Midterm Assignment Example | Topics and Well Written Essays - 1250 words

Midterm - Assignment Example Some of the code’s provisions do not sound fair, for example, a code number 2. It states that an employee of Ashland University, who has responsibilities with respect to education loans, or any agent, shall not accept any gift from a lender, guarantor, or servicer of education loans. This is quite unfair owing to the fact that, at times, an employee can be awarded just for services well rendered and refusal to accept it might be taken as rudeness by the giver (Holloway, 2011). A loan can also be given to an employee on the basis of need and not on any favor’s basis; hence, it turns out to be inconsiderate on the side of the employees (Holloway, 2011). Code number 6 forbids the institution from borrowing loans from various parties. This happens to be quite unfair basing on the fact that once in a while the bank may happen to be down financially and the loan might be of great help. There is no crime in asking for the loan as long as the payment is guaranteed. Is any part of the code routinely violated? The rule on accepting gifts from lenders is often violated. Why do you think these violations occur? The human part of a person finds it hard to resist a gift just because of professionalism. At times, one gets into a problem and is in a real need of a loan and the only option is the forbidden party, hence goes ahead and breaks the code. What are the usual consequences of such violations? The consequences of such violations can be tough. The most common is being sacked.

Comparison Essay Example | Topics and Well Written Essays - 1000 words - 2

Comparison - Essay Example Similarities Irrespective of whether communication is in-person or electronic, it consists of some basic elements that ensure the transfer of information. Both in-person and electronic communication therefore follows an outline, with specific elements of the communication process. The first element is the piece of information to be transferred as it forms the basis of communication. Further, there must be a sender. This party has the piece of information and wishes to transfer it to another party. The sender then uses an encoding process to disseminate the message in a form that can be understood by the receiver. The encoded information is then transmitted from the sender’s location to the recipient’s location. Once the receiver gets the information in its encoded form, he or she decodes the message into an understanding that generates reaction to the received message. Such a reaction facilitates a response to the sender to complete the communication process. The commun ication process, whether in in-person or electronic is also subject to noise in the transmission channel that develops barriers between the sender and the receiver. Electronic communication also has variety of features that corresponds to those of the different types of in-person communication. This is because it incorporates a majority of characteristics of in person communication elements. ... Incorporated voice applications have also been developed to allow for electronic voice communication. An example is using ‘skype’. This approach corresponds to a number of voice based in-person communication approaches with particular similarity to telephone and mobile phone calls. In both cases, the sender disseminates information and receives an immediate response through a dual line oral communication. Similarly, application of audio visual devices to electronic communication has establish its similarity to the interactive face to face in-person communication in which parties to a communication both hear and see one another during a communication process. The similarity compares meeting based communication in face-to-face communication to video conferencing in electronic communication. Both of the approaches offer an interactive forum in which parties to the communication can be organized into a discussion forum. These features identify electronic communication as a c omprehensive approach that combines different features of in-person communication towards application of a multipurpose communication method that can fit into different applications. Electronic communication and in-person communication also share a similarity in their ability to promote teamwork among members of a group. Based on the common features in both methods of communication, they link group members towards interpersonal communication and even interactions. As a result, they both develop interpersonal bonds and understanding that facilitates cohesion. This leads to focus on goals and a resultant corporation towards building teamwork. The features and functionalities of in-person communication and electronic communication also identify a

