The proper role of education is to teach facts, not morals

Absolutely, instructors have a not insignificant rundown of duties consistently. The most significant one obviously is enhancing the brains of our kids. A lot of their time is gone through with educators consistently and they become one of children’s greatest impacts. Certainly, their significant duty is to instruct them perusing, composing and number juggling, they likewise have a commitment to empower the correct ethics also. As a rule instructors become perhaps the greatest impact in children’s lives. There are numerous individuals, including acclaimed ones who will say that one of their educators was their impact to flourish and prevail throughout everyday life. Justifiably, educators are endeavoring to keep up the instructive objectives important to have the kids prevail in life most definitely. Be that as it may, similarly as significant is a child’s moral compass. Some may contend that it’s the parent’s obligation to instruct them ethics at home, however it’s similarly as significant that the educator strengthen and impart new ethics in the study hall. The most significant factor that educators and guardians must consider is that kids will one day become grown-ups and having an extraordinary arrangement of ethics will extraordinarily affect society. This thought isn't novel; establishments of higher learning have these principals set up for their understudies for a long while Most schools and colleges have sets of principles that understudies must cling to, so as to keep up understudy status there. Additionally, specialists make the Hippocratic vow, to guarantee there are morals that must be kept up so as to be a specialist.

The Trial Research Paper Example | Topics and Well Written Essays - 1000 words

The Trial - Research Paper Example Populace conveyance In the twentieth century both the number and dispersion of Bornean orangutan has decreased hugely to over half in view of human exercises that incorporate impractical illicit logging, freedom of woodlands to give land to farming purposes, chasing and mining. Huge level of orangutans are presently found in Kalimantan in view of the region has broad woods still in presence. (Munn,63-65) Impact of people exercises on environment Loss and corruption of orangutan Habitat The loss of natural surroundings is the principle danger to the endurance of orangutan. For instance, in Kalimantan, a huge zone of the timberland has been cleared to make land for uber rice extends that have immensely pulverized orangutan natural surroundings. The circumstance is additionally declined by the way that even environment in secured regions are evaporating at a high rate in light of hazy depiction of the limits making it hard to watch. (Munn,59-62) Collateral harm a) Spread of fire b)hunti ng and c) human-creature struggle. Chasing In south East Asia orangutans are pursued for meat and surplus chase sold on pet market particularly in most inside territories of Borneo. These in light of the fact that they can not run quicker like different creatures and consequently they are effortlessly focused by trackers even structure a separation. This has brought about the decrease of the quantity of orangutan. This has been the primary driver of low thickness of orangutans in the low slope timberlands particularly regions around pawan stream in the western Kalimantan) and katingan and basito waterway (focal Kalimantan). The size of chasing is expanded in view of woods fires which drive them away out of the woodlands where they are effectively caught either for meat or deal in the pet markets. Besides, chasing is exasperated by obliteration of backwoods either for timber or to make land for horticultural purposes. The woodland is a hotspot for nourishment for orangutan and their pulverization powers orangutan to wander out of the backwoods into the encompassing horticultural land decimating food crops and furthermore going about as bugs. Neighborhood individuals react narrow mindedly to these gorillas by either shooting or harming them and taking the youthful orangutan which are either sold or butchered for meat.(Knott, 429-57) Conflict with human Orangutans are likewise executed when they move into cultivating area to obliterate food crops. This happens when climatic conditions are unfriendly and the food accessible in the woods is less and barely available. Likewise, when the living space of orangutan is obliterated either by fire or leeway of the woodland where they abide, they are compelled to move to open field to search for food in agrarian homesteads where they are slaughtered as to they are additionally viewed as irritations The orangutans’ misfortune can likewise be ascribed to Climate change. An incredible dry season that went before El Nin o in 1998 negatively affected the endurance of orangutan has it prompted the extraordinary fire that pulverized a huge part of the woods spread in Sothern Asia. All the while, a large number of orangutan was executed and it’s approximated that, over30% of orangutan in Borneo were obliterated by incredible woodland fires in the most recent decade. Financial and political solidness likewise assumed incredible job in the decrease of orangutan in south East Asia. Money related emergency and vicious showing that prompted the abdication of Suharto finished into mass turmoil and political insecurity that expanded both logging and poaching. Furthermore,

Early Action Updates

Early Action Updates *Update as of 2015: Early action is available to both domestic and international students. Hi! We have one week until the Early Action (EA) deadline, November 1. Id like to use this entry to answer some of the common deadline-time questions. There are many answers already here on the site for example, about standardized test requirements or statistics. And below, Ive provided answers to some additional FAQs: Essays Word count: Yes, the word count is enforced. Perhaps a little overly strictly. My understanding is that MyMIT is counting words like wont and first-class as two words each, and father-in-law would be three. Thus, you may find that you can only fit, say, 247 words for a 250-word prompt. My advice would be to not sweat the small stuff. Everything will work out. These short-answer essays are only one small part of the application, and the word limit will in no way influence an applicants admissibility. Copy paste: If you copy and paste from a program like Microsoft Word into the application, you may lose some formatting. Be particularly careful of characters like apostrophes, em dashes, and quotation marks. If you type directly into the text box on MyMIT, everything should be fine. Additional Information: In Part Two, Section Nine, we are aware that the font shrinks and is not traditionally formatted; this