Venezula Essays - Socialist International, Rmulo Betancourt

Venezula Venezuela The history of Venezuela has been a long and often turbulent one. It is filled with exploration, religion, and shifts of government. But, the movement from dictatorship to democracy is the most significant. The move from dictatorship to democracy is the most significant point in Venezuela's history because of the people's extreme opposition of the dictators, the time period when the first election of a democratic president, and the election of Romulo Betancourt. If the people of a country are opposed to the government, it will not be successful. A main reason why dictatorship didn't work was because of the people's hate of the form of government and the dictators that run it. Between 1908 and 1935, General Juan Gomez ruled by repression and terror. The government had been a dictatorship since the 19th century (?Gomez died in 1935. Venezuelans danced in the streets when they heard of his death.? Johan Kohen Winter, 24). Nineteen thirty-six through 1948 marked the first time the country of Venezuela was ruled democratically. These years were times of political unrest. Then from 1950 to 1958 another dictator, General Marcos Perez Jimenez, came into power. His term is remembered by corruption and brutal suppression of the opposition as well as taking a step back in the progress toward democracy. This is great because it marked the first time that the people began to organize to oppose and try to change the government (?For the first time, between the 1930's and 50's the people began to organize themselves into unions and political parties, uniting in opposition to Jimenez.? Marion Morrison, 48). The election of Romulo Betancourt was the most important move toward democracy. This set the stage for democratic presidents as well as the countries' first major political party, Accion Democratica. This party, along with the Christian Democratic party, are the only political parties that have ever had candidates elected. Despite a coup in government (military takeover) in 1948, the Accion Democratica had one of its candidates in office for the next ten years (?This was a significant point in Venezuelan history. For the first time, a political party-Accion Democratica-was in government, together with a group of military officers and backed by the support of the Venezuelan people.? Morrison, 48). The history of Venezuela has been long and hard. Through it all, though, democracy came through. When a government has the backing of the people, it works and is successful. This is just another instance of the tried-and-true government idea of democracy. American History Essays

Summary Essay -Once more to the lake essays

Summary Essay -Once more to the lake essays E.B White, the famous author of Stuart Little and Charlottes Web, also wrote the person essay Once More to the Lake in which he explores the relationship between father and son. The essay starts off with a father talking about his experiences as a child camping with his father in 1904 on a lake in Maine. During this he gets the great feelings that he once had as a child camping and decides to relive them again. He is now a father who has a child himself which he decides to bring along with because his son has have never had any fresh water up his nose and thought this would be a great experience for the both of them. On his way to Maine he wonders how much different the holy spot may be and if he still will love this place like he used to. After settling into a camp near a farmhouse and getting that summer feeling, he thought things couldnt be much different. He defiantly knew it the next morning lying in bed, smelling the bedroom, and hearing his young boy quietly sneaking out to go off along the shore in a boat. Lying in his bed he starts to imagine his son has him and that he was his own father. He would be in the middle of simple acts such as picking up a bait box or laying down a table fork and he would suddenly get the feeling that it was his father doing these things or saying the words and it started to give him a creepy sensation. The next morning he and son went fishing. He felt the same damp moss covering the worms in the bait can, and saw the dragonfly on the tip of the rods as it hovered over the water. The arrival of the dragon fly convinced the father even more that everything was as it had always been. They both sat their while fishing and the father looks over to the boy staring quietly and sees that it is his hands that is holding the rod and his eyes watching the water. He is confused and feeling dizzy and doesnt know which rod he was at the end of. ...

Assess the Significance of Penal Laws in 18th Century Ireland Essay

Assess the Significance of Penal Laws in 18th Century Ireland - Essay Example Groups were formed to fight what was believed to be a greedy and cruel government, one of these such groups was titled, "The White boys" (Garnham 2006, pg. 403). Historical evidence can only lead one who researches the period of the 18th century in Ireland to have been one where there was terrible inequality, violence, incorrigible criminal acts, disparity, and an unrelenting fear among many of the Irish citizens that defined the period as one of "domination of one group over another" (Garnham 2006, pg. 404). "The penal laws in Ireland during the 18th century forced many Irish Catholics to have to renounce their religious faith in order to just survive from one day to the next" (Canny 1982, pg. 95). This defines these laws as having been meant to overturn the Irish Catholic Faith and thus force the Irish people to reform to English religious beliefs and laws or face severe penalties if they rebuked these penal doctrines. Of course, historical accounts point out that the oppression that the English penal laws placed upon the Irish Catholics not only did this but it also forced many to have to live extremely poor lives and abandon their traditional Gaelic language as well. The Irish Catholics had poor dwellings and many times the farm animals were inside the mud huts with these people due to the cruelty that English laws had brought down upon them. Much of the food was only vegetables with their main source being potatoes but when disease struck this crop it resulted in the "deaths of 2.5 million Irish Catholics" (MacManus 1974, pg. 112). In history this marks what is known as, "The Great Famine" (MacKay 1992, pg. 27). The Irish farmers did have other crops and livestock but they were all shipped to England as rent for the landlords. Without the rent money the starving Irish could not even afford to live in a home and would have been homeless on top of this horrible famine. Due to the many atrocities that these various penal codes inflicted upon Irish Catholics there were militia groups that were formed, with one having been mentioned in the introduction of this research. The truth to this matter is that England wanted total domination of Ireland and inflicted very harsh demands onto the people of the country. It is quite natural that there would be rebellion from the citizens of Ireland in order to try and maintain their own religious beliefs and laws in their land, which even today still goes on even though a Republic was formed. Another group that developed due to the escalating violence in the 18th century was the, "IRA-Irish Republican Army" (O'Neill et al 1980, pg. 133). This group and others like it were formed to initially protect the people but in actuality these groups and others were driven by the religious sanctions and political influences that have been central to the conflict in Ireland since as far back as the 16th century (O'Neill et al 1980, pg. 133). The main problem that has existed in Ireland since the 18th century and perhaps even beforehand is due to the division that

Business economics Essay Example | Topics and Well Written Essays - 3000 words

Business economics - Essay Example rgy resources, cause inundations, heat-related deaths and the fast spread of infectious diseases, as well as create serious damage to all industry sectors. Therefore, climate change is regarded nowadays as the negative outcome of the modern economic system, along with the process behind its making. It is a problem that addresses all the major players in both local and global economies: the operational factors, such as businesses, the regulatory factors, such as governments, the intellectual factors, such as foundations and universities (Echegaray, et al., 2008), as well as the citizens or the consumers, which, at their turn, establish the connections between the factors mentioned above. All of these entities have at least something to say about climate change, and while some of the discussions are focused on finding the guilty parties, on throwing the blame on someone for what has been already done, others are trying to find the appropriate solutions. I believe that businesses should understand that environmental awareness is crucial for their long-term sustainability. Companies should recognize climate change as a risk and establish special risk-assessment teams to indentify its impact on the company’s costs, supply chains, work practices and outputs. For example, if the winters will become warmer, energy costs will be lowered; however, at the same time, the summers will become hotter, which will increase the demand for air-conditioning. This way, a company’s costs distribution is changed based on environmental issues. Still, businesses should see climate change as an opportunity and a challenge to find new markets, develop new technologies as well as improve their image among average consumers. Studies have demonstrated that customers are most likely to absolve their guilt about their environmental footprint by buying products from a â€Å"greener† company. In other words, consuming trends will shift accord ing to which companies take the lead in using green

