Essay About Family: Inside the Nightstand :: Personal Narrative essay about my family

Inside the Nightstand We live together now, my boyfriend and I. It’s still new to both of us. 41 North State Street- that’s us. The quiet apartment lined by two rows of cement drive, an oak tree, and his step-mother’s opinion that we are â€Å"too young to be living together seriously.† We share our bedroom, square in shape, with the bed pressed tightly to the far wall, curtains embracing the narrow sides of the mattress. It’s ours- the bed, the room, the oak tree, and the way my toothpaste sticks to the sides of the white sink. The toothpaste doesn’t bother me, but it’s something I’m working on. We’re still getting use to all this. Sharing a bathroom is what we’re working on at the moment. Home alone I find myself organizing- shiny silverware drawers, old, half-bent novels, rows of mismatched socks. My mother calls and tells me I must get out more. I opt instead for making the bed in our square shaped room, but not before casting myself between the sheets, my bare back feeling warm against the patch of sun-stricken cotton. Beside the bed is the nightstand. My face shines innocently in a picture of myself taken with my father at age four. His dark bushy hair and matching 80’s mustache contrast with the pale frame of my body sitting on the counter beside him. Near that is the picture of my best friend Erin and me. We were in Paris. The close frame of the picture cuts off anything below our necks, hiding her belly that has recently become home to a tiny son- due to arrive early January. Inside the nightstand many things sit quiet: an old red wallet, a shirt with a broken left strap, a journal, and a stack of pictures from my 21st birthday party. I open the wallet to see if, by chance, I was smart enough to leave myself some backup cash. The slots inside lay empty, bent over from years of wear and tear. I remember how I used some of my graduation money from high school to buy this wallet.

Analysis of the article ‘What makes a good teacher?”

It is important to understand what students value most in teachers especially nowadays when the continuing employment of a teacher depends on the performance of students. Studies of what constitute an expert teacher are motivated by several factors. For instance, the study will help in conducting initial education to teachers, their appraisal and better curriculum reforms. The knowledge of a teacher should include the ability to contextualize and personalize the content for the learners as well as create strategies and principles of class management.In addition, the teacher should have knowledge of the characteristics of the learners and be able to interact well with them. It is also necessary to recognize the values and purpose of education. There are different ways that are used in the identification of expert teachers. The most common criteria are by reputation and performance of students in standardized tests as well the experience of the teacher. Another way of identification is by asking primary and secondary students their most effective teachers and qualities that made them that good.Expert teachers have highly organized knowledge bases with complex interconnected schemas which are easily accessed. Besides they have skills and routines that are executed smoothly and effortless. Expert teachers work towards their pedagogical goals while evaluating and monitoring their actions. This is through knowledge of the subject matter, the techniques of teaching it at different levels of learning and finally effective classroom management. A study was done to investigate views of a good language teacher to complement the findings of the characteristics which emerge from general education literature.The subjects were students of applied linguistics and TESOL in post graduate as well as diploma levels. Some had experience in teaching while others had none and they were from different cultural backgrounds. The methods used to collect data were interviews and questionn aires. The findings of the qualities of a good teacher starting with the most frequently mentioned were a teacher who understands the needs, expectations, strengths and weaknesses of students. Secondly, the knowledge of the subject matter plus an understanding of teaching techniques.Ways of keeping up to date with the language and the teaching methods of a particular language was the least mentioned. There are different views between teachers and students concerning what constitutes a good teacher. According to students, the two qualities of a good teacher that were repeatedly mentioned include the ability of a teacher to explain to students so that they can clearly understand. Another quality pointed out was being helpful, understanding, empathizing and leadership as well as organization.On the other hand, the two qualities seen as crucial by teachers were organization of the classroom and secondly fostering participation of the students. Other characteristics of a good teacher inc lude technical skills which mean knowledge of the subject matter, pedagogical skills as well as interpersonal skills and personal qualities. However, the simplest answer to what constitutes a good teacher is that good teachers care more about the learning of their students than their own teaching. Some people distinguish two types of teachers as the expert teacher and the good teacher.The expert teacher teaches good learning strategies for passing examinations while the good teacher teaches technical skills but places less emphasis on pressuring students to pass exams. Instead the teacher tries to understand them and establish good relations with them. Teachers can either be pragmatic or emphatic. The former refers to those who get good exam results while the latter refers to those who meet wider interpersonal, social and affective needs of the learner. It can however be argued that an expert teacher should have a combination of the two.Perceptions and qualities that make a good tea cher can therefore be summarized as keeping up to date with knowledge and skill, having personal qualities of being humorous and finally being patient and enthusiastic about the work. Article Response Pedagogy is the technique, principles and methods of instruction that a teacher uses to teach learners. There are many ways of teaching students and they vary from one teacher to another depending on the level of the learners as well as the content of the material that they are learning.Even though each teacher has a different way of teaching, the basic principles should be applied to avoid drifting away from the education perspective. What constitutes an expert teacher is an arguable topic that keeps changing between different individuals. This is because each individual is different and has his own way of understanding things. Therefore, the opinion of what makes an expert teacher may vary from one person to another. A good teacher should be able to relate well with students through knowing the learners characteristics well, being courteous and respecting them.The teacher has to be more understanding and establish good relations while at the same time try to teach them about life (Mullock, 2003, pp. 17). In addition it is important to learn the students strengths and weaknesses so that the teacher may have an idea about which teaching methods to use hence knowing where to put more effort. A good teacher must know the subject of study thoroughly and be able to simplify the contents for the learners.For this to happen, knowledge and understanding of the subject matter is required since it becomes the framework for constructing other forms of declarative and procedural knowledge that are important for teaching (Mullock, 2003, pp. 10). Moreover, the teacher should be capable of transforming