Thinking, Values, And Beliefs :: essays research papers

Ideology is a way of thinking that reflect the social needs and political doctrines of an individual or group. There are many different people and different circumstances this results in a variety of different ways of thinking, values and beliefs. Our ideology grows with us from childhood. From the moment you are born the family influence begins to impact your thought process. A child is like a sponge that absorbs ideas and beliefs. Beliefs are taught to a child in subtle ways such as just listening to the parents and their opinions from everything including politics, social problems, moral issues and even opinions about how others behave. It is within the family unit that a person learns their moral values. It is from their parents that a child is taught right and wrong. Often this is through religious training. Religious beliefs or the lack of religious beliefs has a great influence on a person's beliefs and values. In the early years a child looks to their parents as the final authority on any subject. It's not uncommon to overhear a child explain something as being absolutely true because their mommy or daddy said so. As a child grow's older they see the world through outside influences such as the school system, the media, and their peers. School is often a child first opportunity to think for themselves. They experiment with ideas and values of their own. School teaches children to use a critical thought process. One way where this is done is if a child is given an opinion in a debate and they must find reasons to defend a certain viewpoint. They are exposed to a wide variety of viewpoint and opinions. Another source of influence on values and beliefs is the media. Free speech guarantees the rights of anyone to express their opinions. Children begin to form new beliefs and ideas of their own, the family influence is still there, but just not as strong. Also, peers become a major influence on a young person's thinking. To express their newfound values a child will often go through a stage of rebellion where they reject a lot of their parent's values. This doesn't mean that they have taken on a whole new belief system. It just means they are expanding the values, thinking, and belief system from the home with new ideas and thoughts. The country where you are raised is one of the major influences on a person's values and thinking process.

