DeLillo's White Noise and Mao II Essay Example | Topics and Well Written Essays - 2250 words

DeLillo's White Noise and Mao II - Essay Example DeLillo has substantiated himself as an expert analyzer of group circumstances. Jack Gladney, an unconventional teacher in the investigations of Hitler at the College-on-the-Hill, is the principle character of Repetitive sound. much as he is inauspicious and off-keyed, his better half and kids are similarly the odd mix of peculiar and blas. His significant other, Babette, plague with a distracted brain nurture an ever present hunch of death. Babette's dependence on a medication called Dylar discovers her in dalliance with a specific obscure Dr. Dim trading off with him her body for drugs, a circumstance which nearly finishes in murder. The children, Heinrich, 14, gloomy and inclined to Armageddon nerves, is a chip of the old square, while 3 years of age Wilder is somewhat guaranteeing and prominent by his quality. The little girls, Denise, 11, is a rascal and will creek straightforward from her folks, considering spade a spade, and Steffie, the more youthful kin, is a touchy kid who can't stand to see anybody endure. It is a traditional instance of a family living inside a container unyieldingly rushing towards sure Judgment day. The family itself is a telling editorial of the general public we live in today. The sullen condition likely could be the result of a mixed marriage with the kids enduring the worst part of a constrained advance relationship over which they have no control. The epic features the job of kids in the plan of things in the current world. They are increasingly calm, progressively touchy, and the objective shoppers for ravaging advertisers, brilliantly representative of the novel's counterfeit shock towards anything common and inclination towards greater affectability and restraint found among kids as opposed to the adults. Regardless, they are cautioned of the disconnection and defeat that make certain to tail them soon, by teachers at the school. DeLillo's books have the uncanny impact of addressing crude nerves. They dive into the not all that removed past, float over the present, and shockingly strike at the future slam against target. Written in 1985 with a mechanical catastrophe as foundation, the Repetitive sound corresponding with the Union Carbide disaster in Bhopal in 1984, and endeavors to rub some affectability into a country deadened with exorbitant realism and thriving. The United States' unmistakable world matchless quality is likened to the self-importance of Hitler less the tyrannical adventurism. Commonly, duty and control can go to the PC programs. In the journey for comfort and a simple way of life, the expanding inclination to satisfy each desire at the press of a catch is unavoidable to the point that it is treated as an aggravation if the circumstance ends up being in any case. With the Gladney family as the foundation, Repetitive sound on to connect and get the master plan of the mechanical mishap and its subsequent consequence when the clearing enduring nine days causes apparently perpetual traffic growls and panicky occupants taking whatever course and insurance accessible to get away from the destined city. Updates on the looming fiasco after the primary speculative data about the break intuitively push the populace unemotionally towards their preferred grocery stores. It is simply after the demise of a man during review, and a night of airborne poisonous occasion that the greatness of the debacle soaks in

Plato, John Dewey, Maria Montessori Essay Example | Topics and Well Written Essays - 750 words

Plato, John Dewey, Maria Montessori - Essay Example To the detainees the shadows and articles are his world. (Cottingham, 1996, p. 67-69 512-513) On the off chance that the detainee is permitted to pivot or even stand the daylight coming into the cavern from the section will be a lot for him. Also, on the off chance that they are questions passing by their shadow to the detainee are simply the truth as opposed to the item. He will consider the to be as the wellspring of the shadows that he has seen. When this detainee is taken outside and gets edified and wants to free different detainees in the cavern however they are not ready to liberate. At the point when the detainee is back in the cavern he is attempting to conform to the diminish light and needs to get utilized once more. His distinguishing proof of the items on the divider goes down this makes different detainees to imagine that setting off to the surface has demolished his visual perception. In the moral story the outside of the cavern or the world speak to hoard information and the cavern is a portrayal of a dim spot with constrained data prompting a defective realit y. (Cottingham, 1996, p.67-69 512-513) As indicated by Plato to get reality one needed to take a gander at the request for the creation to build comprehension of experience. 'People needed to go from the obvious domain of picture sounding good, to the clear, or undetectable, domain of thinking and comprehension. The Allegory of the Cave represents this trek and how it would look to those still in a lower domain. Plato is stating that people are on the whole detainees and that the substantial world is our Cave. The things which we see as genuine are in reality just shadows on a divider. Similarly as the got away from detainee rises into the light of the sun, we gather information and rise into the light of genuine reality: where thoughts in our psyches can assist us with understanding the type of 'The Good'. (Cottingham, 1996, p. 67-69 512-513) In Plato hypothesis, what we see through our faculties isn't a reality for example what the detainees see as the truth on the divider are simply shadows, yet on the opposite when one additions information then he/she can comprehend the genuine reality. (Cottingham, 1996, p. 67-69 512-513) Not at all like Plato in the Allegory of the cavern the Pragmatisms suggest that activity and information are two distinct circles and furthermore there is a preeminent truth surpassing the kind of probe (ways by which the life forms can take a few to get back some composure of their encompassing) that life forms use to get by throughout everyday life. (Shusterman, 1997, p.11, 23, 90-95) This hypothesis gives a natural record of information. 'Genuine' and 'valid' are utilized in the request procedure and they can't be appreciated outside of that specific circumstance. The hypothesis recognizes an outside world which should be handled or managed. John Dewey says 'something is made valid when it is checked.' According to Pragmatists; 'truth isn't prepared - made, however mutually we and reality make truth.' Truth is described by being variable and it comparative with conceptual framework. (Shusterman, 1997, p.11, 23, 90-95) In the Allegory of the cavern approach they are no obvious significance of educating since the understudies watch and gain from what they see. An educator or a coach isn't allocated any job since in Plato perspective on man is as an all inclusive being that doesn't adapt however find. Every single individual can move being oblivious to being learned as Plato states. (Shusterman, 199