LAW ADVICE TO SWEETTORQUE COMPANY LTD Essay Example | Topics and Well Written Essays - 3250 words

LAW ADVICE TO SWEETTORQUE COMPANY LTD - Essay Example In a contract, there has to be the master of the offer who is the person who comes with the idea of contract and offers it to the other party in a bid to reach an agreement. The master of the offer also stipulates the time needed for the acceptance of the offer to the other parties. If a contract has not been reached by the given time of acceptance, the contract is said to be void or more time is given for both of the parties to go through with it. There are several methods of accepting an offer; the offeror (master of the offer) can limit the methods whereby he specifies a given amount of time usually seven days. If the offeror does not specify the amount of time for acceptance, then any reasonable time is valid for the offer to ace. In such a circumstance, the reasonable time depends on the type of offer. The mailbox rule states that a contract is deemed viable only after acceptance of the terms by all parties and the acceptance has been posted. However, it applies even if an accep tance has not been reached by the parties. In such a case, it becomes invalid if one of the parties misappropriates or misaddresses the acceptance. It also applies if, the offeree is notified of a rejection by the offeror, but they have already mailed the acceptance letter and received. An offer for acceptance can be terminated under several conditions. This includes through an act of a court order, if the offeree lets the offer lapse out of time, in the course of the death of one or both of the parties in the contract, by another more plausible offer, and lastly by revocation by both parties. A counter offer is defined as alterations of the key points of the agreement hence the offer... According to the research findings contract law is concerned with promises which are enforceable and are summed up as agreements which must be kept. There are three crucial elements in contract creation in the jurisdictions of common law. These are highlighted as consideration, acceptance and offer, and the want to come up with legal relations. A legally binding offer, for instance, is in reference to the one which was offered by the company Carbolic Smoke Ball when it came up with a wonder drug which was supposed to cure people who had flu. It promised that if the drug would not work, the affected individuals would be paid 100 Euros. Fearing bankruptcy, the company said that the advert was not meant to be serious and that it was supposed to invite people to be treated for mere puff or gimmick. The court held that this was a solemn offer to a reasonable man. Consideration points out that all the parties involved in a contract, exchange valuable things. Presently, some law systems are abandoning this requirement and adopting estoppels. Estoppels’ is being used when under taking pre-contractual negotiations for creation of obligations. Consideration in jurisdictions of civil law, is it not a requirement for a contract to bind. Torts or civil wrongs, sometimes depicts, occur when somebody breaches a duty to someone else, or infringes on the legal rights of a second party. For instance, when one accidentally hits somebody with a base ball, a tort would have been committed. Under negligence law, the offended party can claim compensation from the responsible party.