Backward Design Essay

Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities. Though considerations about what to teach and how to teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow. Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results. It is analogous to travel planning. Our frameworks should provide a set of itineraries deliberately designed to meet cultural goals rather than a purposeless tour of all the major sites in a foreign country. In short, the best designs derive backward from the learnings sought. The appropriateness of this approach becomes clearer when we consider the educational purpose that is the focus of this book: understanding. We cannot say how to teach for understanding or which material and activities to use until we are quite clear about which specific understandings we are after and what such understandings look like in practice. We can best decide, as guides, what â€Å"sites† to have our student â€Å"tourists† visit and what specific â€Å"culture† they should experience in their brief time there only if we are clear about the particular understandings about the culture we want them to take home. Only by having specified the desired results can we focus on the content, methods, and activities most likely to achieve those results. But many teachers begin with and remain focused on textbooks, favored lessons, and time-honored activities—the inputs—rather than deriving those means from what is implied in the desired resultsâ€⠀the output. To put it in an odd way, too many teachers focus on the teaching and not the learning. They spend most of their time thinking, first, about what they will do, what materials they will use, and what they will ask students to do rather than first considering what the learner will need in order to accomplish the learning goals. Consider a typical episode of what might be called content-focused design instead of results-focused design. The teacher might base a lesson on a particular topic (e.g., racial prejudice), select a resource (e.g., To Kill a Mockingbird), choose specific instructional methods based on the resource and topic (e.g., Socratic seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television), and hope thereby to cause learning (and meet a few English/language arts standards). Finally, the teacher might think up a few essay questions and quizzes for assessing student understanding of the book. This approach is so common that we may well be tempted to reply, What could be wrong with such an approach? The short answer lies in the basic questions of purpose: Why are we asking students to read this particular novel—in other words, what learnings will we seek from their having read it? Do the students grasp why and how the purpose should influence their studying? What should students be expected to understand and do upon reading the book, related to our goals beyond the book? Unless we begin our design work with a clear insight into larger purposes—whereby the book is properly thought of as a means to an educational end, not an end unto itself—it is unlikely that all students will understand the book (and their performance obligations). Without being self-conscious of the specific understandings about prejudice we seek, and how reading and discussing the book will help develop such insights, the goal is far too vague: The approach is more â€Å"by hope† than â€Å"by design.† Such an approach ends up unwittingly being one that could be described like this: Throw some content and activities against the wall and hope some of it sticks. Answering the â€Å"why?† and â€Å"so what?† questions that older students always ask (or want to), and doing so in concrete terms as the focus of curriculum planning, is thus the essence of understanding by design. What is difficult for many teachers to see (but easier for students to feel!) is that, without such explicit and transparent priorities, many students find day-to-day work confusing and frustrating. The twin sins of traditional design More generally, weak educational design involves two kinds of purposelessness, visible throughout the educational world from kindergarten through graduate school. We call these the â€Å"twin sins† of traditional design. The error of activity-oriented design might be called â€Å"hands-on without being minds-on†Ã¢â‚¬â€engaging experiences that lead only accidentally, if at all, to insight or achievement. The activities, though fun and interesting, do not lead anywhere intellectually. Such activity-oriented curricula lack an explicit focus on important ideas and appropriate evidence of learning, especially in the minds of the learners. A second form of aimlessness goes by the name of â€Å"coverage,† an approach in which students march through a textbook, page by page (or teachers through lecture notes) in a valiant attempt to traverse all the factual material within a prescribed time. Coverage is thus like a whirlwind tour of Europe, perfectly summarized by the old movie title If It’s Tuesday, This Must Be Belgium, which properly suggests that no overarching goals inform the tour. As a broad generalization, the activity focus is more typical at the elementary and lower middle school levels, whereas coverage is a prevalent secondary school and college problem. No guiding intellectual purpose or clear priorities frame the learning experience. In neither case can students see and answer such questions as these: What’s the point? What’s the big idea here? What does this help us understand or be able to do? To what does this relate? Why should we learn this? Hence, the students try to engage and follow as best they can, hoping that meaning will emerge. The three stages of backward design Stage 1: Identify desired results What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired? In Stage 1 we consider our goals, examine established content standards (national, state, district), and review curriculum expectations. Because typically we have more content than we can reasonably address within the available time, we must make choices. This first stage in the design process calls for clarity about priorities. Stage 2: Determine acceptable evidence How will we know if students have achieved the desired results? What will we accept as evidence of student understanding and proficiency? The backward design orientation suggests that we think about a unit or course in terms of the collected assessment evidence needed to document and validate that the desired learning has been achieved, not simply as content to be covered or as a series of learning activities. This approach encourages teachers and curriculum planners to first â€Å"think like an assessor† before designing specific units and lessons, and thus to consider up front how they will determine if students have attained the desired understandings. Stage 3: Plan learning experiences and instruction With clearly identified results and appropriate evidence of understanding in mind, it is now the time to fully think through the most appropriate instructional activities. Several key questions must be considered at this stage of backward design: What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals? Note that the specifics of instructional planning—choices about teaching methods, sequence of lessons, and resource materials—can be successfully completed only after we identify desired results and assessments and consider what they imply. Teaching is a means to an end. Having a clear goal helps to foc us our planning and guide purposeful action toward the intended results. Conclusion Backward design may be thought of, in other words, as purposeful task analysis: Given a worthy task to be accomplished, how do we best get everyone equipped? Or we might think of it as building a wise itinerary, using a map: Given a destination, what’s the most effective and efficient route? Or we might think of it as planning for coaching: What must learners master if they are to effectively perform? What will count as evidence on the field, not merely in drills, that they really get it and are ready to perform with understanding, knowledge, and skill on their own? How will the learning be designed so that learners’ capacities are developed through use and feedback? This is all quite logical when you come to understand it, but â€Å"backward† from the perspective of much habit and tradition in our field. A major change from common practice occurs as designers must begin to think about assessment before deciding what and how they will teach. Rather than creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropriately assess our standards and goals), backward design calls for us to make our goals or standards specific and concrete, in terms of assessment evidence, as we begin to plan a unit or course. The rubber meets the road with assessment. Three different teachers may all be working toward the same content standards, but if their assessments vary considerably, how are we to know which students have achieved what? Agreement on needed evidence of learning leads to greater curricular coherence and more reliable evaluation by teachers. Equally important is the long-term gain in teacher, student, and parent insight about what does and does not count as evidence of meeting complex standards.

