In Support Of Human Cloning Essays - Cloning, Human Cloning, Dolly

In Support Of Human Cloning Human cloning is inevitable. As part of the progress of science, human cloning will take place regardless of who opposes it. In this paper I will explain what human cloning is, some of the ethical and moral objections to it, some medical benefits it could serve, what many different religions think of cloning humans, and ultimately why I feel that this would be beneficial to our society. In order to understand the objections and the potential of human cloning, one must know exactly it is and how it is done. In order to clone a living being (animal or human), scientists begin with an egg (ovum) of an adult female. Women generally produce only one each month but can be chemically stimulated to produce more. Researchers remove the DNA-containing nucleus from the egg. Cells from the subject to be cloned are obtained by various methods including a scraping the inside of the cheek, and the DNA-containing nucleus is removed from one of these. Next the adult-cell nucleus is inserted into the egg with a sophisticated nuclear transfer, and the egg is stimulated (electrically or chemically) to trick it into dividing just like an embryo. When the embryo reaches the appropriate stage, you implant it into the uterus of the woman who will give birth to it. After gestation, the clone is born in the normal way (Eibert, par. 2-5). The child that is born as a result of cloning would be nearly genetically identical (the egg holds some mitochondrial DNA that may potentially alter the new DNA slightly) to the subject cloned. The clone should look similar to the adult it was cloned from, but that's where the similarities would end. The clone would have a completely different set of life experiences. It would be raised by different parents, grow up in a different era and different location, and have different circumstances happen to it along the way. It wouldn't be the same person it was cloned from; it would be its own unique individual who just happened to have the same DNA. The characteristics of a person (physical as well as social) are activated by random choices on the DNA. A person has twenty-three chromosomes from his or her mother and twenty-three from the father. Whether or not a person has blue eyes is a random pick from the two sets of chromosomes. Identical twins are also quite different from each other : their fingerprints are different, sometimes one twin will be obese and one not, and sometimes one is gay and one is not. It is these random activations that we can't control, and these random activations may be different in a clone than they were in the original person.(Eibert, par. 40). So what is society so afraid of? Why is the subject of human cloning almost taboo? I think the majority of the population envisions cloning as some sort of mass-market where one can order a baby or create millions of identical people. This was the same sort of fear that in-vitro fertilization (IVF, test-tube babies) created when it was started in the 1970's, and, in theory, this couldn't be more wrong. One of the main problems that most people have with cloning of humans is they believe that in an attempt to create another person there will be many unsuccessful attempts. There is a fear that in forming embryos there will be many that are deformed, destroyed, or otherwise experimented on for scientific gain. Marc Zabludoff writes in ?Fear and longing? that ?to get one successful birth, many babies would have to die in failed procedures ? an absolutely unacceptable practice? (6) It has been widely publicized that in creating Dolly, the cloned sheep, it took 277 tries. This isn't quite true. What it took to clone Dolly was 277 eggs with a fused nucleus. Only 27 of them divided past the 2-cell stage. Only 13 of these formed embryos and were implanted into a sheep uterus; of these 13, only 1, Dolly, was born. It wasn't that any of the sheep embryos were deformed or manipulated, the adult sheep simply failed to conceive, much like an unsuccessful test-tube conception (Eibert, par. 12). So this fear of deformed

Colonial north carolina essays

Colonial north carolina essays This three-page graduate paper examines and analyzes the colonial history of North Carolina and provides a commentary on the colonial records of the colony. The author notes that North Carolinas colonial records provide a fascinating primary source for scholars and students interested in studying the early history of North Carolina. These records reveal in much greater detail than most sources the social, political, religious, and economic events that shaped North Carolina history, and shed much needed light on North Carolinas long colonial era. As has been the case in almost every geographic region settled by different groups of people traveling from distant lands in search of freedom and opportunity, the early colonial settlers of North Carolina struggled with issues of government, taxation, and religion. Colonial records reveal that opinions among them varied as to what religious beliefs were correct, what form of worship should be practiced, and what kind of government would be the most conducive to promoting the social, religious, economic, and political welfare of the colonists. From perusing North Carolinas colonial records, I noted with interest that in 1524, Giovanni da Verrazonoa became the first European to explore North Carolina, but my greatest interest was in the first effort made by the English to establish a colony in Roanoke. One hundred sixteen men, women, and children settled on Roanoke Island, but within three years they had vanished, leaving only a clue in the form of the word Croatoan carved into a tree. Solving the Roanoke mystery is beyond the scope of this paper, but researching the North Carolina Colonial Records is the best course to pursue for those interested in examining the sequence of events that led to this tragedy. While Roanoke remains a mystery, it can be established ...

Homeless Women Bettering Themselves Essay Example | Topics and Well Written Essays - 1000 words