Your Friendly Neighborhood Dream-Destroyer

Your Friendly Neighborhood Dream-Destroyer It was 8:00pm on a Thursday night when I received a text message from a buddy who wanted to hang out. Since I was a college admissions officer in the month of April, naturally, I was at still at work. I was helping coordinate the opening show for our Campus Preview Weekend a super fun and exciting event where all admitted students who come to campus get together for the first time. The Logarhythms were preparing for soundcheck and Mocha Moves, one of our amazing hip hop dance groups, were practicing their choreography on-stage when I responded to my friend: Me: Hey! Im just organizing this big event at work right now. Him: Ohhh. A big rejection party? Me: Were actually celebrating the students who were accepted and trying to help them build community! Him: Lol. Hmmmm. Acceptance for some. Rejection for most. How could you work there? Its definitely wasnt the first (or, unfortunately, the last) time that I would have such a reaction when I informed people about what I do for a living. And yes, turning down applications is a huge part of the job. However, when I think of the colleagues I work with on a daily basis, none of us particularly enjoy the rejection part of our job. And none of us are the evil, cynical monsters I think were sometimes thought of as. So, I thought itd be helpful to tell you all a bit about how I got to MIT and answer how I could possibly work here. If we rewind to when I was in high school (a much simpler time when Tyra Banks was the only host of Americas Next Top Model and RuPaul hadnt purchased HD cameras yet so her entire show was filmed with a vaseline-like filter), I was quite confused during my own college application process. Although my parents were incredibly supportive of my dreams and aspirations, neither had attended college themselves and couldnt be as helpful as they wanted to be when it came to making a college list or completing an application. I had a guidance counselor at school, but with over 300 students on her caseload and no one specializing in college applications, I was pretty much on my own. I only went on two college tours and thought I had to apply Early Decision to the second school I toured; thats where I ended up, even though the financial aid package offered was unaffordable for my family. During my time in undergrad, the Admissions Office became a second home for me on-campus. My supervisors, amazing women of color who came from similar backgrounds as myself, helped me when I struggled with the racial climate of my school or family pressures. When my dad lost his job halfway through my undergrad experience, these mentors helped me figure out a way to graduate a year early because I couldnt afford to attend school any longer. When I started looking for jobs, I ended up working as a College Access Counselor at a community-based organization called Bottom Line because I wanted to continue to help first-generation students through the college application process and think about financial planning. After counseling two cohorts of students (yes, that means I completed over 120 FAFSAs over 2 years I feel your pain), I became increasingly interested in the college process. Why were some of the students I loved not being admitted to their favorite schools, and why were other students being admitted when I didnt think those schools would give them a chance? There would be only one way to find out so I threw my application into the running and here I am at MIT. Yes, selection is a huge part of our jobs and takes over our entire lives for many months out of the year. However, my goal when reading an application is never to just find a reason to deny. My goal is to hear your stories, learn about your dreams and aspirations, and read the amazing things your teachers and counselors have to say about you.   When we move through the committee process, our goal is to look at all components of your application and try to holistically understand the world you come from and how you navigate that world. We get emotionally attached to applications, even though we know we shouldnt, and lose sleep over students whose stories impact us (and sometimes, because of our committee-based process, those students dont get in). Additionally, there is so much more to my job than selection. We get to present information sessions both here in Cambridge and on the road to share accurate information about applying to our institution, we give your counselors and teachers advice about their recommendations for you, and some of us even write blog posts to inform you about what were thinking! I also love supervising our student employees because I hope to be a resource to them as someone who has navigated college as a first-gen, Black and Puerto Rican, queer student. I dont view my job as denying people I view my job as advocating for students in our admissions process. I relay information to prospective students to alleviate their stress and guide them on a successful path to admission. I sweat, bleed (paper cuts are REAL!), and cry at work not because I love being mean and denying people, but because I dont want any of you to make the same mistakes I did going through my college application process and I want to make sure we are making ethical decisions as we select our incoming class. Does any of this make getting rejected from MIT any easier? Probably not. But when you meet us on-campus, on the road (over the next several months, Ill be in Philadelphia, NYC, St. Louis, and many places in between), or over the phone, know that we are here to help you. In fact, thats why I got into this line of work! Many of us were once just as confused about college as you might be now, and most of us just want to make the process less daunting for you (at least, as much as we can). And know that we are not hired to be dream destroyers were hired to make MITs application more accessible, to find new and innovative ways to communicate our mission, and to support students once theyre on our campus.

The Attacks of 9/11 and the Subsequent Global War on...

Chinese immigration to the USA was done in How do you understand the attacks of 9/11 and the subsequent Global War on Terror, in terms of political identity? Do you see it in primordial terms? How would a primordialist and constructivist each explain these events? Primordialism The primordialist view would suggest that the attacks were prompted by irreconcilable differences between Islamic culture and the West and that Islam felt threatened by the West. Essentially it states that ethnic groups and nationalities exist because there are traditions of belief and action towards primordial objects such as biological factors and especially territorial location. (Gryosby, 1994 p. 168).). There are a lot of grounds to the assumption that Islam has this attitude since Islamic fundamentalist leaders, such as Sayyid Qutb (1988) have written that their attacks have been prompted by Western interference and that Islam must separate itself totally from the West. They see themselves distinct in so many ways including in religion, blood structure, culture, history, and philosophy and think it crucial that their nation must not get sullied by Western influence. On the other hand, Islamic history has shown periods of friendly assimilation and convergence with West, with indicates that Primordialism may extend only to a certain sect or group of people, rather than to their claim that there are irreconcilable differences between the two nations. History has shown that differences may

Financial and Non Financial Measures Free Essay Example, 3500 words

On the other hand, it has been stated (Neely, 2002, 295) that ‘the key benefit in the process of deciding what to measure appears to lie in the fact that the process forces management teams to be explicit about their priorities; without precise definitions and targets it is impossible to establish appropriate measures for customer satisfaction; hence the act of deciding what to measure, forces management teams to clarify their language and make explicit what they mean when they say â€Å"we want to increase customer satisfaction’. In a research made by Neely et al. (2002, 301) the role of the non financial measures to the firm’s performance tried to be located through a postal survey of ‘1802 large service firms (employing over 250 people and with reported turnovers in excess of  £10 million)’. The main findings of this survey can be summarized to the following ones: a. ‘Ninety-two percent of mass services, 84 percent of professional service s, and 81 percent of service shops claimed to measure customer satisfaction. b. Seventy percent of mass services, 66 percent of professional services, and 64 percent of service shops claimed to measure employee satisfaction. c.We will write a custom essay sample on Financial and Non Financial Measures or any topic specifically for you Only $17.96 $11.86/page Furthermore, regarding the findings of the academic research ‘nonfinancial performance measures possess at least some degree of reliability, and that having such information audited should increase investors’ perceived reliability of those measures whereas noncomparability among types and formats likely hampers investors’ ability to use nonfinancial measures’ The operation of the financial measures in practice can face a series of difficulties. According to the study of Schuster (2000, 92-93) ‘in the process of defining value drivers and outcome measures there undoubtedly is a high potential for mistakes; particularly in the field of ‘softfact measures’ like employee motivation or organizational learning there is a risk of creating false rationalities; another problem could be the data modelling of the whole scorecard system; there is probably a lot of training and communication needed in order to avoid the impression of a ‘staff control system’ that finally leads to completely transparent employees’ III.

