Stem Cell Research Should Not Be Allowed - 1170 Words

I live in a very small community where people come together when hardships arise. The community joins together as one with support and love for each other. Recently, an eight year old boy named Jaylen, who goes to the same elementary school I attended, was diagnosed with Batten Disease. Our community came together in support of â€Å"Jaylen’s Journey†. In honor of Jaylen and to aid his family in covering medical cost, the community held a 5K, sold t-shirts, and created a Facebook page. Batten Disease attacks the nervous system and vision loss occurs. Currently, a cure does not exist for Batten Disease, and without surgery, Jaylen is expected to die before he is 16 years old. The hope of a cure for Jaylen comes through an experimental surgery†¦show more content†¦Due to this characteristic, healthy stem cells can be placed into a human body to replace diseased cells. Doing so, can treat or even cure certain diseases such as cancer or in Jaylen’s case, Batten Disease (â€Å"Stem Cell Basics† N.p). This was demonstrated when Sorrel Mason was diagnosed with a rare form of acute myeloid leukemia at the age of two. Given a thirty percent chance to survive, she received a transplant matching umbilical cord cells with hers, she has since recovered and is now healthy. Her mother, Samantha Mason, said â€Å"her daughter made a full recovery since undergoing the transplant† (Japanese stem cells saved girl’s life† N.p). Another example where the use of stem cells resulted in a cure was in the case of a man whose vision was restored through an eye transplant using a corneal patch grown from adult stem cells. Dr. Mark Daniel, who helped lead the research reported, He had reduced mobility, could not read and could not work, but he has now resumed duties as an accountant, enjoys sight (slightly lower than normal 20/20 acuity) and has increased mobility and quality of life and renewed optimism† (Adult Stem C ell Patch Restores Vision† N.p). Stem cells can also be used to prolong one’s life with the use of drug testing and by growing different diseased cells in a dish to see where the error is occurring. If

Essay on The Arab-Israeli Conflict and Outside Influence...

The Arab-Israeli Conflict and Outside Influence on It The history of the Arab-Israeli conflict has always been an international one. It has never been simply a local problem. Foreign powers have been involved since 1914, and, since 1973, the whole world has been affected by the rise in oil prices, which are a consequence of the Yom Kippur War. The first sign of trouble between the two religious groups came just after the First World War when tension between the two groups grew when some Jews migrated to Palestine. In 1921 there were violent clashes between the Jews and the Arabs this was caused by the influx of Jewish immigrants. All the while from 1933 to 1948 many Jews fled persecution in†¦show more content†¦In 1956 the Suez crisis involved two of Europes major powers France and Britain who were at war with Egypt over the Suez Canal and Israel joined with the British and French, however the worlds leading power the USA opposed the war and the Soviet Union threatened military action upon the three countries if they didnt pull out of the war. Again after the intervention and action taken by the British and French it was left to the UN to pick up the pieces and resolve the hatred caused by this war between Israel and Egypt. I believe that Britain and France should not have allowed Israel to join in the war beca use the gulf between Jews and Arabs was widening daily. So to be aware of this fact it wasnt surprising that the Egyptians and the Jews were at war again. In 1967 there was the infamous six-day war between Israel and Egypt, the Jews defeated the Egyptians in the June of 1967. The UN was called upon again and they passed Resolution 242 to try to solve the rising hatred felt between the Arabs and the Jews. I believe the Middle Eastern countries were becoming too reliant on foreign intervention to solve problems that they caused or they were apart of it. So great was the hatred between Arabs andShow MoreRelatedAmerican Media Coverage Of The Israeli Arab Conflict1551 Words   |  7 PagesMedia coverage of the Israeli-Arab conflict What is an Arab? In a great number of movies Hollywood provides the answer to this question: Arabs are cruel murderers, sleazy rapists, religious fanatics, oil-rich dimwits, and abusers of women (Shaheen 2). This is how Hollywood shows Arabs to the world. Throughout the history we can trace the discrimination in several media industry against African-American, Jewish, and Hispanic people. However, in some North America’s media Arabs are depicted more negativelyRead MoreThe Effect of Outside Powers on the Arab-Israeli Conflict Essay1330 Words   |  6 PagesThe Effect of Outside Powers on the Arab-Israeli Conflict The tension in the Middle East is a constant problem; originating from both historical and religious claims to the area. It is strengthened, as both parties have convinced themselves that they are right, and are victims of the other side. Furthermore, it has been fuelled by the involvement of the Western powers, as well as the stubbornness of the Middle Eastern powers, not wanting to go the peace talks with the Read MoreArab Israeli Conflict 883 Words   |  4 Pages1.1 WHAT IS THE ARAB ISRAELI CONFLICT? 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The Victorian Villain Goes A Governessing English Literature Essay Free Essays

‘O scoundrel, scoundrel, smiling, damned scoundrel! ‘ I v 106 crossroads. Iago, Lovelace, Willoughby, Dracula, Lecter, Lestat, Voldemort, the intrigues of these and countless other literary scoundrels are frequently queerly absorbing and tempting. Indeed, throughout literature, the image of the scoundrel frequently proves to be the far more interesting character than the victim of their villainousness or the text ‘s hero. We will write a custom essay sample on The Victorian Villain Goes A Governessing English Literature Essay or any similar topic only for you Order Now For many, the Victorian scoundrel is synonymous with the propertyless male as epitomised by Dickensian originals, for illustration the beastly Bill Sikes or the corruptor of artlessness, the predatory Fagin in Oliver Twist ( 1838 ) .[ 1 ]However, the coming of the esthesis novel during the 1860s heralded a new coevals of scoundrels, a coevals that sent both shockwaves and bangs through the literary universe and its readership. Initially, in what is considered the kick offing novel of the genre, The Woman in White ( 1860 ) ,[ 2 ]villainousness continues to be a masculine state as seen in the plants of Dickens, with the word picture of the puzzling Count Fosco, who with his ‘rod of Fe ‘ and chemical science set is arguably one of the most ill-famed scoundrels of the genre.[ 3 ]However, the esthesis novel apparently equates the scoundrel non with the propertyless male or the Gothic blue blood of old genres but with a new original of villainy – the villainess. This gendering of villainousness has led critics such as Hughes to observe that, ‘In the esthesis novel of the Lady Audley tradition, the heroine ‘s rightful topographic point is usurped wholly by the villainess, the golden-haired imposter who masquerades as a conventional married woman while plotting slaying on the side. ‘[ 4 ]Gone are the eighteenth-century portraitures of the innately virtuous heroine, such as Richardson ‘s Pamela and Clarissa, who emphasise the incorruptibility of the heroine as she battles to protect her repute and female pureness, or the early nineteenth-century ‘s word pictures of the reformed flirt who finally conforms as epitomised by Austen ‘s Emma Woodhouse.