content knowledge to make it more interesting and comprehensive for the learners. This can be done by using fascinating topics, activities and giving accurate and helpful feedba ck. Another important factor that contributes to a good teacher is interesting personnal characteristics.This include things like a good sense of humour, enthuthiasm during teaching, involving the students in heated debates as well as outdoor activities. Making a lesson interesting is a very good way of capturing the attention of students. Students will tend to look forward to the next lesson since they are enjoying the learning activity. Futhermore, it will be much easier for the students to remember the lesson and what they were taught if it was exciting rather than if it was boring. A teacher should develop strategies of teaching and planning their lessons in effective and creative ways.These skills help to execute basic skills smoothly and efficiently (Mullock, 2003, pp. 13). This is important in managing not only the lessons but also the students in a planned manner. In addition, the students will be organized in their work, hence being neat just like the teacher. A teacher sho uld be an opportunistic planner, that is, having the ability to think on their feet. This means the ability to develop contingency plans for situations that are likely to occur but were not expected. An expert teacher should never provide incrorrect information to the students.This mostly happens when a teacher is unsure of a certain fact and does not want to admit lack of knowledge to the students. Some teachers may argue here saying that to admit lack of knowledge means lack of credibility. However this is not the case since the teacher can always give the answer at a later date or time after doing a research. Giving out incorrect information is misleading a student. A good teacher should know what to teach and keep students in the instructional process to ensure smooth learning. Article ComprehensionThe article was easy to read since the terms used were comprehensive. The writer has explained everything in a simple manner and as such there was a smooth flow of ideas. The study do ne to investigate what makes a good teacher was thorough and each aspect was taken into consideration. In addition, the findings were clearly discussed and presented (Mullock, 2003, pp. 7). The article begins by introducing what other people have said about the subject. The topic of the article was also discussed briefly giving the reader an idea about what is going to be talked about.This include defining a teachers knowledge and what exactly a teacher should know (Mullock, 2003, pp. 4) The article has used a lot of comparisons which make reading not only interesting but also simple. This include comparing views of two categories of people and stating clearly the differences while giving lucid examples. An instance is where the writer has evaluated the opinion of both teachers and students on what constitutes a good teacher (Mullock, 2003, pp. 5). The information is then presented in a table for easy comparison and interpretation.Another association was between a ‘pragmaticâ €™ teacher and an ‘emphatic’ teacher with the distinctions plainly being presented in a table (Mullock, 2003, pp. 17). Finally, there are slight contrasting points that were obtained from the study done and the article has tried to elucidate them. An example is when a respondent distinguished two types of teachers, the expert teacher and the good teacher. The article explains clearly the different ways in which respondents views may differ and in the end gives a clear outlook (Mullock, 2003, pp. 17). There are however few parts of the article that were intricate.This was mostly because of use of difficult words. An example is the use of the words ‘lexico-grammar, phonology and semantic’ in a certain paragraph while trying to explain the knowledge of a language and how it works in making of a good teacher (Mullock, 2003, pp. 11). All the words have been used in one sentence without explaining what they mean. This article does not have an index to explain hard words. An index is important to a reader because whenever a complex term is encountered, it can always be checked out, assuming that the reader does not have a dictionary in hand at that particular moment.Some of the tables in the article which were used in data presentation were also not very clear especially in the numerical content. For example there is a table in the article that represented the most frequently mentioned characteristics of a good TESOL teacher. The characteristics have been listed clearly and comprehensively but the frequencies have been presented in a confusing manner (Mullock, 2003, pp. 10). It takes a reader a long time to be able to correctly interpret the data. This may lead to wrong translation or a misunderstanding of the facts.Important information obtained from the article Before I read the article, it was not clear to me what exactly a teachers knowledge should consist. Most people have the assumption that a teacher should only have technical ski lls, content knowledge and curriculum knowledge. However this article has clearly defined what knowledge of a teacher should include and it is much more than the three just mentioned above. It has defined the knowledge of a teacher as content knowledge and also pedagogic content knowledge which is the ability to simplify the contents for the learners.In addition a teacher should have general pedagogic knowledge, meaning to be familiar with the principles and strategies of classroom management and also have knowledge of characteristics of the learners. Finally the knowledge of education purpose and values has also been mentioned in the article (Mullock, 2003, pp. 4). This is important because having learnt what a teacher should know, it is up to the reader to ensure that they possess all these knowledge which will contribute to better teaching methods and practices.Furthermore, equal effort can be applied to each section when relating this knowledge so that a lot of concentration is not put on one side while ignoring the others. Having content knowledge means having the knowledge of the subject that you teach. This is important since a teacher should be conversant with the topic of study so that any problem presented by student concerning the topic can be tackled correctly and professionally. The article also mentions that a teacher should have knowledge of educational context.This means knowing the surroundings, the group, the classroom, the community and the district. Most teachers would ignore this and only concentrate on the students and the immediate surrounding which is the school. However light has been shed on the importance of expanding the knowledge of the teacher in respect to the external environment which would help in addressing some external problems that students may occasionally have. The article has also mentioned that a teacher should know the values and purposes of education (Mullock, 2003, pp. 4).Most teachers assume that their only purpose is to teach. However this article has stated that a teacher should know the importance of education and the values, aims and objectives of education. This is important because whatever a teacher teaches the students or whichever method is used to teach, it will be of quality since the teacher understands that education is more than just teaching. Another important point learnt from the article is keeping up to date with teaching techniques (Mullock, 2003, pp. 15). Majority of teachers only go for training once.After that, they plunge themselves into the teaching profession and start teaching until they retire. However this should not be the case since changes will always take place. Something new may be introduced for example a new