Negative Priming Experiment

Negative Priming Experiment Negative Priming: The effect of inhibitory mechanisms on the probe of a pair of trials in a Stroop style ink identification task. Abstract The investigation was based on the work of Dalrymple-Alford and Budayr (1966), who investigated the phenomenon of negative priming in relation to the Stroop task. In the original experiment by Dalrymple-Alford and Budayr (1966), it was discovered that if in a trial, the ink colour was the same as the word on the previous trial; subjects were slower to respond. This effect has been termed negative priming. The aim of this experiment was to partly replicate the work of Dalrymple-Alford and Budayr (1966), and to further investigate the phenomena of negative priming. The experimenter hypothesised that in an ink colour identification task, when the target in the probe trial matched the distractor in the prime, then reaction times would be significantly slower in comparison to conditions where the prime and probe were unrelated. To test the hypothesis, the researcher created four conditions; congruent, neutral, ignored repetition and attended repetition. The condition of interest was ignor ed repetition. Participants reaction times were recorded for the primes and probes of each condition. The effect of condition was shown to be significant using a two way repeated measures ANOVA [F(3,57) = 13.09; p = 0.001]. The significance of the results means the hypothesis was accepted, and it was concluded that negative priming is prominent in conditions where the target in the prime becomes the distractor in the probe, supporting the work of Dalrymple-Alford and Budayr (1966). Introduction Attention is a vital and complex function of cognition. One of the earliest definitions of attention came from James (1890), who defined it as â€Å"the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thoughtIt implies withdrawal from some things in order to deal effectively with other.† This early definition from James (1890) highlighted the issue of the selective nature of attention. This feature of attention is essential for organisms to be able to be successful in a search for a target; to select and process only the information they need. It is therefore vital that during this search there are certain mechanisms that suppress distracting information and prevent the return of attention to previously attended objects or events. The mechanism responsible for this important feature is inhibition- the suppression of unwanted or distracting information to ensure movement of attention to novel l ocations. The role of inhibition has been theorised through a variety of concepts. One such concept is Inhibition of Return (IOR). IOR was proposed as an inhibitory mechanism, which reduces the prominence of the previously inspected item in a scene. IOR was first observed by Posner and Cohen (1984) in their simple cuing experiment and refers to the relative suppression of stimuli (object and events) that had recently been the focus of attention. This inhibition of return effect is thought to make visual search more efficient as it ensures that previously examined objects are not searched again, thus facilitating the search for the target (Wright Richard, 1996). Further evidence of inhibitory mechanisms in attention comes from the visual marking mechanism; proposed by Watson and Humphreys (1997) as a goal-directed process that enhances visual search through the inhibition of ‘old objects. When new objects are added to a visual scene, they take priority during search, because old objects are ‘marked for non search. Also, the discovery of the ‘attentional blink provides some clear evidence that in tasks using Rapid Serial Visual Presentation (RSVP), a method of displaying information very briefly in sequential order, perception of a target presented 200-500ms after the first target is impaired (Raymond, 1992). This attentional blink occurs because of interference caused by the presentation of stimuli after the target but before the target-identification process is complete, causing the temporary suppression of inhibitory mechanisms. In other words, inhibition of distracting stimuli does not occur, causing a failure in identif ication. Mechanisms such as IOR and visual marking are evidence for inhibitory mechanisms in selective attention, and the attentional blink demonstrates just how important these mechanisms are. This process of inhibition however, is not without consequences. It has been discovered that after a stimulus has been ‘ignored, processing of that ignored stimulus shortly afterwards is impaired. This effect has been termed negative priming (Tipper, 1985). In recent years, numerous studies have looked at negative priming as evidence of an inhibitory component within selective attention. An important study which was vital in the discovery of negative priming is the Stroop task (Stroop, 1935). The standard Stroop colour-word test involved participants being required to name the ink colour of a printed word. When the word was incongruent with the colour ink- such as the word ‘red written in green ink- then interference occurred, resulting in slower response times and more errors in comparison to control conditions. In congruent conditions, where the colour written matched the colour of ink it was written in, reaction times were faster. The interference observed in this study can be attributed to automaticity as reading is an automatic process. According to Shiffrin and Schneiders (1977) model of automaticity, automatic processing makes no demands on attentional resources, has no capacity limitations, and is unavoidable. Automatic processing thus provides a liable explanation of why the Stroop effect occurs, as when seeing a word we unavoidably read it, causing a delay in the process of naming the ink colour of the word. Whilst investigating the effect of stimulus sequencing on Stroop interference, Dalrymple-Alford and Budayr (1966), came across what is now known as negative priming. What they found was that there was a greater delay and an increased error rate when an item appeared in the colour ink which was required to be ignored in the previous stimulus. Similar findings come from Tipper (1985), who presented participants with overlapping line drawings, in either red or green. The participants were required to identify only the red items in each set of stimuli. When the ignored drawing (green) became the required response (red) in the next set of trials, response times slowed. This suggests it is harder to identify and selectively attend to what was previously rejected. A key question in regards to selective attention and negative priming is at which point of sensory processing can incoming signals first be selected or rejected by attention- does this happen early in the process or late? Early selection models, such as Broadbents (1958) filter theory, argue that as sensory processes are limited, they require attention to initially select the stimuli that are required for further processing and discarded irrelevant stimuli. Therefore, attentional selection should occur early; implying a ‘bottleneck in the brain protecting processing systems from being overloaded by irrelevant information. The late selection models (Deutsch Deutsch 1936) however, claim that all stimuli, both attended and unattended, can be processed automatically in parallel- thus without a need for early selection. Therefore, selection should occur late, after the semantic analysis of the stimuli. Negative priming has generally been interpreted as evidence for late selection as the phenomenon shows that distracting/ irrelevant stimuli are in fact processed at the same time as the attended stimuli, hence the interference that occurs. Negative Priming is clearly a well studied phenomenon, and there have been numerous variations on the original experiment by Dalrymple Alford and Budayr (1966). The explanations behind the effect have generally focused on the effect being caused by increased interference due to the suppression of the word during naming of the ink colour- resulting in temporary unavailability of that response (MacLeod MacDonald, 2000). The majority of evidence supports the idea that if a probe in a pair of stimuli has the same target as the prime, then reaction times will be slowed for that probe; suggesting that internal representations of the ignored object may become associated with inhibition during selection. Therefore this experiment hypothesises that, in concordance with the previous evidence, in an ink colour identification task, the probe in the ignored repetition condition will take significantly longer to identify than the prime, in comparison to other conditions. Method Design The design was repeated measures with 2 within factors; condition with 4 levels (Congruent, Neutral, Ignored Repetition and Attended Repetition) and pairing with 2 levels (prime and probe). The experiment was a part replication of the work of Dalrymple-Alford and Budayr (1966), as an investigation into negative priming. The experiment consisted of 4 conditions. Condition 1 was ‘Congruent, where the target and distractor matched in both prime and probe, for example blue in blue ink followed by red in red ink. Condition 2 was ‘Neutral, where the normal Stroop style format was used and the prime and probe bore no intentional resemblance to each other; for example blue in red ink followed by yellow in green ink. Condition 3 was ‘Ignored repetition. This condition was where negative priming was presumed to take place, as the distractor in the prime became the target in the probe, for example, blue in yellow ink followed by red in blue ink. The final condition, condition 4, was ‘Attended repetition, where the target was repeated in the probe, for example blue in red ink followed by green in red ink. For each condition, there were 30 pairs of trials (120 pairs in total, 240 individual trials). Within each pair was a prime (1) and a probe (2) The trials were split into two identical blocks. To control for order effects, the conditions were randomised such that no condition/ pair was presented in succession. This resulted in 15 pairs of each condition per block. A total of 240 responses (reaction times, in milliseconds) were collected for each participant. Participants The sample selected was a group of 20 undergraduate students at the University of Lincoln, with a mean age of 21.35 years, and a standard deviation of 6.51. This target population was relevant because it was the most easily accessible group of people of similar age and status. Participants were selected by opportunity sampling. This method was used because it is a quick, practical and efficient way of generating data through using participants available and willing at the time of the experiment. Materials In order to carry out the experiment certain materials were necessary. The researcher used a Dell Optiplex 745 computer with a monitor size 15inches, 150HP. Also used was a button box (Credus Corporations) and voice recorder (TTC Quality Electronics). The 6 colours used were randomly selected from a bag of various coloured cards. The chosen colours were then created from a standard Microsoft windows palette. These were; Blue (red: 0, green: 0, blue: 225), Green (red: 0, green: 225, blue: 0), Red (red: 225, green: 0, blue: 0), Yellow (red: 255, green: 255, blue: 0), Pink (red: 225, green: 0, blue: 225), Black (red: 0, green: 0, blue: 0). All colour words were presented in Aerial font, size 58, bold. In addition to the colour words presented, there was also a welcome message (Arial font, size 48, bold, in Black ink), and a fixation cross (Arial font, size 58, bold, in Black ink). Further necessary materials included a checklist for Type I and Type II errors. Procedure The participants were approached and asked if they would like to take part in the experiment. If they agreed they were taken to a quiet area chosen for the experiment to take part in. Then the researcher explained to the participant what they would need to do, and gave them a set of standardised instructions (appendix 1). The participants were then asked to read and sign the consent form (appendix 2) if they agreed to take part. Following this, the participants were seated in front of the computer screen and shown how to hold the microphone. They were then told there would be an initial practice run of the experiment, and asked to begin when they were ready. Following the practice run, the participant was once again asked if they were happy to continue with the experiment. If they agreed, they were instructed to begin when they were ready. During the experiment, two researchers were present at all times. The researchers each had a list of the order of trials and correct responses, as they were pseudo-randomised. One researcher marked type I errors on one sheet, and the other marked type II errors on another. Block one consisted of a series of 60 trials followed by a 30second break before the remaining 60 trials in that block. The experiment began with a welcome message which instructed the participant to press the left key on the button box when they were ready to start. After they had pressed this, a fixation cross was presented on the