[ 5 ]In their topographic point stood the extramarital, bigamous, frequently homicidal, angel of the fireplace turned devil in the pretense of the respectable married woman, female parent or governess. This new strain of anti-heroines As Showalter argues, ‘ [ esthesis fiction ] conveys the menace of new phantasies, new outlooks, and even female rebellion ‘[ 6 ], This challenge to the conventional function of adult females ‘silly novels by lady novelists ‘ angel turned demon Mary Elizabeth Braddon ‘s Lady Audley ‘s Secret ( 1862 )[ 7 ] the incorruptibility of the heroine, the angel of the fireplace, is replaced The transmutation of the angel of the fireplace into the scheming devil The outgrowth of the esthesis novel in the 1860s marked the reaching of a new coevals of female supporters. The beatific married womans and girls of old genres were replaced by intriguing bigamists, manque murderesses and unreliable fornicatresss, who were prepared to utilize whatever agencies necessary, including their gender, to accomplish their intent. The transmutation of the scoundrel from the typical low-class male of old literary genres ( epitomised by Dickens ) to the apparently guiltless angel of the fireplace at the same time shocked and thrilled Victorian readers and critics likewise. The suggestion that a adult female would utilize her gender in order to perpetrate offenses such as bigamy and fraud, that she would get married strictly for her ain personal ( normally fiscal ) addition, and non out of love, outraged the moralists of the clip and captivated every category of reader. Numerous critics campaigned against the word picture of characters such as Braddon ‘s L ady Audley ( Lady Audley ‘s Secret ) and Collins ‘ Lydia Gwilt ( Armadale ) , protesting that esthesis novels were ‘debasing to everyone concerned ‘ ( Oliphant, 1867, in Pykett, 1992: 48 ) and a ‘morbid phenomenon of literature – indicants of a widespread corruptness, of which Married Woman ‘s Property Act divorce 1857 Victorian heroine conjures up images of Ambition, self-assertion and the desire for power and freedom of pick are character traits frequently used by novelists to heighten and progress the position of the male supporter. In a female supporter they are counter qualities which label her an aberrance to her sex. Ill-famed villainess by far the most interesting character – the villainess. The low-class male of old literary genres The esthesis novelists offered readers a new sort of scoundrel – the villainess. Aberrant muliebrity. the map of a heroine to function as an object of designation Adeline Sergeant suggests another ground for the popularity of such characters – a rebellion against the ‘inane and impossible goodness ‘ of old literary heroines ( Sergeant, in Mitchell, 1981: 74 ) . There can be no possible uncertainty that the evil of adult male is less catastrophic, less black to the universe in general, than the evil of adult female. That is the flood tide of all bad lucks of the race. Whughes 135 Margaret oliphant Outraged Victorian esthesias Mary Elizabeth Braddon synonymous with the creative activity of a new type of female supporter the angel turned devil. Patrilineal heritage offspring Gaskell Ruth Richardson ‘s Clarissa Wollstonecraft Maria The governess liminal figure equivocal place tabula rasa Ambition, self-assertion and the desire for power and freedom of pick are character traits frequently used by novelists to heighten and progress the position of the male supporter. In a female supporter they are counter qualities. Inversion of the melodramatic stereotype of heroine Showalter puerperal passion 71malady The outgrowth of the esthesis novel in the 1860s marked the reaching of a new coevals of female supporters. The beatific married womans and girls of old genres were replaced by intriguing bigamists, manque murderesses and unreliable fornicatresss, who were prepared to utilize whatever agencies necessary, including their gender, to accomplish their intent. The transmutation of the scoundrel from the typical low-class male of old literary genres ( epitomised by Dickens ) to the apparently guiltless angel of the fireplace at the same time shocked and thrilled Victorian readers and critics likewise. The suggestion that a adult female would utilize her gender in order to perpetrate offenses such as bigamy and fraud, that she would get married strictly for her ain personal ( normally fiscal ) addition, and non out of love, outraged the moralists of the clip and captivated every category of reader. Numerous critics campaigned against the word picture of characters such as Braddon ‘s L ady Audley ( Lady Audley ‘s Secret ) and Collins ‘ Lydia Gwilt ( Armadale ) , protesting that esthesis novels were ‘debasing to everyone concerned ‘ ( Oliphant, 1867, in Pykett, 1992: 48 ) and a ‘morbid phenomenon of literature – indicants of a widespread corruptness, of which they are in portion both the consequence and the cause ‘ ( Mansel, 1863, in Pykett, 1992: 51 ) . ‘the adventuress marries without love and hence submits to arouse without love. Even though the entry takes topographic point within matrimony, the adventuress is frequently shown to be evil because of her sexual willingness. ‘ ( Mitchell, 1981: 76 ) . Sabotaging traditional household values La extreme of female rebellion The villainess makes the out tangible Hughes remarks on the outgrowth of this new literary phenomenon by stating that, The supporter ‘no longer runs off from the manque bigamist ; she is more likely to dabble in a small bigamy of her ain. ‘ ( Hughes, 1980: 9 ) . The madwoman in the Attic had been transformed, from ‘a discolouredaˆÂ ¦ . barbarian face [ with ] aˆÂ ¦.red eyes and the fearful blackened rising prices of the qualities. ‘ ( Bronte, C. , 1847: 317 ) into a demure and attractive Siren, whose ‘fair face shone like a sunray. ‘ ( LAS, 7 ) and who was, by all outward visual aspects, the perfect married woman. Titillation of female villainousness Outside bounds of society villainess made by society In Shakespeare the hero was baronial and remote. Voice and ordain our deepest desires, feelings, ideas. Villain can resemble the hero Lady Audley reveals the paradox that it is the female ‘s aberrant behavior that renders her other, but one time she is ‘othered ‘ her behavior becomes more utmost. Use governess ambivalent place used to analyze adult female ‘s place Disreputable yesteryear Wealth position and repute of course follows barchester histories mr moffatt Encapsulates everything that work forces are most afraid of female gender Morality narrative Unacknowledged desires Lydia female volatility lady Audley female surveillance sensing Victorian readers least resemble scoundrels non like us but surprisingly they teach us about ourselves. As Pam Morris argues, ‘women map as the other which allows work forces to build a positive self-identity as masculine. ‘[ 8 ] Ultimate misdemeanor Schemer with ability to pull strings her victims Does n’t repent actions but non crave for an unchecked immorality Lydia ‘s aspiration gathers momentum at that place becomes a unsighted urgency to accomplish her desire to go Mrs Allan Armadale Villain becomes an improbable figure one that ab initio looks and acts like the archetypical angel. This is non to state that esthesis novelists are undertaking evil forces on the page Witness the growing of immorality in one of patriarchate ‘s most powerful images of pureness womankind perverting influence on kids. Not descent into lawlessness or debasement Recognizable new degree of