subject, materials of teaching or even new modes of teaching. It is therefore important for teachers to refresh their courses after every few years. This fact was not clear initially but after reading the article, its importance was clarified. Article Re levance The importance of this article is that it will help in understanding the different ways that a teacher should use to teach students.The article has compared different views of what really amounts to a good teacher and helps in learning the correct techniques that should be adopted. The study done could help in dealing with a challenge that most teachers face which is variance of learners. Each learner has their own way of grasping things. The article has discussed what students think of how a teacher should teach. This can help through combining these factors and finding an appropriate way of teaching that will benefit all the students hence each one of them understanding the concepts being taught.This article has raised the issue of whether teachers should be taught how to teach. It does not matter if the teacher has had previous training. There are new changes every day that come with invention and teachers must keep up to date with such changes. Therefore just like their students it is necessary to always be on the lookout while coming up with new, easier and better ways of teaching. The study of teaching methods helps in improving teaching techniques which in the end will make a teacher be good in what he or she does.The article points out the need for further studies to correlate perceptions of a good teacher with behavior of teachers in the classroom context and with larger number of subjects of different languages and educational backgrounds (Mullock, 2003, pp. 21). The article has focused mainly on TESOL which is Teachers of English to Students of Other Languages. From the study, it is clear that for any teacher, knowledge of the subject matter is necessary. A language teacher should be fluent in the language being taught which includes in writing, reading, speaking and translation to the language the students are speaking.This means that the teacher should be fluent in both the language the students are speaking and the language the students a re being taught. The article has pointed out that students nowadays are more critical and less accepting of teachers whose language skills are poor (Mullock, 2003, pp. 20). Good TESOL teachers know the language and how it works. It therefore draws attention to the importance of knowing thoroughly the field of study or the subject matter to avoid critism from students.Finally the article has highlighted all the qualities that make a good teacher from different perceptions. It is not possible for a teacher to have all the characteristics and just like a student, a teacher has both weak and strong points. It is therefore up to the teacher to look at these qualities and find out which ones suits his or her personality and then find a way to make good use of these traits and apply them in teaching. From the article, it is also clear that teaching technique depends on the level of learners and the subject being taught to the learners.This helps a teacher to understand that a technique tha t may be successful to one group of learners may not be successful to another group. It can be concluded that the article has underscored important points of teaching techniques and qualities that make a good teacher hence answering a question that most teachers find complex about how to be a good teacher and what really constitutes to this. Reference Mullock, B. (2003). WHAT MAKES A GOOD TEACHER? THE PERCEPTIONS OF POSTGRADUATE TESOL STUDENTS. Prospect , 18 (3), 3-24.

Outline Of A Project Strategic Management - 1625 Words

MGMT6054- Project Strategic Management NAME: Osamudiamen Amadasun TEAM NAME: Fortitude DATE: September 28th 2015 PROFESSOR: David McKenna TITLE: Group, Stakeholder List MODULE: 3 INTRODUCTION The purpose of this project is to identify and outline at least fifteen stakeholders that would be involved with the construction of a bridge from Port Stanley to Cleveland and a brief description how each stakeholder listed influences or is influenced by this project. A stakeholder is defined as a group of individuals who play an important role in the execution of a project. They are impacted by the project and can contribute to either the success or failure of the project. Examples of stakeholders in a project would include project manager,†¦show more content†¦4 US and Canadian Government The US and Canadian government are very important stakeholders in this project because it deals with leaving the shores of their country. They must agree with one another their support is very vital to the success of the project which they cancel or suspend at any time. The government’s area of interest would be how the construction of the bridge would improve the economic growth of the country. 5 The Media Media also are stakeholders because through them information about the construction of the bridge goes to population. If the media provides bad feedback or no feedback at all, this will, probably, change opinion of masses against bridge building. So we can say their area of interest would be providing status of the project to the Citizens. 6 Bridge Users or commuters These are those who would commute using the bridge to crossover to the border. They are not very important when it comes to the implementation of the project. That is they have no say when it comes to making decisions about the project. 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The Effect Of Parent Child Relationships On Human Development

Carr and Cortina provide a powerful explanation of Self-Psychology, â€Å"Heinz Kohut and John Bowlby, working independently, contributed to a paradigm shift within psychoanalysis. Their combined work dramatically changed the way many psychoanalysts understand the effect of parent–child relationships on human development, as well as the very nature of psychopathology. This, in turn, transformed clinical practice as their ideas spread and many analysts became more emotionally responsive, creating a friendlier, more respectful therapeutic ambiance.† (Carr Cortina, 2011, pg.42) Kohut was able to notice patients who were not doing well with the classic Freudian theories and he began to listen to those same patients who were suffering from low self-esteem, lack of motivation and many difficulties on social and sexual spheres. The presented patient’s self-concept includes the above descriptions of what Kohut points out as well as, â€Å"feelings of worthlessness, ina dequacy, and helplessness† which â€Å"pervades functioning in negative ways (Hepworth, Larsen, Rooney, Strom-Gottfried, 2011, p. 209).† And some of that damaging thinking has led the patient to continue to self-harm and abuse substances because she feels that this is what she deserves and that it is too late to start her outlook on over. â€Å"The Guilty Man† was also viewed very differently between Frued and Kohut. Frued viewed it as, a person who was trying to negotiate id, ego and superego and how people felt guilty about idShow MoreRelatedDefinitions of Child Abuse and Neglect1422 Words   |  6 PagesChild abuse is defined as the mistreatment of a child by a parent or guardian (dictionary.com). The different types of child abuse are emotional, neglect, physical, and sexual; abuse each having unique signs for the specific type of abuse. 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Gebert Capella University Abstract Urie Bronfenbrenner Ecological Theory suggests that child growth and development started and ended with a layer of ecological systems. The systems consists of microsytem (family or classroom), meosystem (two microsystem interacting such as neighborhood and family), exosystem (external environments that affect a child’s growth i.e. parents workplace), macrosystem (the larger society cultural environment)