Iris Van Herpen Exhibition Utrecht Free Essays

The New Craftsmanship Iris van Herpen? and her Inspiration â€Å"With my work I intend to show that fashion can certainly have an added value to the world† In the Centraal Museum of Utrecht, Netherlands, renowned fashion designer/artist Iris van Herpen (1984) exhibits a highly personal side of her work for the public from 29 June until 9 October 2011. By contrasting her designs with what worked as the inspiration behind them, van Herpen’s futuristic approach to fashion is displayed with art dating back to the sixteenth to the nineteenth century creating an unusual opposition in the general mood of the show. In addition to a contrast between old and new, one will also find work by other contemporary artists that have inspired van Herpen or collaborated with her. We will write a custom essay sample on Iris Van Herpen Exhibition Utrecht or any similar topic only for you Order Now These include artists such as American-born sculptor Kris Kuksi; Dutch choreographer Nanine Linning; hat designers Stephen Jones and Irene Bussemaker; Dutch artist Bart Hess who shares van Herpen’s futuristic approach in his work; and architect Daniel Widrig whose main influence in the show was with 3D printing. Upon entering the exhibition one enters a calm space with soft music playing in the background. Looking up towards the high raised ceiling you can see Nanine Linning’s opera inspired performance piece with van Herpen’s extravagant costumes and haute couture creations in larger than life projections on the bare white walls. Below these displays one would find the original costumes as seen in the performance. Referring back to the contrast between old and new, or rather ancient and innovative, it was interesting to note which of van Herpen’s designs were paired up with what ancient artefact and why. Leaving the theatricality of Linning behind, the show carries you away from the modernity of projectors through to a series of antique items including a bookshelf, chairs and tables as well as paintings by the popular Parisian painter Pierre Joseph Sauvage and an expensive silk wall panel from Lyon in France. These were shown next to one of van Herpen’s more ‘wearable’ garments, a dress, which could be assumed to be made of fabric containing metal threads, having been concentinaed to create a voluminous shape reminiscent of coral reefs. Similar to the layout of the exhibition, Van Herpen’s approach to fashion stems from the interaction between handmade, an old-fashioned method of construction, and innovation, through constant pursuit of new techniques and materials. One of van Herpen’s most recently discovered techniques is a form of rapid prototyping called 3D printing. This technology came into use in 2003 mainly for duplicating valuable artefacts for museums. Cleverly, through collaboration with architect Daniel Widrig, van Herpen uses this technology to create what looks like sculpted dresses or headgear, once again reminiscent of the shape of coral reefs or some sorts of skeletal forms. This side of van Herpen’s collection was shown alongside work of goldsmiths form the seventeenth-century. This juxtapose truly emphasized the origins of the inspiration for her designs. There was an apparent connection between the auricular styled crockery, plates, crowns etc. and her laser sintering technique. With further regard to the 3D printing technique, the designer herself believes, â€Å"it is a matter a time before we can print the clothing we wear today†. It is truly inspiring to see an artist of such a young age produce something that has the prospects of having a massive impact on the industry itself and, well, everything really. If we can produce our clothing with 3D printing technology, maybe we can also produce furniture through the same process, or even houses, maybe even bridges and buildings. Just imagine! As for the overall impression of the exhibition itself; the concept and story behind it was thoughtful and interesting, the layout was appealing, and the work itself was beautiful and innovative. How to cite Iris Van Herpen Exhibition Utrecht, Papers

Richard Iii Monologue Essay Paper Example For Students

Richard Iii Monologue Essay Paper A monologue from the play by William Shakespeare RICHARD: Now is the winter of our discontent Made glorious summer by this son of York; And all the clouds that lowered upon our house In the deep bosom of the ocean buried. Now are our brows bound with victorious wreaths, Our bruised arms hung up for monuments, Our stern alarums changed to merry meetings, Our dreadful marches to delightful measures. Grim-visaged war hath smoothed his wrinkled front, And now, instead of mounting barbed steeds To fright the souls of fearful adversaries, He capers nimbly in a lady\s chamber To the lascivious pleasing of a lute. But I, that am not shaped for sportive tricks Nor made to court an amorous looking-glass; I, that am rudely stamped, and want love\s majesty To strut before a wanton ambling nymph; I, that am curtailed of this fair proportion, Cheated of feature by dissembling Nature, Deformed, unfinished, sent before my time Into this breathing world, scarce half made up, And that so lamely and unfashionable That dogs bark at me as I halt by them Why I, in this weak piping time of peace, Have no delight to pass away the time, Unless to see my shadow in the sun And descant on mine own deformity. And therefore, since I cannot prove a lover To entertain these fair well-spoken days, I am determined to prove a villain And hate the idle pleasures of these days. Plots have I laid, inductions dangerous, By drunk prophecies, libels, and dreams, To set my brother Clarence and the king In deadly hate the one against the other; And if King Edward be as true and just As I am subtle, false, and treacherous, This day should Clarence closely be mewed up About a prophecy which says that G Of Edward\s heirs the murderer shall be. Dive, thoughts, down to my soul here Clarence comes!

