The Significance of Colonialism Essay Example

The Significance of Colonialism Essay Whether it is all consuming character of Prospero, the vainglorious superiority of the Utopians or the savage greed of the first English Virginian colonists; there is a common will exercised in these three literary texts: conquer and take all. It is my aim in this essay to prove how an underlying theme of colonialism is being operated and advocated in these three texts, as a means of the progression and enrichment of a society specifically European and even more specifically white and English. To attempt to discuss the discourse of colonialism in these texts, it is important to locate them in the historical and political climate of the time. During the late 16th and early 17th centuries, England was experiencing a vast array of problems, both internally and externally. The foremost of these were a private-enterprise seaborne war against Spain (James 5), and a litany of potentially subversive Catholics resident within England itself and of course the newly acquired issue of overpopulation. An influential group of English courtiers and councillors, including the Earl of Leicester, Sir Francis Walsingham and Sir Walter Raleigh, (James 5) saw the vision of an expansionist Empire across the sea in the New World as the solution to many of these difficulties. Many plays, pamphlets and images were circulated which accorded with these aspirations. We will write a custom essay sample on The Significance of Colonialism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Significance of Colonialism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Significance of Colonialism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In fact, accounts of the miraculous survival of members of the company of the Sea Adventure, wrecked off Bermuda in 1609, are said to have provided Shakespeare with an immediate source for The Tempest (Tmp) (Brown 48), and there is much evidence to suggest that Shakespeare had America in mind when writing this play as, the spirit, Ariels songs are seen to be based on Algonquian dances and intended Caliban to be representative Indian and Prospero a planter. (Wilson 333). Utopia is said to be inspired by accounts of the communistic way of life observed in some of these new found lands, although it is an imaginary world whose backbone is based upon slavery. Needless to say, Utopia seems to have inspired some of the ideology behind the concept of colonialism during this era, such as this portion from the play Eastwood Ho, which was written by George Chapman, Ben Jonson and John Marston and first performed in London during the summer of 1605. In this fragment, Captain Seagull describes th e wealth of the Virginian Indians: Why, man, all their dripping pans and their chamber pots are pure gold: and all the chains, with which they chain up their streets, are massy gold; all the prisoners they take are fettered in gold; and for rubies and diamonds, they go forth on holidays and gather em by the seashore, to hang on their childrens coats. (James 4) This description bears an uncanny resemblance to the Utopians treatment of gold, written by More almost a century earlier, and proves that Utopia contributed greatly to the adventurous beliefs associated with these new lands across the ocean. they make their chamber pots and close-stools of gold and silverof the same metals they likewise make chains and fetters for their slavesThey find pearls on their coast, and diamonds and carbuncles on their rocks; they do not look after them, but, if they find them by chance, they polish them, and with them they adorn their children (More 25) A Map of Virginia (Virginia) was written by John Smith as a promotional literary piece to encourage new settlers to the Virginia colony, for al is open for labor of a good and wise inhabitant (Smith 80). It is a historical, anthropological and geographical piece of literature which details the people and the commodities of the region and how those commodities may be used and made profitable. Consequently it is evident that a theme of colonialism is deep rooted in these texts, as Tmp and Virginia were written at the epicentre of the expansionist age, and Utopia written at the dawn of this era, when news of these new lands and peoples as just beginning to reach English shores and a dream of an empire was being pondered upon. It is interesting to note that the word colony comes from the Roman colonia which meant farm or settlement, and referred to Romans who settled in other lands but still retained their citizenship (Loomba Colonialism 7). In Tmp, Prospero is ousted from his dukedom of Milan and arrives on the island on which the play is set and sets up his own colonia on the isle, after expropriating it from its previous owner, the poisonous slave (Shakespeare 1.2.319), Caliban. This subjugation of Caliban, is justified by Prospero due to the tyranny of his mother, thy wicked dam (Shakespeare 1.2.320) Sycorax and to his innate savage behaviour, on whose nature / Nuture can never stick (Shakespeare 4.1.188-9). Although when Prospero first arrived on the isle, relations were quite cordial between the two, as Caliban recounts: When thou camst first, / Thou strokst me and made much of me ; wouldst give me / Water with berries int, and teach me how / To name the bigger light and how the less and then I loved thee, / And showed thee all the qualities othisleCursed be that I did so! (Shakespeare 1.2.332-339) Prospero masked his dependence on Caliban for information about the island with displays of physical affectionOnce petted, Caliban now remains penned like a pig, but on a rock barren of all food. Tales of initial native hospitality and sharing of fold and resources were stock-in-trade of English colonisers (Seed 203). Similarly, in Virginia, initial relations were positive, with regards to the relationship between that of John Smith and the Powhatan tribe of Amerindians. When the colonists first arrived in the Cheapeseake Bay area, the people in al parts kindly intreated them (Smith 31/32), and even after some disorder between the two groups, so moved are the Indians by the suffering that the starving colonists are enduring that they even share their corn with them: God the patron of all good indeavours in that desperate extreamity so cha~ged the harts of the Salvages, that they brought such plenty of their fruits, and provision as no man wanted. (Smith 35) After Smith is captured by the Powhatans, he manages to mesmerise them with his knowledge of science and geography, and in doing so is able to trick them into believing that he and his associates are of a superior power to them and come in friendship. This is reminiscent of the way that Prospero once loved and petted Caliban, teaching him how to name the bigger light and how the less burn by day and night. So he had incha~ted those poore soules (being their prisoner) in demonstrating vnto them the roundnesse of the world, the course of the moone and stares, the cause of day and night the largenes of the seas the qualities of our ships, shot and powder, The devision of the world, with the diversity of people, their complexions, customes and conditions. All which he fained to be vnder the command of Captaine Newport, whom he tearmed to them his father. (Smith 16-17 (38)) Prospero and John Smith use their knowledge to gain control over the dominions that they seek to conquer. Prospero has an aide in the spirit Ariel, who can subject the poor Caliban to endure tremendous pain and torments: Thou shalt have cramps,/ Side-stitches that shall pen thy breath up. Urchins/ Shall, for that vast of night that they make thy work, / All excercise on thee. Thou shalt be pinched / As thick as honeycomb, each pinch more stinging / Than bees that made em. (Shakespeare 1.2.325-330)) One of the ways that Prospero marks out Caliban as inferior is by his physical appearance. He is described as a freckled whelp, hag-born-not honoured with a human shape. (Shakespeare 1.2.283-284), and later in Act 2 Trinculo arrives on the island and encountering Caliban, gives a description of his appearance: What have we here-a man or a fish?A strange fish ! Were I in England now, as once I was, and / had but this fish painted, not a holiday-fool there but would give a piece of silver. There would this monster make a man-any strange beast there makes a man. / When they will not give a doit to relieve a lame beggar, they will lay out ten to see a dead Indian. Legged like a man, and his fins like arms! (Shakespeare 2.2.24-34). What Trinculo could possibly be making reference to here is to the possibility that Indians who died in England could have possibly been embalmed, clad in their indigenous attire and put on show for paying audiences, as no records attest to the departure or burial of more than a dozen Amerindians whose presence in England during Shakespeares lifetime is certain (Vaughan 58-59). Calibans subjugation is also justified because he is the spawn of a wicked dam (Shakespeare 1.2.320), the foul witch Sycorax (Shakespeare 1.2.257). There is no doubt that Sycorax was an African woman, as Prospero outlines her banishment from Algiers by the king of Tunis. Sycorax is branded as inferior due to her blackness, her female gender and then finally for the black arts that she practised and did harm with. The magical power that Prospero holds never comes into question for he is a white male and even though his sorcery too is evil and causes harm, he is protected by the colonial hegemony he has establis hed upon the island. Thus Prospero establishes a colonial power which is specifically white and male. He goes to great pains to enroot this belief by reminding the spirit Ariel of the cruel life enforced upon him by the islands old queen: This damned witch Sycorax, / For mischiefs manifold and sorceries terrible / To enter human hearing, from Algiers / Thou knowst was banished-for one thing she did / They would not take her lifeThou, my slave, / As thou reportst thyself, was then her servant,Refusing her grand hests, she did confine theeInto a cloven pine (Shakespeare 1.2.264-277). Prospero sees himself as superior and therefore reasonable in his enslavement of Caliban; because of Calibans assumed physical defects, his lineage from the corrupt witch Sycorax and his uncivilised behaviour. Prospero has confined Caliban on the hard rock (Shakespeare 1.2.343) because of an unsuccessful attempt to rape Miranda, but previous to this act, Prospero and Miranda had attempted to educate and civilise Caliban with disappointing results. Abhorred slave, / Which any print of goodness wilt not take, / Being capable of all ill! I pitied thee, / Took pains to make thee speak, taught thee each hour but wouldst gabble like / A thing most brutish But thy vile race- / Though thou didst learn-had that int which good natures / Could not abide to be with ; therefore wast thou / Deservedly confined into this rock, / Who hadst deserved more than a prison. (Shakespeare 1.2.350-361). Caliban is a failure at learning properly the language that Miranda has gone to such great pains to teach him. Prospero once even once lodged thee/ In mine own cell, till thou didst seek to violate / The honour of my child (Shakespeare 1.2.346-348). Miranda teaches Caliban language with the intention of conscripting him within the project of moral renewal but his wicked deed culminates in him being dispossessed and driven from her presence (Gillies The Figure 194). Calibans fall is reminiscent of Aristotles theory of the natural slave; unable to learn a language succinctly and incapable of bridling his sexual desires, Calibans punishment is a lifetime of servitude and shame. Thus his failure at education and misdemeanour provides Prospero with rationale for the expropriation and enslavement of Caliban. Patriarchal colonial rule is established upon the isle with Prospero as supreme head of state; protecting his pure, virginal daughter (even though she is quite capable of uttering a pr ofanity herself) from the unchecked carnal desires of the deformed Caliban. This preoccupation with preventing sexual connections (or even the threat of such contact) between English women and native men (Seed 211), has proven itself to be an enduring characteristic of many British colonies, where it has often been used the reasoning behind many cruelties and displays of violence (Seed 211). Something that would have resonated with Shakespearean audiences who watched this play were the many images circulating during this time, depicting the Sceptred isle as full and the New World as empty (Seed 205) as English colonists wanted to begin peopling the excess English population into this new territory; a concept which resonates with The Tempest during Calibans speech upon his failed attempt of raping Miranda and therefore unable to realise his dream: Thou didst prevent me-I had peopled else/ This isle with Calibans. (Shakespeare 1.2.348-349) In Virginia, special attention is also paid to the physical appearance and habits of the native Indians. He describes their attire as being assembled in a rude manner and the natives are viewed in subhuman, animalistic terms. In describing the character of the Powhatan tribe, Smith writes: Some are of disposition fearefull, some bold, most cautelous, all SavageThey are soone moved to anger, and so malitious, that they seldom forget an injury (37). (A stark contrast to Smiths description of them as seeming of an honest simple disposition earlier in the text). Smith accuses the Indians of child sacrifice, and of executing a fellow colonist, George Cassen, of a most merciless and cruel method of death (de-jointing a victim, then disembowelling him, finally setting him alight while being bound to a tree throughout the entire ordeal). Although these situations could have possibly occurred, he has evidence to support neither of them. Both accounts are merely hearsay, are hardly objective and obviously entered with the desired effect of swaying the judgment of the reader to thinking of the engrained savage nature of these Indians. There are many other tirades launched against the Indians (despite them saving the colonists from starvation out of compassion) but the cornerstone of his argument for civilising them is their religion, as Smith outlines their Chiefe God they worship is the Diuell. Him they call Oke serve him more of feare then loue. Smith writing this during a period of extreme religious piety in England and the actuality that the majority of the first colonists were God fearing Puritans, highlights the point that Smith was trying to make that these Indians were heathens and to colonise and therefore civilise them was Gods will. And end to the high glory of God, to the erecting of true religion among Infidells, to the overthrow of superstition and idolatrie, to the winning of many thousands of wandering sheepe, vnto Christs foldhave strayed in unknowne paths of Paginisme, Idolatrie and superstition (Smith ?). These new aims that claimed by Smith and his followers are quite different from the aims that Smith acknowledged the Virginia Company had outlined for them as to discover the country, subdue the people, bring them to be tractable, civil and industrious, and teach them trades, that the fruits of their labours might make vs recompence, or plant such colonies of our own that must (Smith ?). The use of religion as a means of suppression advocated by Machiavelli years before hand; he himself having traced the idea back to the foundation of the Roman Empire, when Romuluss successor, Numa Pompilius, finding a very savage people, and wishing to reduce them to civil obedience by the arts of peace, had to recourse to religion as the most necessary and assured support of any civil society (Greenblatt 20). The Virginia colonists aspirations to introduce the Indians to Christianity seem to be very suspicious especially when one considers the occasion when Smith fooled the Indians into thinking he was of a status of a demigod; capable of raising the poor Indian boy from the dead once his brother swore never to steal again. Even though Smith portrayed himself as a staunch Christian and as outlined previously stated that he wanted to bring an end to Paginisme, Idolatrie and Superstition, he exploited the superstitions of the Indians. The Indian king, Powhatan, asked Smith, what will it availe you, to take that perforce, you may quietly have with loue, or to destroy them that provide you food? (Smith). Powhatan was completely aware of the Virginia Companys true intentions, and there was very little Christian compassion and love engrained in them. Like Prospero, once Smith had gotten the information that he needed in order for James Town to prosper, he required a valid reason to force the Indians into submission, for as he said, For we haue a rule to finde beyond your knowledge (Smith). The Utopians, on the other hand, have already mastered the art of subduing and colonising, for although they do not hasten to go into war; when they do, they totally vanquish the enemy. Firstly, they do not use their own men in the war but employ a mercenary army of a neighbouring tribe, the Zapolets, who are a rude, wild and fierce nation, who delight in the woods and rocks, among which they were born and bred up. They are hardened both against heat, cold and labour, and know nothing of the delicacies of life (More 39). Once the Utopians have struck down their enemies and entered into their lands, they never lay their enemies country waste nor burn their corn, and even in their marches they take all possible care that neither horse nor foot may tread it down, for they do not know but that they may have use for it themselves (More 41). The use that they make of these newly conquered lands is to establish somewhat a form of a colony, extracting taxes from the occupied country. When a war is ended, they do not oblige their friends to reimburse their expenses; but they obtain them of the conquered, either in moneyor in lands, out of which a constant revenue is to be paid themThey send some of their own people to receive these revenues, who have orders to live magnificently, and like princes, by which means they consume much of it upon the place; and either bring over the rest to Utopia, or lend it to that nation in which it lies. (More 41). In Utopia, the whole foundation of their civilisation has been founded upon conquest and colonisation. For as their history records: Utopus that conquered it (whose name it still carries, for Abraxa was its first name) brought the rude and uncivilized inhabitants into such a good government, and to that measure of politeness, that they now far excel all the rest of mankind (More 17). The Utopians regard slavery as a normal part of their culture, and similar to Prosperos chastisement of Caliban, use it as the punishment even of the greatest crimes; for as that is no less terrible to the criminals themselves than death, so they think the preserving them in a state of servitude is more for the interest of the commonwealth than killing them; since as their labour is a greater benefit to the public than their death could be, so the sight of their misery is a more lasting terror to other men than that which would be given by their death. If their slaves rebel, and will not bear their yoke and submit to the labour that is enjoined them, they are treated as wild beasts that cannot be kept in order, neither by a prison nor by their chains, and are at last put to death. (More 35). Another sort of slaves are the poor of the neighbouring countries, who offer of their own accord to come and serve them; they treat these better, and use them in all other respects as well as their own countrymen, except their imposing more labour upon them, which is no hard task to those that have been accustomed to it. (More 33). A form of communal living presides in the countryside, people living together in country families, which consist of no fewer than forty men and women in it, besides two slaves (More 17). All of the most menial and unpleasant tasks of Utopian life are performed by these slaves, such as the slaughter and butchering of animals, for they suffer none of their citizens to kill their cattle, because they think that pity and good natureare impaired by the butchering of animals. (More 23). The Utopians regard themselves as morally and intellectually superior to these slaves, but due to their love of education, take it upon themselves to redeem these slaves through knowledge and pestilence.