Essay on Economics and Opportunity Cost - 1005 Words

Homework #1 ECO 156 Principles of Macroeconomics Chapter 1 2 1. Identify whether each of the following transactions takes place in the factor market or the product market. a. Billy buys a sofa from Home Time Furniture for his new home. Factor market b. Home Time Furniture pays its manager her weekly salary. Product market c. The manager buys dinner at Billy’s Cafà ©. Product market d. After he pays all of his employees their wages and pays his other bills, the owner of Billy’s Cafà © takes his profit. Factor market 2. List the opportunity costs of the following: a. going to college - the money you would have earned if you worked instead. b. missing a lecture – takes away from your knowledge of that lesson.†¦show more content†¦The opportunity cost from moving from point C to B is a decrease in food units but an increase in shelter units. d. Which of points A–E is the most efficient? Explain. C and D are most efficient because it requires society to use the resources to their fullest extent. Chapter 3 5. What would be the effect of each of the following on the demand for Chevrolets in the United States? In each case, identify the responsible determinant of demand. a. The price of Fords plummets. If the price on Fords went down the demand for them would increase. The cheaper the product is the more people will want it. b. Consumers believe that the price of Chevrolets will rise next year. If the price rises and the price of Ford is decreasing most likely the demand for Chevrolets will decrease and will lose out on customers because of Ford. c. The incomes of Americans rise. Well if this happens then they will go with the better car even if it’s more money. So Chevrolet’s will have more of an increasing demand because American’s have more money to spend. d. The price of gasoline falls dramatically. If the price of gasoline dropped then there’s a chance people will go with Chevrolet because it’s a better car even though it’s more expensive. But there’s a chance people will stay and save money with Ford because their cars are so cheap. 6. What would be the effect of each of the following on the supply of salsa in theShow MoreRelatedEconomics and Opportunity Cost Essay1006 Words   |  5 Pagesï » ¿The Cost of Something Mankiws Ten Principles of Economics Opportunity cost is the value of the next best alternative in a decision. Imagine that you have $150 to see a concert. You can either see Hot Stuff or you can see Good Times Band. Assume that you value Hot Stuffs concert at $225 and Good Times concert at $150. Both concerts cost $150 per ticket, but it would take you a couple of hours to drive to Hot Stuffs concert and you have to be in school (the next) morning for an exam. GoodRead MoreThe Economic Principles Of Tradeoff And Opportunity Cost848 Words   |  4 Pagesdecisions. 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Applied Business Research and Ethics Zika Virus

Question: Discuss about theApplied Business Research and Ethicsfor Zika Virus. Answer: Introduction To understand why stem cell research is so valuable its vital to know what a stem cell is. A stem cell is defined as , an unspecialized cell that gives rise to differentiated cells ( Merriam-Webster,2009), meaning that stem cells dont have a specific cell type, like a skin cell or a muscle tissue cell, but instead it will adjust to help a certain type of cell in need. By having this quality stem cells are thought to have the potential to find cures for many dreaded diseases such as Parkinsons, Alzheimers, cancer, paralysis and even to reduce the development of microcephaly in the unborn babies of pregnant women who have become infected with Zika Virus. There are two types of steam cell research. The first is adult also called somatic or germ line stem cell which exists throughout the body after embryonic development such as in brain, bone marrow, skin and liver. The second is embryonic stem cell which usually comes from in vitro fertilisation. The embryos are usually four or five days old, and they are called the blastocyst. The blastocyst consists of three parts: the trophoblast, which surrounds the blastocyst, the blastocoel, which is a hollow cavity inside the blastocyst and the inner cell mass, which is a group of about thirty cells at one end of the blastocoel. Scientists grow the embryonic stem cells by isolating the inner cell mass in a Petri dish. In order for these cells to continue dividing and living, they are contained in a nutrient medium. In relation to research for stem cell that reduces microcephaly, it is necessary to identify genes that trigger the development of the cerebral cortex. Knowing this is important because microcephaly is a neurological birth defect in which abnormal brain development occurs in a child inside the womb or during infancy. Vogel (2016) suggest that it is caused by genetic abnormalities or by toxins and viruses exposed to fetus that damage development of brain tissue. Identification of specific gene related to development of cerebral cortex will give an idea about the development and evolution of brain. The cortex is made up of stem cells and the methods of division of stem cells influences the size of the cerebral cortex. Thus controlling the division of this cell will help in controlling the size of cerebral cortex in microcephaly (Nowakowski, 2016). Therefore, ABC Company can proceed with researching about neural stem cells. This is important because human microcephaly occurs because of mutation of genes that encode proteins for regulation of neural stem cell function (Christopher, 2016).Thus, ABC organization can start research into identifying regulators of neural stem cells to reduce the incidence of microcephaly during child birth. Body Ethical and Legal Background of Stem Cell Research Stem cell research is often at the forefront of heated ethical debates due to its assessment of human life. If stem cell research cannot be ethically defended, then it should not be conducted. You cannot defend a study ethically unless the presumed cost is lower than expected benefits. The cost-benefit analysis of scientific research needs to include human/animal discomfort/risks, environmental issues, material costs, etc which is necessary to support the positive outcome which the research claims to provide (experiment-resources, 2008). The two opposing ethical arguments which have to be defended morally are that of utilitarianism and deontology. Utilitarianism is an ethical theory that determines the moral value of an act in terms of its results, and if those results produce the greatest good for the greatest number. As a consequential theory, it is contrasted with no consequential theories, such as deontology (Mosser, 2011). The Utilitarian argument of stem cell research is that, although the most valuable research has been derived from aborted human fetuses, stem cell research can cure multiple diseases and greatly advance science and medicine, so this is what should be done. Deontology is the study of moral obligation and necessity, finding the source of ethical correctness in the rules according to which one acts. It rejects utilizing the results or consequences of an act to evaluate an act as moral and thus is a non-consequential theory. It is standardly contrasted with the consequential theory of utilitarianism (Mosser, 2011). Skeptics with a deontological view would counter-argue saying that it is unethical to destroy human life to save human life, so this should not be done. The ethical concern that arises in stem cell research is that great objection is faced by researcher because it involves destruction of blastocyst which