Homeless Women Bettering Themselves - Essay Example However, the silver lining on the cloud is that the homeless women are not averse to leading a settled life as is usually thought of them and many of them do evince the potential to better their life and circumstances, if they get a chance to do so. Plight of Homeless Women The life of the homeless women certainly tends to be utterly tough and loaded with insecurity. For homeless women tend to be quiet a vulnerable segment of the society and the anti-social elements like criminals, rapists, muggers, drug pushers and pimps do find it easier to take advantage of the homeless women, simply owing to their augmented vulnerability (Wenzel, 2006). However, the thing that needs to be considered is that the homeless women do not prefer to remain vulnerable by choice, at least not all of them. There exist sufficient examples of homeless women who managed to make something of themselves, once they were given a chance to do so (Wenzel, 2006). The media stories almost on a regular basis do celebr ate the ingenuity and initiative of the homeless women who took a step forward and bettered their lives. Homeless Women- Success Stories For instance, Kayla Kinker from Covington happened to be a homeless woman. The good thing about Kayla was that she had panache for education, irrespective of being homeless. Certainly life was tough for Kayla, shifting across unstable habitations and doing without the basic utilities and civic amenities (The River City News, 2013). She even did not know as to when she will come across her next meal. However, things changed for Kayla as she moved to a shelter for the homeless that facilitated her with a more stable and comfortable living environment (The River City News, 2013). It was then that Kayla was required to decide as to whether she should continue with her education or should withdraw to work full time to help her family (The River City News, 2013). Luckily Kayla took the initiative and decided that she would be of much use to her family an d the community if she continues with her education. Consequently Kayla managed to graduate from High School with honors and after finishing her degree from Berea College, is on her way to becoming a physician (The River City News, 2013). Yet, Kayla, irrespective of being homeless, not only managed to help herself, but her goal is to start a community health center, so as to payback the community that helped her in her time of need (The River City News, 2013). Yet, Kayla does not happen to be the only successful homeless women around. Equally amazing is the experience and the story of AnnMarie Walsh, who managed to accrue thousands of followers on Twitter by simply sharing her story of homelessness (Torres, 2012). AnnMarie became homeless after she ended up with a divorce and lost her job (Torres, 2012). The sad thing is that AnnMarie also suffered from some other mental and health issues (Torres, 2012). Being alone and homeless on the Chicago roads, AnnMarie turned to Twitter for s eeking solace and comfort. And the Twitter initiative taken by AnnMarie Walsh accrued to this 41 year old homeless woman almost 4,800 regular followers to whom she twitted her experience of being homeless and the problems faced by her on a regular basis (Torres, 2012). To do so, AnnMarie uses the computer facilities at

The Role of NGOs in Human Security Essay Example | Topics and Well Written Essays - 750 words

The Role of NGOs in Human Security - Essay Example NGO’s work towards various goals and some become defined with their role or field of work (Tadjbakhsh & Chen, 2007). Examples of fields represented by NGO’s include; human rights attainment, environmental sustainment and or improvement of social welfare of individuals within a disadvantaged community. There are different kinds of NGO’s but most NGO’s deal with improving of the quality of life and transforming the society (Thomas, 2007). NGO’s have become synonymous with provision of health care, human rights advocacy, education and economic opportunities to societies. Different NGO’s get involved with different activities, which aim at empowering human life. As NGO’S carry on their work, they in the process play a vital role in enhancing human security (Abbas, 2010). This paper shall seek to explore and explain the various ways through which NGO’s achieve human security in the globe. NGO’s and human rights Various NGOâ₠¬â„¢s such as Amnesty international have always worked for the advocacy of human rights (Matthews, 2011). Human rights NGO’s work towards ensuring that every human being gets equally treated (Welch, 2001). Such NGO’s champion for the rights of minority groups that may get sidelined by their societies or communities. NGO’s partner with various sectors to ensure that the basic rights of individuals get observed. Through their work in human rights advocacy, NGO’s help to enhance the concept of human security. NGO’s mostly advocate for minority groups such as women, AIDS victims and children. Advocacy for human rights by NGO’s helps in providing political, personal and community security to individuals which encompasses human security. NGO’s such as Amnesty international help to incriminate and provide evidence against perpetrators’ of violence against human lives and thus enhance human security. NGO’s and human development A number of NGO’s such as OXFAM Care international and Save the children have worked tirelessly to enhance human development through sectors such as health, education, nutrition and economic platforms. Such NGO’s have worked at providing economic activities for individuals within societies to improve their economic security. In emergency situations such as drought, cyclones, floods, earthquakes, wars; these NGO’s have also provided food to the victims. This has assisted to improve food security in certain regions of the globe (Clay, 2000). NGO’s help to develop projects that are focused at improving the welfare of society members. Projects such as the provision of health services, access to clean water and improved sanitation helps to secure the health of human beings (Brauch, Behra & Mbote, 2009). Some NGO’s also focus on providing educational materials and resources to different human societies. There are NGO’s such as Greenpeace which get committed to conserving and protecting the environment. Such environmental NGO’s advocate for issues on pollution and or global warming (Dodds & Pippard, 2012). In providing environmental, health and food security, NGO’s help to enhance human security. How NGO’s work towards enhancing human security NGO’s get well placed to enhance human security through their undertaking of developmental processes in their respective societies (Shamina and Porter, 2006). NGO’s have become well placed to provide services in many countries around the globe. Infrastructure and expertise

Mergers & Acquisitions Essay Example | Topics and Well Written Essays - 2000 words - 1

Mergers & Acquisitions - Essay Example Merger usually takes place when two companies join together as one company and both companies cease to exist as separate entities and a new entity is formed as a result. The example of DaimlerChrysler is most suitable here because this new business concern was formed by the merger of Daimler-Benz and Chrysler. It is also believed that mergers take place among or between equals. Practically however, the two or more companies are not always on equal grounds. Some times the companies undergoing a deal call the association as merger while in actuality it is an acquisition. The deal is a merger or an acquisition also depends on the circumstances. Friendly or hostile nature of the deal also becomes important. Irrespective of its nature the business deals of this kind greatly affect the board of directors, employees and shareholders. Apart from the distinction of mergers there also exist different forms of mergers. For example horizontal merger is one when companies sharing sharethe same product lines and markets join hands. When supplier and company merge it is termed vertical merger. Conglomeration happens when companies having different businesses come together. There re different reason given for the mergers and acquisition among companies but three hypotheses are very well known practically as well as theoretically. The synergy hypothesis, hubris hypothesis and managerialism hypothesis have been studied and different observations made regarding them. "The synergy hypothesis proposes that acquisitions take place when the value of the combined firm is greater than the sum of the values of the individual firms. Managers are assumed to be motivated by shareholders' interests to create economic value, and to have the ability to judge accurately the value potential of the combined firm. Other explanations do not assume value-maximizing behavior on the part of managers. The managerialism hypothesis suggests that managers embark on acquisitions to maximize their own utility at the expense of the shareholders of the firm. The hubris hypothesis suggests that bidding firm managers make mistakes in evaluating target firms, but undertake acquisitions presuming that their valuations are correct" (Pettit, Seth & Song, 2000). Synergy Hypothesis Two companies joined together may create the effect of three not two is the reason why most companies choose the path of mergers & acquisitions. The synergy is considered one of the main reasons. By mergers and acquisitions the companies seek to create more value for the shareholders. Synergy gets many benefits for the engaging companies. Most important benefits come in the form of revenue augmentation and cost savings. Due to staff reductions the company gets to save a lot. Especially, when one of the two CEO leaves the company with other employees they also forgo their expensive compensation packages causing huge reduction in costs. Economies of scales can be achieved by two companies together than separately. Relationship with suppliers also improves when stronger and larger groups negotiate. When placing orders for the company management can have a stronger position and as result could get better bargain. Some companies achieve an edge in a particular area by acquiring or merging another company. For example a small company having an edge in IT or any other scope of