The Concept of Same Sex Marriage and Child Adoption

Transcription in prokaryotes and eukaryotes The WritePass Journal

Transcription in prokaryotes and eukaryotes Introduction Transcription in prokaryotes and eukaryotes IntroductionTranscriptionTranscription in ProkaryotesTranscription in EukaryotesConclusionReferences  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Related Introduction The deoxyribonucleic acid (DNA) its an organic compound whose molecules contain genetic instructions, its role is to store necessary information to create ribonucleic acid (RNA) and proteins. The DNA segment that encloses this information is called gene. The DNA molecular structure was discovered jointly by James Watson and Francis Crick in 1953. From a chemistry perspective the DNA is a long polymer composed of two simple units, the monomers of nucleotides, whose main chain is formed by phosphate and sugar molecules. Connected to the sugar molecule is a molecule of four nitrogenous bases. The sequence of bases along the DNA constitute the genetic information which encodes the amino acids of proteins specific sequences. Translation occurs through the RNA messenger (mRNA) by copying part of the DNA chain through the process of transcription, subsequently this information is translated in proteins. RNA is used to synthesize proteins. Eukaryotes such as animals, plants and funghi contain their DNA inside the nucleus while prokaryotes such as bacteria DNA is scattered in the cytoplasm. Transcription The term transcription is given to the first stage of gene expression, when a DNA template synthesizes RNA. Proteins are synthesized by DNA through the nucleic acid RNA. RNA and DNA are similar, however, RNA contains ribose as its sugar and a uracil base, DNA in turn contains deoxyribose and a thymine base, therefore, whilst DNA nucleotides have a base A, G, C, or T, and RNA nucleotides have a base A, G, C, or U. DNA and RNA along with proteins are polymers that transmit information all the way through specific sequences of monomers. In both nucleic acids these monomers comprise four types of nucleotides supplying a specific sequence of nucleotide bases to each gene. In proteins the monomers are amino acids meticulously ordered in polypeptides. Transcription and translation are the means to synthesize protein from DNA. DNA and RNA only transcribe information from molecule to molecule. DNA synthesizes RNA through transcription by providing a template for assembling a corresponding sequence of RNA nucleotides, an identical process to DNA replication where a DNA strand template synthesizes new strands. In proteins, the resultant RNA molecule is called messenger RNA (mRNA), and is a transcript of the protein gene that communicates a genetic message from DNA to the cell synthesizing the protein. The three stages of transcription are initiation, elongation, and termination. The RNA transcript not yet translated into protein is a primary transcript. RNA synthesis is initiated in the nucleotide where the promoter gene, the RNA binding site, defines not only the beginning of transcription but also which DNA strand is the template. The promoter is where transcription begins when the RNA polymerase has attached. In eukaryotes the transcription factors composed by a set of proteins liaise the RNA polymerase binding and the beginning of transcription. In prokaryotes the RNA polymerase identifies and binds to the promoter, RNA polymerase II only binds to the promoter once specific transcription factors have already attached, this is called the transcription initiation complex, where enzyme begins transcribing the template DNA strand. Termination in prokaryotes is reached when the transcription proceeds through a terminator sequence in DNA, the terminator RNA which has then been transcribed is the terminator signal, and the transcript is released when the polymerase separates from the DNA which is then used as mRNA. Termination in eukaryotes happens through the polyadenylation signal sequence when the RNA polymerase II has transcribed the DNA sequence, which codes for the polyadenylation signal (AAUAA) in the pre-mRNA. After that, the AAUAA signal nucleotides, and RNA transcript proteins detach it from the polymerase, liberating the pre-mRNA. However, the polymerase precedes transcribing DNA for nucleotides after the site where the pre-mRNA was generated. The enzyme RNA polymerase is capable to start a chain without a primer, and therefore, reunites the RNA nucleotides while they pair off the base along the DNA template, assembling a polynucleotide just in its 5’ – 3’ direction. DNA nucleotides sequences determine the beginning and finishing of transcription. Transcription in Prokaryotes Prokaryotes enclose a particular type of RNA polymerase, a complex enzyme composed of five sub-units ÃŽ ±2ÃŽ ²ÃŽ ²Ã¢â‚¬â„¢ÃŽ ´ (holoenzyme), that form a core enzyme which when bound to DNA synthesizes RNA. The core enzyme is attached to random DNA sites and the purified polymerase is called the sigma factor (ÃŽ ´). Attachment of sigma factor to the core enzyme begins the transcription-promoter recognition. The enzyme then divides both DNA strands in the starting site. Once about ten nucleotides have been integrated into a transcript, the enzyme is changed to a transcriptional elongation complex releasing the sigma factor. The nucleotide at which transcription starts is designated as +1 and the previous nucleotide as -1. The previous DNA toward the 3’ end of the template is called upstream and the following DNA toward the 5 end of the template is called downstream. Small nucleotides sequences are recognized by an RNA polymerase as DNA connection point to start transcription, the promoters have consensus sequences recognized by enzymes. These sequences occur at about 10 and 35 nucleotide pairs before the initial site of transcription. Prokaryotic cells have an array of distinct sigma factors that recognise different promoter sequences. Elongation is performed by the core enzyme after the release of ÃŽ ´ subunit. The polymerase continuously unfolds the DNA ahead and folds the DNA behind the site of transcription (already transcribed). The RNA strand will be disengaging from the DNA as that RNA polymerase moves along the double helix. The protein RHO is necessary for termination of transcription. Termination occurs when the RNA polymerase finds a termination signal – the transcription complex dissociates and releases the RNA molecule. Sometimes, the polymerase finishes transcription without additional factors when it arrives at a terminator sequence and releases the RNA. There are two types of terminators in E. coli:-dependent terminators of RHO and independent terminators of RHO. Transcription in Eukaryotes In eukaryotes there are three types of different RNA polymerases acting in transcription, RNA polymerase I, RNA polymerase II, RNA polymerase III. Each RNA polymerase is responsible for transcription of a specific class of genes This difference in RNA polymerases is one of the differences between prokaryotes and eukaryotes. Other difference in transcription between prokaryotes and eukaryotes is that eukaryotes involve an array of transcription factors. Transcription factors are accessory proteins are essential for polymerase binding to DNA template throughout the whole three stages of transcription. The three types of RNA (mRNA’s, rRNA’s and tRNA’s) are originated from RNA molecules. The first RNA is called the primary transcript, (pre-RNA). The site of DNA from which a primary transcript is transcribed is a transcription unit. The generation of RNA involves 90 to 300 nucleotides and their accessory proteins. The genes primary transcripts that encode proteins suffer modification before being transported to the cytoplasm. RNA polymerase requires transcription factors to initiate RNA synthesis and bind to the promoter region to form a complex initiation for the binding of RNA polymerase and beginning of transcription. Polyadenylation play an important role in the transport of RNA from the nucleus to the protein. ENZYME LOCATION PRODUCTS RNA POLYMERASE I Nucleolus Ribosomal RNA, except RNAr 5S RNA POLYMERASE II Nucleus Nuclear pre-RNA RNA POLYMERASE III Nucleus RNAt small nuclear RNA Conclusion The processes of translation and transcription are related in both prokaryotes and eukaryotes, however, due to prokaryotes not possessing nuclei, their DNA is not segregated from ribosomes and protein synthesis apparatus, which allow initiation of mRNA translation while transcription is occurring. Eukaryotes transcription occurs in the nucleus where RNA transcripts are modified to generate mRNA, the transporter of information from DNA to the cell synthesizing protein, which is then translated in the cytoplasm. Prokaryotes have only one type of RNA for protein synthesis, such as ribosomal RNA. Eukaryotes have three types of RNA polymerase in the nucleus. RNA polymerase II is responsible for mRNA synthesis. RNA polymerases I and III transcribe RNA molecules that are not translated into protein. References  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Campbell, N., Reece, J., Urry, L., Cain, M., Wasserman, S., Minorsky, P., Jackson, R. (2008) Biology 8th Edition. San Francisco: Pearson international Edition. pp 351-367. Latchman, D. (2002) Gene Regulation: A eukaryotic perspective. 4th Edition. Cheltenham: Nelson Thornes Ltd. pp 35-65. Karp, G. (2005) Cell and Molecular Biology. 4th Edition. United Sates of America: Von Hoffmann Press. pp 436-467.