Banning Books Essays - Fiction, Literature, American Literature

Banning Books Essays - Fiction, Literature, American Literature Banning Books Banning Books Our freedom is under attack! Censorship is clearly an attack on our freedom. There are a number of books that are banned or challenged that are great books, such as The Grapes of Wrath by John Steinbeck or The Adventures of Huckleberry Finn by Mark Twain. These books are classics. Banning these books robs students of great literature. Censorship of books in secondary schools should not be allowed. The list of books that have been banned completely in many schools across the nation is expansive, and so are the reasons that parents and schoolboards give for banning these books. Advocates of literary censorship say that it's best for the students. Opponents say that it is detrimental to the educational system. The students have mixed emotions. Literary censorship at the secondary school level is indeed very widespread. One of the most controversial books is Huckleberry Finn, which is currently under fire by the Pennsylvania Chapter of the NAACP because it contains the word nigger 39 times in the first 35 pages. They feel that the liberal use of such a derogatory word is detrimental to the self-esteem of young African-American children. The NAACP says that they want the book removed from required-reading lists, but they are not out to censor it (Campbell, par. 4). Large groups such as the NAACP are not the only people pushing for Huckleberry Finn's banning in America's schools. Small groups of parents have protested the book's status as required reading in their children's schools because of its language. Huckleberry Finn isn't the only book targeted by parents. Another frequently challenged book is Fahrenheit 451 by Ray Bradbury. This book was handed out at an Irvine, California, middle school in 1992 with profane words such as damn and hell blocked out. Students wrote to Bradbury describing the situation and pointing out the irony that a book about the evils of censorship had to be censored before they could read it. The books were soon replaced with uncensored ones (Campbell, par. 27). The Catcher in the Rye was challenged in several school districts nationwide because of the liberal use of slang and obscene words that author J.D. Sallinger used to make the book more realistic. Harper Lee's To Kill a Mockingbird has been banned in several secondary schools for containing racist slurs. Some readers felt that the book portrayed Negroes as barbarians and criminals. The Merchant of Venice by William Shakespeare was banned in a secondary school in Midland, Michigan, because a small group of parents felt that the character Shylock projected a negative image of Jews. Another Shakespeare classic, Twelfth Night, was banned in Merrimak, NH schools in 1996 after a prohibition of alternative lifestyle instruction act was passed by the school board. Other Shakespearean works have been challenged in various schools in America because parents and administrators felt that some characters project a homosexual image (Banned, par.7). Every person who is involved in debate over literary censorship believes that he or she is doing the right thing for the students. The advocates of literary censorship believe that exposing children to such material as Huckleberry Finn in high school will contaminate their minds with racist garbage at a time in their lives when they are searching for things to believe in. Opponents see the banning of Huckleberry Finn in many schools a form of censorship that will teach children that speaking their minds is not a good thing to do (Campbell, par. 8). However, the debate over literary censorship in schools is not a debate over whether or not literature should be censored at all. Most parents, teachers, and administrators would agree that censorship is necessary to maintain a good environment for learning. The debate is over whether or not to draw the line at Huckleberry Finn. If the book was good twenty years ago, then why all of a sudden is it not good for students to read anymore? Peo ple read the book before and they are doing just fine. If the book can stand the test of time, then it must have some value to it. Even people who consider themselves the most avid opponents of literary censorship in schools would agree that pornography