affects everyone equally. Also, if you put too much text into the box, the bottom will be cut off and the admissions committee will not be able to see it. Preview: On the last section of both Parts One and Two, there is a link that will allow you to preview your application as a PDF. This PDF is exactly how the admissions committee will see your application. You should always preview your application before submitting it. Two common problems that are often not caught without previewing are listed above: pasting special characters from Microsoft Word and a too-lengthy Additional Information section. Deadlines The deadline is November 1, meaning you can click submit on your application any time on November 1 or before. (I strongly discourage waiting until the last minute, though.) It is perfectly fine if, through no fault of your own, your school forms (e.g. teacher recommendations, secondary school report, transcript) come in after the November 1 deadline. We are much more understanding of and flexible with late documents from schools than with late documents from the applicant. If you are an Early Action applicant, and you take the November SAT, you must list MIT as a school to receive your scores directly or we will not receive them in time for our review. If you do not send them directly and plan to use Score Choice for the November test, we will likely not receive it in time for EA review. You do not need to use rush reporting. Please note that you do not need to express mail or overnight any part of your application. Recommendations, School Forms, and Other Documents You can mail documents to us. All letters must be typed or written on official school letterhead and signed by the evaluator. Letters not on school letterhead and not signed by evaluators will not be accepted. Please do not send additional copies via Docufide or fax. Envelopes may be addressed to: MIT Admissions; Room 10-100; 77 Massachusetts Avenue; Cambridge, MA 02139. You can submit teacher letters and school forms (such as transcripts) in three ways. Please use only one method; duplicate submission will only slow down the processing. If your school uses Naviance/Docufide to submit letters of evaluation and transcripts, your school can send these documents directly to MIT, a registered Docufide Document recipient. This is true even though MIT doe snot use the Common App; submission of materials works in the same way. We encourage you to have your school use Naviance/Docufide over other means of document submission, if possible. Please do not send additional copies via fax or mail. You can fax the documents to us. All letters must be typed or written on official school letterhead and signed by the evaluator. Letters not on school letterhead and not signed by evaluators will not be accepted. Please do not send additional copies via Docufide or mail. Documents may be faxed to: (617) 687-9184. You can mail documents to us. All letters must be typed or written on official school letterhead and signed by the evaluator. Letters not on school letterhead and not signed by evaluators will not be accepted. Please do not send additional copies via Docufide or fax. Envelopes may be addressed to: MIT Admissions; Room 10-100; 77 Massachusetts Avenue; Cambridge, MA 02139. It is okay if your teacher or counselor does not include the MIT cover sheet with their letter. We prefer to receive it, but letters without it are at no disadvantage. We will accept your schools own forms, the NACAC forms, or the Common App forms. Please include the MIT Supplemental Document Cover Sheet from MyMIT for any additional documents you send. It helps with filing. (Documents without the cover sheet will be fine, too, as long as there is enough information for us to match the document with your file.) Application Component Tracking The MyMIT Tracking is up-to-date, but please recognize that processing can take 2 weeks. You do not need to worry at this time about documents that are not showing on MyMIT; we currently have a backlog of materials in our processing center, and expect to have that backlog into November. Do not send a second copy of any document at this time. Also, you do not need to call MIT Admissions at this time to check on any such documents (there is a time for this later). Do not worry about materials that have not yet shown up on MyMIT Tracking. Application tracking is available on MyMIT after you submit your Part 1. For this reason, I recommend submitting your Part 1 sooner rather than later, so that you can track your documents. Interview The deadline to have contacted your interviewer (EC) has passed; it was October 20. However, even if you missed thta deadline, you should still contact your interviewer ASAP in case your EC can still accommodate you. An interview is very helpful for your application. (Students with waived interviews are at no disadvantage.) If you have already interviewed with your EC, or have scheduled your interview for the near future, you are all set. Do not worry if your interview report has not yet appeared on your MyMIT Tracking; the deadline for ECs to submit their reports has not yet arrived. If you wish, you may now fill out the conducted interview form and we will be sure to get the interview report. If your EC has not gotten back to you, but it has been only a short time since you made contact (say, a week), be patient. By having contacted the EC before the deadline, you have taken your important step. If your EC has not gotten back to you, and it has been a long time (say, two weeks with multiple attempts to contact), please either call the Educational Council at 617-258-5510 or email us at interview at mit dot edu. Submitting the Application If you are having credit card problems, please email applicationpart1 at mit dot edu. If problems delay your application past November 1, we will extend the deadline for you due to any problems on our end. We are happy to accept fee waivers for any student (foreign or domestic) who needs one. Using a fee waiver will not negatively impact your admission. You may use the SAT Fee Waiver, the NACAC Fee Waiver, or a letter from a school official detailing your situation. We will accept other fee waiver forms as well. Generally speaking, if you are in tough financial shape and make a good faith effort to inform us of your circumstances, we will waive your fee. Early action results will be released in mid-December. I hope this is helpful. Best wishes as you finish and submit the application! Early Action Updates [Editors note in 2017: This post contains outdated contact information. If you are having trouble contacting your assigned EC, please email [emailprotected] or call the Admissions Office at 617-253-3400.] *Update as of 2015: Early action is available to both domestic and international students. We are less