Factors Contributing to Cultural Identity

Factors Contributing to Cultural Identity Cultural identity is assumed to be multidimensional and multifaceted due to cultural diversity and globalization. The concept of cultural identity is relational and constantly evolving. However, it can also be ambiguous, fragmented, paradoxical, and problematic. In resolving these challenges, immigrants undergo self and cultural identity transformation in order to achieve understanding, harmony, and balance within themselves, their environment, and their connection with others . It is necessary to address the definition of culture before discussing cultural identity. Nieto states that culture consists of an ever-changing system of values, traditions, social and political relationships, and world views created and shared by a group of people bound together by a combination of factors that can include shared history, geographic location, language, social class, and/or religion, and how these are transformed by those who share them. In everyday social situations, we use culture to express and give meaning to our identity, which in turn is used to construct affiliations with and boundaries between other individuals and groups . Many historians provided different definitions of cultural identity; some important definitions are given here: According to Lustig and Koester, cultural identity is a sense of belonging to a particular culture or ethnic group. It is formed in a process that results from membership in a particular culture, and it involves learning about and accepting the traditions, heritage, language, religion, ancestry, aesthetics, thinking, patterns, and social structures of culture . Stuart Hall gave two different ways of thinking about cultural identity: the first in terms of one, shared culture, a sort of collective one true self, hiding inside the many other, more superficial or artificially imposed selves, which people with a shared history and ancestry hold in common. Cultural identity, in the second sense, is a matter of becoming as well as of being. It belongs to the future as much as to the past. It is not something which already exists, transcending place, time, history and culture. Cult ural identities come from somewhere, have histories. However, like everything which is historical, they undergo constant transformation. Far from being eternally fixed in some essential past, they are subject to the continuous play of history, culture and power . Culture and cultural identity in the study of intercultural relations have become umbrella terms that subsume racial and ethnic identity. This means both racial identity and ethnic identity lead to the development of the concept of cultural identity. However, these terms have different meanings. For example, race is a classification of the humans, usually by genetic similarities passed hereditarily. Ethnicity has a range of distinctive features, passed by socialization from one generation to another. There are never clear boundaries, cultural or geographic, that mark the limits of ethnic groups, but a group usually shares common culture, language, religion, and behaviors . In this paper, the term ethnic identity is more often synonymously used to refer to cultural identity. However, as I discussed in the previous chapter acculturation is different from ethnic identity. These two are related but separate constructs. Acculturation refers to how ethnic minority individuals adapt to the dominant culture and the changes in their beliefs, values, and behavior that result from contact with the new culture and its members. By contrast, ethnic identity involves an individuals self-identification as a group member, a sense of belonging to an ethnic group, attitudes toward ethnic group membership, and degree of ethnic group affiliation or involvement . For Asian Indians, family is the main element which influences the development of cultural identity. Mainly the parents transmit ethnic identity to their children using a process of enculturation or ethnic socialization. Parents directly and indirectly model and reinforce ethnic behaviors to their children about the traditions, beliefs, and values associated with their cultural background . Children are socialized to be obedient, and are expected to bring honor to their families by exhibiting good behavior, maintaining high academic achievement, and contributing to the well-being of the family. Furthermore, because Indian self-identity is defined by the family and is established by a surname that affiliates individuals to a religion, social class, language, and a state in India, second-generation immigrants face an added challenge of creating a sense of self based on conflicting cultural allegiances. Therefore, the process of adolescent self identification may involve a refusal to ac cept the choice of being either American or Asian Indian and an attempt to create a new self-definition by finding out how to be an Asian Indian on ones own terms rather than on the parents mode of acculturation or preferred ethnic identity . A second important difference between the parents and children is that the phenomenon of adolescence, as it is broadly conceptualized in Western society, rarely exists among traditional Asian Indian families. Although all Asian Indian cultural communities have rites of passage associated with the onset of biological puberty, there is no corresponding change in adolescents roles, status, responsibilities, or autonomy in decision-making . Thus, given the differences between the belief systems of Western and Indian societies and the fact that most immigrant parents expect their children to maintain the traditional values and lifestyles of Indian culture, misunderstanding, miscommunication, and conflict are likely to occur in Asian Indian families . The common pattern for first-generation Asian Indians is to affirm their ethnicity, generally by reinventing Asian Indian culture on foreign soil (Dasgupta, 1998, p. 965-966). Often, Asian Indian immigrants are more Indian than the people they left behind, and they may retain a sense of a culture that no longer exists on the Indian continent. Despite the influence of social class and generation on their cultural identity and world view, many maintain a traditional value system many years after immigration . However second-generation Indian Americans, who do not maintain the traditional value system of their parents, understand the influence of their new culture also affects their ethnic identity development. Uba noted that there are three aspects of Asian American ethnic identity that can be distinguished. These aspects are 1) consciousness of ethnicity, 2) adoption of an ethnic identity; and 3) application of that ethnic identity. Some Asian Americans will strongly identify with many aspects of Asian American ethnicity, but some will only acknowledge that they belong to an Asian American ethnic group. Furthermore, they may deny that they have anything in common with members of their ethnic group . Some may identify with their ethnic group to the extent of knowing the history of the ethnic group and still see the ethnic group as irrelevant today, and some others may identify socially with the ethnic group but have no knowledge of its history . Formation and Development of Cultural Identity The process of identity formation has received much attention in literature. Many models have been proposed to explain the process of identity formation in various ethnic and cultural minority groups. A common feature of these models is that identity formation of ethnic and cultural minorities in the United States occurs in the context of the dominant culture. Phinney maintained that the process of identity formation does not proceed in a linear direction. He proposed a bi-directional model based on an ethnic persons affiliation with his or her ethnic group and his or her acculturation in the mainstream White culture. This model allows an ethnic person four possibilities: a) a strong bicultural identity, b) a strong ethnic identity but a weak identification with mainstream culture, c) a weak ethnic identity but a strong identification with mainstream culture, and d) a weak identification with both cultures. Most educated South Asian immigrants probably fall in category a) with a relatively small number in b) and c), and only a few in category d) . Nieto states individuals growing up in a multicultural environment may develop multicultural and hybrid identities. That is, race, ethnicity, gender, social class, ability, national origin, religion, and other differences combine to influence who immigrants are and how they identify themselves. I mmigrants identify in multiple ways, based on such factors as family structure, race, sexual orientation, and national origin. In spite of these differences, they share a need to belong and to feel free to explore who they are. According to this, identities also change in response to the sociopolitical contexts in which people live. Further, Nieto states that identities have been shaped and continue to be influenced by the people with whom one interacts and the material and social conditions of ones lives . This is, in fact, what Lessinger found in her study, which indicates that people have developed what she calls a transnational identity . Another influence on identity formation that is important to consider is the identity that the dominant White society assigns to members of the visible racial and ethnic groups. The