AMERICAN GOVERNMENT Essay Example | Topics and Well Written Essays - 500 words - 1

AMERICAN GOVERNMENT - Essay Example Bureaucrats create and enforce regulations in various sectors in economy and society. In Supreme Court justice is exercised for people who have disputes and protects civil freedom and rights. TheSupreme Court also ensures that the government wings use their powers to a sufficient limit. Although all this political players have some powers invested in them, some of them are very effective and powerful than others. Based on the different roles and actions of the congress, I feel this as most effective andpowerful. Apart from setting the budget, it has powers to make laws and rules for the landand government. The congress also determines the security status of the nations. For instance, it maintains the navy as well as army and declares war in deserving circumstances. It also imposes exercise duties to all the people in a state in uniformity. Another powerful influence of congress is its right to organize the Supreme Court. Congress membershave no term limit hence the decision to amend the term solely depends on them to devise a method to do so.Congress influences bureaucracy by applying its budgetary oversight functions. Any bureaucracy agency cannot spend money before its authority and the existence of any agency depends on congress approval. The presidency is also most potent because of being the leader of the executive branch. This is illustrated in a situation where civil servant may need to have common guidance and the president alone has the power to provide it.The presidency also plays a role in security matters. Training, supervising and deployment of forces is done by the president .In supporting opinion in a country, the president has the greatest influence. This is to say that presidency heads all ceremonies of the government. It’sthe authority of the president to modify the bureaucracy’s organizational structure, and to also submit to congress a

Evangelical and Pentecostal Christianity Essay Example | Topics and Well Written Essays - 2000 words

Evangelical and Pentecostal Christianity - Essay Example In my essay, I am going to do a comparison and contrast essay which is based on evangelical and pentecostal Christianity and how these are mainly focused in a specific region. In dealing with evangelical and pentecostal Christianity, it is important to examine their similarities especially where they come together in their ideologies. They come together especially in their universality of their teachings and the timelessness ( Wolffe, 2002). They tend to agree with each other in their teachings and philosophies which are inherently tied to each other and are especially predominant when they are dealing with conflict or tension situations where they actually see eye to eye. It is also important to take into account that because we are dealing with these religions, I am using the Wolffe's perspective on a lot of these issues. He suggests that it is predominantly in the developing world that Evangelism and Pentecostal Christianity have their strongest foothold with particular emphasis being placed on Latin America (2002). In examining the criteria for their comparison, it is noteworthy to mention that Pentecostal religion and Evangelism have similarities in that they are especially geared towards migrants and people from a similar ethnic background-a sort of common background that brings about ethnic groups with similar ideologies together (Wolffe, 2002). Another obvious identifying feature of Pentecostal and Evangelicals is that they both believe that the Bible is divinely inspired and believe that the Holy Spirit is involved in the evangelical process. Here we see this to be true especially in the Western world with the rise of evangelicals who speak under the authority of the Holy Spirit and therefore have the ability to prophesy and speak in tongues (Wolffe, 2002). Evangelical and Pentecostal Christianity have been a trend of the late centuries and are actually a breakaway from Protestanism which split from Catholicism in the 16th century. But it was not until the 18th century, that we see visibly the Evangelical movement that rose from the Protestant reformation (Wolffe,2002). Since they are ethnically geared so to speak towards people from similar ethnic backgrounds, they formed the backbone for a lot of the revivals of the movement in regions such as Northern Ireland where "it gained from being an important focus for Protestant identity in the face of ongoing struggles over the constitutional status of the province (Wolffe, 2002, p.20)." There was in Ireland, considerable turmoil and conflict between the Catholics and the Protestants and due to their common interests and struggles, the Evangelicals formed a common bond to come together. Whereas by contrast where Pentecostal and Evangelical Christianity differed, was in "its teachings of the need for Christians to be baptized in the Holy Spirit, as a second intense spiritual experience subsequent to conversion. Pentecostalism was particularly successful among the black and Hispanic communities in the USA, and from the 1950s onwards gained significant ground in the UK as a result of West Indian immigration (Wolffe, 2002,p.21)." Again we see the trend where the minorities form the backbone for the rise of the Evangelical and Pentecostal movement in the Americas and the United Kingdom. Although our focus in this essay, will be the rise in these two movements, I will focus more on the developments in the United kingdom, the USA, and Latin America. The former two countries are more industrialized but the last Latin America is more on the less advantageous side economically speaking. In the United Kingdom, for instance, we see statistically speaking an increase in numbers among the Pentecostal and Evangelical Christians. This is denoted by the rising numbers who are church attendants. The famous evangelist Billy Graham from the United States on making his visit to the United Kingdom drew very large audiences (Wolffe, 2002). In the early

Analytical reading Essay Example | Topics and Well Written Essays - 1500 words

Analytical reading - Essay Example Huang argues that Pomeranz and other scholars who write about the Chinese and European economies do from the point of view of their own countries and not from the point of view of the region in question. This is known as a lack of ethnocentricity in political science. What this means is that the political scientists resort to bias in favor of their own regions and also lack what is known as perceiving the world through the eyes of the inhabitants who are specific to the region in question. This apparent blindness towards the subject area is the lack of ethnocentric bias and this means that the scholars do not judge the subject material from the point of view of the subjects themselves. Huang is even handed when he points out studies by Chinese scholars fare no better when it comes to discourse on the European region and hence it is by no means settled that there is anything specific about claims made by both European and Chinese scholars. Hence, the criticism that Huang levels at Pomeranz is borne out by the lack of objectivity in Pomeranz’s analysis about the Chinese economy in the 18th century. Huang and Pomeranz contrast the differing ways in which the Chinese and European peasants went about their occupations by listing the differences that range from simple dietary practices to differences in clothing and other facets of agrarian life. Pomeranz quotes extensively from the data on the food habits of the peasants that include their calorie intake and other parameters that proved the premise that the Chinese were no worse when it came to food intake than their European counterparts. He further compares the non-grain intake with the consumption of meat and comes to the premise that the Chinese fared badly on this count due to the fact that they were pastoral in nature as compared to the meat eating Europeans. Whereas Huang