than two weeks away from the Early Action deadline of November 1! Id like to use this entry to answer some of the common deadline-time questions. There are many answers already here on the site for example, about standardized test requirements or statistics. And below, Ive provided answers to some additional FAQs: Recommendations, School Forms, and Other Documents Recommendation forms are available on your MyMIT portal. It is okay if your teacher or counselor does not include the MIT cover sheet with their letter. We prefer to receive it, but letters without it are at no disadvantage. We will accept your schools own forms, the NACAC forms, or the Common App forms. If your school sends its documents electronically via Naviance/Docufide, the MIT cover sheet would need to be scanned in and then submitted; there is no electronic version of this form. You can submit teacher letters and school forms (such as transcripts) in three ways, listed below and on the cover sheet. Please use only one method; duplicate submission will only slow down the processing. If your school uses Naviance/Docufide to submit letters of evaluation and transcripts, your school can send these documents directly to MIT, a registered Docufide Document recipient. This is true even though MIT does not use the Common App; submission of materials works in the same way. We encourage you to have your school use Naviance/Docufide over other means of document submission, if possible. Please do not send additional copies via fax or mail. You can fax the documents to us. All teacher letters must be typed or written on official school letterhead and signed by the evaluator. Teacher letters not on school letterhead and not signed by evaluators will not be accepted. Please do not send additional copies via Docufide or mail. Documents may be faxed to: (617) 687-9184. You can mail documents to us. All teacher letters must be typed or written on official school letterhead and signed by the evaluator. Teacher letters not on school letterhead and not signed by evaluators will not be accepted. Please do not send additional copies via Docufide or fax. Envelopes may be addressed to: MIT Admissions; Room 10-100; 77 Massachusetts Avenue; Cambridge, MA 02139. Please include the MIT Supplemental Document Cover Sheet from MyMIT for any additional documents you send. It helps with filing. (Documents without the cover sheet will be fine, too, as long as there is enough information for us to match the document with your file.) Interview The deadline to contact your interviewer (EC) is tomorrow, October 20. If you have not yet done so, you should contact your EC, like, now. However, if you happen to be reading this after the deadline, you should still contact your interviewer ASAP in case your EC can still accommodate you. An interview is very helpful for your application. (Students with waived interviews are at no disadvantage.) If you have already interviewed with your EC, or have scheduled your interview for the near future, you are all set. Do not worry if your interview report has not yet appeared on your MyMIT Tracking; the deadline for ECs to submit their reports has not yet arrived. If you wish, you may now fill out the conducted interview form and we will be sure to get the interview report. If your EC has not gotten back to you, but it has been only a short time since you made contact (say, a week), be patient. By having contacted the EC before the deadline, you have taken your important step. If your EC has not gotten back to you, and it has been a long time (say, two weeks with multiple attempts to contact), please either call the Educational Council at 617-258-5510 or email us at interview at mit dot edu. Essays Word count: Yes, the word count is enforced. There is, as I understand it, a little bit of leeway. Remember that these short-answer essays are only one small part of the application, and the word limit will in no way influence an applicants admissibility. Copy paste: If you copy and paste from a program like Microsoft Word into the application, you may lose some formatting. Be particularly careful of characters like apostrophes, em dashes, and quotation marks. If you type directly into the text box on MyMIT, everything should be fine. Additional Information: In Part Two, Section Nine, we are aware that the font shrinks and is not traditionally formatted; this affects everyone equally. Also, if you put too much text into the box, the bottom will be cut off and the admissions committee will not be able to see it. Preview: On the last section of both Parts One and Two, there is a link that will allow you to preview your application as a PDF. This PDF is exactly how the admissions committee will see your application. You should always preview your application before submitting it. Two common problems that are often not caught without previewing are listed above: pasting special characters from Microsoft Word and a too-lengthy Additional Information section. Deadlines The deadline is November 1, meaning you can click submit on your application any time on November 1 or before. (I strongly discourage waiting until the last minute, though.) It is perfectly fine if, through no fault of your own, your school forms (e.g. teacher recommendations, secondary school report, transcript) come in after the November 1 deadline. We are much more understanding of and flexible with late documents from schools than with late documents from the applicant. If you are an Early Action applicant, and you take the November SAT, you must list MIT as a school to receive your scores directly or we will not receive them in time for our review. If you do not send them directly and plan to use Score Choice for the November test, we will likely not receive it in time for EA review. You do not need to use rush reporting. Please note that you do not need to express mail or overnight any part of your application. Application Component Tracking The MyMIT Tracking is up-to-date, but please recognize that processing can take 2 weeks. You do not need to worry at this time about documents that are not showing on MyMIT; we currently have a backlog of materials in our processing center, and expect to have that backlog into November. Do not send a second copy of any document at this time. Also, you do not need to call MIT Admissions at this time to check on any such documents (there is a time for this later). Do not worry about materials that have not yet shown up on MyMIT Tracking. Application tracking is available on MyMIT after you submit your Part 1. For this reason, I recommend submitting your Part 1 sooner rather than later, so that you can track your documents. I know that the Midyear Report box is sitting there, unchecked. Dont worry about this unless you are deferred from EA to RA. This form will not be