screen for 1500ms, followed by a blank which lasted 1000ms. Each trial was presented for 1500ms, trials were presented in pairs according to condition. Between each pair was a blank of 1000ms. After the first block of trials, the experiment closed, and one researcher started block two, which was identical to block one. Once again any and all errors were recorded. After the completion of this second final block, the experiment automatically closed. The participant was then thanked for their cooperation and given a debrief form to read (appendix 3) they were also encouraged to ask any questions, and assured that their results would remain private and anonymous. Ethical Considerations A number of ethical issues were identified in the experiment in line with British Psychology Society (BPS) guidelines. A consent form was given to participants which explained what the experiment was researching into, what they had to do during the testing and it also requested the participants age and gender. The form explained that any participant with aversion to flashing lights or rapidly presented stimuli should not continue on with the experiment, and asked participants to report if they had any back problems. Participants also had the right to withdraw themselves and their results from the experiment at any time, and this was stated in both the consent form (appendix 2) and debrief (appendix 3). After the participants had taken part in the experiment, the experimenter explained what they were investigating and the implications to the research, and answered any questions asked. It was the experimenters responsibility to make sure that participants left in the same psychological state that they started the experiment with. Participants were informed that their identity would be kept anonymous and that their results would be treated in confidence and destroyed after the experiment. To ensure protection of participants, no physical or mental harm came to them while taking part in the experiment as the consent form included a brief health check to eliminate those individuals who may be at slight risk from participating in the experiment. The room was an empty, calm setting, in order to minimise any stress to the participant, and to avoid any eye strain, a break was given, splitting the trials into two blocks. No deception took place in this experiment. An ethical approval form was completed by researchers prior to the experiment (appendix 4). Results The results were recorded and analysed for each condition in the experiment- 1 (Congruent), 2 (Neutral), 3 (Ignored Repetition) and 4 (Attended Repetition). Any errors, either cognitive (type I), or human/computer (type II), were excluded from the data. Both prime and probe trails were removed regardless of where the error occurred. Error analysis will be discussed later. A table to show a comparison of the mean and standard deviation of the difference between reaction times of prime and probe per condition Condition Mean Standard Deviation 1 (Congruent) 21.250 98.63002 2 (Neutral) 12.950 111.55149 3 (Ignored Rep) -69.350 66.52287 4 (Attended Rep) 35.450 94.73424 A table to show a comparison of mean standard deviation for reaction times of prime and probe per condition Condition Mean Standard Deviation 1 (Congruent ) Prime 1 (Congruent ) Probe 744.3 723.0 156.4 122.3 2 (Neutral) Prime 2 (Neutral) Probe 822.9 809.9 170.7 129.0 3 (Ignored Rep) Prime 3 (Ignored Rep) Probe 782.7 852.0 138.6 132.7 4 (Attended Rep) Prime 4 (Attended Rep) Probe 775.9 740.5 142.1 140.4 See appendix 5 for full SPSS data. The mean difference between prime and probe for condition 3 (Ignored Repetition) was -69.35, which was significantly greater than for any of the other conditions (21.25 for Congruent; 12.95 for Neutral, and 35.45 for Attended Repetition). It also shows that the condition with the smallest difference in reaction time between prime and probe was condition 2 (Neutral). 2 shows that for condition 3 (Ignored repetition) the mean reaction time for the prime (782.7) was smaller than the mean reaction time for the probe (852.0). This stands out when compared to all of the other conditions, where the mean reaction time for the prime was greater than for the probe. This suggests that for conditions 1 (Congruent), 2 (Neutral) and 4 (Attended Rep), the probe generated a quicker response than the prime, yet for condition 3 this effect was reversed and the probe generated a slower response. To further analyse the data, a Two-way Repeated Measures ANOVA was carried out to analyse the reaction times and look at any effect between conditions. The results of the ANOVA shows that the main effect of Condition was significant [F(3,57) = 13.09; p = 0.001]. The following bar chart ( 3) presents a visual representation of this significance and shows the variation between conditions: The second ANOVA was concerned with the difference in reaction times between prime and probe. The ANOVA showed that the main effect of Pair is not significant [F(1,19) = 0.001; p = 0.996], suggesting that the pairing did not significantly affect reaction times. Although the effect was not found to be significant, the plot below ( 4) clearly shows that condition 3 (Ignored Repetition) was the only condition where response time was slower in the probe than in the prime: Thirdly, the interaction effect between Condition and Pair was analysed. This was found to be significant [F(3,57) = 6.6; p = 0.001]. As the interaction effect between ‘Pair and ‘Condition was significant, a post-hoc Bonferroni was carried out to find where the significances lay. The Bonferroni showed significant differences between the following conditions; (1) Congruent and (2) Neutral (p= 0.001) (1) Congruent and (3) Ignored Repetition (p= 0.002) (2) Neutral and (4) Attended Repetition (p= 0.001) (3) Ignored Repetition and (4) Attended Repetition (p= 0.014) Error analysis Errors were recorded per type I and II for each condition. The table below ( 5) shows the number of errors of each type that occurred in each condition. A table of sums of errors per condition and error type Condition Error Type I Error Type II 1 (Congruent) 11 26 2 (Neutral) 21 33 3 (Ignored Rep) 35 35 4 (Attended Rep) 26 24 A table to show the mean rank of errors per condition Condition Mean Rank 1 (Congruent) 2.15 2 (Neutral) 2.70 3 (Ignored Rep) 2.93 4 (Attended Rep) 2.23 The condition with the lowest number of errors was condition 1 (Congruent), with a mean of 2.15. The condition with the highest number of errors condition 3 (Ignored Repetition), with a mean of 2.93. A Friedmans test was used to analyse the errors and look for any significances in their distribution. Application of Friedmans test showed that there were no significances in the distribution of errors over the four conditions; X2=5.71; df = 3; p = 0.127. Discussion The results obtained show that the mean difference between prime and probe for condition 3 (Ignored repetition) was -69.35, which was notably greater than for any of the other conditions (21.25, 12.95 and 35.45). This suggests that something different is happening in this condition, as the difference is not only a lot greater but also in the opposite direction. The plot ( 4) shows a visual representation of this effect. From this it is possible to infer that in the Ignored repetition condition, negative priming did occur as the probe took longer to respond to than the prime in comparison with all other conditions. After carrying out a two way repeated measures ANOVA, it becomes clear that this is in fact the case. The results of the ANOVA showed that the main effect of Condition was significant [F(3,57) = 13.09; p = 0.001], and that the interaction effect between Condition and Pair was also significant [F(3,57) = 6.6; p = 0.001]. The ANOVA concerning the difference in reaction times between prime and probe showed that the main effect of Pair was not significant [F(1,19) = 0.001; p = 0.996]. Analysis of errors found them not to be significant; however the mean ranks showed that there were more errors in the ignored repetition condition (Mean rank 2.93). This is consistent with previous research; that in the ignored repetition condition, more interference occurs causing slower response times and more mistakes to be made. These findings mean that the hypothesis can be accepted: in an ink colour identification task, when the target in the probe trial matches the distractor in the prime, then reaction times will be significantly slower in comparison to conditions where the prime and probe are unrelated. Thus the experiment supports and confirms the previous research such as that of Dalrymple-Alford and Budayr (1966). The negative priming effect observed in this experiment can be explained as an inhibitory mechanism of attention. The differences in reaction times between conditions infer that for condition 3 (Ignored Repetition), at the point of the probe something different happened in than in the other conditions. In line with previous research, we can assume that due to the suppression of the word in the prime trial, when that colour word then becomes the ink colour in the probe trial, then there is a problem with retrieving that response as it had just been suppressed. One limitation of this experiment was the methodology. The design involved a set of two blocks in a Super Lab program, each containing 15 pairs of each condition, in a randomised order. Between each pair of trials was a blank screen presented for 1000msc. This quick succession of pairs means it may not have been obvious for the participants that the stimuli were in fact presented in pairs. This therefore may be able to explain why the probe condition 1 (Congruent) was fastest; when it was expected that condition 4 (Attended Repetition) would be. To overcome this limitation, future experiments could use separate blocks for each condition- thus making it more obvious that the trials were in certain pairs. In addition to the above adjustment, it would also be interesting to consider individual differences in a future extension of this experiment. There has been numerous past studies that suggest for certain individuals, the effect of negative priming is actually less robust. An example of this is Schizophrenics, who seem less able at inhibition- hence are less susceptible to negative priming (Beech et al 1989). A future investigation could build on the evidence of individual differences playing an important role in the effect of negative priming, and possibly look into more general differences such as cultural background or occupation. For example, it would be interesting to look for any differences in the effect of negative priming between people in creative careers- such as artists, compared with those in writing careers such as journalists. Would someone who is used to looking at words be more prone to negative priming than someone who would be more interested in the colour and form of the word? To summarise, this experiment has shown clear negative priming, consistent with the majority of existing studies, thus supporting the notion of inhibitory processes in attention. References Beech, A., Powell, T., McWilliam, J., Claridge, G. (1989). Evidence of reduced cognitive inhibition in schizophrenia. British Journal of Clinical Psychology, 28, 109-116. Broadbent, D. E. (1958). Perception and communication. New York: Pergamon. Deutsch, J. A., Deutsch, D. (1963). Attention: some theoretical considerations. Psychological Review, 70, 80-90. Dalrymple-Alford, E.C., Budayr, B. (1966). Examination of some aspects of the Stroop color-word test. Perceptual and Motor Skills, 23, 1211-1214. James, W. (1890). The Principles of Psychology. New York: Henry Holt. MacLeod, C. M., Masson, M. E. J. (2000). Repetition priming in speeded word reading: Contributions of perceptual and conceptual processing episodes. Journal of Memory and Language, 42, 208-228. Pashler, H. (1998). The psychology of attention. Cambridge, MA: MIT Press. Posner,M.I., Cohen, Y. (1984) . Components of visual orienting. In H. Bouma D.G. Bouwhuis (Eds.), Attention and performance X: Control of language processes. Hove: Lawrence Erlbaum Associates Ltd. Raymond J.E., Shapiro K.L., Arnell K.M. (1992). Temporary suppression of visual processing in an RSVP task: an attentional blink?. Journal of experimental psychology. Human perception and performance, 18, 849-60. Shiffrin, R.M., Schneider, W. (1977). Controlled and automatic information processing: II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190. Stroop, J.R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18, 643-662. Tipper, S.P. (1985). The negative priming effect: Inhibitory priming with to be ignored objects. The Quarterly Journal of Experimental Psychology, 37A, 571-590. Tipper, SP (2001) Does negative priming reflect inhibitory mechanisms? A review and integration of conflicting views. Quarterly Journal of Experimental Psychology 54A: 321-343. Watson, D. G., Humphreys, G. W. (1997). Visual marking: Prioritizing selection for new objects by top-down attention inhibition of old objects. Psychological Review, 104, 90-122. Wright, R.D Richard, C.M. (1996) Inhibition-of-return at multiple locations in visual space. Canadian Journal of Experimental Psychology, 50, 324-327.