complexness Governess the Respectable face of villainy the governess Disturbing is the Ordinariness of these adult females ‘s state of affairss makes their actions flooring to Victorian reader. A recognizable individual one that they may use in their places. Relative employed as governess. She ‘s non different to us non recognizable as scoundrel. Close propinquity of villainousness. Disparity in their lucks ‘it ‘s a deal. ’11 Abandoned kid but principled she works so marries to supply for him.see gilbertdiseasedesire104 Governess ‘s place site of struggle ‘It is non until her individuality hat she becomes a true scoundrel. ‘ Deseasedesire102 Miss Morley ‘pale governess ‘ features that are identifiable as those of 100s of governesses and females. Fifteen old ages of ‘a governess of five-and-thirty old ages of age traveling place to get married a adult male to whom she had been engaged 15 old ages ‘ p.13 ‘a monster nugget turned up under my spade, and I came upon a gilded sedimentation of some magnitude. A fortnight afterwards I was the richest adult male in all the small settlement about me. I travelled post-haste to Sydney, realised my gold findings which were deserving upwards of ?20,000’p.22 What turns Lucy from the ‘doll like ‘ married woman into the villainess is a turn of fate return of hubby Robert ‘s grim chase for George ‘s whereabouts quest to detect her true individuality. Latent lunacy inherited from female parent. Doubly abject female parent Lydia predatory looking for chances to progress her societal position. Power enviousness treachery fright choler desire Femme fatale Life has pushed Lydia Lucy to villainy Writers such as set their narrations in foreign climates or in a landscape of phantasy and fable the scoundrel ‘s actions can non impact civilized society no menace but the power of the esthesis set their narrations in recognizable topographic points and state of affairss. Reader recoils from Lydia but what ‘s she traveling to make next. Lydia ‘s self-destruction the dramatic release from her societal place she has craved. Detailed psychological make-up Fictional scoundrel normally gets his deserts or meets a bloody terminal Jean societal ‘misfit ‘ but we can understand her predicament. Isabel sympathise with her actions apprehensible. The power of Lydia ‘s character is to propose that adult females are ambidextrous, untrusty. Ill-famed villainess by far the most interesting character profligate Robert Lovelace CLarissa Samuel Richardson, Fagin non lovable knave corrupted the artlessness of kids condemnable marauder. Fosco cosmopolite appeal, unusual powers, out believing outsmart investigators, sophisticated, relishes his power, Marian worthy advisory, possibility he will be master, new sort scoundrel reflects scientific thought of clip, unbelieving godless creates his ain moral model, wiw twelvemonth after beginning species, tickle pinking yet terrorizing character. Trained chemist sinister sense events narcotics Imbues work forces with great passion Juggling No redeeming characteristics Without self-doubt, self-questioning, self-despair believes their societal place offers some signifier of exoneration for their actions. Catalyst to events ‘ I do non state that Robert Audley was a coward, but I will acknowledge that a tremble of horror, something kindred to fear, chilled him to the bosom, as he remembered the atrocious things that have been done by adult females, since that twenty-four hours upon which Eve was created to be Adam ‘s comrade and help-meet in the garden of Eden. What if this adult female ‘s beastly power of deception should be stronger than the truth, and oppress him? She had non spared George Talboys when he had stood in her manner, and menaced her with a certain hazard ; would she save him who threatened her with a far greater danger? Are adult females merciful, or loving, or sort in proportion to their beauty and their grace? 273-4 La ‘the female wrongdoer is the venue of horror, the site where the incomprehensible panics of domesticity can be explained and surmounted. ’36 Hart Lady Audley putting to deaths premeditated in order to prolong her socially and financially unafraid function of married woman place she has attained via misrepresentation. Gilbert ‘Lady Audley ‘s narrative shows that adult females are most evil when they conform to societal outlooks. ‘ Disease desire 96 sarcasm society labels adult females as adventuress, vill adult females who attract the male regard ‘I did retrieve this ; and it was, possibly, this that made me selfish and heartless ; for I suppose I am heartless. As I grew older I was told that I was reasonably — beautiful — lovely-bewitching. I heard all these things at first indifferently ; but by-and-by I listened to them avariciously, and began to believe that in malice of the secret of my life I might be more successful in the universe ‘s great lottery than my comrades. I had learnt that which in some indefinite mode or other every schoolgirl learns sooner or subsequently — I learned that my ultimate destiny in life depended upon my matrimony, and I concluded that if I was so prettier than my schoolmates, I ought to get married better than any of them. ‘350 Braddon suggests that adult females ‘s future individuality founded on the necessity to procure a good matrimony. Marriage based on the demand for societal and economic security, adult females ‘s fright of poorness, non on love. Phoebe marries out of fright afraid Luke will be ‘violent and vindictive ‘ ( p.107 ) if she is non submissive and compliant to his demands. Female individuality fluid Robert self-fulfillment romantic hero sub-plot masculinastion Faulkes – Writer ‘s confederate thrusts narrative, readers see events unfold, gives us familiarity with scoundrel, sometimes hard non to take his side Dynamic qualities make them appealing. Suspicious of sudden displacement in category mobility. Free herself from societal limitation. Social order must stay stable. Love makes Lydia refocus her hatred and vindictive nature. Redemption by decease delegating. A character so flawed anti-heroine La wholly focused on her ain societal demands egoistic appears to hold no feelings whatsoever. Ideal heroine person like Florence dombey 1848 of this novel to bind in with 1860s lizzie Hexam our mutal friend 1864 possibly self-denying motherly caring epitome angel. Everything La is non. Abandons kid. Success means money and security no room for love. 298Fatal necessities of privacy†¦ how complete an actress my lady had been made by the atrocious necessity of life. Jean letters reveal her motive, pigment in her function of victim. Jean arising against function of victim, relics of one time honorable nature. Greatest humor aspiration. Divorcee far more insurgent than bigamist. Bad adult females but still fulfil function of hero admire her for her sense of intent victimised position. Austere ‘passionate, amply sexual femme fatale, who has a cryptic yesteryear, an electrifying nowadays, and a vindictive future’xv presentation. Lydia rational self-aware Robert Audley needs Gerald Coventry Allan Armadales need the figure of the governess in order to happen themselves. The governess didactic map does non halt at the direction cosmetic achievements, French. Their behavior is doubtless indocile but to ask rightful topographic point in the patriarchal order. Fetterley argues that Jean Muir ‘s narrative ‘articulates a extremist review of the cultural concepts of â€Å" muliebrity † and â€Å" small muliebrity, † exposing them as functions that adult females must play, masks they must set on in order to last. Therefore, Jean must play the function of the