Public Policy Essay Example for Free

Public Policy Essay Public policies are tools of governments used satisfy certain wants and needs of the citizenry that they cannot effectively satisfy individually or that are better served through collective action. Public Policy is governmental laws, rules and regulation, funding and courses of actions that are measured by the government. Public policies can be complex and can rapidly change under most circumstances. According to Medical University of South Carolina, Individuals and groups often attempt to shape public policy through education, advocacy, or mobilization of interest groups ( MUSC, 2012). The study of public policies is the examination of the creation, by the government, of the rules, laws, and goals, and standards that determine what government does or does not do to create resources, benefits, costs, and burdens. There are many different areas related to Public policy that affect every one individual by way of education, economic development, health care, housing, employment income, and immigration just to name a few. There are also international policies as well that affect the US such as importing and exporting goods that go out into the economy, weapons, and terrorism. any level of government, whether federal, state, or local may be involved in a particular policy effort because social problems, and the public demand for action on them, manifest themselves from the local to the national level. All areas of public policies are important and should be addressed as top priority because some policies such as education are just not a top priority. Schools, recreational centers, and teachers are being closed and laid off daily due to public policies and politicians trying to figured out ways to cut cost and meet budget requirements. Without parks and recreational centers for our children, crime is more likely to increase among our youth as well as the unemployment rate increasing among our teachers and without teachers, how are our youth going to grow and learn what is needed to become tax paying cit izens in society? Public policy is defined by Websters as the The basic policy or set of policies forming the foundation of public laws, especially such policy not yet formally enunciated. The United States Government has many policies in the area of the environment. The Environmental Protection Agency (EPA) was created in 1970 to help identify environmental problems in our nation, and to set policy on how to deal with those problems. Yet, with so much money spent by the government to deal with problems with the environment, it must be noted that problems still exist, even within the bureaucracy that was meant to help in the first place. During the presidential campaign of the last election, an issue arose concerning the energy crisis that was driving gasoline and oil prices up throughout our country. Vice President Al Gore supported President Clintons ideology of waiting for the proper legislative initiatives to pass through Congress, and when the situation merited, provide some limited releases of oil from the national oil reserve. Candidate George W. Bush, on the other had, favored drilling in the government protected lands of Alaska to find future oil reserves so that America would no longer be so dependent on foreign oil. The problem with Bushs plan, according to Gore, was that this could be devastating to the environment of the scarcely populated Alaskan wilderness. Regardless of the political, legal or moral implications of such drilling, there are problems dealing with multiple types of rationality in this issue. Others have noted the growing evidence that the increase in recent years in the frequency of such mega-hurricanes as Katrina is a result of global warming. A checklist of environmental policy failures must also include the administrations head-in-the-sand approach to global warming. The Bush administration has aggressively undermined international efforts to forcefully address such potentially catastrophic changes in the worlds climate as a result of carbon dioxide emissions in the United States and other industrialized nations. It is impossible to say whether even a responsible approach to climate change would have lessened Katrinas fury. But the fact remains that scientists believe global warming will make future hurricanes more severe. The presidents policy of blocking meaningful efforts to reduce global warming emissions no doubt means that future storms will do greater damage than they would otherwise. Huffington Post reported that Bush was heavily criticized at the time for the governments response to Katrina, a storm that caused 1,833 fatalities, damaged an estimated $81 billion in property, and ranks among the five deadliest hurricanes in United States history. He remained on vacation in Texas as the hurricane rocked the Gulf Coast, before belatedly cutting his trip short and returning to Washington (Huffington Post, 2013). References A Third Of Louisiana Republicans Blame Obama For Hurricane Katrina Response Under Bush. (2013). Breaking News and Opinion on The Huffington Post. Retrieved from http://www.huffingtonpost.com/2013/08/21/obama-hurricane-katrina_n_3790612.html Definitions of Public Policy and the Law. (2012). Welcome to the Medical University of South Carolina. Retrieved from http://www.musc.edu/vawprevention/policy http://www.musc.edu/vawprevention/policy/definition.shtml Dictionary and Thesaurus Merriam-Webster Online. (2013). Dictionary and Thesaurus Merriam-Webster Online. Retrieved from http://www.merriam-webster.com/