Patrick Combs Self-Help Guide for Needful College Freshmen

If there is a recipe for self-help books, two of the necessary ingredients are an endorsement from a â€Å"name† self-help or motivation guru/author and trotting out the old Teddy Roosevelt â€Å"man in the arena† mantra. Combs has both: Tom Peters’ kudus on the cover and The Roughrider on page 28. What’s missing is a touch of truth and reality. Nowhere does Mr. Combs describe his own success (perhaps â€Å"I knew I’d never be happy until I got a self-help book published!†) or many student’s real world (perhaps a chapter on majoring in the success of your dysfunctional family, lack of money for traffic fines, broken or stolen personal property, drugged-out roommate and boy/girl friend issues). Instead, Mr. Combs supplies his readers with 154 pages detailing and expanding on a single maxim: figure out what you want to do it life, and do it. Major in Success has some major flaws as well as some great advice. Nonetheless there is a great deal to be gathered from Major in Success, but probably not in the manner Mr. Combs planned. Some great lessons can be learned from understanding not just what is in the book, but what it is that makes the book successful, despite its shortcomings. There are several flaws in Mr. Combs’ advice. First and foremost, the text is replete with anecdotal â€Å"evidence† and devoid of meaningful, quantifiable facts and statistics, and those used are rather disingenuous. In the chapter â€Å"Never Mind the Grades† he cites â€Å"a recent study by the College Review Board† indicating GPA is below ten other factors considered by employers (47).   He uses this â€Å"fact† to buttress his argument to â€Å"never mind the grades†. He fails to mention that in a very competitive job market when ALL of the applicants have those first ten factors, it will likely be factor 11—GPA—that makes the difference. The second glaring discrepancy relates not only to grades but also his contradictory attitude towards the significance of grades. His theory â€Å"college is for developing your talents to learn and do, so that you can learn and do anything you like† (20) begs the question â€Å"then how is that measured?† Most people, including employers, will use grades as the yardstick for learning ability. Mr. Combs fails to address the significance of a student’s â€Å"focus† or major in college. He claims if time spent on â€Å"extracurricular activities is having a negative impact on your grades, don’t panic† (50). He advises telling the prospective employer to the effect â€Å"sure my grades were mediocre, but various club memberships and internships were my priority.† Ask yourself if you would like to say that on a job interview, or â€Å"I managed to knock down a 3.7 GPA with a major in math and a minor in history while working 25 hours a week to help pay tuition and board†? Throughout the text Mr. Combs offers a â€Å"follow your inner voice, go for happiness, not money† philosophy. Goals change, life events come unexpected and being prepared to shift gears quickly is a key asset. A student may regret having used his college time to develop his knowledge and skills in an area of particular interest only to be caught short later when his interest, income needs, or location changes. The â€Å"follow your passion regardless of income† theory works well for those without monetary needs, retirees, and even second or third career adults capable of turning a hobby into a profitable business. However, the practicality of the theory may come into question years later, when either a more fundamental education (liberal arts) gives flexibility or a mainstream â€Å"certificate† program (nursing, teaching) provides job security. There are no less than three very good reasons to read this book. Mr. Combs has filled the margins with hundreds of â€Å"hot tips† and quotations. Included are a large number of references to other texts and sources. He also provides an excellent chapter entitled â€Å"Classes Worth Their Weight in Gold†, detailing almost a dozen courses with universal value. A concentration on these classes will do wonders for marketplace flexibility. The chapter â€Å"Really Get Into It† provides a detailed list of seventeen items designed to turn interest into expertise. There are less obvious lessons to be learned from Major in Success that are arguably just as important as the ideas expressed in the text. Mr. Combs has a â€Å"Special Thanks† page listing probably a hundred or more persons who assisted him. Success is usually a team sport, and the value of associating with mentors and goal-oriented people is invaluable. The book is very well organized; the Table of Contents lists three major sections divided into twenty-nine succinct chapters. If there is ever a life lesson to be learned, particularly for a college student, it is the value of organization. Additionally the text is filled with lists. Making lists is essential for planning, organizing, and tracking in college and throughout life, for anyone.   Finally, the format of the text is very effective, with graphics, margin notes, and lists in a unique and â€Å"out of the box† manner. Individuality cannot be overemphasized. Today there is no typical college student, and whether the reader is an eighteen-year-old freshman or an older adult returning for a second career they will find something in Major for Success applicable to their specific situation. Works Cited Combs, Patrick. Major in Success. California: Ten Speed Press, 1998.