inactive and submissive beauty, but with the computation of a marauder, in order to achieve the wealth and position she urgently desires. ‘[ 9 ]This is undeniably accurate, and Jean ‘s letters to her co-conspirator, Hortense, reveal that she calculates her every move with the ‘cunning of a marauder. ‘ As Jean embarks on her new life as Lady Coventry the combustion of her letters is the symbolic rejection of her past life but the successful devastation of the ‘cunning marauder ‘s ‘ past life besides symbolises triumph and farther authorization of the indocile female. In decision, the villainess in esthesis fiction the heroine can be said is portrayed as more person than Godhead, a flesh and blood. The Victorian Villain Goes A-Governessing In Shakespeare the hero was baronial and remote. La victim merely every bit much as villainess abandoned. Few options workhouse the streets or governessing. Madness convenient fiction see Juliet toilet gumshoe vil googbk Appearance inversion of countenance. Suspicious of sudden displacement in category moility. Free herself from societal limitation. Social order must stay stable. Love makes Lydia refocus her hatred and vindictive nature. Redemption by decease delegating. A character so flawed anti-heroine La wholly focused on her ain societal demands egoistic appears to hold no feelings whatsoever. Ideal heroine person like Florence dombey 1848 of this novel to bind in with 1860s lizzie Hexam our mutal friend 1864 possibly self-denying motherly caring epitome angel. Everything La is non. Abandons kid. Success means money and security no room for love. 298Fatal necessities of privacy†¦ how complete an actress my lady had been made by the atrocious necessity of life. Jean letters reveal her motive, pigment in her function of victim. Jean arising against function of victim, relics of one time honorable nature. Greatest humor aspiration. Divorcee far more insurgent than bigamist. Heroines more mortal than Godhead. Bad adult females but still fulfil function of hero admire her for her sense of intent victimised position. Austere ‘passionate, amply sexual femme fatale, who has a cryptic yesteryear, an electrifying nowadays, and a vindictive future’xv presentation. Lydia ‘you know the evil I have committed ‘ Juliet toilet ‘Lydia Gwilt underestimates her ain capacity for humane and generous feeling, eventually doing the ultimate selflessness by puting down her ain life. Her self-destruction is non merely prompted by love, nevertheless, it is besides the consequence of intense wretchedness and self-loathing. ‘ 207. Lydia emotional has ever been control of her actions suicide ultimate signifier of control as she evades penalty for her disgraceful workss. In this analysis, the societal and political alterations that Kilroy identifies as a beginning of anxiousness and fear-married adult females ‘s belongings rights and civil divorce, for example-are liberating, although the Schroeders note Thursday female characters such as Clara Talboys Muse and inspiration interesting stance, the ‘pale governess ‘ 15 old ages pittance return to be married The Victorian Villain Goes A-Governessing In Shakespeare the hero was baronial and remote. La victim merely every bit much as villainess abandoned. Few options workhouse the streets or governessing. Madness convenient fiction see Juliet toilet gumshoe vil googbk Appearance inversion of countenance. Suspicious of sudden displacement in category moility. Free herself from societal limitation. Social order must stay stable. Love makes Lydia refocus her hatred and vindictive nature. Redemption by decease delegating. A character so flawed anti-heroine La wholly focused on her ain societal demands egoistic appears to hold no feelings whatsoever. Ideal heroine person like Florence dombey 1848 of this novel to bind in with 1860s lizzie Hexam our mutal friend 1864 possibly self-denying motherly caring epitome angel. Everything La is non. Abandons kid. Success means money and security no room for love. 298Fatal necessities of privacy†¦ how complete an actress my lady had been made by the atrocious necessity of life. Jean letters reveal her motive, pigment in her function of victim. Jean arising against function of victim, relics of one time honorable nature. Greatest humor aspiration. Divorcee far more insurgent than bigamist. Heroines more mortal than Godhead. Bad adult females but still fulfil function of hero admire her for her sense of intent victimised position. Austere ‘passionate, amply sexual femme fatale, who has a cryptic yesteryear, an electrifying nowadays, and a vindictive future’xv presentation. Lydia ‘you know the evil I have committed ‘ Juliet toilet ‘Lydia Gwilt underestimates her ain capacity for humane and generous feeling, eventually doing the ultimate selflessness by puting down her ain life. Her self-destruction is non merely prompted by love, nevertheless, it is besides the consequence of intense wretchedness and self-loathing. ‘ 207. Lydia emotional has ever been control of her actions suicide ultimate signifier of control as she evades penalty for her disgraceful workss. How to cite The Victorian Villain Goes A Governessing English Literature Essay, Essay examples

As I Lay Dying characters Essay Example For Students

As I Lay Dying characters Essay In William Faulkner s As I Lay Dying, references to the right by numerous characters serve to propel the reader on a quest for truth. Cora and Tull make allusions to what is right as defined by religion, while Cash evokes a more innate sense of right and wrong. Anse has a sense of right that is deceptive to both himself and others, yet it also conveys his view of the world which Faulkner shows to be just as accurate as anyone else s. Faulkner s blending of these versions of right make a unified idea of what is right, even if that idea is at once a confusing and complicated one. Cora and Vernon Tull believe completely in the absolute power of God and that His will is ultimately what will be done. Cora is Vernon s source of strength and faith, and even when he waivers in what he believes to be right, he ultimately sides with his wife. Cora is constantly exclaiming both in speech and in song that I trust in my God and my reward. (70) This belief is a great comfort to Cora. Even when she makes cakes for a wealthy woman in town and the woman changes her mind, Cora only thinks Riches is nothing in the face of the Lord, for He can see into the heart. 7) Cora also believed it right for people to suffer; seeing it as their mortal lot (159). However, this deep faith is also blinding to Cora. Cora is blind to the fact that Addie has an understanding of sin and salvation and right beyond the mere words that she uses. Cora mistakes Addie s lack of faith for vanity and pride, and gets down on her knees in hopes of rescuing her from the clutches of damnation (160). Addie s response to this is that people to whom sin is just a matter of words, to them salvation is just words too. 168) Vernon Tull at times questions whether his wife is altogether right, but then catches himself and pulls himself back. Cora may have seen it as people s mortal lot to suffer, but Vernon questioned this, especially in the case of Vardaman s pain. Vernon says, It aint right. I be durn if it is. Because He said Suffer little children to come onto Me dont make it right, neither. (70) However, Vernon soon catches himself, echoing his earlier references of too much thinking being detrimental to people. He reasons that For the Lord aimed for him to do and not to spend too much time thinking†¦ (68) Vernon Tull generally prefers to remain unconcious and insists that the best is not to tax one s brain as Darl does†¦ (Rossky 181) Ultimately, Vernon doesn t want to think too much of what is right or not right, and simply embraces Cora s beliefs. While the Tulls beliefs are grounded in religion, Cash s idea of the right is based more on innate reason. Cash believes right to be taking pride in human creations and always doing the best possible job (Bedient 206). Cash reflected on his making of his mother s coffin on the bevel to summarize his belief of right. He believed in making things always like it was for your own use and comfort†¦ (224) Beldient writes, Why is this teaching right? Because a man defines himself, not by what he builds, but by the way he builds it†¦ (107) Cash questions his ideas of right when he is forced to weigh the righness of Darl s burning of the barn.