Definition and Examples of Putative Should in English

In English grammar, putative should is the use of the word should in contexts that indicate surprise or disbelief, or that refer to the occurrence (or possible occurrence) of some situation or event. This usage differs from the should of obligation (i.e., the mandative should). As noted by Randolph Quirk et al., putative should (also called emotional should) occurs in that clauses after expressions of emotion (sorrow, joy, displeasure, surprise, wonder, etc.), and is often accompanied by intensifying expressions such as so, such, like this/that, ever, or at all (A Comprehensive Grammar, 1985). In addition, putative should  occurs in subordinate clauses as an alternative to the subjunctive after expressions of suggesting, advising, etc.: They insisted that I (should) stay the whole week (Oxford Dictionary of English Grammar, 1994). Putative should is more common in British English than in American English. Also Known  As:  emotional  should, attitudinal  should, hypothetical  should, subjunctive  should Examples Major Green gently nodded and then briefly glanced through the same porthole, behind which the Earth lay static and diminutive, no bigger than an average football. The oddest thing for me is that people should be living there at all! he exclaimed on a softly humorous note. (John OLoughlin, Millennial Projections, 1983)It is surprising that you should find this practice shocking, since you French cut off the heads of your King and Queen. (Rebecca West, Black Lamb and Grey Falcon: A Journey Through Yugoslavia, 1941)I know its a little strange, a little bit of a contradiction, that a far-seeing place should also be a basement place, but thats how it is with me. (Stephen King, Stephen King, On Writing: A Memoir of the Craft. Scribner, 2000)It seems a great shame you should have to pay for what Albert and Clara did. (Arnold Bennett, These Twain, 1915)It is sad that you should talk such nonsense, and sadder that I should have to listen.(Ferdinand Canning Scott Schiller, Studies in Humanism , 1912)Peter Walsh, who had done just respectably, filled the usual posts adequately, was liked, but thought a little cranky, gave himself airs—it was odd that he should have had, especially now that his hair was grey, a contented look; a look of having reserves. (Virginia Woolf, Mrs. Dalloway, 1925) Adjectives With Putative Should The adjectives anxious, eager, and willing are followed by a that-clause with putative should or the subjunctive. Adjectives expressing concepts concerned with modality or volition (Quirk et al 1985: 1224) also belong to this group. Examples are appropriate, essential, important, vital. Adjectives which can be followed by a verb phrase in the that-clause with either an indicative verb phrase or one with putative should express emotions. Examples are afraid, angry, hopeful, inconceivable, odd, sad, sorry, surprised, surprising. (Ilka Mindt, Adjective Complementation: An Empirical Analysis of Adjectives Followed by That-Clauses. John Benjamins, 2011) Factual Should In most of its uses, should is to be found in contexts which are either counterfactual (as in You should be in your office at this time of day, which presupposes ...but you are not in your office) or tentative (as in You should give up smoking, which contains a presupposition approximately paraphrasable as ...but Im not sure you will give up smoking). In some cases, however, should is used in contexts which—at least apparently—contain no negative implication. These contexts, which may be called factual, seem to contradict the hypothesis that -ed always expresses a presupposition of unreality. (Most factual uses of should concern what is often called putative should—see, for instance, Quirk et al...The coincidence of the two categories, however, is only partial.) (Paul Larreya, Irrealis, Past Time Reference and Modality. Modality in Contemporary English, ed. by Roberta Facchinetti, Manfred G. Krug, and Frank Robert Palmer. Walter de Gruyter, 2003) Jespersen on Emotional Should We may use the term emotional should for the use of should in passing a judgment of an emotional character (agreeable or disagreeable surprise, indignation, joy) on some occurrence which may, or may not, be a fact. A sentence like Why was the date omitted? is a mere factual question, but Why should the date of the document be omitted? implies wonder and, possibly, some suspicion of the purity of the motives. Compare further: Where the divell should he learne our language? (Sh.). Why should they try to influence him? [I see no reason] Someone asking for you. Who should ask for me? Similarly, these examples show use in clauses: It is not good that the man should be alone (AV). It was quite natural that the Russians should hate their oppressors. Why should she have done so, I can hardly tell. It is strange that she married (or has married) such an old man merely states the fact; It is strange that she should have married such an old man lays more stress on the strangeness by using the imaginative should in the clause. (Otto Jespersen, Essentials of English Grammar. George Allan Unwin, 1933) Also See Conditional Clause  and  Conditional SentenceConfused Words:  Should  and  Would

Should the Internet Replace the Book As the Chief Tool of...