degree to which this affects individual members of a particular group varies from person to person. The whole question of ethnic identity becomes more complex. In the case of biracial children, the numbers seem to be increasing. Sodowsky et al. have identified certain cultural value variables for Asian Indian Americans to some extent. Counselors may find them useful in trying to understand the attitudes and values of South Asian clients . Cultural identity development could involve three stages according to Phinneys model: unexamined cultural identity, cultural identity search, and cultural identity achievement . Unexamined cultural identity is the phase in which immigrants are not aware of ethnic, cultural, or racial differences between themselves and others. (During an unexamined cultural identity stage, immigrants do not typically examine or question their cultural, ethnic, or racial identity). Instead they tend to take their cultural values, norms, beliefs, customs, and other characteristics for granted and are not aware of ethnic, cultural, or racial differences between themselves and others. They rarely show any interest in discovering their backgrounds. However, over time immigrants are confronted with cultural, ethnic, and racial conflict that creates difficulty and confusion in their lives. During this time, they begin their cultural identity search regarding self and others. The immigrants may experience a personal event, hear a comment made by a friend or neighbors or see a message through mass media such as television, the internet, a newspaper, a magazine, or a billboard that triggers a question about their ethnic, cultural or racial identity. They become aware of cultural, ethnic, and racial differences and begin to explore and discover aspects of identity. They may pursue social interaction with cultural and ethnic groups with which they identify, and they may participate in ethnic, cultural, social, and service organizations. In this continuous process, they also reflect and evaluate themselves, others, the world, and how they fit within the various groups. The individuals values, morals, ethics, and beliefs are being influ enced and shaped . In extending Phinneys second phase of cultural identity development, some immigrants experience an identity crisis during this stage. Immigrants struggling with an identity crisis often perceive themselves as belonging to a particular ethnic, cultural, and racial group, but their peers are communicating to them that they do not belong to their group because they do not have similar physical and behavioral characteristics. An immigrant as a minority in a dominant group who denies their ethnic, cultural, and racial identity is known to have an identity crisis. In addition, if the person is exposed to cultural events, activities, educational material, and friendships from the same cultural/ethnic group, this will help him or her to develop a healthy ethnic/cultural identity . When Asian American Indian immigrants suffer a crisis, they revert to their Asian heritage and reject all mainstream and other ethnic minority assumptions and values. Sue explained about this stage that, they may seek out and set up tentative alliances with other minority groups that have been similarly oppressed. Sue further noted that these alliances can be fragile and may disappear when Asian Indian Americans have conflicts with other minorities . The final phase is a cultural identity achievement, where individuals have developed a fairly solid grasp of their own cultural identity. They have reached a state of clarity, confidence, understanding, appreciation, and acceptance of that identity. If they are confronted with discrimination and stereotypical comments, these individuals are able to avoid internalizing the negative communications. This does not mean that negative comments by others are not hurtful to the individual, but that he or she does not question his or her cultural identity. The immigrant generation accepts cultural differences in this stage. There is no pre-encounter or conformity stage as postulated by the models of minority ethnic identity models. The acceptance of cultural differences is a reality of life for this group. In this stage, most Asian Americans are proud of their identity and do not consider it a hindrance. They have completely bought into the American dream that hard work will overcome all diff erences . All these stages of identity formation and development differ for the first, second or third-generation of Asian Indian Americans. The cultural identity development of Asian Indian Americans depends on different elements such as gender, age, class, spiritual, national, regional, and personal identities, which will be considered in more depth below. Elements of Cultural Identity There are various elements of cultural identities such as race, gender, age, class, spiritual, national, regional, and personal identities. Some of these elements are discussed with respective of Asian Indian Americans. Race Research on Asian Americans has assumed race as the most significant, or salient, aspect of identity. Racial identity refers to a sense of group or collective identity based on ones perception that he or she shares a common heritage with a particular racial group . Racial identity most often categorizes individuals based on skin color. Furthermore, people tend to focus on the most visible characteristics, usually regarding race and sex. South Asians are generally regarded as part of visible racial and ethnic minorities. However, Indian immigrants come in all skin colors, from fairest to darkest, and have different facial features. Indian college students, despite their relatively higher educational and occupational status, struggle with an idea of an exclusive racial identity . Gender Gender identity deals with the feminine, masculine aspect of identity. Gender may be a variable in cultural identify in those cultures in which men are more likely to get jobs in the mainstream culture while the women remain at home. There may also be different cultural expectations for men and women, such as the assumption that women are the carriers of ethnic traditions. The very little research that addresses this issue suggests a greater involvement in ethnicity by women than by men. Gender roles are clearly demarcated in Asian Indian American cultures. Obviously, the migrating generation would be most rigid in its definition of gender roles . According to Indian culture, men and women would be strictly bound by the demands of their ethnic culture and their host culture. For instance, men manage business outside the home, while women manage the home. This practice is more widespread in India; to a certain degree it reflects attitudes in the United States as well, though this cust om has slowly been losing its appeal. The role of men and women among Asian Indian Americans varies with generational and educational level, as well as with social class, and economic stability. Men experience a great deal of stress in regard to their role, especially in cross cultural contexts. As immigrants, their family expects them to display their authority in order to make clear to other cultural groups that they are in control of their family. Also, men make the final decision on major topics such as career and property matters, however, women participate in the decision making process, only through private conversations with their husbands. Accordingly, this separation of gender roles also creates a considerable social segregation between the two genders . This however does not mean that the men were able to make decisions without regard for the opinions of others. In actuality, the power and control in the family reside with the oldest person, regardless of gender, and even when the oldest person in the family is far away . Woollett et al. noted that among Asian Indian women, the social construction of gender and ethnicity is fluid and changing, based on the maternal status of the woman. They also state that ethnicity and ethnic identity are not homogenous categories, but operate across gender. The experience of marginality, and being on the outside of the host culture, creates stronger bonds within a family and less rigid gender identification and boundaries . Age Age is the dimension where interactants may identify themselves as young, middle-aged, and old based on actual age, appearance, and how they feel. Parents are to be honored and revered. It is assumed that the older a person gets, the more maturity and knowledge he or she has. Older people are respected for these attributes. Families go to elders to resolve familial conflicts. They also turn to older family members for advice and support when they are in a crisis or when relationships are disrupted in social or work relationships . Children of South Asian immigrants are socialized into two cultures, the culture of the family and the culture of the larger American society. Most parents try to inculcate ethnic pride and awareness of their cultural heritage in their children. For young school-age children, this sometimes poses a problem. They stand out because of their physical appearance and for that reason are often teased or rejected by other children. Most young children lack the inner resources to deal with such hostility and to base their self-esteem on their ethnic heritage. They want to be like everyone else so they can fit in with the crowd and shed any cultural trait that sets them apart.