What is learning

Learning is a continuous process that involves the transformation of information and experience into abilities and knowledge. Learning, according to me, is a two way process that involves the learner and the educator leading to knowledge acquisition as well as capability.Advertising We will write a custom essay sample on What is learning? specifically for you for only $16.05 $11/page Learn More It informs my educational sector by making sure that both the students and the teacher participate during the learning process to make it more real and enjoyable so that the learners can clearly understand. There are many and different learning concepts held by students and ways in which the different views affect teaching and learning. One of the learning concept held by students is, presentation of learning material that is precise. This means that any material that is meant for learning should be very clear put in a language that the learners comprehend (Blackm an Benson 2003). The material should also be detailed with many examples that are relevant to the prior knowledge of the learner. This means that the learner must have pertinent prior knowledge. This can be obtained by the teacher explaining new ideas and words that are to be encountered in a certain field or topic that might take more consecutive lessons. Different examples assist the students in approaching ideas in many perspectives. The learner is able to get similarities from the many examples given thus leading to a better understanding of a concept since the ideas are related and linked. Secondly, new meanings should be incorporated into the students’ prior knowledge, instead of remembering only the definitions or procedures. Therefore, to promote expressive learning, instructional methods that relate new information to the learner’s prior knowledge should be used. Moreover, significant learning involves the use of evaluation methods that inspire learners to re late their existing knowledge with new ideas. For the students to comprehend complex ideas, they must be combined with the simple ideas they know.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Teaching becomes very easy when a lesson starts with simple concepts that the students are familiar with. The students should start by understanding what they know so that they can use the ideas in comprehending complex concepts. This makes learning smooth and easy for both the learner and the educator (Chermak Weiss 1999). Thirdly, acquisition of the basic concepts is very essential for the student to understand the threshold concepts. This is because; the basic concepts act as a foundation in learning a certain topic or procedure. So, the basic concepts must be comprehended first before proceeding to the incorporation of the threshold concepts. This makes the student to have a clear understanding of each st age due to the possession of initial knowledge (Felder Brent 1996). A deeper foundation of the study may also be achieved through getting the differences between various concepts clearly and by knowing the necessary as well as the unnecessary aspects. Basic concepts are normally taught in the lower classes of each level. They include defining terms in each discipline. These terms aid in teaching in all the levels because they act as a foundation. The stage of acquiring the basics determines the students’ success in the rest of their studies. This is because lack of basics leads to failure since the students can not understand the rest of the context in that discipline, which depends mostly on the basics. For learning to become effective to the students, the basics must be well understood as well as their applications. Learning by use of models to explain certain procedures or ideas in a certain discipline is also another learning concept held by students. Models are helpful i n explaining complex procedures and they assist the students in understanding better (Blackman Benson 2003). For instance, in economics, there are many models that are used by the students so that they can comprehend the essential interrelationships in that discipline. A model known as comparative static is used by the students who do economics to understand how equilibrium is used in economic reason as well as the forces that bring back equilibrium after it has been moved.Advertising We will write a custom essay sample on What is learning? specifically for you for only $16.05 $11/page Learn More The students must know the importance of using such kind of models, the main aspect in the model and its relationship with the visual representation. A model is one of the important devices that must be used by a learner to acquire knowledge. They are mainly presented in a diagram form using symbols or arrows. It simplifies teaching especially to the slow lear ners who get the concept slowly but clearly. It is the easiest and most effective method of learning complex procedures or directions. Most models are in form of flowcharts. Learners should get used to learning incomplete ideas so that they can make more complete ideas available to them and enjoy going ahead. This is because, in the process of acquiring the threshold concepts, the prior knowledge acquired previously might be transformed. So, the students must be ready to admit that every stage in the learning process they get an understanding that is temporary. This problem intensifies when the understanding of an idea acquired currently changes the understanding of an idea that had been taught previously. This leads to confusion that can make the weak students lose hope. That is why the teacher should always state clear similarities as well as differences of various concepts. On the other hand, the student should be able to compare different concepts and stating their similarities as well as differences (Watkins Regmy 1992). The student should also be careful when dealing with concepts that seem similar and must always be attentive to get the first hand information from the teacher. Teaching and learning becomes very hard when learners do not concentrate by paying attention to what the teacher is explaining. For the serious students, learning becomes enjoyable and they do not get confused. According to Chemkar and Weiss (1999), learners must not just sit down and listen, but they must involve themselves in some other activities such as reading, writing, discussing or solving problems. Basically, they must be very active and concentrate on what they are doing. These techniques are very essential because they have a great impact to the learners.