seeking to address these questions and many more with respect to historical changes which have resulted in American cultural hegemony and a lessening of the bonds between the United States and Europe, this essay will emphatically argue that the United States is no longer a child of Europe but stands alone on the world stage. According to Kelly and Prokhovnik, â€Å"although the globalization of culture seems in some ways obvious in our daily lives, it is not an entirely straightforward matter. Culture is a complicated and pervasive phenomenon, taking many forms.† (48) Addressing charges of cultural imperialism and the role of the United States in cultivating a mass market â€Å"world culture†, the following will begin with a concise overview the charges leveled against the United States as an economic, cultural and military hegemon. The globalization of American values began in the post-World War II period following the near universal physical, economic and social devastation of the European continent. A social revolution paved the way for the export of American values and ideas across the world. For the United States, the social revolution of the 1960s was also a cultural revolution. In fact, the â€Å"rise of a specific, and extraordinarily powerful youth culture indicated a profound change in the relation between generations† (Hobsbawm 192). Leading this Cultural Revolution were the young: teenagers started wearing jeans – prior to that only farmers wore them – and rock music became the voice of a generation. In fact, industries saw the potential of this young and increasingly powerful generation and catered to it through the â€Å"flourishing industries of cosmetics, hair-care and personal hygiene† (Hobsbawm 193-4). Renowned