made available until well after EA decisions are released. Submitting the Application If you are having credit card problems, please email applicationpart1 at mit dot edu. If problems delay your application past November 1, we will extend the deadline for you due to any problems on our end. We are happy to accept fee waivers for any student (foreign or domestic) who needs one. Using a fee waiver will not negatively impact your admission. You may use the SAT Fee Waiver, ACT Fee Waiver, the NACAC Fee Waiver, or a letter from a school official detailing your situation. We will accept other fee waiver forms as well. Generally speaking, if you are in tough financial shape and make a good faith effort to inform us of your circumstances, we will waive your fee. The admissions officers will be reading these applications all of November into December. We have not yet determined on what exact date we will release EA decisions. It will likely be sometime in mid-December, but you should wait for an official announcement from our office. We have not yet determined when the announcement will be made; it usually is about a week before decisions are released. I hope this is helpful. Best wishes as you finish and submit the application! Post Tagged #Early Action

Negative Impacts Of The Industrial Revolution - 755 Words

In 1781 when James Watt improved the steam engine, industrial revolution began to spread around the globe. All electronic devices, cars, and even clothes are all made in factories. We would not be able to have these objects without industrial revolution, which began in Britain. Over the spare of time from industrialization we moved to automatization and now to computerization but we will just talk about the very beginning of industrial revolution. The industrial revolution was the event which changed our world and society but it also had some negative impact. Firstly, due to the industrial revolution, factory workers earned more whenever before, which led to the rise of the life quality and ability to buy more goods. In the article â€Å"The†¦show more content†¦Newly opened factories, as we can see on page 150 of the resource packet, were spacious with multiple types of machinery which provided faster production lines and easier work for factory workers. Work was not too hard so eventually, factory owners let children work there. Children earned extra money for their families which helped them financially. Some factories also provided extra benefits to working children. One of these benefits was to get lessons and learn how to read and write. Also, girls in the Silk Mills were â€Å"paid wages, fed, lodged, given heat and light, and laundry†(Document 9, pg. 155-156). Furthermore, children with these extra benefits and wage learned how to work for a living. To conclude, due to the industrial revolution and new factories, work was not too hard and even children could work and get paid, it increased household income and helped for the family to have more money they could spend. However, the industrial revolution had a big impact on the environment. From the moment industrial revolution started we initiated impact on global warming. In the textbook â€Å"Ways of the World† by Robert. Strayer and Eric W. Nelson it was mentioned â€Å"In 1858, The Thames River running through London smelled so bad that the British House of Commons had to suspend its session† (pg. 739). The river smelled from the factories pollution. â€Å"The massive extractions of non-renewable raw materials to feed and to fuel industrial machinery-Show MoreRelatedNegative Impacts Of The Industrial Revolution933 Words   |  4 Pagesthink the Industrial Revolution made life better or worse? The Industrial Revolution had several types of impacts on people, from running a family to the ground, with no money left even for food, to making some people richer than ever before. The Revolution made people’s life much better. Some positive impacts include, making the government more money, the better education, technology advancement, and society uplifting as a whole. Some people may beg to differ, but the Industrial Revolution changedRead MoreSecond Industrial Revolution Essay871 Words   |  4 Pages An Industrial Revolution is the â€Å"change in social and economic organization that resulted from the replacement of the hand tools with machines and from the development of large-scale industrial production† (Danzer R50). The Second Industrial Revolution happened nearly one hundred years later after the First Industrial Revolution in England during the 1760s (Fagnilli 7). The Second Industrial Revolution was the cause of new inventions, government supp ort for business, common natural resourcesRead MorePositive and Negative Effects of the Industrial Revolution1144 Words   |  5 PagesPositive and Negative Impacts of the Industrial Revolution   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     The Industrial Revolution was a change in the mid-18th  century from small scale, domestic production of goods to machine-based, mass production of goods. It is usually thought of as having mostly or only positive impacts on Europe. Although the revolution did have many positive impacts, it had its fair share of negative impacts as well. Some of the positive outcomes included the overall increase in production and value ofRead MoreIndustrial Revolution Essay example1295 Words   |  6 PagesThe Industrial Revolution was a period from the 18th to the 19th century where major changes in agriculture, manufacturing and technology had a profound effect on the socioeconomic and cultural conditions of the world. The Industrial Revolution began in the United Kingdom as large deposits of coal and iron were found throughout the land which brought the rise of factories and machines, the idea then subsequently spread throughout the world. It was perhaps one of the greatest moments in huma n historyRead MoreNegative Effects Of The Industrial Revolution710 Words   |  3 Pagesgoods. This time was called the Industrial Revolution, where farms were being replaced for factories and technological advancements that would change the way of living for everyone. As with all significant events in history, there were positive and negative impacts that the Industrial Revolution had on the world. Despite all the technological advancements that were made during this time that brought economic prosperity to all, the Industrial Revolution has negative impacts that shaped our society to beRead MoreThe Positives And Cons Of The Industrial Revolution835 Words   |  4 PagesIs the Industrial Revolution as Good as We Think It Is? Bill Gates once said, â€Å"If you go back to 1800, everybody was poor. I mean everybody. The Industrial Revolution kicked in, and a lot of countries benefited, but by no means everyone.