At present, the Internet and other technology are well-developed and keep improving. People use those new tools to do everything, and try hard to make human life easier and more perfect. From business to finances; industry to entertainment; services to education, the use of the Internet has increased and become more mainstream. Some people believe that the Internet and other electronic technology can replace all kind of jobs that humans do, including teaching students with screens and keyboards instead of books. They emphasize that the Internet can help people interact to each other beyond the barrier of distance, so books are somehow not necessary in human lives. However, in my opinion, this idea cannot be more ridiculous. Books are†¦show more content†¦. . . all it needs is light, a human eye, and a human mind† (2008,  ¶ 2). On the other hand, generally speaking, the publishing process for the book is more stringent and credible than online resources. As people rea lize the fact that the Internet is so open and free that everyone can write anything on the web, a great amount of misleading information have been circulated for perusal around the network. It is a great challenge to distinguish which of them is true or credible; however, information from books is basically, generally believable. One of the reasons for this is that people can easily find out who the author and publisher are of a book. In contrast, an article from a web page may have trouble to prove its credibility. In short, the Internet cannot always provide valuable message and information that respects to intellectual property rights. Therefore, people should keep using book as the chief tool of learning. Another important reason why the Internet and other technology should not replace the book is that the use of the Internet and other technology may be a travers of developing social skills. It has been confirmed by sociologists and anthropologists that the face-to-face communi cation between people is too important to be ignored in the society. To be honest, it isShow MoreRelatedSmartphones Should Be Allowed in the Classroom1411 Words   |  6 Pagesfor relaxation to improve the learning environment, provide knowledge in the advancing world of technology, and allow for better and more efficient use of work time in and out of the classroom. As of now school policies state that the use of electronics during and in between classes is prohibited and I believe that this policy is restricting the potential of learning that is done by the students. The amount of technology that students are allowed to use in school should be broadened, based on itsRead MoreE-Textbook: A Better Way in K-12 Class Teaching Essay1211 Words   |  5 PagesE-Textbook: A Better Way in K-12 Class Teaching From carving in bone and shells to the invention of paper, from printing on papers to publishing books on the Internet, the bases for writing have been changed for many centuries. Likewise, since the late 20th century, the teaching methods have also evolved from using only texts, images, and sound to multimedia. Nowadays, a new technology named electronic textbook (e-textbook), a digital form of textbook including color images, videos, and other functionsRead MoreChpt 1 Essay8866 Words   |  36 Pagesskills, and then apply them in the context of the case study. Four main tasks occur in each session. A typical task might require the student to prepare an e-mail message, a memo, Internet research, or a graphic element such as a chart or diagram. The task list for Session 1 follows. 1. Investigate SCR’s Internet site and learn about the company’s history, purpose, and values. Send Jesse a brief memo with suggestions to expand or improve these sections. The SCR Web site includes realisticRead MoreNetflix Strategic Management7016 Words   |  29 PagesBlum | | The University of Memphis | 4/13/2013 | | â€Å"Netflix, Inc. is the world’s leading Internet television network with more than 33 million members in over 40 countries enjoying more than one billion hours of TV shows and movies per month, including original series. For one low monthly price, our members can watch as much as they want, anytime, anywhere, on nearly any Internet-connected screen. Additionally, in the United States, our subscribers can receive standard definition DVDsRead MoreWorldwide Hospitality Industry3981 Words   |  16 Pagesin 27 countries, they do not believe in customer loyalty programs. Instead, the Mandarin Group has achieved success with a culture of personalised customer service built on clean, actionable data. Within Mullich (2011, p.1) Nick Price, the Groups Chief Information Officer stated that Clean data is the core of what we do. It lets us know who our guests are and know their likes and dislikes, which we use with effect to deliver personalised customer service. The moment a guest interacts with anyRead MoreBi And Big Dat The Transformation Of Raw Data Into Meaningful And Useful Information For Business Analysis3412 Words   |  14 PagesBI and Big Data Abstract: As Wikipedia’s explanation, Business intelligence (BI) is the set of techniques and tools for the transformation of raw data into meaningful and useful information for business analysis purposes. It is a solution package, to integrate all the existing data of organizations efficiently, provide accurate report to support high level managers to make business strategic decision. BI is not a new concept, it was introduced in 1996 for the first time. As the development of BIRead MoreTrends in Workplace17940 Words   |  72 PagesTrends in Workplace Learning: Supply and Demand in Interesting Times By Laurie Bassi, Scott Cheney, and Eleesha Lewis The ancient Chinese saying May you live in interesting times has perhaps never been more relevant. As the 1990s draw to a close and the new millennium fast approaches, life is phenomenally interesting--and demanding. Professionals who are responsible for workplace learning and performance improvement are squarely in the center of the swirl of exciting possibilities--and requirements--thatRead MoreInfluences of Advertising to Consumer Attitude Towards Buying a Product4796 Words   |  20 Pagessponsorship rights to single businesses per show. This practice was carried over to television in the late 1940s and early 1950s. A fierce battle was fought between those seeking to commercialise the radio and people who argued that the radio spectrum should be considered a part of the commons – to be used only non-commercially and for the public good. The United Kingdom pursued a public funding model for the BBC, originally a private company but incorporated as a public body by Royal Ch arter in 1927Read MoreTechnology Essay11684 Words   |  47 PagesTechnology is a great way to stay entertained but it is disconnecting people. Today’s Internet users have many ways to be occupied online. These days we have the ability to communicate on websites like facebook, ways to watch TV shows and clips mostly on YouTube, and play entertaining games like on addictinggames, all while on the computer. And we wonder why we have no in person friendships and dysfunctional families. Non-internet users spend 12.6 more minutes on average doing social activities, such as partiesRead MoreDISSERTATION21474 Words   |  86 Pagesauthentic materials and the benefits obtained in their learning process. The results of the investigation allowed me to observe how meaningful the activities were, as well as how motivated the students felt in their learning process. Firstly, I define what I mean by authentic materials. Secondly, I describe some types of authentic materials: printed materials, videos and Internet. Thirdly, I focus on newspaper advertisements and Internet activities mentioning some of their advantages and disadvantages