they consider unethical. Since research depends on donation of female oocytes, many people oppose stem cell research due to the exploitation of pregnant women. There is also legal objection regarding the mixing of human and non-human stem cell for the purpose of research (Barker de Beaufort, 2013). Unethical implications have included use embryo research and aborted fetuses. The controversy over using aborted fetuses for research was much higher prior to 2007. At this time, scientists defend this method on the bases that it would be better to use the fetuses to help humanity as opposed to throwing them away as waist. Scientists defend embryo research on the bases that week-old blastocysts are not human beings, and that destroying those embryos does not constitute killing. At one week, embryos are merely a cluster of cells and not de serving of the protections afforded to others, they say. When conceived naturally, a blastocyst has not been implanted in the uterus by that time. Most scientists argue that an embryo is not a person until it is at least two weeks old, when it develops a so-called primitive streak, the first evidence of a nervous system (FoxNews.com, 2001). However ABC can take appropriate steps to address the ethical and legal issues in stem cell research by following appropriate guideline for carrying out ethical research. First task of ABC would be to take informed consent regarding the use of donated embryo. However consent depends on the purpose of research (Harper et al., 2014). For example research on determining the treatment for chronic disease or infertility will be acceptable, but deriving stems for patent of commercial products may lead to objection. Thus informed consent will help address the diversity of views. Waiver in consent can also be achieved by taking those embryos or oocytes that fail to develop and are discarded. The rationale for this is that there is minimum ethical risk involved in it and it does not lead to breach of confidentiality too. The policies and guidelines for research practice in different countries differ. Mainly restriction is on monetary inducements, gap between clinical decisions and receiving v oluntary informed consent from donors (Panno, 2014). Since there is minimum attention to policies surrounding transfer of human embryonic stem cells, ABC can also investigate about the mechanism by which neural stem cells can localize in the host cells. A survey on policies and guidelines for stem cell research shows that there is prohibition on use of 14 day older embryo after fertilization (Lowenthal et al., 2012). Hence, ABC needs to act within current clinical guidelines and relevant policies and regulations to stem cell research. Secondly, such research should be reviewed by stem cell review committee along with support from expert in science of stem cell. ABC also needs to give informed consent to donors and patient along understanding of risk involved. They should follow a common reference standard and have appropriate management system in place for handling such stem cells. Another critical step is to clinically test the stem cells for potential toxicities in it. The specime n trialled should be monitored for adverse effects regularly. The Facts and Steps That ABC Company Should Consider To Ensure That Research is Ethical To ensure that stem cell research is ethical firstly we must have a morally sound body of law governing stem cell research and tissue donation so that we harness and promote the common good. In Australia the use of human embryos to derive human embryonic stem cell lines for research is governed by the Research Involving Human Embryos Act 2002. The Act allows the use under licence of embryos created through ART that are no longer required by the couples or that are unsuitable for implantation. The Act also allows the creation and/or use of certain other types of embryos for research under licence. Also this body should encourage scientists in doing more and more researches ethically and legally. Currently, in Australia human embryos can only be used for research purposes if authorized by a license issued by the NHMRC embryo research committee (Australian Government National health and Medical Research Council) . There are currently ten active licenses issued by the NHMRC Embryo Research Licensing Committee. Secondly, federal and private involvement would increase the pool of talented scientists who could study the cells, and thus accelerate the pace of the research (FoxNews.com, 2001). The Australian government funds stem cell research through various grant schemes.Information about project recently funded by NHMRC is provided on the NHMRC website. Involvement of private organization to raise money for stem cell reach can be done by increasing public awareness. The famous characters of stem cell research supporters in America, Christopher Reeve and Michael J. Fox who supported embryonic stem cell research (Article of Sarah J. Flashing October 2004, an ethicist for the Center for Bioethics and Human Dignity, Thinking About Christopher Reeve and The Legacy We Leave.) started a foundation, trying to raise money from private organizations for stem cell research. They also attract a lot of media, which helps them get their thoughts and beliefs across to the public via television, newspapers and the Internet. They basically started supporting this considering their own medical conditions. Christopher Reeve passed away due to complications from his paralysis from neck down. He supported embryonic stem cell research to find a cure for his condition. Reeve believed that embryos, from which the stem cells were derived, were killed in the process, as he believed that they were alive. However, he still hoped that with the death of these embryos, a cure for spinal cord injury could be found. He believed in sacrificing lives for a good cause, which would later save millions. By listening to what scientist and other people talk about stem cell research and seeing what it is actually does, Ethics Committee of the American Society for Reproductive Medicine, in charge of determining whether Embryonic stem cell research is ethical or not, declared that it is completely ethical to perform embryonic stem cell research. However, they explained that there are special guidelines that have to be followed in order to extract stem cells and perform stem cell research. The whole entire process has to be explained in detail to the donors. The consent process consists of various point, including confidentiality and privacy. Final decisions must be made by the donors in person. In rare cases, if the donors are not available for any reason, and have in advantage agreed to donating their embryos in writing, doctors could use their embryos for research. If couples do not want to participate, it is their choice, and medical treatment cannot be affected by their decisions in any way. Embryos cannot be bought, sold and they cannot have any monetary value. They can only be donated or produced in vitro. After following these rules and guidelines, the Ethics Committee regards embryo research as ethically acceptable if it is likely to provide significant new knowledge that will benefit human health and if it is conducted in ways that accord the embryos respect. (Ethics committee). Thirdly conducting survey to find out people's opinion on stem cell research give more comfort before carrying out further research .There is a survey conducted in United State by Univ. of Nevada, Reno faculty members Mariah Evans (lead author) and Jonathan Kelley provide decision-makers with a much clearer picture of how their constituents truly feel about the subject of human embryonic stem cell research. They surveyed a large, representative national sample of 2,295 respondents in 2009. Their most significant