† The Industrial Revolution was a period in the 18th century led by Great Britain that had a major influence in agriculture, scientific studies, manufacturing, and transportation. As said by Bill Gates, even though the Industrial Revolution benefited many partiesRead MoreThe Positive and Negative effects of the Industrial Revolution752 Words   |  4 PagesPositive and Negative effects of the Industrial Revolution The Industrial Revolution had many positive and negative impacts on society. The positive include cheaper clothes, more job opportunities, and improvement in transportation. And the negative would include exploitation of women and children, workers work long hours and environmental damages. These are just a few that I believe had an impact on the Industrial Revolution. England was an ideal place for the Industrial Revolution to begin.Read MoreSecond Industrial Revolution1000 Words   |  4 PagesSecond US Industrial Revolution, 1870 -1910 Darris Adkins Abstract In this brief paper, a description of two developments of industrialization that positively affected the United States and two developments that negatively affected the United States will be discussed. An analysis of whether or not industrialization was generally beneficial or detrimental to the lives of Americans and the history of the United States will be outlined. Second US Industrial Revolution, 1870 -1910 In this briefRead MoreThe Effects of the Industrial Revolution on Society Essay770 Words   |  4 PagesFrank Garrido THE EFFECTS OF THE NDUSTRIAL REVOLUTION ON SOCIETY The Industrial Revolution changed the ways by how the world produced its goods. It was the era when the use of power-driven machines was developed. It also changed our societies from a mainly agricultural society to one in which industry and manufacturing was in control. This had many effects on people’s lives. The Industrial Revolution first got its start in Great Britain, during the 18th century. It was inevitable thatRead MoreThe Permanent Impact Of The Industrial Revolution1474 Words   |  6 PagesThe Permanent Impact of the Industrial Revolution It is fair to say, that when we are talking on our cell phone in the car on the way to the mall to purchase a new outfit, it does not usually cross our mind about how we have the ability to be doing such things. We do not consider the fact that we have these means of transportation or communication. Even more so, we definitely do not think about what it would be like to have to special order an outfit after picking the material and being fitted

Example International Studies Essay - Free Essay Example

Sample details Pages: 7 Words: 2240 Downloads: 7 Date added: 2017/06/26 Category History Essay Type Cause and effect essay Did you like this example? Over the past one hundred and forty-five years, scholars and historians have suggested different causes of the American Civil War, and different schools of thought have gone in and out of favour. The years immediately after the war regarded it as a clash between those supporting freedom and those supporting slavery. Later scholars saw it as inevitable for other reasons. In the early 1900s the revisionist school emerged, arguing the war was needless and caused by political blunders and extremism. Other historians have focused on economic differences as the cause. Even Abraham Lincoln, in his speeches before, during, and after the war, wavered in what he stated as the need for war. Regardless of the arguments, however, the true cause of the American Civil War was slavery, prominent in the South and generally opposed in the North. The cause of the Civil War at the time it was fought and in the decades following it was stated slavery as the moral cause. The North believed that slavery was wrong and the slaves should be set free. The South believed that slavery was right, and should continue. There are two problems with this belief. First, it assumes that thousands of w hite Northerners would be willing to die so that black slaves could be free. There is no indication, anywhere, that the North was willing to make the financial and life sacrifices it did just too free slaves. Second, it makes it hard to reunite as a country. According to this statement of cause, the North became the good guys and the South became are the bad guys. All the death and destruction was the Souths fault. This type of reasoning bred resentment on both sides, and didnt help rebuild the U.S. In an attempt to make the causes of the war less good versus bad, and more logical and reasonable, the nationalist school of thought emerged. They felt that the war was inevitable, but neither the South nor the North was wrong. The South was right in that slavery had legally and historically been allowed there, and there was no precedent for that to be changed. They had a right to defend their way of life. The North was right in that they wanted to preserve the union. They had a right to defend their national government. Both sides were right, but reconciliation without war was not possible. Woodrow Wilson, who was President of the U.S. during the First World War, was a historian of this belief. Wilson described the pre-Civil War United States as a nation sectionalized and divided by social and economic contrast to gross and obvious to be overlooked; a nation whose several regions whose interests diverse and separate, hardly to be reconciled. He was careful not to judge slavery or portray it as evil. In his History of the American People, Wilson presented the notion that slavery was often beneficial for the slaves, rejecting the portrait painted by Harriet Beecher Stowe in her famous American novel, Uncle Toms Cabin. He said about the novel, No one could read in it the real life of the Negro or take from it any just conception of the system of slavery as administered by the vast majority of southern masters. Indeed, domestic slaves were treated wit h affection and indulgence and there was almost always moderation, a firm but not unkindly discipline, a real care shown for their comfort and welfare. His portrayal of Lincoln and the Republicans was equally positive, holding that the people of the North, as conservative of law and of right as the men of the South, drew back, at the first shock and surprise of secession, form coercion or violence, questioned anxiously what they should do, and hesitated as their government did. The Northerners were also in the right. Both governments hoped to see the conflict tended by a mere show of force but were unwillingly drawn into actual war. Wilson argued that the South had kept to the original intentions of the framers of the American government, and since the Southern States had freely entered into the Union, they felt they could freely withdraw. They expected the North to settle differences by negotiation, not by war. It was only when Lincoln