Stem Cell Research Advantages and Disadvantages

Stem Cell Research Advantages and Disadvantages JOSHUA REED ‘Do the potential benefits of stem cell research outweigh the risks and negative ethical implications associated with it?’ 1.  INTRODUCTION Stem cell research is currently one of the biggest fields in modern day science. It has numerous benefits currently, and it is only the beginning. The possibilities are endless, but there are many ethical implications associated with it, as well as many risks. Do the potential benefits outweigh these risks and negative ethical implications? 2. OVERVIEW OF STEM CELLS 2.1  DEFINITION OF STEM CELLS Stem cells are unspecialised cells which are able to become any type of cell in the body. They have the ability to divide and renew themselves for very long periods before they are specialised. The process in which they are changed into a specific type of cell is called differentiation. They can become cells of the heart, bones, muscles, brain, blood, skin, or any other type of cell. There are different types and sources of stem cells, but they all have the ability to develop into different types of cells. 2.2  TYPES OF STEM CELLS 2.2.1  EMBRYONIC STEM CELLS Embryonic stem cells are cells found in embryos during the blastocyst stage. They are obtained from the eggs of an infertile couple, that are fertilised in vitro, rather than in the woman’s body. 2.2.2  ADULT STEM CELLS Adult stem cells, also known as somatic stem cells, are found in certain tissue of fully developed humans. They can produce only certain types of cells. In the body they maintain and repair tissue. They can be found in bone marrow. They can also be found in the brain, skin, liver, skeletal muscle and in blood vessels, but in small amounts. 2.2.3  AMNIOTIC STEM CELLS Amniotic stem cells are found within the amniotic fluid. They are extremely active and can multiply without a food source. They have a limited number of cells into which they can form, but, unlike embryonic stem cells, they are unable to cause tumours. 2.2.4  INDUCED PLURIPOTENT STEMS CELLS These stem cells are formed by genetically programming adult skin cells to become stem cells. (i) 2.3 HARVESTING OF STEM CELLS There are different procedures followed to collect and harvest the different types of stem cells from their different sources. Embryonic stems cells are found in embryos. Specifically, they are obtained from eggs cells from an infertile couple, that have been fertilised in vitro, rather than within the woman’s body. The embryo is in the stage of blastocyst when they are able to produce embryonic stem cells. Usually about 30 stem cells can be taken from the blastocyst. These cells are then grown in laboratories by a process known as cell culture. The inner cell mass of the cells are removed and placed into a laboratory culture dish that contains a broth or nutrient medium, off which the stem cells will survive. The dish is often coated in mouse embryonic skin cells, known as a feeder layer, which allows the human stem cells to have a sticky surface to which they can attach. They also release nutrients into the medium within the culture dish. The dish is stored at a suitable temperature and humidity level which allows the cells to divide. The cells divide and fill the dish over several days. They are then removed and placed into several new culture dishes. This is repeated numerous times over several months and is known as subculturing. After several months, millions of stem cells can be formed from the first 30. They are then frozen in batches and sent to other laboratories for further experimentation. Another type of stem cell harvest procedure is the removal of peripheral blood stem cells. Typically, the donor is given large doses of chemotherapy, which causes a lot of white blood cells to die. The bone marrow is then forced to try and replace it. There is not enough space in your bones for all the extra blood, so the bone marrow forces large amounts of stem cells into the blood where they are able to mature. The donor, if they do not require chemotherapy, could be given a white blood cell growth factor known as G-CSF, which has the same effect. If the donor is the same person as the patient, they will use both methods to increase the harvest. When the stem cells are being harvested, the donor has an IV in both arms. The one extracts blood which contains the stem cells. The stem cells are extracted from the blood, and the blood is returned to the donor through the other IV. This can be used in the treatment of leukaemia. In a study involving around 38000 people, people who received treatment showed an increase survival rate from 48 to 63 percent one year after treatment. (ii) 2.4 HOW STEM CELLS WORK Stem cells have the ability to become any type of cell in the body. They can be used in treating several types of diseases. Stem cells work by being a source of new cells to replace defective, damaged or diseased cells. Stem cells are unspecialised cells, which form into specialised cells during a process called differentiation. Internal as well as external signals can cause stem cell differentiation. Internal signals come from within the nucleus, while external signals are caused by things such as contact with chemicals or other cells, as well as the presence of certain things in the environment. Stem cells in culture dishes are stimulated to differentiate into differentiated cells by changing the culture broth or medium, as well as the coating of the dish. Genes are also inserted. The differentiated cells can then be used as they are needed, or used for experimental purposes. 2.5 BENEFITS OF STEM CELLS 2.5.1  USE OF STEM CELLS AT PRESENT TRANSPLANTING BONE MARROW TO TREAT LEUKAEMIA HEALING BURNS WITH SKIN GRAFTS REPLACING DAMAGED CELLS AND TREATING DISEASES TO STUDY THE DEVELOPMENT OF ORGANISMS AND DISEASES TESTING NEW MEDICAL TREATMENTS MAKING INSULIN FOR DIABETICS TO INJECT 2.5.2  USE OF STEM CELLS IN THE FUTURE TO TREAT THINGS SUCH AS: DIABETES PARKINSONS LIVER FAILURE HEART DAMAGE CANCER BRAIN DAMAGE DEAFNESS BLINDNESS HAIRLOSS MISSING TEETH INFERTILITY 2.6 ETHICAL ISSUES SURROUNDING THE USE OF STEM CELLS There are several ethical issues surrounding the use of stem cells and their research. The biggest issue is the use of an embryo. Although the embryo is fertilised in vitro and come from willing couples, there are still issues regarding the debate of whether the embryo is human or not, and whether it has rights. Some people believe that human life begins at conception, or even before this, so the embryos are human and deserve rights and protection; while others believe that life begins when you are born, when your heart first beats, or a few months after development. Some groups see the use of embryos as a form of abortion. The debate depends on one’s own personal view as to whether the embryo is human or not. Another ethical issue many people have regards the use and creation of Human-Animal Chimeras. Chimeras are organisms that contain cells or tissues from multiple organisms. Some believe that it is ethically wrong to combine human and animal stem cells to form chimeras. They are separate organisms which should not be combined. Despite these issues, chimeras are important in forming actual therapeutic methods. Law prohibits the breeding of human-animal chimeras. The debate between preventing and reducing human suffering versus respecting the value of human life is another issue. Stem cells have the ability to cure numerous issues, and have the potential to prevent and treat several other things; but if embryonic stem cells are used, it can be seen as destroying one human life to save another. There are also several risks involved in stem cell research and use. It is relatively new, so the long term side effects of its use in humans is so far unknown, but they could be horrific. In tests done with rats, 20% that were injected with embryonic stem cells died of some form of tumour. (chem445stemcell, 2011) 3. MY PERSONAL VIEW Stem cell research is one of the most important fields of science in modern times. It is able to, and has the potential to cure numerous diseases, illnesses and problems found in humans. Despite this many people see it as unethical and full of risks. I believe that the potential benefits outweigh the risks and negative ethical implications associated with it. Stem cells are unspecialised cells which are able to become any type of cell in the body. They have many current uses, and they have the potential for numerous future uses. Scientists and doctors are able to do stem cell transplants from bone marrow to treat leukaemia. Thousands of patients over the globe have successfully received this treatment which has prolonged their lives. Stem cells are also able to heal burns through skin grafts, as well as replace damaged cells and treat diseases. Stem cells allow scientists to study the growth and development patterns of both organisms and diseases, as well as provide new ways of treating the diseases. Another important feature of stem cells is their use in the production of insulin for diabetics. The insulin produced is indistinguishable from human insulin. It is not only the current uses of stem cells that are important, but also the potential that they have. Scientists are experimenting and finding ways to use stem cells to cure diseases that were once seen as incurable, such as diabetes and Parkinson’s disease. They believe that they can find ways to cure liver failure, heart damage, cancer, brain damage, deafness, blindness, hair loss, missing teeth, and even infertility. Scientist believe that they will be able to use a patient’s own stem cells to grow new organs for transplant, which would be guaranteed to not be rejected. The possibilities are endless. Despite their potential, stem cells raise many ethical issues, and have many risks that surround them. The use of an embryo is questioned by many people. It is believed by many that human life begins at conception, or even before this. They believe that the use of an embryo is a form of abortion, or an exploitation of their human rights. Others believe that life only begins later in pregnancy, or at birth, so they disagree with this viewpoint. The embryos are donated willingly by couples, and are fertilised in vitro. Another issue that people have is that human tissue is combined with animal tissue to form chimeras. They are separate organisms and should not be combined to create new creatures. Additional, there is an ethical issue raised on the debate between preventing and reducing human suffering versus respecting the value of human life. Stem cells have the ability to cure numerous issues, and have the potential to prevent and treat several other things; but if embryonic stem cells are used, it can be seen as destroying one human life to save another. Some of the risks involved in stem cell research and use include that it is relatively new, so the long term side effects of its use in humans is so far unknown, but they could be horrific. In tests done with rats, 20% that were injected with embryonic stem cells died of some form of tumour. There are numerous ethical issues raised through stem cell research, but the potential that it has in curing and preventing diseases and issues in humans greatly outweighs them. Scientists must continue researching stem cells, and finding exciting ways in which they can be used. 4. EVALUATION AS TO WHAT INFLUENCED MY DECISION I visited numerous sources with different viewpoints to allow myself to make an informed decision as to where I stand regarding stem cell research. Regarding the use of embryonic stem cells, I believe that human life begins at conception, but the fact that the couples who donate the embryos are sterile and already have children, and that the embryos are fertilised in vitro, influenced me to believe that the use of embryonic stem cells is acceptable. In 2005, guidelines regarding the use of embryonic stem cells were laid. They urge scientists to work ethically, responsibly and sensitive in their work. They are not laws, yet they still lay the basis on which most laboratories work. There is more than one source of stem cells, so not all stem cell related topics are surrounded by numerous ethical issues. The numerous benefits and the potential that stem cells have also influenced my decision into supporting the study and research of stem cells. Stem cell research has the potential to save thousands of lives, and through research scientists will be able to discover and test the ways in which they can be used. 5. CONCLUSION Although there are many ethical issues surrounding the use of them cells, the potential benefits of their research greatly outweighs these issues. They have the potential to save the lives of those who thought they were unsaveable, as well as treat the untreatable. Through the right research and funding, the possibilities regarding stem cell research are endless. 6. BIBLIOGRAPHY AND REFERENCES REFERENCES Manda, D. A. (2014). Stem Cell Types. Retrieved from News Medical: http://www.news-medical.net/health/Stem-Cell-Types.aspx [23-02-2014] Institute, R. P. (2013, May 28). Significantly improved survival rates for stem cell transplant recipients. Retrieved from ScienceDaily: http://www.sciencedaily.com/releases/2013/05/130528180857.htm [05-03-2014] chem445stemcell. (2011). Risks and Disadvantages of Stem Cell Research. Retrieved from Stem Cell Research: http://chem445stemcell.webs.com/risksanddisadvantages.htm [10-03-2014] BIBLIOGRAPHY BOOKS: Goldstein, L Schneider, M. 2010. Stem Cells for Dummies. Indianapolis, Indiana: Wiley Publishing Inc. WEBSITES: Dr Ananya Mandal. 2014.What are Stem Cells? [ONLINE] Available at: http://www.news-medical.net/health/What-are-Stem-Cells.aspx. [Accessed 02 March 2014]. Dr Ananya Mandal. 2014.Stem Cell Properties. [ONLINE] Available at: http://www.news-medical.net/health/Stem-Cell-Properties.aspx. [Accessed 02 March 2014]. Dr Ananya Mandal. 2014.What are Embryonic Stem Cells? [ONLINE] Available at:http://www.news-medical.net/health/What-are-Embryonic-Stem-Cells.aspx. [Accessed 02 March 2014]. Dr Ananya Mandal. 2014.Stem Cell Lineage. [ONLINE] Available at: http://www.news-medical.net/health/Stem-Cell-Lineage.aspx. [Accessed 02 March 2014]. Dr Ananya Mandal. 2014.Stem Cell Controversy. [ONLINE] Available at: http://www.news-medical.net/health/Stem-Cell-Controversy.aspx. [Accessed 02 March 2014]. Jon Entine. 11 March 2013. Should the government loosen ethical oversight of stem cell research? Genetic Literacy Project. [ONLINE] Available at: http://www.geneticliteracyproject.org/2013/03/11/should-the-government-loosen-ethical-oversight-of-stem-cell-research/#.UvNVv_mSwSk [Accessed 02 March 2014] Kristina Hug  23 Mar 2011.Embryonic stem cell research: an ethical dilemma | Europes stem cell hub | EuroStemCell. [ONLINE] Available at: http://www.eurostemcell.org/factsheet/embryonic-stem-cell-research-ethical-dilemma. [Accessed 02 March 2014]. Lawrence S.B. Goldstein  and  Meg Schneider. 2014.Explore Current Stem Cell Treatments For Dummies. [ONLINE] Available at:  http://www.dummies.com/how-to/content/explore-current-stem-cell-treatments.html. [Accessed 10 March 2014]. Stem Cells for Blood Transfusion? 2014.Stem Cells for Blood Transfusion? [ONLINE] Available at:  http://www.stemcellsforblood.org/useinfuture.htm. [Accessed 10 March 2014]. Stem cell harvest. 2014.Stem cell harvest. [ONLINE] Available at: http://www.nhlcyberfamily.org/treatments/collection.htm. [Accessed 08 March 2014]. Stem Cell Transplant | Mind Even More. 2012.Stem Cell Transplant | Mind Even More. [ONLINE] Available at:  http://mindevenmore.com/?page_id=22. [Accessed 02 March 2014]. Wikipedia contributors. Stem cell therapy. Wikipedia, The Free Encyclopedia. 27 February 2014, Available at:  http://en.wikipedia.org/w/index.php?title=Stem_cell_therapyoldid=597353183. [Accessed 02 March 2014].