findings include: More than two-thirds of respondents approved of using therapeutic cloning (nuclear transfer of the patients own genes) and stem cells from in vitro fertilized embryos to cure cancer or treat heart attacks, while only about one in six respondents did not approve. Therapeutic cloning remains banned in the U.S. today. About one in six respondents had mixed feelings or were undecided. Less than 15 percent did not approve. About one in five had mixed feelings or was undecided. Almost half (43 to 47 percent) of respondents also approve of the use of therapeutic cloning, stem cells from in vitro fertilized embryos and stem cells from an adult to treat allergies, but slightly over one in four do not. And, 28 to 29 percent have mixed feelings or are undecided in this regard. These findings indicate that while more respondents approve of the use of these methods for treatment of less-serious conditions than disapprove of it, the approval is not as strong as it is for using these methods to treat more serious conditions and diseases, such as cancer or heart attacks. Respondents were not as approving of use of these methods for cosmetic purposes, such as creating new skin to restore someones youthful appearance. Almost one-half (45 to 50 percent) disapproved of this use, while only slightly more than one-quarter (25 to 29 percent) approved of this use. About one-quarter had mixed feelings or were undecided. Respondents did not support human reprod uctive cloning, neither of themselves nor of a child who had died, with almost three-quarters (71 to 73 percent) disapproving and only about one in 10 approving. About one in five had mixed feelings or was undecided. Respondents were quite evenly divided in their thoughts on animal cloning with slightly over a third approving, slightly over a third disapproving and about one-quarter having mixed feelings or being undecided. Evans also found it interesting that the majority of respondents trusted their own judgment most when deciding on their approval or disapproval on stem cell research issues, rather than looking to their church or other authorities, such as governmental ethics committees. The vast majority, over two-thirds, says that in deciding whether it is right to allow these treatments, they would follow their own judgment. Only 4 percent gave greater moral weight to the Catholic Church than to themselves, and even among committed church-going Catholics, only about one in five defer to the church on these matters. Even those in the most disapproving demographic group, churchgoing fundamentalist women, were still more in favor than opposed (Univ. of Nevada, 2011). Conclusion With all of this said, I feel that stem cell research is extremely important and ethical. An embryo which is four or five days old, from which stem cells are derived, is not a human being yet, because its brain is nonfunctional and its heart is not beating. So destroying it would not be murder, its just a beginning of a long process of obtaining stem cells from it. When researchers are only allowed to use embryos that are no longer required by the couple, or that are unsuitable for implantation along with the other guidelines put in place,(Research Involving Human Embryos Act 2002 Australia) I personally do not see how this is a destruction of life. I actually find myself thinking that this is a way to use the life within each embryo to potentially extend and save the lives of others. I find that no matter the act in question one can definitely have more than one view. Do I find it right to end one human life to save another? No. Do I think it is right to use human embryos that will not be used to help the common good? Yes. No matter what stage I believe an embryo is in when obtained for research, I find that it is better to utilize it than to just throw it away. Im in favor of stem cell research and utilitarian ideals, because I believe in striving for the greater good of all mankind. Utilitarianism believe that if the act is done with the common good in mind then the act is right (Mosser 2010). On the other hand Deontology rejects utilizing the results or consequences of an act to evaluate an act as moral and it would counter-argue saying that it is unethical to destroy human life to save human life, so this should not be done. While both of these theories bring different ways of looking at something they both have challenges as well. Utilitarianism can help provide answers to decisions that can be backed by facts, provided that ethical problems are solved . In this scenario ethical issues can be solved by collecting and using facts and knowledge such as receiving federal and private support in terms of setting polices and funding requirements ,educating public and get their thoughts and beliefs across to the public via television, newspapers and the Internet, conducting surveys . With knowledge one can create a true opinion about an issue and make their own justifiable views. Overall I believe that stem cell research is beneficial. After researching deeper in to it I have come to realize that the good outweigh the bad. When people are not using embryos which are being just discarded why not use them for some good? The loss of life could help save another. In my eyes that is extremely beneficial in a world today where diseases are growing and we need to have cures. References Australia Research Involving Human Embryos Act 2002/guidelines/publications/hc38 Barker, R. A., de Beaufort, I. (2013). Scientific and ethical issues related to stem cell research and interventions in neurodegenerative disorders of the brain.Progress in neurobiology,110, 63-73. Christopher A. Walsh, MD, PhD. (2016).Hsci.harvard.edu. Retrieved 9 September 2016, from https://hsci.harvard.edu/people/christopher-walsh-md-phd EuroStem Cell, (2011). Embryonic Stem Cell Research: An Ethical Dilemma. Retrieved from https://www.eurostemcell.org/factsheet/embryonic-stem-cell-research-ethical-dilemma Gold, R. B. (2004). Harper, J., Geraedts, J., Borry, P., Cornel, M. C., Dondorp, W. J., Gianaroli, L., ... Morris, M. (2014). Current issues in medically assisted reproduction and genetics in Europe: research, clinical practice, ethics, legal issues and policy.Human Reproduction, deu130. Lowenthal, J., Lipnick, S., Rao, M., Hull, S. C. (2012). Specimen collection for induced pluripotent stem cell research: harmonizing the approach to informed consent.Stem cells translational medicine,1(5), 409-421. Mosser, K. (2010). Introduction to ethics and social responsibility. San Diego, Bridgepoint Education,Inc. Retrieved from https://content.ashford.edu National Health and Medical Research Council in Australia National Statement on Ethical Conduct in Human Research (2007)/guidelines/publications/e72 Nowakowski, T. J., Pollen, A. A., Di Lullo, E., Sandoval-Espinosa, C., Bershteyn, M., Kriegstein, A. R. (2016). Expression analysis highlights AXL as a candidate Zika virus entry receptor in neural stem cells.Cell stem cell,18(5), 591-596. Panno, J. (2014).Stem cell research: medical applications and ethical controversy. Infobase Publishing. Science Daily. (2012). Adult Stem Cells. Retrieved fromhttps://www.sciencedaily.com/articles/a/adult_stem_cell.htm Stem cell information. The National Institute of Health. Available https://stemcells.nih.gov/info/basics Stem cell research. Available https://www.bioethics.com/stemcell.asp Stem cell." Merriam-Webster Online Dictionary. 2009.Merriam-Webster Online. 14 November 2009 The misleading debate on stem cell research. August 20, 2004 Available https://www.townhall.com. Thinking About Christopher Reeve and the Legacy We Leave. October 15, 2004 Available https://www.cbhd.org/resources/stemcells/flashing_2004-10-15.htm Vogel, G. (2016). A race to explain Brazil's spike in birth defects.Science,351(6269), 110-111.