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Students always support learning that is active than the traditional lecture methods because they master the content well and aids in the development of most skills such as writing and reading. So methods that enhance active learning motivate the learners since they also get more information from their fellow learners through discussions. Students engage themselves in discussion groups or class presentations to break the monotony of lecture method of learning. Learning is a two way process and so both the teacher and the student must be involved. Active learning removes boredom in the class and the students get so much involved thus improving understanding. This arouses the mind of the student leading to more concentration. During a lecture, the student should write down some of the important points that can later be expounded on. Involvement in challenging tasks by the learners is so much important. The task should not be very difficult but rather it should just be slightly above t he learner’s level of mastery. This makes the learner to get motivated and instills confidence. It leads to success of the learner due to the self confidence that aids in problem solving. For instance, when a learner tackles a question that deemed hard and gets the answer correct, it becomes the best kind of encouragement ever. The learner gets the confidence that he can make it and this motivates him to achieve even more. This kind of encouragement mostly occurs to the quick learners because the slow learners fail in most cases. This makes the slow learners fear tackling many problems. So, the concept might not apply to all the learners but for the slow learners who are determined, they can always seek for help incase of such a problem. Moreover, another concept held by students is repetition because, the most essential factor in learning is efficient time in a task. For a student to study well he or she should consider repetition, that is, looking at the same material over and over again. For instance, before a teacher comes for the lesson, the student can review notes and then review the same notes after the teacher gets out of class. So, the student reviews the notes many times thus improving the understanding level (Felder Brent 1996). This simplifies revising for an exam because the student does not need to cram for it. Reviewing the same material makes teaching very easy since the teacher does not need to go back to the previous material and start explaining again. It becomes very hard for those students who do not review their work at all because they do not understand the teacher well and are faced by a hard time when preparing for examinations. Basically, learning requires quite enough time so that it can be effective. It also becomes a very big problem for those who do not sacrifice their time in reviews. Acquisition of the main points improves understanding of the material to the student. Everything that is learnt or taught may not be of im portance. Therefore, the student must be very keen to identify the main points when learning. These points should be written down or underlined because they become useful when reviewing notes before doing an exam. It helps in saving time and leads to success. For those students who do not pay attention, it becomes very difficult for them to highlight the main points. They read for the sake of it and make the teacher undergo a very hard time during teaching. To overcome this problem, the students must be taught how to study so that learning can be effective. Cooperative learning is also another concept held by the students. It is more detailed than a group work because when used properly, it leads to remarkable results. This is very encouraging in teaching and the learning environment as well. The students should not work with their friends so that learning can be productive, instead every group should have at least one top level student who can assist the weak students. The groups a ssist them in achieving academic as well as social abilities due to the interaction. This learning concept benefits the students more because, a fellow student can explain a concept in a better way than how the teacher can explain in class. Assignments are then given to these groups through a selected group leader (Felder Brent 1996). Every member must be active in contributing ideas and respect of one’s ideas is necessary. It becomes very easy for the teacher to mark such kind of assignments since they are fewer than marking for each individual. Learning becomes enjoyable because every student is given a chance to express his or her ideas freely and in a constructive manner. Teaching is also easier because the students encounter very many new ideas during the discussions. Some students deem it as time wastage but it is necessary in every discipline. Every group member should be given a chance to become the group’s facilitator whose work is to distribute and collect as signments. Dormant students are forced to become active because every group member must contribute his or her points. Cooperative learning is a concept that requires proper planning and organization. Completion of assignments is another student held learning concept. Its main aim is to assist the student in knowing whether the main concepts in a certain topic were understood. This acts as a kind of self evaluation to the student and also assists the teacher to know whether the students understood a certain topic. The assignments must be submitted to the respective teacher for marking. Those students who are focused follow the teacher after the assignments have been marked for clarification purposes. This enhances learning and the student understands better. Many students differ with this idea because they do not like relating with the teacher (Marton Beaty 1993). This leads to very poor grades since communication is a very essential factor in learning. Teaching becomes easier and en joyable when there is a student- teacher relationship. Assignment corrections are necessary to both the student and the teacher since the student comprehends the right method of solving a certain problem that he or she could not before. Lazy students who do not do corrections make teaching hard for the teacher because they make the other students to lag behind. Learning may also become ineffective for them due to low levels of understanding. Acquisition of facts is still another student held concept that aims at understanding reality. Students capture the essential facts so that they can understand how they suit in another context. Many students fail to obtain the facts because they think that they can get everything taught in class or read from books. When studying, the student must clearly understand the topic so that he or she can develop a theme. This helps in making short notes by eliminating unnecessary information. So, the facts must always be identified and well understood i n order to apply them where necessary. Teaching becomes easier when the facts are well comprehended by the students because it enhances effective learning. Effective learning occurs when a student possesses strong emotions. A strong memory that lasts for long is linked with the emotional condition of the learner. This means that the learners will always remember well when learning is incorporated with strong emotions. Emotions develop when the students have a positive attitude towards learning (Marton Beaty 1993). This is because they will find learning enjoyable and exciting unlike those with a negative attitude who will find learning boring and of no use to them. Emotions affect teaching since a teacher will like to teach those students with a positive attitude towards what he is teaching rather than those with a negative attitude. The positive attitude leads to effective learning because the students get interested in what