Happiness in Aldous Huxleys Brave New World Essay

When we look to define happiness, many different ideas come to mind. Webster’s New Collegiate Dictionary uses three definitions for happiness: good fortune, a state of well being and contentment, and a pleasurable satisfaction. In Brave New World, Aldus Huxley argues that a society can redefine happiness through the government’s manipulation of the environment and the human mind itself. The government accomplishes this by mind conditioning throughout the process of maturing, keeping a caste-based society, and obliterating problems. The government thus defines happiness as the absence of all conflict. This differs from happiness as the American society sees it: the ability to pursue and enjoy individual desires. The†¦show more content†¦For problems that nature creates, the society of Brave New World destroys them to keep pestering insects and things of that sort from infringing on people’s happiness. It is evident that Bernard and Lenina shift their attitudes after they meet the savage, John. Bernard gets a taste of power after bringing the savage home to London and becomes satisfied and happy as defined by Brave New World, a complete turnaround from his previous, almost American ideals. Lenina finds love and joy, as an American would define it after being content for so many years in the society of Brave New World. Before he finds the savage, Bernard is unhappy with his surroundings, â€Å"With eyes for the most part downcast and, if ever they lighted on a fellow creature, at once and furtively averted, Bernard hastened across the roof. He was like a man pursued, but pursued by enemies he does not wish to see, lest they should seem more hostile even than he had supposed, and he himself be made to feel guiltier and even more helplessly alone.† (63) However, after he discovers John, he becomes just as artificial as every other conditioned human: â€Å"‘And I had six girls last week,’ he confided to Helmholtz Watson. ‘One on Monday, two on Tuesday, two more on Friday, and one on Saturday. And if I’d had the time or the inclination, there were at least a dozen more who were only too anxious†¦Ã¢â‚¬â„¢Ã¢â‚¬  (158-9). Lenina, nevertheless, has a personality change in theShow MoreRelatedAldous Huxley : Accomplished Literary Figure1432 Words   |  6 PagesAldous Huxley:Accomplished Literary Figure â€Å"If one s different, one’s bound to be lonely†-Huxley How the public collectively interacts has been a worldwide subject striking the interest of many. Born in Surrey England, Aldous Huxley was a prominent philosopher who prophesied of a future society and wrote many of the classic novels. He tried his hand in poems, plays,travel works,novels and essays. Aldous Huxley’s best known novel, Brave New World meticulously emphasizes on social topics(Aldous HuxleyRead More The Application of Utopia in Brave New World Essay1190 Words   |  5 PagesThe Application of Utopia in Brave New World      Ã‚   Aldous Huxleys Brave New World illustrates the loss of morality when established standards are replaced by amoral criteria.   In his novel, Huxley criticizes the practical applications of Utopia in actual society. Huxleys depiction of love, science, and religion support the ineffectiveness of implementing Utopia in everyday life.      Ã‚  Ã‚  Ã‚  Ã‚   In Brave New World, Huxley shows contempt for the human emotion of love.  Read MoreA Brave New World by Aldous Huxley1756 Words   |  7 PagesAldous Huxley is best known for his novel Brave New World, which depicts a post-industrial revolution utopia. Huxley greatly feared the ramifications to an industrialized world run by consumer capitalism, which is displayed in Brave New World. The government within the novel focuses solely on the bettering of technology and not scientific exploration and experimentation. The society’s values lie in instant gratification and constant happiness. The utopia is maintained through the means of drugs,Read MoreBrave New World- Literary Analysis Essay924 Words   |  4 PagesA look into Brave New World Many times there is an underlying topic to a novel and what it truly means. 