Genetically Modified (GM): Pros and Cons

Genetically Modified (GM): Pros and Cons Food is a vital source for the survival of mankind. The current global food crisis has become too significant a problem that we cannot avoid this issue any further. Several solutions are made to salvage the situation like educating the nations on eating habits, population control and providing food and financial aid to poor countries that face hunger and famine. However, enforcing birth control and changing eating habits is possible but difficult to change the mindset of billions of people within the near future, what we need is an immediate response to tackle this exponentially increasing problem. The most efficient solution to solve the global food shortage issue might be the reliance on science and technology, the growth and consumption of genetically-modified (GM) food. Despite many controversies regarding the use of GM food, it could be the best answer to handle this global food shortage. In this is article, the pros and cons of GM food will be evaluated along with reference fro m two developing countries China and Philippines which will describe their use and attitude to GM foods. The creation of GM food can play a rather significant role in solving the problem of food shortage worldwide. GM food are produced quicker and an additional advantage of GM food to food that are grown naturally is with the help of genitical enhancement, certain food are manufactured to grow more nutritiously than when produced naturally, for example, golden rice genetically developed to provide Vitamin A will help reduce Vitamin A deficiency (VAD) commonly contracted in developing countries as a result of malnutrition (Curtis; McCluskey; Wahl, 2004). Another example that shows a plus point to the suppor of GM food is drought-resistant crops. They are created to allow crop yield without being too sensitively affected by erratic climate changes. This means that crops can still be grown and harvested to feed people even when rain doesnt come. Kenya, for example, has been experiencing drought for the fourth consecutive year. In addition to the lack of rain, the unpredictability as to when rain will come causes confusing and inefficient planting and hence, poor harvesting. With the use of genetically enhanced drought-resistant crops, they will not face problems like poor harvest. (Integrated Regional Information Networks, 2009). Furthermore, since GM crops are produced more quickly than naturally grown crops, crop yield will increase significantly which benefits farmers and most importantly, reduce the problem of food shortage. However, there is an argument that contradicts the point in GM crops helping the increase of crop yield. It is asserted by Mexican Research Scientist, Dr. Antonio Serratos (2008) that production of GM food is unpredictable resulting in the evolution of a mutated version of the actual species. The unpredictability also questions the production of GM crops being more efficient than traditonal methods. As refered from the example before regarding the creation of drought-resistant crops, the essence of drought-resistant can also be transfered to weeds. Hence, evolving weeds into drought resistant weeds. This will then result in an increased use of fertilisers or even fertilisers of higher potencies to get rid of the GM weeds which instead do more harm to the ecosystem than by traditional breeding. Therefore, an increased in enhanced weed could also lead to a reduction in crop yield. On the other hand, the following argument faults the unpredictability of genitically enhanced crops. Plant Scientist from the John Innes Centre, Dr. Giles Oldroyd (2008) argue that science, by definition is predictable. When one gene of an organism is transfered into another organism it is done thoroughly and sensitively to ensure accuracy. Furthermore, a case study of conventional growing of crops requiring nitrogen fertilisers. The use of nitrogen fertilisers have many adversed effects such as deaths in Mexico and depleting natural resources (fossil fuels). This natural method of crop growing is doing harm to the environment and debates that the perceived unpredictability of genetically enhanced crops are harmful. Dr. Oldroyd also believes that the use of biotechnology is necessary to prevent issues from food shortage due to the expansion in world population and climate change. My first example of a developing country is the Philippines. It is one of the pioneers in Asia to use GM crops where mainly corn was substituted with GM Insect-protected (Bt) corn which has assisted farmers in controlling invasion of insects on the corn without the use of agricultural pesticides. The following example will explain how the use of GM crops is more convenient and profitable than conventional cropping. Jerry Due is one of more than 50, 000 Filipino farmers in the Philippines that embrace the use of GM corn. Due had less problems dealing with corn borers. Furthermore, he has had an increase of an estimated 20 to 30 percent increase in yield since he started using GM grains two years ago. This also reflected positively on his income, he is now confident in being able to save sufficient money to send his son to school and support his throughout his studies. In addition, Due stated that another advantage to the use of the Insect-protected corn is that they need not burn the residue in their harvest where it is necessary for naturally bred corn, instead they simply leave the residue in the field where it will naturally deompose and become fertilisers. Hence having more time to spend on his family and also reduce negative impacts to the environment. (Monsanto, 2005) However, there were much domestic debate for Philippines