barnes and noble Essay -- essays research papers

Barnes & Noble does business -- big business -- by the book. As the #1 bookseller in the US, it operates about 650 superstores throughout 49 states and the District of Columbia under the banners Barnes & Noble, Bookstop, and Bookstar, as well as about 200 mall stores using the names B. Dalton, Doubleday, and Scribner's. The company's GameStop subsidiary is the #1 US video game retailer with about 1,500 stores under the names Babbage's Etc., GameStop, and FuncoLand. Barnes & Noble owned about 75% of online book seller barnesandnoble.com after purchasing Bertelsmann's interest in 2003; Barnes & Noble then purchased all remaining shares and took the company private in May 2004. Barnes & Noble dates back to 1873 when Charles Barnes went into the used-book business in Wheaton, Illinois. By the turn of the century, he was operating a thriving bookselling operation in Chicago. His son William took over as president in 1902. William sold his share in the firm in 1917, to C. W. Follett, who later built Follett Corp, and moved to New York City, where he bought an interest in established textbook wholesalers Noble & Noble. The company was soon renamed Barnes & Noble. It first sold mainly to colleges and libraries, providing textbooks and opening a large Fifth Avenue shop. Over the next three decades, Barnes & Noble became one of the leading booksellers in the New York region. Freshman Leonard Riggio, who worked at a New York University bookstore to help pay for night school. He studied engineering but got the itch for bookselling. In 1965, at age 24, he borrowed $5,000 and opened Student Book Exchange NYC, a college bookstore. Beginning in the late 1960s, he expanded by buying other college bookstores. In 1971 Riggio paid $1.2 million for the Barnes & Noble store on Fifth Avenue. He soon expanded the store, and in 1974 he began offering jaw-dropping, competitor-maddening discounts of up to 40% for best-sellers. Acquiring Marboro Books five years later, the company entered the mail-order and publishing business. By 1986 Barnes & Noble had grown to about 180 outlets, which included 142 college bookstores. Along with Dutch retailer Vendex, that year it bought Dayton Hudson's B. Dalton mall bookstore chain, forming BDB Holding Corp. In 1989 the company acquired the Scribner's Bookstores trade name and the Bookstop and Bookstar su... ... the company, including all of the voting power of Barnes & Noble College Bookstores, a private textbook seller. The company is spinning off its GameStop subsidiary. In early October GameStop purchased some six million shares back from Barnes & Noble. On November 2 Barnes & Noble distributed the remaining shares it had in GameStop in a dividend to its shareholders. Business Wire, November 3, 2004 Wednesday, 1:30 PM GMT, 748 words, Barnes & Noble to Open New Store at 30500 State Highway 181, Spanish Fort, Alabama; New Bookstore Debuts on No Copyright 2004 Business Wire, Inc. Business Wire November 3, 2004 Wednesday 1:30 PM GMTDISTRIBUTION: Business Editors; Community Editors LENGTH: 748 words HEADLINE: Barnes & Noble to Open New Store at 30500 State Highway 181, Spanish Fort, Alabama; New Bookstore Debuts on November 17 DATELINE: NEW YORK Nov. 3, 2004 BODY:vember 17 , NEW YORK Nov. 3, 2004 2. Copyright 2004 The New York Times Company The New York Times September 9, 2004 Thursday Late Edition – Final SECTION: Section E; Column 1; The Arts/Cultural Desk; Pg. 1 LENGTH: 931 words HEADLINE: Huge Book Retailer Expands Its Publishing Role BYLINE: By EDWARD WYATT