Gods Grandeur Essay Example For Students

Gods Grandeur Essay As a Jesuit priest who had converted to Catholicism in the summer of 1866, Gerard Manley Hopkinss mind was no doubt saturated with the Bible (Bergonzi 34). Although in Gods Grandeur Hopkins does not use any specific quotations from the Bible, he does employ images that evoke a variety of biblical verses and scenes, all of which lend meaning to his poem. Hopkins creates a powerful form of typological allusion by abstracting the essencethe defining conceit, idea, or structurefrom individual scriptural types (Landow, Typological 1). Through its biblical imagery, the poem manages to conjure up, at various points, images of the Creation, the Fall, Christs Agony and Crucifixion, mans continuing sinfulness and rebellion, and the continuing presence and quiet work of the Holy Spirit. These images combine to assure the reader that although the world may look bleak, man may yet hope, because God, through the sacrifice of Christ and the descent of His Holy Spirit, has overcome the world. The op ening line of Gods Grandeur is reminiscent both of the Creation story and of some verses from the Book of Wisdom. The word charged leads one to think of a spark or light, and so thoughts of the Creation, which began with a spark of light, are not far off: And God said, Let there be light: and there was light (Gen. 1.3). Yet this charge was not a one time occurrence; the world is charged with the grandeur of God (Hopkins 1). Or, in the words of Wisdom 1:7, The spirit of the Lord fills the world (Boyle 25). This line of the poem also sounds like Wisdom 17:20: For the whole world shone with brilliant light . . . Nor does the similarity end with the first part of this biblical verse. The author of Wisdom proceeds to tell us that the light continued its works without interruption; Over the Egyptians alone was spread oppressive night . . . yet they were to themselves more burdensome than the darkness (Wisd. 17.20-21). Here lies the essence of Hopkinss poem. In lines five through eight, he will show us the oppressive night that men bring upon themselves in their disregard for God and His creation. But he will also show us, in the final sestet of his poem, that the light will nonetheless continue to shine without interruption. God will not cease working in the world. Indeed, His grandeur will flame out, like shining from shook foil (Hopkins 2). The word flame is often associated with Gods grandeur. In Daniel 7:9, the prophet describes Gods throne as being like the fiery flame. In Revelation, the Son of God . . . hath his eyes like unto a flame of fire (Rev. 2.18). In Exodus, God appears unto Moses in a flame of fire out of the midst of a bush (Exod. 3.2; Boyle 31). After promising Samsons parents a son, the angel of the Lord ascended in the flame of the altar (Judges 13.20). It is possible, too, that this flame is meant to recall the cloven tongues like as of fire that appeared above men on the day of Pentecost, when Gods grandeur was shown through the descent of His Holy Spirit and in the speaking of tongues (Acts 2.1-4; Boyle 27-28). The second half of this image is primarily a scientific one. It refers to gold leaf foil as used to measure electrical charges in Faradays famous experiment (Boyle 26). But there is also a biblical significance. Proverbs 4:18 tells us that the path of the just is as the shining light, that shineth more and more unto the perfect day. Just as light is reflected from gold foil, flashing out in multiplying rays, so too does the Light of God, which leads men, continue to increase. This image in one way ties into lines three and four of Hopkinss poem, in which Gods grandeur gathers to a greatness, like the ooze of oil / Crushed. Both images demonstrate a process of increase in Gods grandeur. Gethsemane means the place of the olive-press' (Landow, Typological 6; Boyle 32). It was there that Gods grandeur gathered to a greatness, for it was there that Christ wrestled with doubt and fear and, gathering His strength, finall y made an irrevocable choice to glorify His Father: not my will, but thine, be done (Luke 22.42). The olive, in itself, is not particularly valuable. It can be eaten, but until it is pressed, it has no further use. Once pressed into oil, however, it was used in biblical times for cooking (1 Kings 17.12-13), lighting lamps (Exod. 27.20), anointing (Ps. 23.5), binding wounds (Luke 10.34), and in perfume (Luke 8.46). It was very valuable, and the promised land was referred to as, among other things, a land of oil olive (Deut. 8.8). This, then, is an apt metaphor for Gods grandeur as revealed through Jesus Christ. Had Christ chosen, at that point of agony in the garden, not to submit to the crucifixion, His entire life up to that point would have been (like the uncrushed olive) of little value. His teachings and His miracles would probably have been forgotten in time, and man would still have no adequate atonement for sin. But just as the olive is crushed to reveal something costly and useful, so too did Christ chose to be crushed to bring forth His priceless blood, which saves men (Landow, Typological 6). Accepting this role was no easy matter for Christ. Robert Boyle sees the main point of the olive oil image as being that something hidden, beautiful, and wonderfully powerful is revealed (31). But an at least equally important point is how that hidden something is revealed. Boyle believes the olive oil image refers not to the gathering of ooze from the cracks of a press but rather to gentle kneading with a hand: the beauty and power is hidden within the olive and can be brought out without a press at all, e.g., by the pressure of the fingers or palms (32). This seems unlikely, however, given that at Gethsemane, Christ was not lightly pressed as if in a palm, but was rather weighed down and crushed with great agony, sweating as it were great drops of blood and begging that, if at all possible, His cup be taken from Him (Luke 22.42-44; Boyle 32). Furthermore, it w as at the oil-press that Christ, in order to purchase beauty and life, chose to submit to an even greater crushing: the beams of the bark that would grind Him down as He bore His cross up the hill of Calvary, the pain that would come from being