to allow GM crops to be grown in the country due to mainly religious reasons. Philippines is mainly a Roman Catholic country, it has encountered fierce disapproval from environmental groups as well as many Catholic bishops when the Philippine government approved growth of GM crops in the country. Mr. Gloria Arroyo, Filipino President state that the Vaticans approach to GM crops is postive and has allowed the country to cultivate them however, the Vatican states otherwise. The Vatican were still in the midst of discussion, studying the implications and ethics of using GM crops (Mantell, 2003). Cardinal Gaudencio Rosales Archbishop of Manila informed President Arroyo to eliminate sale of GM rice products that were imported from the United States as they pose dangers to the peoples health as well as the environment. He stated that â€Å"As a church institution, we have moral obligation to protect the interest of Gods people and their inherent right to safe food and healthy environment† (Rosales cited by Digal, 2007) The government sees the necessity of GM crop being grown in the country which will help its people economically as described that it had to weigh the consequences between the idealogy of faith and desperation over food deficit. My second example of a developing country and its use of GM food isChina, the country with the largest population in the world.With over 1.3 billion people and an expected population of 1.4 billion by late 2010s, this is a massive nation requires an incredibly large supply of food to feed its people (Rosenberg, 2008). The China government is very supportive of food biotechonology because they understand the urgency of the immediate availibility of food and the additional nutrional content that GM food can provide. It has policies of self-sufficiency which resulted in China being the fourth largest producer of GM crops globally. The government also believes that more efficient agricultural production techniques need to be practised and GM crops have proven to show superiority over conventional crops with higher yield, pest resistance and longer shelf life. The people in China has a relatively positive attitude towards the use of biotechnology on food where only 9.3% of respondents in a survey display negative opinions towards the use of biotechnology on food. This could be partly due to positive influences from the countrys government regulation and media coverage . Moreover, the benefits of GM food are considered outweighed to its so-called healths risks and implications. The general benefits which are key factors to developing countries like China are the availibility of food, the nutritional enhancement and last but not least, the economic advantage to the use of food biotechnology. A consumer-attitude analysis was done in China and results show that Chinese consumers are willing to pay an average of 16% appreciation for GM soybean oil and 38% appreciation for GM rice over natural alternatives (Curtis; McCluskey; Wahl, 2004). Another survey was done to show that at least half of the survey respondents have heard of GM food and about half urveyed that were adequately informed about GM food define GM food as safe for consumption. Only about 20% of overall surveyed feel that GM food is considered unsafe (Zhong; Marchant; Ding; Lu, 2002). This shows that the chinese consumers are not ignorant as to what GM food is all about. The reason as to why chinese consumers are willing to pay premium for GM food is that they are willing to experiment new products. They have great trust in the governments judgement on food safety and the price change between GM and conventionally grown food is not a factor big enough to prevent them from buying (Curtis; McCluskey; Wahl, 2004). In conclusion, this article has shown perspectives from two developing countries and their postive attitude towards the use of GM food apart from religious reasons. Most importantly, this essay has evaluated and shown that the use of biotechonology on food as a response to tackle the food crisis faced worldwide has been relatively successful with reference from the two developing countries discussed. Genetically modified crops play a very important role in increasing efficiency in production of food for the world, perceived health risks dangers, for example, mice that were fed with food that underwent biotechnology had severe health damages (Zhong, Marchant, Ding, Lu 2002) need to be cushioned and the embracement of enhanced crops ought to be look upon by the entire world. Bibliography: Curtis K; McCluskey J; Wahl T. 2004, AgBioForun â€Å"Consumer Acceptance of Genetically Modified Food Products in the Developing World† Digal S. 2007, AsiaNews â€Å"Stop US GM Food, says Cardinal Rosales† [Accessed on 27/11/09] from http://www.asianews.it/view4print.php?1=enart=8509 Integrated Regional Information Networks (IRIN) 2009, Prevention Web â€Å"Kenya: Drought-resistant crops encouraged† [Accessed on 28/11/09] from http://www.preventionweb.net/english/professional/news/v.php?id=10731 Mantell K. 2003, Science and Development Network â€Å"Philippines announces Vaticans approval of GM food† [Accessed on 27/11/09] from http://www.scidev.net/en/news/philippines-announces-vaticans-approval-of-gm-foo.html Monsanto Company, 2005, â€Å"Filipino Farmers Reap Advantages of Genetically Modified Organisms† [Accessed on 27/11/09] from http://www.monsanto.com/biotech-gmo/asp/farmers.asp?cname=philippinesid=jerrydue Rosenberg M. 2008, About â€Å"China Population† [Accessed on 28/11/09] from http://geography.about.com/od/populationgeography/a/chinapopulation.htm Zhong F; Marchant M; Ding Y; Lu K. 2002, AgBioForum â€Å"GM Foods: A Nanjing Case Study of Chinese Consumers Awareness and Potential Attitudes†