Case of Speluncean Explorers Essay

After reading the opinions of various judges in the case of The Speluncean Explorers, I found the arguments of Justice Foster well justified. Hence, I agree with him the most. He believes that the four explorers are innocent of any crime and rests his conclusion on two grounds. Firstly, Justice Foster takes the view that positive law cannot be applied to the case. Instead, he states that law of nature should govern the case. Men’s co existence in a society is essential for the application of positive law. I agree with him because in this situation where the co existence of the men is not possible without the taking of life, positive law is not applicable. He believes â€Å"maxim cessante ratione legis, cessat et ipsa lex† which means when the reason for law ceases, the law itself ceases, should be applied to thiscase.I agree with him that the men were not guilty of crime because Roger Whetmore’s life was ended in a â€Å"state of nature† and not in a â€Å"state of civil society†. This is a case where natural law supersedes positive law. He also raised a point regarding the jurisdiction that the state had over these explorers at the time of the murder given that they were miles below the territorial jurisdiction.Also, what the men did was according to the agreement accepted by all of them.I agree with Justice Foster’s question that when the state can sacrifice the lives of ten workers trying to rescue the five explorers in the cave , then why isn’t it justified that one life be sacrificed to save the lives of four. Secondly, he emphasizes and talks about the relevance of the golden rule. The case had been decided without violating the statute â€Å"he who shall willfully take the life of another is a murderer†. However, literal rule cannot always be applied. Justice Foster illustrates cases such as Commonwealth v.Staymore and Fehler v. Neegas to support his argument that applying golden rule often gives a more just result. He raises a point that the above-mentioned statute has never been applied literally by giving an example of the exception of self-defense. I agree with him that statutes must be read between the lines to close the loopholes and give a fair judgment. Also, there was no malicious intention in committing the murder and it was solely for the purpose of survival. An important point to be noticed is the lack of intention to murder and the role of survival. According to Aristotle and Plato’s discourse on law, I also think that the end can justify the means and so to save many people, one man was killed. Therefore, I agree with Justice Foster that the four men are innocent of the crime of murdering Roger Whetmore.

Marketing Plan Essay Example

Marketing Plan Essay Example Marketing Plan Essay Marketing Plan Essay This ewe mixed rice will be packaged in one pound pack for easy purchasing and storage. In todays market, there is major only either white rice or brown rice available, not yet any mixed rice available in the market. And according to Sads biannual milled rice distribution survey for food use, total domestic consumption of rice is about 47. 5 million, which equals over 19 pounds per capita (Liabilities. Com 2009). Even though there are many people consume rice, there are deferent needs exist in the whole market, and it Is Impossible that only one product or service can satisfy all the needs. In order to reach the maximum efficiency, the marketers have to clear understand the needs of the customers, and develop deferent products to them, and this Is called target market strategy. According to Solomon, Marshall, and Stuart (2008), target marketing strategy means delving the total market into different segments on the basis of customer characteristics, selecting one or more segments, and developing products to meet the needs of those specific segments. By measuring the observable aspects of a population, the size of the consumer can be known. Some aspects used to measure are age, size, gender, income, education, and Emily structure. Since each group has own shared behavior, the marketer can find the target one and design the product introduction message to attract them. Since the product is mixed grains and is required to cook before consume, the target consumer gender is female. It is not saying male dont know how to cook, the consumer demographics Is for general shared characteristics. Women who have family tend to cook more and mostly pay more attention to healthy food, so the age Is over 18 and women for the target consumer.