Same Sex Marriages Should be Legal Essay example -- Argumentative Pers

Same Sex Marriages Should be Legal    Flowers, candles, and music are all part of a wedding. As the organist plays "Here Comes the Bride," I notice this is where the similarities end. The bride, who is a woman, is marrying a groom, who is also a woman. Single-sex marriages are only allowed in a few states. However, single-sex marriages should become legal so that couples could enjoy the advantages of marriage. Legalizing single-sex marriage would create more family units and create more tolerance from society, allowing single-sex couples a legal way of expressing their love to each other. One of the major complaints of heterosexuals against homosexuals is that homosexuals are involved in many sexual relationships instead of a monogamous relationship. If the country would allow same-sex marriages, the people involved would feel as if they could seek out life-long companions. The couple's relationship would have a goal that is accepted by society. This goal is the same as heterosexual couples' goal, which is to find that special someone to spend a lifetime with until "death do us part." Sheila and Annette, friends of mine, have lived together since high school. Sheila and Annette would marry if they were allowed the opportunity. Sheila's concern is that the gay lifestyle is encouraged to be permissive because of society's rejection of same-sex marriage. She has a friend, Alice, who has had thirty different partners. Alice says that changing so often is allowable because there are no legal binding contracts to hold one in a relationship. Alice feels that if same-sex rela tionships had some sort of binding contract, she would be more careful in entering into a serious relationship. So, if the country would legalize same-sex m... ...want a family, and want to be accepted by society just as heterosexual people want that special person, want to raise children, and want to be accepted by society. So, as I watch the happy couple stroll down the aisle with smiles on their faces and joy in their hearts, excited about their future together, I am happy that at least this state allows same-sex marriage. Hopefully in the future all states will allow people freedom to choose who they want to be with for a lifetime. The positive outcomes could be beneficial not only to the homosexual community by allowing them a binding contract of marriage, but also to many children who could grow up in an atmosphere of two adults loving and interacting together as a family unit. Love is what all humans want and need, whatever package it may come in. Society needs to relax and permit people to love whom they want.   