they are learning and eventually leads to success. Learni ng does not become effective where students portray a negative attitude since they are not interested thus leading to failure. Furthermore, learning through hearing is another student held concept. This concept enables them to understand what they hear thus calling for more attention and concentration. They prefer instructions that are given orally and are very keen but they also participate by speaking. Teaching becomes very enjoyable since the students contribute a lot through talking and interviewing. Learning occurs effectively because the students involve themselves in oral reading as well as listening to recorded information. In this concept, learning is mostly enhanced by debating, presenting reports orally and interviewing people. Those students who do not prefer this concept as a method of learning do not involve themselves in debates or oral discussions but use other learning concepts. Learners may also use the concept of seeing to understand better. This makes them rememb er what they saw and most of them prefer using written materials (Van Rosum Schenk 1984). Unlike the auditory learners who grasp the concept through hearing, visual learners understand better by seeing. They use their sight to learn and do it quietly. They prefer watching things like videos and learn from what they see. Learning occurs effectively since the memory is usually connected with visual images. Teaching becomes very easy when visual images are incorporated. They include such things like pictures, objects, graphs. A teacher can use charts during instruction thus improving the students’ understanding level or present a demonstration for the students to see. Diagrams are also necessary because most students learn through seeing. Use of visual images makes learning to look real and the student gets the concept better than those who learn through imaginations. This concept makes the students to use text that has got many pictures, diagrams, graphics, maps and graphs. In learning students may also use the tactile concept whereby they gain knowledge and skills through touching. They gain knowledge mostly through manipulative.Teaching becomes more effective when students are left to handle equipments for themselves for instance in a laboratory practical. Students tend to understand better because they are able to follow instructions (Watkins Regmy 1992). After applying this concept, the students are able to engage themselves in making perfect drawings, making models and following procedures to make something. Learning may not take place effectively to those students who do not like manipulating because it arouses the memory and the students comprehends the concept in a better way. Learning through analysis is also another concept held by students because they are able to plan their work in an organized manner which is based on logic ideas only. It requires individual learning and effective learning occurs when information is given in steps. This mak es the teacher to structure the lessons properly and the goals should be clear. This method of organizing ideas makes learning to become effective thus leading to success and achievement of the objectives. Analysis improves understanding of concepts to the learners (Watkins Regmy 1992). They also understand certain procedures used in various topics because they are sequential. Teaching and learning becomes very hard for those students who do not know how to analyze their work. Such students learn in a haphazard way thus leading to failure. If all the learning concepts held by students are incorporated, then remarkable results can be obtained. A lot information and knowledge can be obtained through learning as long as the learner uses the best concepts for learning. Learners are also different because there are those who understand better by seeing while others understand through listening or touching. So, it is necessary for each learner to understand the best concept to use in orde r to improve the understanding level. For the slow learners, extra time should be taken while studying and explanations must be clear to avoid confusion. There are also those who follow written instructions better than those instructions that are given orally. Basically, learners are not the same and so require different techniques. Reference List Benson, A., Blackman, D., 2003. Can research methods ever be interesting? Active  Learning in Higher Education, Vol. 4, No. 1, 39-55. Chermak, S., Weiss, A., 1999. Activity-based learning of statistics: Using practical applications to improve students’ learning. Journal of Criminal Justice Education, Vol. 10, No. 2, pp. 361-371. Felder, R., Brent, R., 1996. Navigating the bumpy road to student-centered instruction. College Teaching, Vol. 44, No. 2, pp. 43-47. Marton, F. Beaty, E., 1993. Conceptions of learning. International Journal of  Educational Research, Vol. 19, pp. 277-300. Van Rossum, E., Schenk, S., 1984. The relati onship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, Vol. 54, No.1, pp. 73-85. Watkins, D., Regmy, M., 1992. How universal are student conceptions of learning? A Nepalese investigation. Psychologia, Vol. 25, No. 2, pp. 101-110. 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Operations and supply Chain Management Managing Risks Posed by Remote Suppliers

Operations and supply Chain Management Managing Risks Posed by Remote Suppliers Introduction Operations and supply chain management has become an even more complex affair, given the nature of globalization and the meeting of international markets (Miller 2002). There have been major benefits for suppliers in finding new markets for their goods, producers because of getting cheaper raw materials and cheaper labor, and for the consumer because of the corresponding drop in market prices of the finished goods (Boyer Verner 2009) .Advertising We will write a custom research paper sample on Operations and supply Chain Management: Managing Risks Posed by Remote Suppliers specifically for you for only $16.05 $11/page Learn More However, with the increasing complexity in supply chains, the issues of managing production have also become more difficult to control. The major concerns when working with a supply chain are risk and planning (Jacobs Chase 2010). Research Opportunities and Key Issues in Managing Risks Posed by Remote Suppliers A resea rch opportunity that would be relevant to operations and supply chain risks management is how diversifying remote sources and suppliers can work to help a company in minimizing its risk, and how different systems can be evolved that are suitable to handling different risk factors. This is because in different areas, and different social, political climes, there are factors that pose more risk than others. More and more, companies depend on third parties to provide the materials for them to build their products .The suppliers are at times continents removed (Ritchie Brindley 2007). A company, therefore, can do very little to control risk factors that might impact the supplier despite the fact that these factors can devastate the company’s production (Sheriff Rice 2005). One of the key issues in OSM risk management, is balancing risk with profitability. There might be high profit potential in a certain area, but it might come with high risk, for example manufacturing in a war -torn country. Labor might be cheap, and resources available locally, but the risk of losing the factory are also high. The debate is always whether to be cautious or to take the risk. Another key issue is quality management in terms of supply. Since the company