Skills and Science of Doctoring Essay -- Medicine Medical Health Essay

Skills and Science of Doctoring â€Å"Students, like all human beings, have a moral obligation to prevent serious harm when they can do so at little risk or cost to themselves† (Primum non tacere). I agree that a medical student, more than the average citizen, has an obligation to service all people, regardless of nationality, religion, or sexuality. However, medical students are in contact with ill patients more than the average citizen and this constant interaction with the sick make medical students more susceptible to acquiring disease. This fact alone increases the fear that a medical student has about treating certain illnesses, and it may cause him to deny treatment to a sub-population of patients with a specific illness. You might be wondering whether such a denial is ethical, and according to the American Disabilities Act, physicians cannot discriminate against a subset of patients with a specific illness simply because they (physicians) are fearful of acquiring the disease. Withholding treatm ent from a select group of patients on the basis of fear is unlawful for a physician, and perhaps even unethical. Is it, however, unethical for a medical student to withhold treatment simply because of fear? The American Disabilities Act does not mention medical students, and the title â€Å"medical student† is not synonymous with the title â€Å"physician†, so students, unlike physicians, are not bound by the law to serve any ill patient. The law and ethics, however, don’t always coincide, so let us evaluate a medical student’s choice of placing his well being over that of a patient. Medical students are on their way to becoming physicians. They are sometimes referred to as â€Å"physicians-in-training†, and as such, they should feel... ...ally, if this alternative doesn’t work, I think suppressing one’s fear is the next choice. It’s a difficult pill to swallow, since students are exposed to illnesses daily and don’t have enough knowledge or training to adequately protect themselves. In addition, fear is a powerful, natural emotion that is not easily ignored. However, students must learn medicine and they cannot always learn it on their terms. Hopefully, future third and fourth year medical students will have understanding supervisors, and if not, will have the strength to treat patients whose diseases they fear. If, however, you are a medical student who does not have either, my final suggestion to you would be to find a nice spot in the bathroom in which to hide. Works Cited Dwyer, James. Primum non tacere: An Ethics of Speaking Up: Hastings Center Report. 24, no.1, (1994) 13-18.

Poem #640: Interpretation :: essays research papers

I cannot live with You— It would be Life— And Life is over there__ Behind the Shelf The Sexton keeps the Key to— Putting up Our life—His Porcelain— Like a Cup— Discarded of the Housewife— Quaint—or Broke— A newer Sevres pleases— Old Ones crack— I could not die—with You— For One must wait To shut the Other’s Gaze down— You—could not— And I—Could I stand by And see You—freeze— Without my Right of Frost— Death’s privilege? Nor could I rise—with You— Because Your Face Would put out Jesus’— That New Grace Glow plain—and foreign On my homesick Eye— Except that You than He Shone closer by— They’d judge Us—How— For You—served Heaven—You know, Or sought to— I could not— Because You saturated Sight— And I had no more Eyes For sordid excellence As Paradise And were You lost, I would be— Though My Name Rang loudest On the Heavenly fame— And were You—saved— And I—condemned to be Where You were not— That self—were Hell to Me— So We must meet apart— You there—I—here— With just the Door ajar That Oceans are—and Prayer— And that White Sustenance— Despair— "I cannot live with You", by Emily Dickinson, is an emotional poem in which she shares her experiences and thoughts on death and love. Some critics believe that she has written about her struggle with death and her desire to have a relationship with a man whose vocation was ministerial, Reverend Charles Wadsworth. She considers suicide as an option for relieving the pain she endures, but decides against it. The narrator, more than likely Emily herself, realizes that death will leave her even further away from the one that she loves. There is a possibility that they will never be together again. "Arguing with herself, Dickinson considers three major resolutions for the frustrations she is seeking to define and to resolve. Each of these resolutions is expressed in negative form: living wither her lover, dying with him, and discovering a world beyond nature. Building on this series of negations, Dickinson advances a catalogue of reasons for her covenant with despair, which are both final and insufficient. Throughout, she excoriates the social and religious authorities that impede her union, but she remains emotionally unconvinced that she has correctly identified her antagonists." (Pollack, 182) Dickinson begins her poem by saying that she cannot live with her lover because their life together is an object that can only be opened with a key. The Sexton, or church officer in charge of the maintenance of church property, keeps the key. The reverend’s involvement with God and with a woman at the same time is like a porcelain cup that is easily broken. This is an example of Personification.