The Value Of Small Group Interaction In Teaching Education Essay

Collaborative acquisition, synergism acquisition, small-group acquisition, and concerted acquisition seem to be the new cants used by faculty members. This is due to the intensifying involvement over the past few old ages, with respect to the different attacks to learning and larning. Particularly the passage from individualistic to collaborative acquisition manners has been under huge examination as university module members and decision makers are rediscovering the construct of ‘two caputs being better than one ‘ . The involvement is been chiefly incited at a graduate student degree, where the key purposes are to develop the ability of pupils to believe critically, enhance mutuality and arrive at a socially constructed apprehension of the stuff provided. In add-on, alterations in organisational substructure have resulted in an increased accent on squad work within the work force. Consequently, the acquisition manner implemented at postgraduate degree is critical as it i s the stepping rock into the universe of work. This reappraisal aims to measure the value of little group interaction in the instruction and acquisition procedure. Specifically, this reappraisal will measure how this method impacts learning and larning at a postgraduate degree. More specifically, in this reappraisal little group interaction includes collaborative acquisition, concerted acquisition, every bit good as equal acquisition. The history of this method of acquisition will be looked at first to give a clearer image of how it has evolved since its origin. Cardinal footings will so be defined, as they are applicable in this reappraisal, to guarantee apprehension of the most of import constructs occurs from the start. This will be followed by the theories that have developed, the advantages, and so the restrictions on the subject, so that a clear statement can be developed. Therefore, it will be determined whether collaborative methods consequence in the enhanced value of learning and larning at postgraduate degree. This pro be is greatly needed at a higher instruction level- as it is a topographic point where the competition is rife, clip force per unit areas are high and there is a great trade of external force per unit area to develop the leaders of tomorrow.2. History of collaborative acquisitionAlthough the history of collaborative acquisition is really unelaborated, it is non a comparatively new method of larning. It appears likely that people have been larning informally in groups for 1000s of old ages ( McInnerney & A ; Roberts, 2004 ) . Kimber ( 1994 ) states that collaborative acquisition was foremost instituted in Greek and Roman schools and coincides with the doctrine of Socratic larning – when pupils ‘ inquiring and discourse were emphasized. Johnson, Johnson, and Holubec ( 1993 ) stated the Roman philosopher, Seneca showed support for concerted acquisition through statements such as: Qui Docet Discet ( when you teach, you learn twice ) . Kimber ( 1996 ) and Johnson et Al ( 1993 ) province that concerted acquisition came into prominence in the late seventeenth and early eighteenth centuries in Europe and England. During this period Joseph Lancaster and Andrew Bell made extended usage of `monitorial ‘ systems which were devised to enable big Numberss of pupils gain simple instruction at post-industrial revolution schools which were missing in trained instructors. Student ‘monitors ‘ were used to learn other disadvantaged or younger students. Similarly, in the early 19th century concerted acquisition gained popularity among pedagogues across a spectrum of didactic Fieldss. In the late 1930 ‘s, nevertheless, interpersonal competition began to be emphasized in schools and in the late sixtiess, individualistic acquisition began to be used extensively. In the 1980s, schools one time once more began to utilize concerted acquisition. The work of Johnson, Johnson and Smith ( 1991 ) transferred the value of active acquisition to the university degree and argued that big schoolrooms could besides be transformed to go student-centered learning environments. In 1989, a workshop was held in Maratea, Italy. This workshop is considered by many to hold marked the birth of the field of computer-supported collaborative acquisition ( Bereiter, 2002 ; Stahl, Koschmann, & A ; Suthers, 2006 ; Lipponen, 2002 ) . Additionally in 1996, Koschmann ( 1996 ) suggested computer-supported collaborative acquisition ( CSCL ) as an emerging theoretical account of educational engineering and CSCL has been progressing of all time since.3. Definition of footingsCollaborative acquisition has been established in a assortment of ways over clip in a spectrum of academic Fieldss. In the broadest sense, collaborative acquisition is defined by Dillenbourg ( 1999, p.1 ) as â€Å" a state of affairs in which two or more people learn or attempt to larn something together. † The ‘two or more people ‘ referred to in the definition above, is applicable in equal acquisition as â€Å" person of the same societal standing † ( Falchikov, 2001, p.1 ) , which in an educational context implies person â€Å" within the same category or cohort † ( Falchikov, p.3 ) . For illustration, pupils presently finishing their Masters Degree in Human Resource Management who web and addition cognition from interaction with each other are prosecuting in equal acquisition. Common to the assorted definitions of collaborative acquisition is that accent is placed on the thought of joint building of cognition and common battle of participants ( Lipponen, 2002 ) . In this reappraisal the footings collaborative acquisition and concerted acquisition are used interchangeably. However, a differentiation between the two must be noted. The former involves the joint battle of pupils, at assorted public presentation degrees, in a co-ordinated attempt to work out the job together ( Panitz, 1996 ) . The latter is accomplished by agencies of the division of labour, pupils work together in little groups to carry through a common end, whereby each individual is responsible for a fraction of the job resolution ( Roschelle & A ; Teasly, in imperativeness ; Cooper, McKinney, and Robinson ( 1991 ) ; Gokhale 1995 ) . In add-on, Dillenbourg, Baker, Blaye and O'Malley ( 1996 ) indicate that basically the two differ by virtuousness of the manner the undertaking is divided: in concerted acquisition, the undertaking is split hierarchically into independent subtasks ; in collaborative acquisition, the cognitive patterned advance may be heterarchially divided into int ertwined beds. When utilizing the footings collaborative or cooperative larning interchangeably, the definition applicable, as stated by ( Yazici, 2005, p.217 ) is: â€Å" the instructional usage of little groups or squads where equal interaction plays a cardinal function in larning † . Additionally, Dillenbourgh ( 1999 ) contends that collaborative acquisition can be understood as a pedagogical method or a psychological procedure. Collaborative acquisition in a pedagogical sense is normative: one asks two or more people to join forces because it is expected they will in this mode learn expeditiously. In the psychological sense it is descriptive: one observes that two or more people have gained cognition and coaction is viewed as the mechanism which caused the acquisition. In this reappraisal, collaborative acquisition will be applied in the pedagogical sense with respect to postgraduate degree acquisition.4. Learning at graduate student degreeThere are considerable differences in the purposes and methods of instruction and acquisition at undergraduate and postgraduate degree of instruction ( Lave & A ; Wenger, 1991 ; Barnacle, 2005 ; Donnelly, 2008 ; Butler,1993 ) . The cardinal purpose at postgraduate degree is to come on the ability of pupils to believe criticall y ( Jones, Michael, Gear, & A ; Read, 2006 ) . The procedure referred to as ‘post-conventional believing ‘ by Ashley ( 1973 as cited in Jones et al 2006 ) is critical in carry throughing this purpose. He defines it as a procedure â€Å" during which the pupil is able to travel from a place of noncritical credence of the orthodox to one of originative dissent, a procedure that stretches the mind and encourages the outgrowth of new or revised ways of thought † ( Ashley, as cited in Jones et Al, p.379 ) . Collaborative larning Fosters this procedure as it stretches the mind and encourages the outgrowth of advanced or revised ways of thought ( Ladyshewsky, 2006 ; Jones et Al, 2006 ) . Similarly, Machemer and Crawford ( 2007 ) argue that the traditional talk method of learning has two important failings at postgraduate degree. First, it promotes pupil passiveness which does non heighten or prolong the pupils ‘ acquisition. Second, the extremist alterations and elaborateness of the information makes it hard to draw-up talks that cover the necessary deepness, comprehensiveness and advanced cognition required. Conversely, a survey conducted in graduate student medical instruction resulted in both collaborative acquisition and the traditional talk method being every bit effectual in bettering the cognition degrees of pupils ( Smits, De Buisonje , Verbeek, Van Dijk, Metz, and Cate, 2003 ) . Therefore, when sing execution of collaborative acquisition methods, the context which it is to be applied every bit good as the construct of battle should be taken into history. The construct of battle is cardinal to successful acquisition at postgraduate degree ( Jungst, Licklider, and Wiersma, 2003 ) . Consequently as cited by Jungst et Al. it is in the active acquisition environment that a deeper degree of understanding and true acquisition occurs, larning that can be transferred to the universe outside of the schoolroom. In add-on, at postgraduate degree, pupils transform as societal agents and signifier individualities as scholars, professionals and, more widely, as members of society ( Havness, 2008 ) . However, antecedently O'Donell, Tobell, and Zammit ( 2007 ) argued that the nature of passage from undergraduate to postgraduate survey is less ambitious and there is small to get the better of because, in kernel, the environment remains the same. After farther survey, O'Donell et Al ( 2009 ) concluded that there should be greater independent survey by pupils at postgraduate degree and farther synergistic workshop-style instruction, taking to knowledge and understanding which is socially constructed instead than passively received.( Beginning: Stahl, 2000, p.71 )In add-on to knowledge being socially constructed, Stahl ( 2000 ) states that cognition should be personally constructed every bit good. Stahl farther explains that the diagram aims to associate the person and the societal facets in the knowledge-building procedure. This procedure begins with the rhythm of personal apprehension. The staying parts of the diagram exemplify how the person ‘s personal beliefs and civilization are influenced by other people ‘s values, beliefs and point of views ( societal procedure ) . A shared civilization is so formed, which impacts on the personal apprehension, as it takes form through act uponing the ways of thought, diverseness influences, every bit good as motivational concerns. The procedure is initiated once more when the new civilization adopted by the single influences others as he / she interacts with different groups of people. However, to guarantee that a knowledge-building procedure does in fact occur, the pros and cons of collaborative acquisition should be weighed up.5. Advantages of collaborative acquisitionFor the successful passage to take topographic point, a great trade of research sing the result of collaborative acquisition in contrast to traditional instructional patterns has been conducted ( Kimber, 1994 ) . Instructor-centered methods of learning can non adequately impact the complex results ( job work outing accomplishments ; higher order believing accomplishments ; the ability to hold a diverse positions view ; ethical logical thinking ; and life-long acquisition ) that a postgraduate pupil requires ( Jungst et al, 2003 ) . Numerous surveies look intoing higher instruction conclude that pupils who follow in-class collaborative acquisition processs and actively collaborate with each other are more satisfied with their acquisition experience and consequence in greater positive results when compared to pupils who are exposed to the traditional talk method ( Kimber, 1994 ; Alavi, 1994 ) . Consequently, this satisfaction consequences from interpersonal relationships which are developed and enhanced through group acquisition ( Johnson et al, 1991 ) . Another factor lending to the satisfaction of collaborative acquisition methods is that it is per se motivative, as each single member is critical to procuring a productive, concerted acquisition pattern ( Havness, 2008 ) . Andrews ‘ ( 1992 ) work with larning squads confirms the position that greater satisfaction is experienced as collaborative larning improves assurance and supports the acquisition procedure. Additionally, Johnson & A ; Johnson ( 1994 ) concluded that concerted larning systematically produced higher tonss of self-efficiency than did individualistic conditions. Besides greater satisfaction is achieved since equals are at an equal degree and therefore can be more unfastened and explore to the full the countries of cognitive struggle ( Ladyshewsky, 2006 ) . This satisfaction experienced consequences in avidity to larn ( Kimber, 1994 ) . In add-on, the degree of equality with equals encourages greater dynamic battle in the acquisition procedure and building of cognition with deeper apprehension ( Alavi, 1994 ) . Attainment of greater understanding consequences in longer keeping of information and turning away of abrasion ( Cooper, 1990 ) . As a consequence, job resolution accomplishments are enhanced and it consequences in higher order thought ( Jaarsma, De Graves, and Muijtjens, 2008 ) . Likewise, Mazen, Jones, and Sergenian ( 2000 ) further supports the importance of group acquisition by indicating out that by working hand in glove, pupils can heighten accomplishments and advanced ways of believing which will ensue in group procedure additions. When working hand in glove, the issue of diverseness must non be forgotten. Escalating Numberss of postgraduate pupils from diverse backgrounds with changing positions and readings are holding a profound consequence on concerted acquisition ( Booth, Bowie, Jordan, and Rippin, 2000 ) . Wyss-Flamm ( 2002 ) points out that the outgrowth of ‘difference ‘ is indispensable to larning. Exposure to the differences can elicit the demand to try to come in each other ‘s heads and therefore larning something for which the tool of conversation is priceless ( Argyris & A ; Schion, 1996 ) . Similarly, Stein and Hurd ( 2000 ) acknowledge that collaborative acquisition transforms the acquisition environment into a student-centered one, which capitalizes on the diverseness of the pupils, and lessens dependance on the professor as the individual conveyor of cognition. This can ensue in interpersonal every bit good as intrapersonal procedures interacting with each other, making chances for larning to happen within the established modus operandis ( single-loop acquisition ) or larning that requires advanced modus operandis be created ( double-loop acquisition ) ( Argyris, 1999 ) . In contrast, Foldy ( 2004 ) states that persons who are portion of diverse groups will be characterized by feelings of misgiving or non experiencing safe as they are non grouped with those similar to them. Consequently, there will be greater intra-group struggle originating. Therefore, Booth et Al. bespeak that diverseness can merely be valuable to the acquisition if the differences are recognized and appreciated. Similarly, Milliken & A ; Martins ( 1996, p. 403 ) province that diverseness in concerted larning groups can be seen as a â€Å" double-edged blade † , intending that it possesses the possible to be of great advantage, but this will merely happen if it is managed efficaciously. Extra benefits of collaborative acquisition, adapted from Nunamaker, Dennis, Valacich, Vogel, and George, ( 1991 ) , include: the group generates more information and options as compared to the mean single group member ; group larning motivates the person to execute better ; groups are more effectual