might be several times removed from the source, in terms of distance and the number of parties who handle the product, it might be difficult to ensure high quality materials being used in the making of end products. Using a single or fewer suppliers makes it easier to monitor quality control. On the other hand, it means that in the case of a delay or other interruption of the supply chain, then production is severely interfered with. There are myriad factors that pose risks, such as natural disasters, the supplier going bankrupt, labor disputes in the supplier’s firm or country that might halt operations, war and civic unrest among others (Jacobs Chase 2010). All these factors are beyond the control of the company.Ad vertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More A company can counterbalance risk by opting to diversify on the number of remote providers instead of having a single-source policy (Cox 1999a). There are drawbacks to both options with the largest drawback of the former being increased difficulty in quality control (Cox 1999b). On the other hand working with a single-source policy can bring the company’s activities to a standstill because there is literally no back-up in case of delays in the supply chain (Chopra and Sodhi 2004). An example of two companies who were faced with the same problem with different end results as illustrated by Chopra and Sodhi (2004), is the case of Nokia Corporation and Telefon AB L.M. Ericsson, both of whom use a Philips factory based in New Mexico. When a freak accident burned the factory to the ground, Nokia, who diversify their remote sourcing, salvaged their production by moving to other Philips plants. On the other hand Ericsson who work with a single sourcing policy incurred a 400 million dollar loss and a disruption in production whose impact was felt for months. Conclusion In conclusion it can be said that supply chains are growing more complex by the day as interdependence amongst countries all over the globe grows. This means that more and more companies rely on remotely located suppliers who face risk factors that the initial company cannot control. It is therefore important that companies with remote suppliers look for ways in which they can minimize risk in disruption of production in the face of these risks. A sound practice would be to diversify in remote sourcing so that the risk is spread. However, this has to be balanced with costs and maintaining quality standards. Companies have to find ways in which to adjust to the changes in supply management so as to reap the full benefits of market inter-con nectivity (SCMI 2010, SDC 2010). References Boyer, K. K. Verma, R. (2009). Operations and Supply Chain management for the 21st Century. New York, NY: Cengage Learning. Chopra, S. Sodhi, M. (2004). Managing risk to avoid supply-chain breakdown. MIT Sloan Management Review. Web.Advertising We will write a custom research paper sample on Operations and supply Chain Management: Managing Risks Posed by Remote Suppliers specifically for you for only $16.05 $11/page Learn More Cox, A. (1999a). Power, value and supply chain management. Supply Chain Management: An International Journal, 4 (4)pp.167 – 175. Cox, A. (1999b). A research agenda for supply chain and business management thinking. Supply Chain Management: An International Journal, 4 (4)pp. 209 – 212 Jacobs, F. R. Chase, R. B. (2010). Operations and Supply Chain Management. 2nd edition. New York, NY: McGraw Hill. New, S. J. (1997) The scope of supply chain management research. Supply Chai n Management: An International Journal, 2 (1) pp. 15 – 22. Miller, T. C. (2002). Hierarchal Operations and Supply Chain Planning. New York, NY: Springer Publishing. Ritchie, B. Brindley, C. (2007). An emergent framework for supply chain risk management and performance measurement. The Journal of the Operational Research Society 58 (11) pp. 1398-1411. Sheffi, Y. Rice, J. B. (2005). A supply chain view of the resilient enterprise. MIT Sloan Management Review. Web.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Supply Chain Management Institute (SCMI) (2010). Supply Chain Management Institute. Web. Supply and Demand Chain (2010). Case Studies. Web. Vandenbosch, M. Sapp, S. (2010). ‘Keep your suppliers honest’. Wall Street Journal. Web.

Simple Random Samples From a Table of Random Numbers

Simple Random Samples From a Table of Random Numbers There are a variety of different types of sampling techniques. Of all statistical samples, the simple random sample is indeed the gold standard. In this article, we will see how to use a table of random digits to construct a simple random sample. A simple random sample is characterized by two properties, which we state below: Every individual in the population is equally likely to be chosen for the sampleEvery set of size n is equally likely of being chosen. Simple random samples are important for a number of reasons.  This type of sample guards against bias.  The use of a simple random sample also allows us to apply results from probability, such as the central limit theorem, to our sample. Simple random samples are so necessary that it is important to have a process to obtain such a sample.  We must have a reliable way to produce randomness. While computers will generate so-called  random numbers, these are actually pseudorandom. These pseudorandom numbers are not truly random because hiding in the background, a deterministic process was used to produce the pseudorandom number. Good tables of random digits are the result of random physical processes. The following example goes through a detailed sample calculation. By reading through this example we can see how to construct a simple random sample with the use of a table of random digits. Statement of Problem Suppose that we have a population of 86 college students and want to form a simple random sample of size eleven to survey about some issues on campus. We begin by assigning numbers to each of our students. Since there is a total of 86 students, and 86 is a two digit number, every individual in the population is assigned a two digit number beginning 01, 02, 03, . . . 83, 84, 85. Use of the Table We will use a table of random numbers to determine which of the 85 students should be chosen in our sample. We blindly start at any place in our table and write the random digits in groups of two. Beginning at the fifth digit of the first line we have: 23 44 92 72 75 19 82 88 29 39 81 82 88 The first eleven numbers that are in the range from 01 to 85 are selected from the list. The numbers below that are in bold print correspond to this: 23 44 92 72 75 19 82 88 29 39 81 82 88 At this point, there are a few things to note about this particular example of the process of selecting a simple random sample. The number 92 was omitted because this number is greater than the total number of students in our population. We omit the final two numbers in the list, 82 and 88. This is because we have already included these two numbers in our sample. We only have ten individuals in our sample. To obtain another subject it is necessary to continue to the next row of the table. This line begins: 29 39 81 82 86 04 The numbers 29, 39, 81 and 82 have already been included in our sample. So we see that the first two-digit number that fits in our range and does not repeat a number that has already been selected for the sample is 86. Conclusion of the Problem The final step is to contact students who have been identified with the following numbers: 23, 44, 72, 75, 19, 82, 88, 29, 39, 81, 86 A well-constructed survey can be administered to this group of students and the results tabulated.