Communication and Personality in Negotiation Paper Research

Communication and Personality in Negotiation - Research Paper Example He was able to purchase the unit from a dental supplies store just outside their university for $275. The class did not get the chance to use the unit fully until one month after the purchase. While he was using the unit, he observed that it was making an unnecessarily noisy sound which was not apparent with other dental cure units. After one or two more uses, the bearing in the unit gave way. He immediately went back to the dental supplies store to return the unit. The store clerk asked for his receipt and noticed that it was already one month after the purchase. The clerk also noticed that the unit did not have a label or tag that they said they normally place in all dental cure units released from their supplies store. He immediately wanted to talk to the manager but the sales clerk told him that the manager was busy and that if he wanted to have the unit repaired or replaced, he would have to pay for $50, which he did not have at the time. He left the dental supplies store and le ft a message that he would return. He then asked for my help since he knew I had some skills in negotiation. I accompanied my cousin back to the store the next day and confronted the manager. The manager recognized my cousin and asked what the problem was. So, my cousin relayed the scenario and wanted to have the unit replaced or repaired, whichever is most immediate. The manager first reviewed the receipt and questioned how come the unit was to be returned one month after purchase. The warranty period only stipulated 10 days after purchase. And, after further inspection, the manager questioned the lack of label or tag on the unit. He said that if my cousin wants to have it repaired, he needs to pay for $50. But if he wants to have it replaced, they do not have the same model of lower price and instead was offering another model where an additional $100 needs to be paid. This is where I came in. First, I thanked the manager for personally attending to our dilemma. Then, I explained to him that the reason why the unit was returned only now was because the class professor did not require them to use the unit completely previous to two days ago. I informed him that we have the cellphone number of the professor in case he wants to verify and validate our statement. Secondly, I informed him that as a dental supplies store, they have the obligation to check all their units for the labels and tags before their release. The fact that this unit does not have any tag or label means that it was defective in some way or the other – the reason why, only after one or two uses, the bearing gave in. In this regard, they have the obligation to the customer to replace the unit or repair it without extra cost to the customer. In the end, I noted, it is always good to accommodate the complaints of the customers and validate the contentions. The way that their positively resolve conflicts would put in a good image to their store. The manager was first insisting that my cous in must have replaced the unit with a defective one. My cousin interjected by saying that â€Å"why would I replace the unit with a defective one when I need the unit badly for my classes and I have no other access to other dental cure units? Why would I trouble myself to do something which would jeopardize my academic performance?† I am sure you remember me and I took the unit directly from you when I came here to purchase it, just a month ago.

Case Study Analysis- $100 Laptop by John Quelch Essay

Case Study Analysis- $100 Laptop by John Quelch - Essay Example Apparent Issue Despite the high PC adoption rate in certain regions OLPC is finding difficulty in convincing the respective governments to invest heavily in his project. He needed investment in one million at a time by a nation in Laptop and including all expenditures the price tag could go to $ 200 million to $ 250 million. Negroponte decided not to venture into production until he has firm commitments from governments to buy at least five million machines outside USA. Competitors were increasingly lowering their product prices with no such restriction. Real Issue The real issue was the shift in technology. The emerging markets were likely to be wire-less centric rather than PC- centric. Hence it was more viable to distribute internet enabled cell phones to children for education rather than trying to built and distribute Wi-FI enabled mesh networks with donated or subsidized Laptops as was being done by OLPC. The problem was of disruptive innovation and market evolution. Relevant F acts OLPC is facing many different challenges and varied situations both internally and in the external environment. In the table below is the list of the few most relevant and important facts concerning OLPC. FACTS EVALUATION FINACIAL In 2006 AMD, Google, Red Hat, News Corp. gave at least $ 29 million to fund the project and pledged additional money for the future. + OLPC needed an order of one million laptops at a time to start its production. - MARKETING The $ 100 Laptop proved to be a misnomer. The initial cost was close to $ 150 per machine. ? OLPC find it difficult to sell the idea. The poor underdeveloped countries that are still striving for basic necessities of life find it difficult to invest such huge amount on laptops instead of basic education. _ COMPETITORS Competitors were multiplying in number both nationally and internationally and well renowned business oriented companies were giving tough competition by continuously offering their low priced products. _ Emerging t echnologies such as internet enabled cell phones were cheaper and have more consumer acceptance in poor countries. ? ORGANIZATION Intel started working together with OLPC in July 2007 and started mass production + Due to request of OLPC for Intel to stop marketing its low cost laptops Intel terminated the partnership with OLPC in January 2008. ? TECHNOLOGY Design engineers of OLPC not only were successful in reducing cost through innovative technology but also solved the problem of lack of electricity with hand crank. + Enhanced Wi-Fi range created wireless mesh to enable out of range machines to connect to internet. + SWOT Analysis SWOT analysis is the most effective tool that provides the framework for the analysis of the business environment. It is considered more effective because in a way, it combines the Porters five forces with the PEST analysis. It requires careful prioritization of strong opportunities and threats. Wrong selection may lead to weaker opportunities and threat s coming in the analysis. SWOT analysis provides both internal and external analysis and provides a critical analysis of strengths, weaknesses, opportunities and threats. It helps organizations in developing its strategies like SO that emphasizes on utilizing strengths to capture the opportunities. WT strategy focuses on minimizing weaknesses and threats. ST strategy focuses