How to Pay for College Without Loans

How to Pay for College Without Loans SAT / ACT Prep Online Guides and Tips The question of how to pay for college is usually one with a complicated answer. Your own unique financial situation, interests, strengths, weaknesses, and preferences all come into play. Some of the most important factors that come up center around your ability and willingness to take out student loans. In this guide, I'll thoroughly cover how to pay for college without loans. This can help you pay for college without going broke, or at least graduating without a load of student debt. Maybe taking out loans for college isn’t a good financial option for you. Maybe your parents can’t or won’t co-sign on the necessary loans. Maybe you just hate the thought of having student debt. Whatever your reasons, choosing to pay for college without loans is a completely valid decision. I won’t sugarcoat this - it might make paying for college more difficult, especially if you don’t have many other financial aid options available. That isn’t to say, however, that there aren’t some viable options available for almost any student who wants to avoid taking on debt. Before going through all these options, I’ll briefly talk about college expenses and the reasons why some people choose to take out loans. Then, I’ll give non-loan aid options for students based on whether they demonstrate high or low financial need. I’ll finish off with info on how much aid you can expect to receive without having to take on debt. What Does College Cost? Why Do People Take Out Loans? The first expense you probably think of when calculating colleges costs will probably be tuition. Average tuition rates vary by the type of school you attend: $31,231 average tuition for private colleges $9,139 average tuition for in-state residents at public colleges $22,958 average tuition for out-of-state residents at public colleges Tuition is expensive enough on its own, but it's not the only major expense associated with attending college.You’re also responsible for room, board, transportation, books, and personal expenses.The cost of room and board also varies by school type, although not as widely as tuition costs: $,188 average room board at private colleges $9,804 average room board at public colleges If we add tuition, room, board, and other expenses, the average cost of attending college in the US ranges from $19,000 - $42,419.This is a pretty huge annual expense when we consider that the average US household income is about $50,000. So how does the average student afford these huge expenses? As it turns out, most students don't end up paying full sticker price for college. As of a few years ago, the average student received about $7,000 in non-loan financial aid per year - the rest of college costs would be covered by family contributions or (as we'll talk more about shortly), loans. A financial aid award of $7,000 makes a significant dent in total college expenses, especially if you're attending a less expensive school, but it would rarely cover all tuition, room, and board costs. If non-loan aid and family contributions don't add up to students' total college costs, they'll need help making up the difference. The average US student has about $28,400 in loans after graduation. In my experience, most students anticipate having to take out loans unless they're in one of two situations: They demonstrate very high financial need, thereby qualifying for many need-based aid programs. If they attend a school that meets all financial need, their families may not have to pay a cent to send them to college. They come from wealthy families who are able to cover all college expenses, even if they don't qualify for any need-based financial aid. Most students are somewhere in the middle, with a gap between what they have (savings, grants, scholarships) and what they need (total cost). This is where loans traditionally come in. There’s nothing inherently bad about taking out student loans, but if you’re striving to avoid student debt, the next section will outline all viable options and strategies. Financial Aid Options: How to Pay for School Without Student Loans Want to say no to student loans? This section will outline realistic financial strategies to help you do that. Your options for paying for school without loans largely depend on your financial status. Many non-loan financial aid options are need-based, so students who demonstrate high financial need tend to have more aid opportunities. There are some merit-only aid options that don’t take financial need into account - if you don’t demonstrate much financial need, those options will be a good place to start. Before you start considering non-loan payment strategies, you may find it helpful to estimate your own financial need. This way, you'll have a better idea of what aid options (merit-based only, or merit- and need-based) are available to you. Unfortunately,the amount you believe your family can afford doesn’t always match up with the amount that aid sources (schools, government, and private scholarship funds) determine you can afford. To get a realistic idea of what many need-based aid sources will expect your family to contribute, check out the FAFSA4caster: Enter in relevant financial information to get an unofficial EFC, or Expected Family Contribution The federal government, schools, and some need-based aid sources use this number to make an assessment of your family’s financial need The lower your EFC, the more aid you're likely to be eligible for Once you make this estimate, you'll know whether you should focus on the need-based aid options. High Financial Need: Need-Based Aid A lot of non-loan financial aid options are available for students from low-income families. Many of these aid sources are based on financial need or a combination of merit and financial need. Grants Federal grants: The Pell Grant is awarded to students with low EFCs. Check out Pell Grant eligibility requirements and application instructions. Institutional grants: Many top schools have exceptional need-based financial aid programs. Some even claim to meet 100% of unmet need without using loans - that is, anything that you can't afford to pay after getting federal grants or scholarships. Scholarships Many top scholarships are need-based and provide very generous awards.If they cover all unmet need, they'll pay for all expenses that aren't covered by grants or other scholarships. Some awards give you a set amount every semester or every year; others are nonrenewable, one-time awards. It'snot easy to budget around scholarships because they’re unpredictable, and the best ones tend to be very competitive. To start your scholarship search, check out our guides to the top scholarship programs for high school seniors and high school juniors. The Perkins Loan I know this is supposed to be a post on non-loan financial aid options only, but hear me out - if you plan on pursuing certain service careers, you could be eligible for 100% loan cancellation if you take out a Perkins loan. If you get your loan canceled or forgiven, it essentially functions as a grant - that is, it's free money to pay for school. The Perkins loan is meant for students with exceptional financial need. Read more about the Perkins loan program, its eligibility requirements, and the forgiveness process. Schools You may be able to avoid student loans just by applying to the right schools. Some schools, particularly top private colleges, tend to offer generous financial aid packages. Like I mentioned earlier, some of them even commit to covering all unmet financial need - the schools with the best financial aid programs don't ask students to take out loans in order to cover costs, either. If you're interested in public schools, stay in-state -resident tuitions and costs are usually much lower forthan those for non-residents. Low Financial Need: Merit-Based Aid There are fewer non-loan aid options for students who come from higher-income families, but they’re still out there! Keep in mind that you don't have to be higher-income to qualify for merit-based aid - anyone could theoretically benefit from the aid options listed below. Scholarships There are a ton of merit-based scholarships out there. You’ll have to make sure to carefully read all eligibility requirementsbecause some scholarship programs also take financial need into account. To get started with your scholarship search, check out our guides to the top awards for high school seniors and juniors. The Coca-Cola Scholarship is a particularly large merit-based scholarship award. Schools Even if your family has a relatively high income, you may still qualify for institutional grants at certain schools. Some private schools with top financial aid programs award aid to families who make well into six figures - for example, Harvard doesn’t ask families to contribute more than 10% of their adjusted gross income. If you're interested in public schools, apply to college and universities in-state - your tuition will be much cheaper, on average, than if you attended an out-of-state public school. If you ultimately won’t qualify for much need-based aid but have other academic, athletic, or artistic strengths that make you a competitive applicant, you could qualify for merit-based aid. Start by checking out this list of schools that award the most merit-based aid - all the schools listed awarded merit aid to at least 40% of their students last year. How Much Can You Get Without Loans? You don't need a fountain pen to do these calculations, although you're welcome to use one. In this section, I'll run through realistic expectations of how much money you can earn through different aid options. I'll run through realistic example situations at the end. Grants and Other School-Based Aid This aid will vary widely (not unsurprisingly) by school. Schools’ net price calculators will give you a good idea of how much money they could offer you if you were accepted. You’ll have to enter relevant financial info (e.g. income, assets) for both you and your parents in order to get an accurate estimate. If a school awards merit-based aid, they might also ask about things like GPA and SAT/ACT scores. To access a particular institution's net price calculator, just google "[school name] net price calculator." Scholarships Unfortunately, there’s no good rule of thumb to estimate how much money you could get from scholarships that you apply to. Many scholarships are pretty competitive, so the more programs you apply to, the better your chances of getting funding. If you start looking at scholarships earlier in your high school career, you can get a head start in targeting better scholarships. Examples I'll run through two different financial aid scenarios here to show you howyou can cover your college costs without taking out any loans. In the first example, the student is attending a public school and has low financial need; in the second example, the student is attending a private school and has high financial need. Public School + Low Need Student A is a high achiever who comes from a relatively wealthy family in Arizona. I plugged some general academic and financial information into Arizona State University's net price calculator to come up with her Cost of Attendance. Here's her background information: Current high school senior in Arizona National Merit Program Finalist Ranked #5 in a class of 150, 3.8 GPA 730 on SAT critical reading and math sections Combined family income: $150,000 And here's her financial aid output: There are a few things you should notice about this output: She's saving money right off the bat because she's applying to an in-state public school. Her tuition costs are $10,478, but tuition for an out-of-state resident at ASU comes to $25,042. Her expected family contribution (EFC) is pretty high - ASU expects her family to be able to afford $32,770 a year, which more than covers her costs. She isn't offered any need-based aid, but she is offered a merit-based scholarship of $13,000. She wouldn't be offered this scholarship if she wasn't a high-achiever. With this scholarship, her total out-of-pocket costs for the year come to $14,260. Since Student A's parents make $150,000 a year, ASU assumes thatthey can more than afford a bill of about $14,260 a semester - they wouldn't have to take out any loans to cover these expenses (although they could if they wanted to). Sometimes, though, families are unwilling or unable to make such a contribution. If this is the case for Student A, she could help mitigate these costs by applying to scholarship programs. Private School + High Need Student B is a California resident who's applied to Stanford. He comes from a family of 4 with high financial need. I plugged in some general demographic and financial information (no academic or merit information) into Stanford's net price calculator. Here's his background info: Current high school senior in California One 15-year-old sibling Combined family income: $40,000 And here's his financial aid output: Here's what you should notice about this output: Unlike for Student A, Student B has been offered financial aid based only on financial need - not on merit (although keep in mind that Student B would have to be a high achiever in order to get into Stanford in the first place). Student B'stotal costs ($64,900) are higher than those of Student A ($27,260), but Student B was offered way more in scholarship grant money ($59,900) Stanford doesn't expect Student B's family to make any financial contribution to these costs. Stanford does, however, expect Student B to contribute a small amount ($5,000) through a student job and/or savings. $5,000 a year is a significant, but manageable, bill for a college student.Student B could pay this bill in a number of ways without taking out loans - he could get a work study job during the school year and/or summer, for example. He could alsoapply to different scholarship programs to see if he could cover some or all of the cost with outside funding. What's Next? We've covered thoroughly how to pay for college without loans. Now you have a shot at paying for college without going broke. Financial aid comes in many forms and from many sources. Get clear, simple instructions on applying for financial aid. Whether you have high or low financial need, you should definitely submit a Free Application for Federal Student Aid. Learn more about the FAFSA and how to submit one. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Business Essay Example | Topics and Well Written Essays - 250 words - 13