Beyond Tests: Alternatives in Assessment

AWANG INDRA S. / 107835010 BEYOND TESTS: ALTERNATIVES IN ASSESSMENT This chapter tries to discuss alternative in assessment and the problems found in alternative in assessments. Performance Based Assessment Performance based assessment implies productive, observable skills, such as speaking and writing of content valid tasks.According to O’malley and Valdez Pierce (1996), the characteristics of performance assessment are 1) students make a constructed response, 2) They engage in higher order thinking, with open-ended tasks, 3) tasks are meaningful, engaging and authentic, 4) tasks call for the integration of language skills, 5) both process and product are assessed, 6) depth of a student’s mastery is emphasized over breadth. Portfolios One of the most popular alternatives in assessment, especially within a framework of communicative language teaching, is portfolio development.Portfolios include materials such as: a. Essays and compositions in draft and final forms, b. Reports, project outlines, c. Poetry and creative prose, d. Artwork, photos, newspaper or magazine clippings, e. Audio and/or video recordings of presentations, demonstrations, etc, f. Journals, diaries, and other personal reflection, g. Test, test scores, and written homework exercises, h. Notes on lecturer, i. Self-and peer- assessments-comments, and checklists. Journals A journal is a log or account of one’s thoughts, feelings, reactions, assessment, ideas, or progress toward goals, usually written with little attention to structure, form, or correctness.Categories or purposes in journal writing, such as the following: a. Language learning logs, b. Grammar journals, c. Responses to readings, d. Strategies based learning logs, e. Self-assessment reflections, f. Diaries of attitudes, feelings, and other affective factors, g. Acculturation logs. Conferences Conferences are not limited to drafts of written work including portfolios and journals. Conferences must assume that the teacher plays the role of a facilitator and guide, not of an admini strator, of a formal assessment. Conferences are by nature formative, not summative and their primary purpose is to offer positive washback.Interviews This term is intended to denote a context in which a teacher interviews a student for a designated assessment purpose. Interview may have one or more of several possible goals in which the teacher:1. Assesses the student’s oral production, 2. Ascertains a students need before designing a course of curriculum, 3. Seeks to discover a students’ learning style and preferences, 4. Asks a student to assess his or her own performance, 5. Requests an evaluation of a course.ObservationsAll teachers, whether they are aware of it or not, observe their students in the classroom almost constantly. One of the objectives of such observation is to assess students without their awareness (and possible consequent anxiety) of the observation so that the naturalness of their linguistic performance can be maximized. 7. Self – and Peer Assessments Most successful learners extend the learning process well beyond the classroom and the presence of a teacher or tutor, autonomously mastering the art of self-assessment. Where peers are available to render assessment, the advantage of such additional input is obvious. According to Brown (2004), there are five categories of self and peer assessment:1.Assessment of performance, in this category, a student typically monitors him or herself in either oral or written production and renders some kind of evaluation of performance.2. Indirect assessment of competence, indirect assessment targets larger slices of time with a view to rendering an evaluation of general ability as opposed to one to one specific, relatively time constrained performance.3. Metacognitive assessment for setting goals, some kind evaluation are more strategic in nature, with the purpose not just of viewing past performance or competence but of setting goals and maintaining an eye on the process of their pursuit.4. Socioaffective assessment, yet another type of self and peer assessment comes in the form of methods of examining affective factors in learning. Such assessment is quite different from looking at and planning linguistic aspects of acquisition.5. Student generated tests, a final type of assessment that is not usually classified strictly as self or peer assessment is the technique of engaging students in the process of constructing tests themselves. Guidelines for self-and peer assessmentSelf-and peer assessment are among the best possible formative types of assessment and possibly the most rewarding, but they must be carefully designed and administered for them to reach their potential. Four guidelines will help teachers bring this intrinsically motivating task into the classroom successfully.Tell students the purpose of assessmentDefine the task clearlyEncourage impartial evaluation of performance or abilityEnsure beneficial washback through follow up tasks