Plot Analysis of a Rose for Emily

â€Å"In this world, nothing is certain but death and taxes. † This quote by Benjamin Franklin is a mirror to Emily’s story as it begins with her death and then the reader is abruptly brought into the tax remission she received after the death of her father. This interesting yet confusing vignette is about a girl named Emily Grierson and her inconsiderate relation with the town, a man she loved, Homer Baron, and her Father. For Readers of Faulkner, it is truly apparent that his stories do not follow the pattern of the conventional beginning to the end of the story. This method of disorderly sequence of events along with the descriptive style tends to lead this story as if we are realistically present in the town. It also keeps the reader attentive for the upcoming rising action present throughout the story. This leaves the reader questioning or predicting the actual outcome, he/she interprets it well after all is being read. It is a southern gothic styled story, a tragic story told by an anonymous narrator that speaks on behalf of the town’s people, but he/she is not related to the protagonist of the story, Emily. Emily throughout the story is perceived as an object to the reader rather than a character because her side of the story is not personally expressed by her. This type of narration grasps the readers’ level of curiosity as they are not given access into her perception about her life. In the story, two essential elements of life have been readily repeated throughout; taxes and death . Death being the main theme was not accepted or comprehended by Emily’s mindset. This story explains the taxes submission issues faced my Emily. The rest of the story revolves around hatred and death in Emily’s chaotic life from which she was once guarded from the rest of the cruel world. The story begins with the death of Miss Emily; readers are presented to Miss Emily’s fight and struggle, with her antagonist time, through the situation she is living in. As it seems the protagonist, Emily tries to pause the time around her to save her loved ones, trying to avoid certainty, death, and thus fails to do so. Miss Emily appearance represents a past era, an era in which she masks her privacy in, declining the changing time being passed by. She was raised by her father that is why she was encapsulated by silence, inability to believe in reality and inability to happy life; she was the result of her environment. The most minute yet meaningful sentence described in the whole story is in Section II, â€Å"So she vanquished them, horse and foot, just as she had vanquished their fathers thirty years before about the smell. † (Faulkner 22) . The use of the definite article mentioned in the sentence abruptly brings about a sense of suspense. It merely shows that it was not just â€Å"a smell† but â€Å"the smell†. As brought by the narrator it is justified that the town’s people were familiar of such odor occurring in Emily’s house before. The narrator grants a significance to the smell because ‘the smell’ would had never put such an impact as an â€Å"a† smell would have. When Miss Emily refused to give her father’s dead body away, it started to decompose, spreading a pungent odor; same odor was present once again. As for a reader it foreshadows events to come. The way Faulkner presented the story and designed the structure, interpersonal conflicts increased between Emily and the society. The town is just not a setting but is a character in the story. It is the setting of an old era that held tight to old beliefs and moral values of the South. Social class in the story holds great significance. Faulkner when describes the character â€Å"Tobe†, points out the status setting of that era. Tobe was disrespected and was considered a person with no values throughout. For example, Judge Stevens called him as, â€Å"†¦that nigger of hers†¦Ã¢â‚¬  (Faulkner, p. 22); showing racism present during that time frame. They disgraced the minorities and disrespected their physical existence and social status. People had pride over unnecessary ephemeral high standards that displayed discrimination and inequality. In the story as cited previously, social class was significant in demonstrating dehumanization of blacks but also demonstrating differences in the rich and the poor. Miss Emily is judged for a having romance with a low class, poor citizen of that society, Homer baron. The following sentence affiliates towns’ people response towards Emily’s one and only intimate relationship with Homer. Poor Emily†, the whispering began. â€Å"Do you suppose it’s really so? †, they said to one another, (Faulkner, p. 23). The townspeople felt pity upon her relationship with Homer, as in the eyes of the townspeople a barrier of status was set up, only the deserving or the affluent ones were allowed. Homer was a labor whereas; Miss Emily belonged to a respected rich family. Dist inguishing their class differences, Homer was way beyond Miss Emily’s league, an image set in the eyes of the townspeople. Moreover secrets are kept throughout the story, plotted as such so they are left to the reader to discover them. For example, Faulkner uses the above-mentioned technique in the following line, â€Å"†¦so they were not surprised when the smell developed† (Faulkner, p. 22). The prediction here is that the pungent yet familiar smell developed in Emily’s house due to decaying of a dead body; which for sure is kept as a secret until the end. Emily’s further more surreptitious actions can be observed through the following lines said by the narrator, â€Å"We did not say she was crazy then. We believed she had to do that. We remembered all the young men her father had driven away, and we knew that with nothing left, she would have to cling to that which had robbed her, as people will† (Faulkner, p. 22). The disguise truth here is that Miss Emily was indeed crazy, and the upcoming horror is that she could be psychotic enough to repeat the same action, holding on to Homer’s dead body. Barron's fate is linked in this passage as Faulkner provides the reader with a hint of death. The themes of class, race and status are widespread throughout the story, Faulkner repeatedly addresses those themes. † The town of Jefferson is isolated by race, extremely class and social status conscious people because people disliked and abhorred a women of a high class walking with a low social standing man. In closure â€Å"A Rose for Emily† is a captivating short story of a lady who refuses to adopt the changing world and order of society around her. Her denial of certainty and death gives us an understanding of depth of emotions that a girl encounters throughout her life. It is felt that these disturbed actions would not have taken place if she was placed in a different time and setting. She gave us the impression of a silently killed character that was only physically living. Even though we could not pass through her door we still encountered much information about how and why she was. Faulkner flawlessly points out the broader ideas, including the complexities of northern and southern places at that time frame, complexities of an altering world order, disappearing lands of courtesy and nobility, and rigid social responsibilities of a women.