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Baker contends that â€Å"Huxley’s greatest fear was the potential misuse of genetic engineering, but Brave New World also reflects hisRead MoreSummary Of Brave New World By Charles Dudley Warner Essay1156 Words   |  5 Pageswithout it†. The aforementioned quote by Charles Dudley Warner appears to parallel the views on conformity Aldous Huxley created in his novel â€Å"Brave New World†. Conformity, and with this, stability, in Huxley’s world is only possible with the excessive use of conditioning and the hyper-cloning of zygotes called â€Å"Bokanovsky’s Process†. Conditioning is not something created in â€Å"Brave New World†. Behaviorists like Ivan Pavlov and John B. Watson performed conditioning experiments on dogs and even childrenRead MoreAldous Huxley: a Man‚Äà ´s Concern for the Future1540 Words   |  7 PagesAldous Huxley: A Man’s Concern for the Future Aldous Huxley saw life around him as mechanical machines and human incubators. Huxley grew up in the early twentieth century when England, like the rest of the world, was experiencing innovation, crime, and terror due to the Industrial Revolution, World War One, and the Great Depression. Aldous Huxley portrays oppression in his own world in his novel, Brave New World through his descriptions of a society based on the process of mass production, exploitationRead MoreAldous Huxley s Brave New World Freedom1236 Words   |  5 Pages If given the choice to live a life of either freedom or oppression, most would choose freedom. However, in Aldous Huxley’s Brave New world freedom is an option none of his characters possess. Due to the global depression in the 1920s and 1930s, Aldous Huxley warns of individuality and self-perseverance in Brave New World. World war 1 and the great depression had a large impact on BNW. Figures of WWI provided material to BNW like†[Benito Mussolini who] led an authoritarian government thatRead MoreGovernment Censorship and Control in Brave New World1747 Words   |  7 Pagesand stability; Aldous Huxley’s Brave New World, explores a civilization in which this hypothetical has become reality. The inevitable trade-off of citizens’ freedoms for government protection traditionally follows periods of war and terror. The voluntary degradation of the citizens’ rights begins with small, benign steps to full, totalitarian control. Major methods for government control and censorship are political, religious, economic, and moral avenues. Huxley’s Brave New World provides a propheticRead MoreCriticism of Practical Application of Utopia in Brave New World1192 Words   |  5 PagesUtopia in Brave New World Debra Ackerman Mrs. Eileen Waite Criticism of Practical Application of Utopia in Brave New World Aldous Huxleys Brave New World illustrates the loss of morality when established standards are replaced by amoral criteria. In his novel, Huxley criticizes the practical applications of Utopia in actual society. Huxleys depiction of love, science, and religion support the ineffectiveness of implementing Utopia in everyday life. In Brave New World, Huxley shows

Honesty free essay sample

Honesty For me honesty could refer to a facet of moral character and connotes positive attributes along with the absence of lying and cheating. Furthermore, honesty Is means being trustworthy, loyal and sincere. Honesty Is so Important that even It Is constantly mentioned In passages of the Bible and other holly books. Once Ben]amen Franklin said Honesty is the best policy, also Thomas Jefferson mentioned it in a letter to Nathaniel Mason, where he said Honesty is the first chapter in the book of wisdom.I think that honesty is really important because if you are able to express yourself without needing lies, you may reach a best agreement with someone in the future, and maintain a good relationship with someone is easier if you base that relation in the truth. Also it is important to be honest with yourself because sometimes you can become blind of your mistakes, instead of trying to fix them, in the other hand, if you are honest you may take note of your defects and fix them, and once you have fix your defects you Could be able to help the other people to open their eyes and notice their defects. We will write a custom essay sample on Honesty or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I choose honesty as the most Important value due to I think that once honesty has been dominated, the other values and virtues will came Just Like that. Honesty has been Important In history due to It absence, because from the assassination of Julius Caesar up to the Second World War, and our modern times. If honesty would be present in the history, it wouldnt have been the same.