called for soldiers did the Southe rners realized a civil war was upon them [ix].North and South disagreed on the contract between them, the constitution, and how it should be interpreted. The conflict arose unintentionally, because of reasons of interpretation and misunderstanding, not from any moral or issue-specific cause. However, it is important to note that throughout the above arguments, slavery is still one of the main causes of the original dissention. Both North and South may indeed have wanted to avoid war. Neither may have planned on the war actually occurring. There were certainly issues of States rights and the rights of the Federal government. The issue that all these centred upon, however, was slavery. Slavery was the primary issue of dissention and disagreement. Both sides views on slavery contributed to their actions. The nationalist school was not the only one, however, to look beyond a moral, right versus wrong cause of the American Civil War. Historians Charles and Mary Beard were som e of the first to propose a new interpretation that saw the causes of the war as primarily economic. The South and the North had different economic systems, and these were growing more and more apart. They felt the antislavery party was not opposed to slavery for moral reasons but to gain political ascendancy and wanted to fasten the economic stranglehold of northern capitalism upon the South. The progressive school, as this line of reasoning was called, recognized the South before the war was more of an old-world classed society. The land and slave owners were the gentlepeople, and other white people were the commoners. Society, culture and the economy revolved around one or a few large plantations in each community. The introduction of the cotton gin had made cotton a very profitable crop in the South. However, growing cotton required cheap labour. The South became more dependent on slavery as cotton became more dominant in its economy. Unlike the nationalist school, howev er, they did not see slavery as being morally acceptable in the Southern context. Beard and Beard also disagreed with the idea that different interpretations of State and Federal rights were a primary cause of the Civil War. They emphasised the differences in climate, in industry, and in labour systems. [xiv] The economic needs of the South differed from those of the North, and these led to the needs for differences in government. The Beards assertions, therefore, do not change slavery as the initial and primary cause of the war. What caused the different economic systems? Granted, the North was beginning to become more industrialized while the South remained agricultural, but the vast majority of Northern and Southern Americans were still small farmers at the time. The difference was that Northern communities were economically centring on businesses and factories, while Southern communities were centring on plantations. These plantations required slaves to be profitable . The root cause of the economic differences themselves, therefore, was still slavery. Avery Craven was an outspoken and often published historian who supported another idea of the causes of the American Civil War. Craven belonged to what is called the revisionist school, and believed that the war was not inevitable. It could have been prevented, but was brought upon the United States by the blunders, ineptitude, and misunderstanding of the countrys leadership. The issue of slavery, particularly in the new territories entering the United States, was mishandled on both sides. In the two decades leading up to the American Civil War, the South became increasingly inflexible and threatened by the expansion in population and geography of the North. The North saw the South as uncompromising, and unwilling to accept anything less than full right to slavery in the entire union. These attitudes only applied to a handful of extremists on either side, but these extremists were able to dominate political debate and air their views widely in the newspapers of the day. When Stephen Douglas, a senator from the state of Illinois introduced the Kansas-Nebraska bill to the U.S. congress, controversy erupted. The bill divided the Nebraska territory into two parts, and allowed for each to decide the slavery issue for themselves. [xxi] Those who strongly opposed slavery saw this as an attempt to make the whole territory slave states. Those who adherently supported slavery saw it as a way to make both states free states. At this point, according to Craven, politicians and leaders on both sides of the slavery issue began to over react. Each side dug themselves into a hole, and the South began to threaten secession in earnest. The North did not take the South seriously, and through a series of increasingly inflammatory political blunders, the sides became entrenched. There was no turning back from then on. Although political idiocy has certainly led to a numbe r of disastrous situations throughout history, it is not sufficient to explain the cause of the American Civil War. This was a conflict that pitted brother against brother at great personal and financial cost to both sides. That extremists were able to stir the emotions of the populace shows that there was something to be stirred about. People rarely get excited in large numbers about issues that they dont care about. The slavery issue was important to many Northerners and Southerners, which enabled them to become emotional. The misunderstandings and political refusals to work together all return back to the issue of slavery. It is this issue that underlies the points of Cravens arguments. One can see in the speeches of Abraham Lincoln, the only one of the five historians mentioned to actually live during the civil war period, that he sees slavery as the main cause of the tension between North and South. At that time there was much controversy over whether western territorie s coming into the United States would be free or slave. In his unsuccessful run for the U.S. Senate in 1958, Lincoln spent over half of his speech talking about slavery. He compared the situation in the United States to a reference from the Bible: A house divided cannot stand. Lincoln stated, I do not expect the Union to be dissolved but I do expect it will cease to be divided. It will become all one thing or all the other. Either the opponents of slavery will arrest the further spread of it or its advocates will push it forward, till it shall become alike lawful in all the States. Lincoln took slavery again as one of his main points in his run for president. He acknowledged the necessity of allowing slavery to gradually fade away, rather than outlaw it in presently slave states. Lincoln reminded his listeners that importing slaves had been banned in most of the U.S. by this time. He