Sample final exam b Essay Example

Sample final exam b Essay Example Sample final exam b Essay Sample final exam b Essay For credit, you must show work on written questions. For example you must show calculations and not just the answer. Keep your eyes on your own exam. Academic honesty is expected. Relax and Good Luck! Formulas: Federal Funds Rate Target = Inflation Rate + Equilibrium Real Fed Fund Rate 1/2(inflation gap) + 1/2(output gap) Page 1 of 9 Multiple Choice Questions (60 points total, 2 points per question) 1) The Depository Institutions Deregulation and Monetary Control Act of 1980 A) established higher reserve requirements for nonmember than for member banks. B) established higher reserve requirements for member than for nonmember banks. C) abolished reserve requirements. D) established uniform reserve requirements for all banks. 2) The case for Federal Reserve independence does not include the idea tm A) political pressure would impart an inflationary bias to monetary policy. Politically insulated Fed would be more concerned with long-run objectives and thus be a defender of a sound dollar and a stable price level. C) policy is always performed better by an elite group such as the Fed. D) a Federal Reserve under the control of Congress or the president might mall « the so-called political business cycle more pronounced. Members Of Congress are able to influence monetary policy, albeit indirectly, through their ability to A) withhold appropriations from the Boar of Governors. B) with hold appropriations from the Federal Open Market Committee. C) propose legislation that would force the Fed to submit budget requests to Congress, as must other government agencies. D) instruct the General Accounting Office to audit th e foreign exchange market functions of the Federal Reserve. 4) Excess reserves are equal to A) total reserves minus discount loans. B) vault cash plus deposits with Federal Reserve banks minus required reserves. C) vault cash minus required reserves. D) deposits with the Fed minus vault cash plus required reserves. 5) Spoof that from a new checkable deposit, First National Bank holds eight million dollars on deposit with the Federal Reserve, one million dollars in required reserves, and faces a required reserve ratio of ten percent. Given this information, we can say First National Bank has vault cash. A) two B) eight C) nine D) ten million dollars in 6) When an individual sells a $100 bond to the Fed, she may either deposit the check she receives or cash it for currency. In both cases A) reserves increase. B) high-powered money Increases. C) reserves decrease. D) high-powered money decreases. Page 2 of 9 in market interest rates relative to the discount rate will cause discount borrowing to A) fall; increase B) rise; decrease C) rise; increase D) fall; remain unchanged 8) If the Fed injects reserves into the banking system and they are held as excess reserves, then the money supply A) increases by only the initial increase in reserves. B) increases by only one-half the initial increase in reserves. C) increases by a multiple of the initial increase in reserves. D) does not change. 9) If the required reserve ratio is one-third, currency in circulation is $300 lion, checkable deposits are $900 billion, and there is no excess reserve, then the monetary base is A) $300 billion. B) 5600 billion. C) $333 billion. D) $667 billion. 10) During the 2007-2009 financial crisis the currency ratio A) increased sharply. B) decreased sharply. C) increased slightly. D) decreased slightly. 1 1) Which of the following is NOT an argument for the Federal Reserve paying interest on excess reserve holdings? A) Paying interest reduces the effective tax on deposits. B) Paying interest will help in the implementation of monetary policy. C) Paying interest will help the Federal Reserve have more control of the amount f discount loans. D) Paying interest increases the capacity of the Feuds balance sheet which will make it easier to address financial crises. 12) In the market for reserves, when the federal funds interest rate is below the discount rate, the supply curve of reserves is A) vertical. B) horizontal. C) positively sloped. D) negatively sloped. 3) The interest rate charged on overnight loans of reserves between banks is the A) prime rate. B) discount rate. C) federal funds rate. D) Treasury bill rate. Page 3 of 9 14) If float is predicted to decrease because of unseasonably good weather, he manager of the trading desk at the Federal Reserve Bank of New York will likely conduct a A) defensive; sale open market B) defensive; purchase C) dynamic; sale D) dynamic; purchase 1 5) The dis count rate is kept of securities. The federal funds rate because the F-De prefers that A) below; banks borrow reserves from each other. B) below; banks borrow reserves from the Fed. C) above; banks borrow reserves from each other. D) above; banks borrow reserves from the Fed. 1 6) From before the financial crisis began in September Of 2007 to when the crisis was over at the end of 2009, the huge expansion in the Feuds balance whet and the monetary base did not result in a large increase in monetary supply because A) most of it just flowed into holdings of excess reserve. B) the Fed also increased the required reserve ratio C) the Fed also conducted open market sales. D) the discount loan decreased. 7) If the unemployment rate is higher than the natural rate of unemployment, based on the Phillips curve, A) inflation will be higher. B) inflation will be lower. C) inflation expectations will be higher. D) inflation expectations will be lower. 18) One of the problems with higher inflation is A) higher economic growth. B) difficulty predicting relative price movements. C) larger decreases in inflation expectations. D) sma ller movements in equilibrium real interest rates. 19) Which set of goals can, at times, conflict in the short run? A) High employment and economic growth. ) Interest rate stability and financial market stability. C) High employment and price level stability. D) Exchange rate stability and financial market stability. 20) The decision by inflation targets to choose inflation targets reflects the concern Of monetary policymakers that particularly gem inflation can have substantial negative effects on real economic activity. A) below; high B) below; low C) above; high D) above; low Page 4 of 9 21) The problems of raising the level of the inflation target include A) if the zero-lower-bound problem is rare, then the benefits of a higher inflation target are not very large. B) the costs of higher inflation in terms of the distortions it produces in the economy are high. C) it is more difficult to stabilize the inflation rate at a higher targeting level. D) all of the above. 22) Which of the following is a potential operating instrument for the central bank? A) The monetary base B) The MI money supply C) Nominal GAP D) The discount rate 3) According to the Taylor principle, when the inflation rate rises, the nominal interest rate should be Increase. A) increased; more B) increased; less C) decreased; more D) decreased; less by than the inflation rate 24) The monetary transmission mechanism that links monetary policy to GO through real interest rates and investment spending is called the A) traditional interest-rate channel. B) Dobbins q theory. C) wealth effects. D) cash flow channel. 25) If monetary policy can influence prices and conditions in markets, then it can affect spending through channels other than the traditional interest-rate channel. A) asset; labor B) asset; credit C) commodity; labor D) commodity; credit 26) During the Great Depression, Dobbins q A) rose dramatically, as did real interest rates. B) fell to unprecedented low levels. C) stayed fairly constant, in contrast to most other economic measures. D) rose only slightly, in spite of Hovers attempts to prop it up. Page 5 of 9 27) Because of the presence of asymmetric information problems in credit markets, an expansionary monetary policy causes a which the adverse selection problem, thereby in net worth, increased lending to finance investment spending. A) decline; increases; encouraging B) rise; increases; discouraging C) rise; reduces; encouraging D) decline; reduces; discouraging 28) An expansionary monetary policy raises firms cash flows by interest rates. A) lowering real B) lowering nominal C) raising real D) raising nominal 29) The Federal Reserve has been preemptive because of the changing view that monetary policy has to be A) more; forward B) more; backward C) less; forward D) less; backward looking. 0) Large fluctuations in money supply growth and smaller fluctuations in the federal funds rate between October 1 982 and the early sass indicate that the Fed had shifted to 8) embowered reserves C) excess reserves D) required reserves Page 6 of 9 as an operating target. A) borrowed reserves Written Questions (60 points total, 20 points per question) Written Queerest #1 (20 points total) Suppose the following T-accounts represent The Central Bank and The Regular Bank (billions of dollars). The central Bank T-Account Assets Liabilities Government $BIBB Currency $BIBB Securities in Circulation Reserves $BIBB The Regular Bank T-Account $1 BOB Checking $BIBB Deposits Government Loans Equity Capital $BIBB a) Suppose the reserve requirement is 10%, calculate the money multiplier. B) Suppose The Regular Bank decided to no longer hold excess reserves. Draw new Discounts showing one possible initial change from this. Calculate the money multi pliers. C) If The Central Bank decides to rent a helicopter and drop $508 in newly printed money on the population, what would happen to the money supply ultimately based on part a)? What would happen based on part b)? Page 7 of 9 Written Question #2 (20 points total) F-or each part, Start by supposing the Federal Reserve current has a discount rate of 6% and the equilibrium federal funds rate is 5%, and the Fed pays 5% on excess reserves. Also, assume that there are currently SOB borrowed reserves. Sing a supply and demand diagram show the effects of an open market purchase and briefly explain the effect on the federal funds rate, non- borrowed reserves, and borrowed reserves (up/down/stay the same).