Sickle Essays - Hemoglobins, Fetal Hemoglobin, Sickle Cell Trait

Sickle Cell Anemia We feel that this report looks a lot better single-spaced. A Brief History of Sickle Cell Disease Sickle Cell Disease in African Tradition Sickle cell disease has been known to the peoples of Africa for hundreds, and perhaps thousands, of years. In West Africa various ethnic groups gave the condition different names: Ga tribe: Chwechweechwe Faute tribe: Nwiiwii Ewe tribe: Nuidudui Twi tribe: Ahotutuo Sickle Cell Disease in the Western Literature Description of Sickle Cell Disease In the western literature, the first description of sickle cell disease was by a Chicago physician, James B. Herrick, who noted in 1910 that a patient of his from the West Indies had an anemia characterized by unusual red cells that were "sickle shaped". Relationship of Red Cell Sickling to Oxygen In 1927, Hahn and Gillespie showed that sickling of the red cells was related to low oxygen. Deoxygenation and Hemoglobin In 1940, Sherman (a medical student at Johns Hopkins) noted a birefringence of deoxygenated red cells, suggesting that low oxygen altered the structure of the hemoglobin in the molecule. Protective Role of Fetal Hemoglobin in Sickle Cell Disease Janet Watson, a pediatric hematolist in New York, suggested in 1948 that the paucity of sickle cells in the peripheral blood of newborns was due to the presence of fetal hemoglobin in the red cells, which consequently did not have the abnormal sickle hemoglobin seen in adults. Abnormal Hemoglobin in Sickle Cell Disease Using the new technique of protein electrophoresis, Linus Pauling and colleagues showed in 1949 that the hemoglobin from patients with sickle cell disease is different than that of normals. This made sickle cell disease the first disorder in which an abnormality in a protein was known to be at fault. Amino Acid Substitution in Sickle Hemoglobin In 1956, Vernon Ingram, then at the MRC in England, and J.A. Hunt sequenced sickle hemoglobin and showed that a glutamic acid at position 6 was replaced by a valine in sickle cell disease. Using the known information about amino acids and the codons that coded for them, he was able to predict the mutation in sickle cell disease. This made sickle cell disease the first known genetic disorder. Preventive Treatment for Sickle Cell Disease Hydroxyurea became the first (and only) drug proven to prevent complications of sickle cell disease in the Multicenter Study of Hydroxyurea in Sickle Cell Anemia, which was completed in 1995. How Does Sickle Cell Cause Disease? The Mutation in Hemoglobin Sickle cell disease is a blood condition primarily affecting people of African ancestry. The disorder is caused by a single change in the amino acid building blocks of the oxygen-transport protein, hemoglobin. This protein, which is the component that makes red cells "red", has two subunits. The alpha subunit is normal in people with sickle cell disease. The ?-subunit has the amino acid valine at position 6 instead of the glutamic acid that is there normally. The alteration is the basis of all the problems that occur in people with sickle cell disease. The schematic diagram shows the first eight-of the 146 amino acids in the ?-globin subunit of the hemoglobin molecule. The amino acids of the hemoglobin protein are represented as a series of linked, colored boxes. The lavender box represents the normal glutamic acid at position 6. The dark green box represents the valine in sickle cell hemoglobin. The other amino acids in sickle and normal hemoglobin are identical. The molecule, DNA (deoxyribonucleic acid), is the fundamental genetic material that determines the arrangement of the amino acid building blocks in all proteins. Segments of DNA that code for particular proteins are called genes. The gene that controls the production of the ?-subunit of hemoglobin is located on one of the 46 human chromosomes (chromosome #11). People have twenty-two identical chromosome pairs (the twenty-third pair is the unlike X and Y-chromosomes that determine a person's sex). One of each pair is inherited from the father, and one from the mother. Occasionally, a gene is altered in the exchange between parent and offspring. This event, called mutation, occurs extremely infrequently. Therefore, the inheritance of sickle cell disease depends totally on the genes of the parents. If only one of the ?-globin genes is the "sickle" gene and the other is normal, the person is a carrier. The condition is called sickle cell trait. With a few rare exceptions, people with sickle cell trait are completely normal. If both ?-globin genes code for the sickle protein, the person has sickle cell disease. Sickle cell disease is determined at conception, when a person