strongly stood against the spread of slavery, however, in new territories coming in, and ad vocated that each state entering the union be allowed to determine whether it was slave or free. Lincoln also specifically stated that states should not be allowed to withdraw from the government. He did this because some Southern states had said they would secede if a Republican were elected president. [xxvii] Most of the Northern politicians opposing the Southerners threatened withdraw from the United States, hypocritically, did not have a moral problem with the Mexican cession states (namely California, New Mexico, and Texas) seceding from Mexico and eventually joining the U.S. This lends support to slavery, as the cause of the secession, remaining the primary cause of the war. In his inaugural address in 1861, Lincoln spent the entire speech talking about the secession of Southern states and the cause of secession, slavery. One section of our country believes slavery is right, and ought to be extended, while the other believes it is wrong, and ought not to be extended . This is the only substantial debate. He again states four years later, in his second inaugural address, that slaves were a peculiar and powerful interest. All knew that this interest was, somehow, the cause of the war. The President of the United States at the time of the Civil War explicitly stated in both his inaugural addresses that slavery was the cause of the war. Before the war Lincoln was willing to allow slavery to remain where it already existed. He said he believed it would die out and there would eventually be no more slavery, and he wanted to avoid conflict. By his later speeches he is firmly standing against slavery as being morally wrong, and needing to be eliminated everywhere. While there is some difference in the strength of his statements against slavery over time, Lincoln is still laying the cause of the Civil War on the slavery issue. In conclusion, there are many things that can be said to have caused the American Civil War. Each of these causes, h owever, can be traced back to slavery as its own cause. Economic differences were caused by slavery. Differences in culture would not have developed as they did without slavery. Arrogance amongst politicians may not even have been as extreme without slavery. Slavery remains, therefore, the primary cause of the war, and all subordinate causes must be viewed in its light. Don’t waste time! Our writers will create an original "Example International Studies Essay" essay for you Create order

Hair Dresser Free Essays

Yesterday,the woman got a $50 coupon from one of her friend,and she use this coupon to a fancy Manhattan salon,with her coupon in hand,and the sun was shone happily,she sat in a purple chair,surrounded by glistening mirrors . As stylists fussed and buzzed around their well-heeled clients,and she saw the stylist walking toward her with a greeted smile. After the woman had settle down and he asked her what it was the hair that she wanted,she showed him coupled passages of hair styles she had ripped from magzines,and he seedmed to appreciate her pendant for trying new things. We will write a custom essay sample on Hair Dresser or any similar topic only for you Order Now he was warren beatty in shampoo,holding his hair dryer with that certain movie-star swagger. And because of stylist appearance so the woman put her trust on the stylist hand,and fallin sleep. About thirty minutes passed,by the end of the qpointment,then the woman opened her eyes and looked into the mirro,she was astonished that the stylist had ruined her hair,and it looked totally bad,the woman then screamed†My hair! You ruined my hair! †The stylist looked scared and the stylist said†I’m so sorry,I apologize for all my mistakes,I accidently took a wrong bottle of dye and ruined your hair,and I could help you to dye your hair again if you want. †Ã¢â‚¬ yes! yes! The woman yelled out. Everyone was laugh at her,and the sun ouside the hair salon shone more happily. How to cite Hair Dresser, Papers

Drosophila Systemic By Modulating Hormonal -Myassignmenthelp.Com

Question: Discuss About The Drosophila Systemic By Modulating Hormonal? Answer: Introduction The common trait of the gut is the association and alignment with a number of benign and other beneficial microorganisms. Studies have shown that the influence of the microorganism is great and has impacts on changing the physiology and the digestive morphology, (Vu, H. T. L. et al 2013). Studies undertaken show that some of the gnotobiotic animals with relevant genome tools can have an impact on the extent of the activity of management diversity and functionality within the gut system, (Robinson, Bohaman Young , 2010). Acetobacteria has been utilised as a main component in the manufacture of vinegar. In the fermentation process, it is used to make wines and ciders which yield acetic acid vinegar. Acetic acid bacteria have been grouped as gram negative and positive bacteria within the proteo bacteria which are normally isolated from the natural sites including foods which have been fermented. Since its discovery in 1898, (Cox Gilmore, 2007), there are several genera which have been recognized which include several species. In the vinegar industry for instance, the instabilities associated with acetic acid bacteria have shown to produce tolerable acetic acid with often most financial factors. In the manufacturing sector, vinegar has often been used to produce and tolerate acetic acid and is often critical factor in establishing its stability. Instabilities of fermented products have been studied and recognised, (Storelli et al., 2011). Animal gut have shown the ability of absorbing and utilizing nutrient uptake and harbouring the large and complex dynamic groups and other substances, which often participate in degradation and various groups and substances. Gut bacteria can be regulated on the host with regard to its nutrients and protection against the pathogens. Acetobacteria has been utilised in various fermented drinks. A drink referred to as Kombucha is a fermented product which is gaining popularity to the belief that the bacteria, fungi and their metabolites improve gut health. Member of the Acetobacter are part of the microbial consortia used in Kombucha fermentation however it is not known if Acetobacter can survive the stomach and become a resident of the intestinal flora. Thus in this study we are going to experiment if acetobacteria can survive in the human gut. Thus in this experiment, hypothesis proposed are; Hypothesis: Treatment of Acetobacter in pH 3.5 for 40 min will result in fewer CFU/mL than 40 mins treatment of Acetobacter in pH 5.5 Null hypothesis: Treatment of Acetobacter in pH 3.5 will lead to the same number of CFU/mL as 40 min treatment of Acetobacter in pH 5.5 