cloning5 essays

cloning5 essays The rapid development of the technology for cloning has led to moral debates around the world on whether or not to ban creating human clones. With the advancement of clone technology two states, California and Michigan have already banned the cloning of humans. "Everybody who thought it would proceed slowly and could be stopped was wrong, said Lee Silver, a professor from the University of Princeton (McFarling 1) . . ." Without proper research on behalf of the politicians of California and Michigan, the premature ban should be reconsidered and appealed. Cloning could provide a way for infertile couples to produce children genetically similar to themselves, a method of creating spare organs for transplants, and a cure for genetic disease. Human cloning may provide numerous benefits to mankind and should not be banned. Cloning is the Creation of another person that is an exact copy of another person (Clarke 1); this leaves too much to the imagination and leads to misunderstanding of the methods scientists use in cloning. In more clear terms, cloning is the process in which DNA of a female egg is replaced with different DNA from another cell. This process is referred to as the Nuclear Transfer or Nuclear Substitution. DNA molecules are the strings of protein that hold genetic coding. In this operation, the nucleus, which is the part of the cell that contains the DNA, are carefully removed from an unfertilized female egg then replaced with the DNA from the cell of another person (Harris 4). The egg with the DNA from another person is then manipulated into believing it has been fertilized and is implanted into the womb of the mother just as is done in the process of vitro fertilization. Afterwards the fetus develops and is born after nine months, just like a natural baby (Dumesic 1). What this means is that the clone shares only the same DNA as the person from which it was cloned. It shares none of the same memories, knows none of the sam...

John Gerard Ruggie Article Example | Topics and Well Written Essays - 500 words

John Gerard Ruggie - Article Example with Regard to Human Rights and secondly the author’s mandate on the issue of human rights that he presented as a special representative of the united nations. The norms drafted by the UN were said to be a pioneering measure to ascertain the provision of basic human rights in a business setup on an international level. Even though it was accepted by the United Nation’s Sub-Commission for the Promotion and Protection of Human Rights, its parent body, the human rights commission UN failed to accept it. According to the author, this norm had several loopholes that could have resulted to this case. Firstly, the norms included all other business enterprises and not just the transnational. With 77000 transnational firms all over the world, globalization encourages them to spread its operations and supply chain all over the world. However, every country has a different and completely new system of socio political environment and a set of laws. The issue debates whether an international law binding is enough for the subsidiaries operation in different countries as a lapse on the subsidiary’s part may hold the parent company responsib le. In the general obligations section of the draft norms, the human rights laws are proposed in detail incorporating aspects like discrimination, security, even debated areas like environmental rights and indigenous community’s rights. However, it failed to propose the scope of the spheres of influence under which these need to be practiced. Neither did it mention the primary and secondary nature of state and corporate duties respectively. The author took into account these pitfalls of the draft norms and proposed in his mandate measures that incorporated existing international corporations, their practices in order to decrease the gap between human rights and corporate activities internationally. The proposed strategies by the author strengthen the draft norms by correcting the existing pitfalls. Firstly, making corporations

The scholarships solution Essay Example | Topics and Well Written Essays - 1250 words

The scholarships solution - Essay Example rights advocates have made unsuccessful efforts to ensure that victims of historical injustices are provided with compensation as a means to show justice and fairness. Their failure has been attributed to the fact that some of these injustices were committed by past governments and the current society finds it quite challenging to carry these burdens. On the other hand, lack of compensation has been attributed to inadequate financial resources as well as biasness in relation to allocation of resources among the affected persons (Torpey, 2003). This document presents a proposed plan that will specifically focus on reparation of the descendants of the Tulsa 1921 Race Riot that occurred in Greenwood. Evidently, the survivors of this riot have not received any form of compensation or justice despite their efforts over the last six decades (america.aljazeera.com). In this regard, the proposal shall offer a framework by, which the descendants of this social menace can be provided with scholarships as a means to compensate their fallen and surviving relatives. It is important to acknowledge that this proposal is not a government or non-government initiative, but rather an institutional initiative that will support 10 students, who have been identified as the descendants of the Tulsa 1921 Race Riots and are in need of financial support to complete their degrees at the University level. The major objective of this reparation plan is to provide support to the descendants of the Tulsa 1921 race riot n terms of scholarship for their university degrees. The scholarship program is expected to cover ten students, who have been identified and confirmed as direct descendants of the riots. There are some survivors of the riot that are still alive and they have been contacted regarding this issue; they have appreciated this efforts and are willing to provide any form of advice in case it will be needed. This will be an appropriate way to address the injustices that were faced by