Business - Essay Example The movie profiles the cases of seven employees who have acquired injuries in the course of their employment. One of the victims is Marcos Lopez. He has worked in the company since high school. Marcos suffers serious back injuries from working form long hours sometimes up to sixteen hours in a day. The company Tyler pipe has a record of violating the safety rules. A former engineer with the company, Ron Howard describes the company’s policies that safety is sacrificed to increase productivity and make profits at the expense of humans. In a scene on the movie, a man dies when moving iron parts. The corporation responds by saying that he was a good man who made a very big mistake. Other actors featured are Kennedy Valve and Frank Wagner. They are ordered to dispose of toxic paint into an incinerator. Frank Wagner dies from an explosion in the oven. The company also does not provide adequate training for the job. Mc Wane Company also requires employees to sign a contract that they should never sue it and therefore benefiting from the compensation. The movie also features a single director for the entire plant known as Clyde Doran. The director does not have authority to stop production. He is also ordered to withhold information from officials. After the death of Frank Wagner, criminal charges were forwarded against the company. They were charged with criminal negligence. Consequently, Mc Wane threatened a massive loss of jobs if forced to change its policies. Other late discoveries were made. Delaware River had an eight-mile oil stick that came from a Mc Wane pipe plants holding tank. The companies holding tanks were not big enough for toxic waste that the company produced. In response, Mc Wane defended itself by saying that with competition from all over the world mainly China and Latin America, it is hard to maintain the environmental

Case Analysis Paper Study Example | Topics and Well Written Essays - 1250 words

Analysis Paper - Case Study Example Apparently, foreign investments have immensely contributed to growth of India’s economy. The government of India is more likely to adopt or implement a more robust policy regime to lure more foreign investors into the country (Enz, 2010). Led by Narendra Modi (Prime Minister), the government has ultimately approved various economic reforms in the recent past in an effort to attract more investors into the country, especially those in the service industry. For instance, the government is likely to open doors to international hotel chains to join local establishments in the vastly competitive hospitality industry. The deeper pockets, such as cash and many other resources of international hotel chains are likely to give India competitive advantage over domestic chains (Dayal-Gulati & Jain, 2010).. The economy of India will particularly record a major growth as international hotel add a great deal to the revenues collected from the hospitality industry. The government of India has allowed foreign investors to invest directly in its economy, giving the country a competitive edge over its domestic chains (Dayal-Gulati & Jain, 2010). However, the advantage of the deeper pockets might not be sustainable in the long-run. Apparently, Indian government must protect its local established and infant chains. Although international chains significantly contribute to the growth in the country’s revenue, they (foreign/international chains) may eventually trigger collapse of local competitors. Growth in popularity of Indian market is likely to increase the aggressiveness of other global and domestic chains, posing enhanced or heightened competitive threats (Dayal-Gulati & Jain, 2010). However, domestic chains also play an integral role to stabilize India’s economic growth, as well as to give the economy a fairly systematic resilience. The Indian government, on the other hand, has to play its part not to let foreign corporations take