and nonsubjective in rating, and in conclusion, interactions amongst group members lead to synergisms. Similarly, Boud, Cohen, and Sampson ( 2001, cited in Havnes, 2008 ) highlight five results that can peculiarly be advanced by equal acquisition schemes, these include: working with others ; critical question and contemplation ; communicating and articulation of cognition, understanding and accomplishments ; pull offing acquisition and how to larn ; self and peer appraisal. In add-on, collaborative acquisition has been found to back up greater productiveness, coevals of originative thoughts or advanced solutions, and heighten the pupils ‘ ability of societal position pickings ( Cus eo, 1992 ; Lord, 2001 ) . However it must be noted that these positive results do non predominate with all groups and in all contexts as the outlooks of group members may non conform to each other ( Felder & A ; Brent, 2001 ) or societal idleness of free equitation may happen within the group ( Mello, 1993 ) . These jobs, if experienced, can finally ensue in the devastation of the group. However, when the positive results of collaborative acquisition do transpire, it supports the constructive impact that this method of acquisition has on academic-related accomplishment ( Alavi, 1994 ) . This is farther supported by empirical grounds of improved accomplishment at postgraduate degree ( DaRos- Voseles, Onwuegbuzie, and Qun, 2008 ; Collins, Cao, and Robidoux, 2004 ) . The degrees of academic accomplishment attained are fostered by the collaborative acquisition environment as it gives pupils an chance to prosecute in treatment, take duty for their single acquisition every bit good as accomplishment of the group ‘s ends, and therefore go critical minds ( Totten, Sills, Digby, and Russ, 1991 ) . This was farther proven in a survey conducted by Gokhale ( 1995 ) .5.1 Study to find effectivity of collaborative acquisition: Gokhale 1995The intent of this survey was to find the effectivity of collaborative larning versus single acquisition as it relates to larning results achieved. The population for the survey comprised of pupils in industrial engineering, enrolled at Western Illinois University. The intervention comprised of two parts: talk and worksheet. First, a common talk was delivered to both intervention groups. Next, one subdivision was indiscriminately assigned to the â€Å" single acquisition group † while the other subdivision was assigned to the â€Å" collaborative acquisition group † . The same worksheet was given to both intervention groups. It was comprised of both drill-and-practice points ( factual cognition and comprehension ) and critical- thought points ( analysis, synthesis and rating of constructs ) . Subsequent to a statistical analysis of the trial tonss, the consequences depicted that pupils who participated in collaborative acquisition had performed significantly better on the critical-thinking trial than pupils who studied separately. It was besides found that both groups performed every bit good on the drill-and-practice trial. The collaborative acquisition medium provided pupils with chances to analyse, synthesise and measure thoughts hand in glove. Therefore, the positive results of this survey on collaborative acquisition can be applied at a graduate student degree where the cardinal purpose is for pupils to believe critically and heighten cognition and apprehension which is socially constructed ( Jones et al 2006 ) . The consequences of this survey conform to the developmental positions ( Slavin, 1995 ) of collaborative acquisition proposed by the advocates of collaborative acquisition such as Vygotsky and Piaget.5.2 Piaget ‘s Constructivist PerspectiveValidation o f concerted acquisition stems, in portion, from theories of societal mutuality ( Johnson, Johnson, and Smith, 1998 ) . Piaget ‘s socio-cognitive struggle theory provinces that kids ( or grownups ) on different degrees of cognitive development, or those persons on the same degree of cognitive development with differing positions, can prosecute in societal interaction that leads to a cognitive struggle. Through treatment with other equals, the ‘shock of our idea coming into contact with others ‘ ( Piaget, 1928 ) leads to a disequilibrium within participants. This consequences in the building of new conceptual constructions and understanding in order to reconstruct equilibrium. ( Ladyshewsky, 2006 ; Slavin, 1987 ; Lipponen, 2002 ) . The importance of collaborative acquisition can be farther understood by Vygotsky ‘s theoretical model.5.3 Vygotsky zone of proximal developmentParallel to Piaget ‘s constructivist position ( Piaget,1969 ) , Vygotsky ‘s t heoretical concept of the zone of proximal development provides strong support for the inclusion of concerted acquisition as a method of instructional scheme as it consequences in the sweetening of the acquisition that occurs. Vygotsky ( 1978 ) defines the zone of proximal development as â€Å" The distance between the existent developmental degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals. † ( See figure 2 )Figure 2: Zone of Proximal DevelopmentBeginning: Harnum ( 2009 )5.4 Theory of concerted acquisitionSupporting the theory of societal mutuality, Slavin ( 1995 ) proposed a two-element theory of concerted larning comprising of positive mutuality and single answerability. Likewise, Johnson et Al. ( 1991a, 1991b ) advocated a five-component theory of concerted acquisition. Harmonizing to the theoretical account, the following five elemen ts are indispensable for maximising the long-run success of the concerted learning venture:Figure 3: Pillars of concerted acquisitionPillars of Cooperative LearningFace-to-face interactionPositive mutualityGroupprocessingIndividual AccountabilitySocialaccomplishmentsAdapted: www.foundationcoalition.orgThe presence of the five basic constituents of concerted acquisition may all be accounted for within the theoretical model provided by Vygotsky ‘s zone of proximal development. Positive Mutuality: It is the connecting of pupils reciprocally so that the person can non win unless all group members win ( Johnson, Johnson, and Smith, 1998 ) . Vygotskys ‘s theory rests upon the rule that a kid ‘s development is dependent upon interactions with other kids and grownups. Therefore, kids and grownups are developmentally dependent, and hence interdependent ( Doolittle, 1995 ) . Face-to-face interaction: Within concerted acquisition, face-to-face interaction involves pupils need to make existent work jointly in which they promote each other ‘s success by sharing resources and helping, back uping, encouraging, and acknowledging each other ‘s attempts to accomplish the group ‘s ends ( Johnson et al 1998 ) . It is interpreted in the Vygotskian system as societal mediation and encultration. Encultration refers to what is learnt, while societal mediation refers to how it is learnt. Individual answerability: It is the belief held by each person that he/she will be held responsible for his/her ain public presentation and acquisition ( Johnson et al 1998 ) . For Vygotsky, single answerability would be reflected in each group member being responsible for developing within their ain alone zone of proximal development ( Doolittle, 1995 ) . Group Processing: Group treating exists when group members discuss how good they are accomplishing their ends and measuring ways to better the productivity of all group member in accomplishing the group ends ( Johnson et al 1998 ; Doolittle, 1995 ) . Within the model of Vygotsky ‘s theory, portion of direction entails the changeless monitoring of each pupil ‘s growing within their zone of proximal development ( Doolittle, 1995 ) . This survey was inconclusive in demoing that graduate squads perform better with collaborative acquisition manners. However, the consequences for graduate pupils indicate that collaborative acquisition manner is influential in public presentation, along with competitory and participant acquisition manners. Johnson and Johnson ( 1998 ) besides conclude that alumnus pupils portray the traits of independent scholars and are enthusiastic to obtain some enterprise and lament to accept duties for their ain acquisition. Therefore, professors should be more interested to ease independent larning. Furthermore, Johnson and Johnson province that the function of facilitator or delegator ensures working with pupils in a advisory manner and sweetening of the pupils ‘ capacity to larn independently, this is similar to what is required in organisational squads.6.2 Problems with collaborative acquisition mannerDespite the positive results that have been stated, there are many jobs that exist as good ( Machemer & A ; Crawford, 2007 ) . These jobs have resulted in some professors defying to prosecute in alternate theoretical accounts for learning and larning despite holding academic freedom in their instruction manners ( Moore, 2005 ) . The jobs experienced foremost include, a slow passage from traditional to collaborative signifiers of acquisition may happen particularly with pupils who can non accommodate easy or those who are extremely immune to alter ( Kimber, 1994 ) . Second, the degree of psychological safety in the colloquial infinite is a major determiner in results achieved ( Jones et al. , 2006 ) . Anxiety may originate as a consequence of the strangeness of the stuff being studied, or by the strain of lending to the conversation in a ambitious manner and could motivate a negative response and turning away of acquisition ( Vince & A ; Martin, 1993 ) . Third, unconstructive discourse may originate when consensus can non be reached with respects to the stuff, ends o r values ( Bruffee, 1984 ) . The increasing heterogeneousness ( Baer, 1996 ) and diverseness amongst graduate student pupils ( Booth et al. , 2000 ) escalates the happening of dysfunctional discourse in the acquisition procedure. Students may show farther hurdlings for collaborative acquisition which include: deficiency of engagement, backdown due to fear of negative rating, fright of some pupils ruling the session, troubles in maintaining the treatment focused, information overload for single members and measuring the degree of understanding ( Anderson, 1995 ; Nunamaker et al. , 1991 ) . The jobs experienced have caused certain lectors to give up on concerted larning techniques on the whole ( Cohen, 1994 ) . In the same manner, Machemer and Crawford ( 2007 ) point out that lectors give up on concerted larning methods as it has limited schoolroom ( talk ) application. In add-on, the design and testing of collaborative activities and lessons can be time-consuming on presently overloaded module agendas ( Cooper, 1995 ) . This consequences in concerns from a learning position, such as: the course of study non being completed as the activities take up a great trade of clip ; perceived loss of control in the schoolroom ; and trouble in measuring the pupils ‘ engagement and effectivity of the collaborative acquisition manners ( Gerlach, 1994 ) . Similarly, extra concerns include: the insufficiency of collaborative larning techniques in making high knowledge-attainment degrees with complex stuff, every bit good as pupils missing the critical features for working in effectual squads ( Cooper, 1995 ; Lord, 2001 ) . These critical features are what the ideal squad member should possess, which leads to the issue that the collaborative theoretical account assumes how professors are supposed to learn, how pupils are supposed to larn, and how cognition is created ( Moore, 2005 ) . However, Bruffee ( 1993 ) argues that cognition is non something transferred from one person ‘s caput to the following. â€Å" Collaborative acquisition assumes alternatively that cognition is a consensus among the members of a community of knowing peers-something people concept by speaking together and making understanding † ( Bruffee, 1993, p. 3 ) . Furthermore, Nias ( 1987 ) argues, that it is evident that non all pupils take an active function in the analysis of instances through argument. As affirmed by Jones et al 2006, a figure of factors may lend to this, including: Lack of assurance: pupils may grok the instance but do non set across their sentiment. Lack of involvement: the capable country may non be of involvement to each pupil. Lack of engagement: there are identifiable barriers to involvement ; e.g. domination of some pupils or linguistic communication barriers. Lack of readying: a deficiency of clip, committedness or motive. These factors should be mitigated every bit far as possible so as to make positive groups which help people to do positive alterations ( Goleman, Boyatzis, and Mckee, 2002 ) . Positive groups emerge where there are high degrees of single answerability, group coherence, seasonably and effectual feedback and expressed wagess for high degrees of group public presentation ( Michaelson, Fink, and Knight, 1997 ) . In contrast, unsatisfactory groups appear where free equitation or societal idleness ( doing less attempt to accomplish a end ) occurs ( Brooks & A ; Ammons, 2003 ; Mello, 1993 ) . This may give rise to interpersonal struggles and finally group devastation ( Jehn & A ; Mannix 2001 ; Miller, 2003 ) . Conversely, a longitudinal survey conducted ; found that a peculiar form of struggle resulted in higher group public presentation. This form was created as â€Å" squads executing good were characterized by low but increasing degrees of procedure struggle ; low degrees of relationship struggle, with a rise near undertaking deadlines ; and moderate degrees of undertaking struggle at the center of group interaction † ( Jehn & A ; Mannix, p.238 ) . The persons ‘ dissatisfaction will most likely influence squad public presentation, squad stableness, the size and construction of the group, and temporal range ( Alge, Wiethoff, and Klein, 2003 ; Johnson et al. , 1991 ; Jaques, 2000 ) . In add-on, diverseness ( Koppenhaver & A ; Shrader, 2003 ) and the squad members ‘ personal features, such as psychological profile, corporate orientation, and larning penchants are likely to act upon public presentation ( Kunkel & A ; Shafer, 1997 ; Lancaster & A ; Strand, 2001 ; Mennecke, Hoffer, and Wynne, 1992 ; Robbins, 1994 ) . These restrictions therefore pose a major menace to full development of the positive facets associated with collaborative acquisition and to the success of this method on the whole.7. DecisionFrom the reappraisal it is evident that there are assorted consequences sing the value of collaborative instruction and acquisition at postgraduate degree. It is evident that the benefits of this method outweigh the negative facets. However it must be noted, that the benefits do non use to all involved and if the restrictions are non adequately taken into history, the effects are bound to be black. In add-on, the diverseness amongst pupils particularly at postgraduate degree is intensifying. The heterogeneousness of pupils must be considered and hence, a ‘one method fits all ‘ attack should non be applied. Supervisors should change learning manners to suit for the diverseness of larning penchants amongst pupils. However, future research should be conducted to find the consequence of jointly using the different larning methods on pupils, their perceptual experiences or value placed on these techniques, and whether these methods will guarantee that optimum larning takes topographic point. Professors need to switch from the impression that â€Å" instruction is stating, acquisition is absorbing, and cognition is subject-matter content † ( Spence, 2001, p.12 ) . This is important as employers in current organisations are demanding more than merely proficient cognition of university alumnuss ( Jungst, Licklider, and Wiersma, 2003 ) . They require alumnuss who can believe under force per unit area, guarantee effectivity in team-work, communicate efficaciously, and build new cognition and thoughts that will give their employers the border in the current fast-paced universe. ( Gardiner, 1994 ; Brown & A ; Lassoie, 1998 ) . Therefore, by altering the patterns of instruction and acquisition in the schoolroom, there is greater possible for the happening of transmutations -for the persons, organisations, and systems ( Moore, 2005 ) . The possibility to restructure and rethink instruction and acquisition at postgraduate degree is exciting, exciting, disputing, hazardous, and ripe with possibility.