nailed through His hands and feet, and the slow suffocation that would precede His death (Landow, Typological 6). George P. Landow acknowledges the significance of Christs suffering. He describes one of Hopkinss basic and generating conceit:. . . higher beauty and higher victory can come forth only when something . . . is subject to greater pressure and crushed or bruised . . . true beauty, true life, true victory can only be achieved, as Christ has shown, by being bruised and crushed. (Allusion 1). This conceit, Landow explains, is based upon the type of Genesis 3:15, which says: And I will put enmity between thee and the woman, and between thy seed and her seed; it shall bruise thy head, and thou shall bruise his heel. Christ is the one who bruises Satans head, defeating the adversary through His own bruising, His crucifixion. To the casual reader, this image of the ooze of oil / Crushed may seem unnecessarily crude. It contrasts sharply with the brilliant metaphor of flame and shining. As Virginia Ellis writes, the image of shaken goldfoil, once properly understood, vividly suggests both the breadth and the sudden flashing depth of Gods power (129-30). The word ooze, on the other hand, generally possesses a disagreeable connotation. Yet this contrast must be deliberate. For the Incarnation is, after all, a very crude thing. An omnipotent, omniscient God chose to come down from the heavenly realm and take on the form of a mere man, subjecting Himself to the limitations of humanity, in order that He might die a cruel death to save men who were yet sinners (Rom. 5.8). The brilliance of lines one and two of Hopkinss poem contrast with the crudeness of lines three and four to reveal Gods amazing condescension, which is part of His grandeur. Given this awesome condescension, and given the emotional and physical pain to which Christ subjected Himself, Hopkins cries plaintively, Why do men then now not reck his rod? (4). Most likely, this reference to rod will evoke in the readers mind the image from Revelation in which Christ rules men with a rod of iron (Rev. 19.15). But a mo re appropriate allusion may be found in Isaiah: And there shall come forth a rod out of the stem of Jesse, and a Branch shall grow out of his roots: And the spirit of the Lord shall rest upon him (11.1-2; emphasis added). The his of this line of the poem must grammatically refer to the God of line one. Gods rod, then, is Christ Himself. God gave up his rod, His only Son, as a sacrifice for the very men who (we will soon see) fail both to perceive and to honor Him in His creation. And the very blame which Hopkins heaps on man in lines five through eight of the poem is witness to his vivid realization that man does not need to be behaving as he does, that the Fall has been undone by the Second Adam (Boyle 37). Indeed, the rod of iron that awaits these men could become for them a rod of comfort. If they would but trust in Gods Rod, they too, like the psalmist, might say, Yea though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me; thy rod and thy staff they comfort me (Ps. 23.4). Juvenile Delinquency EssayOnly seemingly, writes Ellis, is Gods energy fallen, crushed, debased in this world (128). For, even though the last lights off the black West went / Oh, morning, at the brown brink eastward springs (Hopkins 11-12). Or, as 2 Samuel 23:4 prophesies, he shall be as the light of the morning, when the sun riseth, even a morning without clouds; as the tender grass springing out of the earth by clear shining after rain. Again, the vehicle of the metaphor is nature, and its rejuvenation symbolizes Christs coming into the world. This image of morning springing from darkness also draws our attention to the words of Isaiah: Then shall thy light break forth as the morning, and thine health shall spring forth speedily (58.8). And again:I will bring the blind by a way that they knew not; I will lead them in paths that they have not known: I will make darkness light before them, and crooked things straight. These things will I do unto them, and not forsake them. (Isaiah 42.16; emphasis added)The continuing presence of the Holy Spirit is proof of this promise. God continues to work through the Holy Ghost, who over the bent / World broods with warm breast and with ah! bright wings (Hopkins 13-14). The bent (crooked) world has not been abandoned by God; it will be made straight, for it has been conquered by Him, and it is still being protected by Him. The bird imagery of line fourteen is drawn from the baptism of Jesus, when he saw the Spirit of God descending like a dove, and lighting upon him (Matt. 3.17; Boyle 38). This dove imagery, in turn, is meant to recall Genesis, in which the Holy Spirit apparently broods over the world: And the Spirit of God moved upon the face of the waters (1.2; Boyle 38). The wing imagery possess a variety of positive connotations. Wings are associated in the Bible with Gods healing (Mal. 4.2), with His protection (Ruth 2.12; Ps. 17.8, 26.7, 57.1, 61.4, 63.7, 91.4; Matt. 23.37), with the strength that He imparts to man (Isa. 40.31; Exod. 19.4), and with His conquest. This last association, though not the most obvious, is perhaps the most crucial. When God is said to spread His wings over a city, it means He has conquered it (Jer. 48.40). At the end of Gods Grandeur, God, in the person of the Holy Spirit, has spread His bright wings over the bent world, implying that He is not only protecting, healing, and strengthening it, but that, despite the seeming triumph of darkness, He has already conquered the world through the death and resurrection of Jesus Christ, who was crushed like an olive for this very purpose. The world remains charged with the grandeur of God, in spite of all mankind has done and is doing to pollute and pervert and tread out its radiance (Ellis 129). God, through the constant presence of His Holy Spirit, continues to rejuvenate physical nature as well as the human spirit; both are being made over anew (Wisd. 19.6). So, however dark and dreary this world may appear (and does appea r in lines five through eight of the poem), we must not surrender hope. For as Christ exhorted, In the world ye shall have tribulation: but be of good cheer; I have overcome the world (John 16.33).