Attitudes Of University Students In Lebanon Towards Homosexuality

Attitudes Of University Students In Lebanon Towards Homosexuality Recently, almost all cultures have witnessed increasing trends in homosexuality. As a result, more and more organizations protecting gay, lesbian, and bisexual rights have emerged. One factor that seems to affect the emotional and social development of gays and lesbians is the attitudes of society toward them (Bowen Bourjeois, 2001). Much research has been conducted since late 1970s focusing on the factors that affect heterosexuals attitudes toward gays and lesbians (Whitley, 1988). Gender, religion, education, as well as race are some of the factors that play a role in determining these attitudes (Whitley, 1988; Negy Eisenman, 2005; Landen Innala, 2002; Grapes, 2006). Studies conducted in the United States, Australia, Turkey, Hong Kong, Sweden and Canada have indicated that most attitudes towards gays and lesbians are negative in general (Negy Eisenman, 2005; Landen Innala, 2002; Hopwood Connors, 2002; Schellenberg, Hirt, Sears, 1999). It is suspected that the prevailing attitudes in Lebanon are similar to those in the countries mentioned earlier. However, because of the lack of concrete research on this topic in Lebanon, it is necessary that a study be conducted in order to investigate the attitudes towards gays and lesbians among university students in Lebanon. The purpose of this study was to determine the attitudes that students at universities in Lebanon have towards gays and lesbians. Since previous research have shown gender and choice of major to be of great importance in determining university students attitudes towards homosexuality, this study also compared the attitudes of male vs. female, as well as Social sciences and Art students vs. Natural sciences and Business students. Review of the Literature One of the main problems associated with homosexuality in the Middle East is the negative attitudes that Arabs have towards gay men and lesbians. These attitudes are further complicated by international politics which slow down social progress in Middle Eastern countries. As a result, strict Arab morality is imposed in these countries as a means of defense against Western trends that promote female nudity and homosexuality. However, these negative attitudes could not be generalized as homophobia because they are directly linked to political, social, religious and cultural issues (Whitaker, 2006). Contrary to what many people believe, the attitudes towards gay men and lesbians are rather negative even in western countries such as the United States, Australia, Sweden and Canada (Negy Eisenman, 2005; Landen Innala, 2002; Hopwood Connors, 2002; Schellenberg, Hirt, Sears, 1999). Previous studies on attitudes of undergraduate university students specifically indicate mostly negative at titudes, with fluctuations that depend on factors such as gender, education, religiosity, as well as, race (Whitley, 1988; Negy Eisenman, 2005; Landen Innala, 2002; Grapes, 2006; Jonathan, 2008). Because of the lack of empirical evidence on the attitudes in Lebanon towards gay men and lesbians, it is important that this study be conducted so as to set stable grounds for this issue. The purpose of this study was to measure the attitudes of undergraduate university students in Lebanon towards gay men and lesbians. Hopwood and Connors (2002) examined the attitudes of undergraduate students toward homosexuality at a university in Australia. The first hypothesis was that homophobic males were most likely to be religious and politically conservative. The second hypothesis stated that levels of homophobia would be more prevalent among business majors than humanities majors. The sample consisted of 104 students from two faculties; 58% were registered in a humanities class, while 42% were registered in a business class, and 65% of the sample was females. Participants were asked to complete a questionnaire composed of three parts. The first part included The Heterosexual Attitudes to Homosexuals questionnaire which measured the attitudes of the participants toward issues such as befriending or social equality for homosexuals. The second part of the questionnaire measured the participants fear of AIDS/HIV with the use of the Fear of AIDS scale by Bouton et al. The third part involved the measurement of demographic variables intended to ascertain participants religiosity and political views. The results validated the hypotheses tested in this research. Fear of HIV/AIDS seemed to be the most powerful indicator of homophobia among men, with a correlation of 0.64. Gender was also a predictor of homophobia; males exhibited more negative attitudes towards homosexuals than women. The results also showed that religious individuals expressed more homophobia than nonreligious ones. Last but not least, academic major aided in predicting homophobia; as hypothesized, business majors expressed higher levels of homophobia and fear of HIV/AIDS than did the humanities students. In another similar study conducted by Schellenberg et al. (1999) at the University of Windsor in Canada investigated the attitudes of undergraduate university students toward gay men and lesbians. Comparisons were to be made on the basis of the participants gender, faculty, and year at university. One hypothesis was that participants enrolled in Arts or Social science faculties would have more positive attitudes than those enrolled in Science or Business faculties. Another hypothesis was that females were more likely to have positive attitudes than men toward gay and lesbian individuals. This studys sample consisted of 199 undergraduate students (101 males and 98 females) enrolled at the University of Windsor, who were hired so as to increase the chances that they would be enrolled in different faculties. Participants were asked general questions such as their year at college, their major, as well as their age and gender. Their attitudes were measured using the short form of Hereks Attitudes toward Lesbians and Gay men scale which was designed to yield a subscale which measures attitudes toward lesbians, and other that measures attitudes toward gay men. The results of this study indicated that attitudes toward gay men changed as a function of the students faculties; that is to say that students in the faculties of Arts or Social Sciences had more positive attitudes than those in the faculties of Business or Science. Moreover, gender and year at university had a big role; women had more positive attitudes as compared to men regardless of their year at university. However, although new male students held negative attitudes toward gay men, these attitudes improved with the years spent at university. As for attitudes towards lesbians, gender and faculty played little or no role in determining the attitudes. However, the attitudes became more positive with the time at university. Along the same lines, Negy and Eisenman (2005) studied the attitudes and affects of African American and White college students toward lesbian, gay and bisexual individuals. More specifically, this study aimed to investigate how enculturation and religiosity might control the attitudes toward lesbian, gay and bisexuals. Because of inconsistent findings in the past, no formal hypothesis was made. Previous studies regarding African Americans showed that they seem to be more probable than whites to both see homosexuality as incorrect and to support gay rights laws. As a result, this study aimed to investigate African American attitudes while considering variables which may influence homophobia such as culture, religiosity, and sociodemographics. The studys sample consisted of 77 African Americans (22 male, 48 female) and 143 non-Hispanic whites (38 male, 105 female) who attended a public university in Southeast U.S. 90% of the African Americans and 94% of the Whites were exclusively heterosexuals, and 89% of the African Americans and 76% of the Whites were Christian. In order to measure the three variables mentioned previously, several questionnaires were handed out to the participants. Questionnaires included a Demographic Sheet which inquires the age, gender, ethnicity, religious affiliation, and sexual orientation of the participants. It also inquired the level of parental education as well as the years of education of the participants parents so as to infer the socioeconomic status of each. Moreover, participants commitment to religion was assessed based on two measures; one of which is the frequency of church attendance, and the second includes reasons for believing in a religion. The third questionnaire was a Balanced Inventory of Desirable Responding, constructed to measure social desirability. The fourth questionnaire was the Index of Homophobia by Hudson Ricketts which measured homophobia among the participants. A fifth questionnaire was the Heterosexual Attitudes Toward Homosexuality (HATH) which measured attitudes and beliefs regarding gay and lesbian individuals. Finally, a sixth questionnaire, African American Acculturation Scale, was handed out to the African American participants only to measure how much African American respondents were absorbed into a traditional African American culture. The results indicated that even though African American participants affective and attitudinal reactions to lesbian, gay and bisexual individuals may be more negative than those of White students, this difference faded when regularity of church attendance, religious dedication, and SES were considered. So for both, African Americans and Whites, the three variables church attendance, religiosity and SES served as predictors of homonegativity. Bowen and Bourgeois (2001) examined the attitudes toward lesbian, gay and bisexual (LGB) individuals based on certain social psychology theories. They first hypothesized that having had more LGB acquaintances in the past would yield more positive existing attitudes. The second hypothesis was that respondents were more likely to rate their personal attitudes toward LGB more positively than their friends or typical students as a result of pluralistic ignorance. The third hypothesis predicted that students attitudes would change with regards to the residence halls (i.e students from the same residence hall would share the same attitude) based on the Dynamic Social Impact Theory. The last hypothesis stated that present contact with LGB individuals would yield more positive approaches regardless of the respondents past contact with LGBs. Questionnaires were sent out by mail to 240 undergraduate students in two residence halls (6 Floors in building A and 5 floors in building B), however only 109 students completed them (48 females and 51 males). The questionnaire included only a Gay/Lesbian/Bisexual Attitudes questionnaire made of a 7 point Likert type scale. Respondents were inquired to provide three responses: the first about his/her attitude toward LGB, the second about his/her beliefs about how friends would respond, and third they had to rate how they thought the typical student would reply. Respondents were also asked about the number of previous LGB acquaintances, as they were asked to indicate how many openly LGB individuals resided in their residence halls and on their individual floors. The results of