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Critical Thinking & Application Paper - Case Study Essay

Critical Thinking & Application Paper - Case Study - Essay Example Is it ethical to do the wrong thing if it will please the majority and ensure harmony? Does dismissing Darrell through a criterion that is ethically and professionally unacceptable, constitute an ethical decision if the committee members are doing the wrong in order to please the mass of student whose interests they are supposed to primarily serve? Is it ethical to sacrifice Darrell as some committee members opt to do for the sake of harmony within the school and to ensure that the previous situation whereby the lecturer was unpopular with the students was not witnessed again? Is it ethical to dispense the laid down hiring procedures and criteria of dismissal as some members opt to? Is it ethical to make a moral choice if it is likely to bring conflict in future? The main reason why the issue of hiring or failing to hire Darrell raises the case’ main ethical issue is because the article revolves around Darrell’s plight due to his physical appearance and how fair each de cision made either to hire him or otherwise will be to him and to the students. This is because such a choice will most probably be guided by his looks and not his professional qualifications and capabilities as the ideal case should be. II. Research. (find at least three articles) Only complete articles should be chosen, not just abstracts of articles Article citation- Richards, J. &Lucas, J. R. (1985) Discrimination, Proceedings of the Aristotelian society. Supplementary volume 86, p.53-82 The case study is about unfair or discriminatory treatment on account of a condition that is not as a result of one’s personal choice. The article explores in depth the ills brought about by discrimination on various grounds. The article further looks into the issue of inevitable discrimination like when one is psychologically coerced to choose between a close relative and another qualified candidate in job recruitment or a person whom they share ideals like religious affiliation and anot her who they differ in the same. Blood being thicker than water, the decision maker is compelled to give the job to his relative. The author observes that even the society would expect him to act as such. In this case therefore, the other candidate is disqualified not on the basis of merit, for the fact that he is not related to the person in- charge of the recruitment. The article relates to the case study in that it provides an insight in discrimination in the recruitment process. Article citation- Agerstrom, J. & Rooth, D. (2011). The role of stereotypes in Real Hiring Discrimination. Journal of Applied Psychology ,volume 96, p.790-805 This article is a study that looks into the discrimination that obese people in the hiring process. It further evaluates measures they take to counter such discrimination such as photo manipulation. The article further considers previous studies into discrimination and concludes that body weight is in fact a big source of prejudice against job- see kers. The article gives statistical facts on people disqualified for jobs in many fields for being obese. It relates directly with our case study as the case study gives one example where a person’s obesity is used as an index to judge whether he is qualified for the job or not. Article citation- Park, L. & Harwin, M. (2010) Visible versus non-visible rejection: Consequences of appearance-based rejection sensitivity.