this study confirmed the hypotheses constructed at the very beginning. Respondents actually did represent themselves as having more positive attitudes towards LGB individuals than their friends and the typical student, proving the pluralistic ignorance theory. Moreover, consistent with the contact hypothesis, respondents who referred to as few as one or two explicitly LGB students in their residence halls or on their floor held considerably more positive attitudes than students who knew none. Some limitations of this study could be the small sample, the ethnic homogeneity of the respondents. Moreover, the low response rates could have been an indication of bias since it is possible that the students with more negative attitudes did not respond. In an interesting research article by Landen and Innala (2002), the effects of a biological explanation on attitudes towards gays and lesbians in Sweden were examined. The purpose of this study was to test whether attitudes towards homosexuals differed between people who supported the biological explanation and those who supported a psychological explanation. Comparisons were also to be made between the attitudes of men and those of women, as well as between an old age group and a young age group. A sample of 992 people was randomly selected from the National Registration and was sent questionnaires by mail. 668 out of the 992 people returned the questionnaire. The questionnaire consisted of ten questions that covered the participants beliefs about the origin of homosexuality, the integration of homosexuals in the society as well as homosexual friendships. Participants ranged between 18 and 70 years of age, with the median age being 44 years. The results of this study supported previous findings that proposed that individuals supporting the biological explanation of homosexuality had more tolerant attitudes toward it (CITE). Moreover, the more participants were acquainted with gays and lesbians, the more liberal attitudes they held toward them. Also, the results of this study showed that women and the younger age group tended to have more positive attitudes towards homosexuals than those who believed in a psychological explanation of homosexuality. Out of the 668 people, a little more than half of them (51%) believed in a biological explanation, whereas the remaining 49% believed in a psychological explanation. This study supports theories of the prominence of positive attitudes among people who believed that homosexuality had a biological origin, as well as people who had more personal contacts with homosexuals (CITE). In an attempt to inspect the prevalent attitudes towards homosexuals among Turkish university students, Cirakoglu (2006) aimed to examine the students beliefs regarding the causes of homosexuality. The study also aimed to compare how participants attitudes varied towards the labels gay and lesbian. Finally, the attitudes of participants who had had previous social contact with homosexuals were measured. Cirakoglu (2006) hypothesized that the label gay would elicit the most negative attitudes, whereas the label lesbian would trigger more positive ones. And, in relation to previous studies, he hypothesized that participants who had prior social contact with a homosexual would have more positive attitudes than those who hadnt. Participants of this research included 334 private university students (140 women and 194 men) in Turkey. Students were given questions regarding their demographic information, as they were also given a 50-item scale for the causes of homosexuality and a 19-item attitude scale. When asked about previous contact with at least one homosexual, 41.82% of participants reported having had contact with a homosexual. The results of Cirakoglus study seemed to verify the hypotheses stated at the beginning. The label lesbian seemed to elicit more positive attitudes than did the term gay or homosexual. It seemed that the term gay triggered the most negative attitudes among the three labels (CITE). Moreover, men had rather negative attitudes towards homosexuals, unlike women who held more positive attitudes. As hypothesized earlier and in accordance to previous research, participants who reported having previous social contact with homosexuals held more positive attitudes than participants who reported no prior social contact. It is interesting to note that, participants who had no social contact with homosexuals seemed to believe that homosexuality stems from a psychological or physiological disorder; participants who reported prior contact, however, believed that homosexuality is a choice of lifestyle (CITE). Since South Africa became the fifth country to legalize homosexual marriages in 2006, Mwaba (2009) studied the attitudes and beliefs of South African students regarding homosexuality and same-sex marriages. Even though South African law protected its homosexual citizens rights and bans any sort of discrimination against them, the general attitudes of students remained negative. Mwabas sample was made up of 150 undergraduate students at a university in Western Cape in South Africa. These students were hired during a time of intense debate after the validation of homosexual marriages in 2006. The samples mean age was 18.3 years, 83% of which were females. Also, 68% of the sample students were Christians. An 18-item questionnaire was used to measure the attitudes toward homosexual marriages and homosexuality. The results signified rather conservative attitudes among the sample, as almost 44% thought that homosexuality should be socially unacceptable rather than acceptable in South Africa. However, when it came to granting homosexuals equal rights, 41% only believed that the government was right in doing so, with the majority of the sample (59%) opposed it. 37% thought there was nothing wrong in discriminating against homosexuals, and 71% indicated that they thought the marriage of two people of the same sex to be strange. But overall, those who believed that homosexual marriages should be legalized were almost equal to those who were against it (51% and 49% respectively). One of the factors that seems to affect peoples attitudes towards homosexuality is their level of education. In one of her studies, Grapes (2006) investigated the relationship between the level of education and the attitudes towards homosexuals and their rights. Grapes hypothesized that as the level of education increases, the attitudes towards homosexuals become more liberal. She also hypothesized, in accordance to literature, that females will have more tolerant attitudes than males. Grapes obtained data from the General Social Survey which was conducted by the National Opinion Research Center at the University of Chicago (Grapes, 2006). Her two independent variables were gender and level of education, and her dependent variable was the attitudes toward gays and gay rights. The attitudes were measured by choosing four specific questions that address homosexuality in the General Social Survey (Grapes, 2006). The sample consisted of 740 participants. Consistent with previous studies, Grapes (2006) results prove that gender plays a big role in determining the attitudes toward gay rights and homosexuals. Females held more positive attitudes than did males. Moreover, Grapes established a multivariate relationship between level of education, gender and attitudes toward gay rights (2006). She found that males who had a degree lower than high school were 36% more inclined to be against equal rights for homosexuals. Whereas females with a graduate diploma are 28% more likely to be supportive of homosexuals rights than females with an education lower than high school (Grapes, 2006). Congruently, Herek (1988) used a sample of 405 students to study what contributes to heterosexuals reaction formation to gay and lesbian individuals. First, he wanted to determine how heterosexuals attitudes were affected by gender. Second, he inquired about the contribution of social psychological factors to the attitude formation toward homosexuals. Last, he questioned whether attitudes differ toward lesbians and gays men (Herek, 1988). Hereks sample included 405 students (226 females, 179 males) from six different universities in the United States. The participants presented information about their religious backgrounds and how often they attend religious services, as well as the number of their gay/lesbian acquaintances. An Attitude Toward Lesbians and Gays (ATLG) scale composed of a 20-item likert scale was developed by Herek (1988). The scale had two ten-item subscales: half of which measure attitudes toward lesbians, whereas the other half measures attitudes toward gay men. Hereks results (1988) proved that male participants held more negative attitudes than females on both the ATL (Attitudes Toward Lesbians) and ATG (Attitudes Toward Gays) scale, yet they held less negative attitudes toward lesbians. Hereks study also verified that attitudes toward homosexuals are influenced by participants loyalty to traditional gender and family values, as well as by the level of their religious commitments and previous experience with gay men and lesbians (Herek, 1988). Last but not least, and in accordance to the Pluralistic ignorance theory in Bowen and Bourgeois study (2001), participants who held negative attitudes were likely to presume that their friends had similar attitudes towards homosexuals. Likewise, attitudes of undergraduate university students toward gay men and lesbians were investigated in a study conducted by Engstrom and Sedlacek (1997). The study aimed to investigate whether heterosexual college students at a southeast university held negative attitudes toward gay men and lesbians. Moreover, the study investigated the type of situations in which negative feelings toward homosexuals were expressed (Engstrom Sedlacek, 1997). The studys randomly selected sample consisted of 224 heterosexual university students; half of which were males, and half of which were females. Engstrom and Sedlacek (1997) administered the SAS Sexual Orientation Survey to measure the students attitudes toward gays and lesbians. The survey contained a likert-type scale ranging from one to five; it consisted of ten statements that covered personal, social, and academic situations. Three different forms of the survey were produced and mailed to participants: one referred to student (with no specified sexual orientation), the second referred to Gay male student, and the third referred to lesbian student, (Engstrom Sedlacek, 1997). Engstrom and Sedlaceks study confirmed that male students attitudes were more negative toward gay men than toward lesbians. It seemed that participants displayed more intolerant attitudes in situations where they must interact with gay males in public. Moreover, despite the fact that women hold more negative attitudes toward lesbians, in this study, females had surprisingly more negative attitudes toward gay males (Engstrom Sedlacek, 1997). However, and despite the negative attitudes toward homosexuals, participants seemed to be infuriated at the thought of the physical assault of a homosexual. This study gives insight as to how and in what situations stereotypical attitudes could be formed and allows further implications for practice (Engstrom Sedlacek, 1997).

“Between East and West” by Luce Irigaray

Actually it is rather difficult to define what moments are interesting in the book, because the whole work is worth reading. Irigaray provides a new fresh outlook and states that East and West should get together. This idea seems to be one of the most noticing. The way Irigaray steepens in the Western tradition is interesting and exciting, because she explores ancient Eastern disciplines. Moreover, she meditates in order to learn how to breathe and thus she makes a conclusion about the differences between women and men ways of breathing.Looking deeper in the content of the book it is apparent that the most striking idea presented is that women’s breath is different to that of the men’s and that it can more provocative implications. (Irigaray 2005) This idea seems to claim that sex differences exist and they can’t be neglected. Furthermore, she claims that women have to be more empowered nowadays. She makes women to re-examine their sexuality and to draw new concl usions.To achieve the understanding women have to cultivate breath, because it is the only way to understand community and individual values. (Irigaray 2005) However, Irigaray’s idea of sexual humanity significantly differs from patriarch and thus it seems problematic. Furthermore, Irigaray says that sexual differences are culturally constructed and thus they are articulated phenomenon. It is possible to say that sexual differences are natural between sexes in Western and Eastern countries and they should receive both social and cultural expression.Actually the author uses the nature as the main factor affecting inherent sexual differences presupposed by location within nature. (Irigaray 2005) In conclusion it is necessary to underline that idea of different breath and consequently sexual differences is presented in a new key as it offers alternative approach to judge sex differences between East and West. (Irigaray 2005) References Irigaray, Luce. (2005). Between East and We st: From Singularity to Community. USA: Columbia University Press.

Internet Convenience Essay

The Internet has shaped and has an excellent impact on politics. It has helped politicians to be more known all over the world. They are able to get information across now faster than ever and more effectively. The Internet offers a quick response and plays a role in the way politics are factor in to people’s lives. Many do not watch and feel strongly on their views about politics and have negative perceptions on this subject matter. I feel the Internet has caused an excessive amount of controversy about politics and people are involved now more than earlier decades. Politicians can get their views across on media websites or through emails. The Internet is known to get views across more profoundly and faster for people to communicate. They are able to reach a wider audience because this is where the people can be reached. Most people spend most of their day online at some point. The Internet is useful to get the views heard straight from the person this helps people get their voice heard. We learn the facts on the issues most people are online with this new generation no one really reads the paper or watches the news anymore because; they can receive updates to their cell phone at an instant. What people put on the Internet about the campaign determines the success of the politician. Bloggers can be rude; But the Internet helps the politician see people stand points and viewpoints on the issues. The internet is easily accessible from smart phones to computers it also helps Americans to be informed on the issues in the world. You can take your cell phone almost anywhere so from a political point the Internet helps because, how fast information is accessed it makes things more convenient. Politicians find this convenient and helpful for their campaign. The Internet has shaped and has an excellent impact on politics. It has helped politicians to be more known all over the world. They are able to get information across now faster than ever and more effectively. The Internet offers a quick response and plays a role in the way politics are factor in to people’s lives. Many do not watch and feel strongly on their views about politics and have negative perceptions on this subject matter. I feel the Internet has caused an excessive amount of controversy about politics and people are involved now more than earlier decades. Politicians can get their views across on media websites or through emails. The Internet is known to get views across more profoundly and faster for people to communicate. They are able to reach a wider audience because this is where the people can be reached. Most people spend most of their day online at some point. The Internet is useful to get the views heard straight from the person this helps people get their voice heard. We learn the facts on the issues most people are online with this new generation no one really reads the paper or watches the news anymore because; they can receive updates to their cell phone at an instant. What people put on the Internet about the campaign determines the success of the politician. Bloggers can be rude; But the Internet helps the politician see people stand points and viewpoints on the issues. The internet is easily accessible from smart phones to computers it also helps Americans to be informed on the issues in the world. You can take your cell phone almost anywhere so from a political point the Internet helps because, how fast information is accessed it makes things more convenient. Politicians find this convenient and helpful for their campaign.

The concept of interiorization has been around for a long...

The concept of interiorization has been around for a long time. In the past, some could argue that much of the focus in architecture has been on the exterior faà §ade of buildings. That being so, people have not forgotten about the interior. There is a philosophy behind all designs of a building, including both the interior and exterior, and there is a best suited design for what a building is being used for. The concept of interiorization is spatially organizing the interior of a building to properly reflect its purpose and uses, while also incorporating the designer’s own personality and beliefs. Architects and designers must collaborate to create a look and feel that fits the role of the building and its intended use. This†¦show more content†¦Much thought needs to go into the structure as a whole. Some architects, artists, and designers might think that the interior and exterior of a structure need to be similar and coordinate while others may prefer the element of surprise and have the exterior reflect one feel and the interior be the opposite of what one would expect. Again, this needs to be well thought out and much consideration must go in to the purpose of the structure and what works best for it. INTERIORIZATION OF MALLS Malls are no longer single enclosed structures that simply house multiple retail stores. They have evolved into the notion of a city within a city. They are now being built to accommodate a person’s every need and want. Not only do they house an array of retailers, they are almost, in some cases, a one-stop shop where people can shop for clothes, groceries, socialize, and entertain the family all in one location. Some malls have taken the notion of a city within a city to extreme levels. For example, the Mall of America in Bloomington, Minnesota is one of the largest malls in the United States. Its floor plan spans over 4 million square feet and could probably accommodate a person’s every need and want. From retail to restaurants to hotels, this mall has it all and is still growing. Although it is one of the most visited malls in the United States, it is still looking toShow MoreRelatedMass Media and Evangelization in the Church8919 Words   |  36 PagesMASS MEDIA AND EVANGELISATION IN THE CHURCH GENERAL INTRODUCTION Communication is a necessity in the world of human beings, animals and plants and is an ever continuing process going on all the time. It is as necessary to human, animal and vegetable existence as life itself. Absence of communication and the life process wither and die. The need for communication is as basic as the hunger for food and drink, perhaps even more so. In the beginning after all, was the ‘word’ or ‘aum’; the first