Procedure The acetobacteria culture were isolated from the Kombucha drink, and incubated in bottles and the culture spread in GYC medium containing glucose, yeast and calcium carbonate. Colonies having higher accounting were segregated. Acetobacteria are distinguished from the family of the acid production. The selected colonies from the GYC were transferred to brain heart fusion broth to achieve OD600 of 0.5. Inoculums smaller sizes were cultured in medium acetic acid production. Acetic acid was estimated using mls of the culture being mixed with approximately 15 Ml of distilled water. Drops of phenolphthalein indicator were used. The solution then titrated against N of NaOH, and then the volume of acetic acid calculated as follows, Acetic acid(g/100ml) =Volume of NaOH(ml)used in titration0.0320. In order to indentify the acetobacteria , tests were performed in order to identify the acetobacteria species. Catalyze production of the glucose and ketogenesis was performed. Nitrate reduction was tested from the nitrate peptone pH 7.0: peptone, 10 g; KNO3, 2 g) . Further tests were performed using biochemical identification followed by molecular methods to validate the data obtained thereby. The independent variable in the experiment is the pH treatment, while the controlled variable is the Temperature of 300C, exposure/incubation period, Glucose/Mannitol Yeast peptone agar. While confounding variables are presence of new bacteria growth due to contamination of the Acetobacter culture. The Negative Control is the Acetobacter with pH of 5.5. Number of colony forming units (CFU/mL) for Acetobacter Thursday 11.01.18 Dilution PH 3.5 plates count CFU/mL PH 5.5 plates count CFU/mL 10-3 4/2 0 13/12 0 10-4 0/0 0 3/0 0 10-5 0/0 0 0 0 Second attempt of the experiment) Number of colony forming units (CFU/mL) for Acetobacter Tuesday 16.01.18 Dilution PH 3.5 plates count CFU/mL PH 5.5 plates count CFU/mL 10-2 TNTC/TNTC TNTC/TNTC 0 10-3 28/46 220 32/63 0 10-4 8/6 180 23/9 0 10-5 0/0 120 3/3 10-6 7/5 100 0/0 Discussion Results show that there is higher concentration of colony forming units in the experiment subjected to pH of 3.5. This is affected with the fact that the Ph condition is favourable to enable the growth of the bacteria. Hence, allowing them to culture. The culturing process entails proper mixing and following the right procedure of ensuring that the right experimental process is needed. The results in this experiment showed that in the first attempt, we did yield little results as there were fewer colonies in the culture plate. However in the second attempt, the results were positive. These can attribute to effective experimental procedure undertaken in the lab. Bacteria have always been considered as harmful, however, there a millions in the gut that can survive and have been referred to as gut flora. They are essential in maintaining healthy bodies. The bacteria can have symbiotic relationships by feeding on the food we eat and offer synthesis for the many food groups available. Beneficial bacteria often have stable colony which prevents other pathogens from thriving. Bacteria help in controlling inflammations and maintaining cell integrity in the digestive system. Bacteria are essential in ensuring g control of the Ph of the stomach. Healthy flora often stimulates growth of cells and metabolizing them into forms and certain mutagens, (Gullo et al., 2006). With effective beneficial bacteria, there exist stable colonies which prevent other non relevant pathogens from thriving. Healthy gut flora is essential in maintaining the immune system by acting on the stimulation of growth cells and immune cells, thus crucial in metabolizing foods and activating certain mutagens, (Minot et al., 2012). However in the daily environment lots of factors often disrupt the survival of acetobacteria in the gut. Stress inflammations and endocrine disrupting chemicals component often disrupt the growth of bacteria and affect intestinal lining. The gut is estimated to be one cell think with closely packed cells. When the cells are injured, they often swell and create holes in the lining of the gut which creates an inflammation of the gut causing a leaky condition making hard for bacetrias such as acetobacteria to survive, (Parfrey, Walters Knight, 2011). Interestingly studies have often linked acetic acid bacteria having significant role in ensuring production of human activities. The Acetobacteraceae has been known to be adaptable in various conditions. They exist as obligate aerobes and they are unable to oxidize ethanol, sugars and polyalcohol, which leads to huge accumulation of the corresponding oxidation products, (Yakushi Matsushita, 2010). The commercial ability has been exploited in the manufacture of products such as the Kombucha. Tea, (4Kersters et al., 2006). Influential factors on acetobaceria have often been in the culture medium composition, temperature environment and the outlining conditions. With stable conditions acetobacteria can survive in the gut. The acidophilic nature of the bacteria enables it to survive and adapt itself in the stomachs, keeping their internal pH neutral,(Nakano Fukaya, 2008). This enables denaturing of proteins however acetobacteria has modifications in its proteins and have acidic environments. In a study conducted on a microbiology showed that more than 50 specialized proteins have evolved to be stable in acidic conditions. These adaptations have shown to be beneficial to humans, (Matsushita Toyama Adachi, 2004). Conclusion Acetobacteria are large group of the obligate aerobic gram negative bacteria which has the ability to oxidize ethanol and acetic acid. They are widely distributed in the habitats and classified into the family Acetobacteraceae. These bacteria are useful in industrial production of fermented products such as Kombucha tea. Acetic acid bacteria utilize glucoses, ethanol and lactate for the energy requirements, thus making it to survive in the gut. The adaptive pH conditions often exhibited have shown to have an impact in the survival in the gut system. Thus the results of the study show that there is high number of colony forming units at the Ph of 3.5 compared to 5.5 thus accepting the null hypothesis and rejecting the alternate hypothesis. References Cox, C.R. and Gilmore, M.S., 2007. Native microbial colonization of Drosophila melanogaster and its use as a model of Enterococcus faecalis pathogenesis. Infection and immunity, 75(4), pp.1565-1576. Gullo, M., Caggia, C., De Vero, L. and Giudici, P., 2006. Characterization of acetic acid bacteria in traditional balsamic vinegar. International Journal of Food psychology, 106(2), pp.209-212. Kersters, K., Lisdiyanti, P., Komagata, K. and Swings, J., 2006. The family acetobacteraceae: the genera acetobacter, acidomonas, asaia, gluconacetobacter, gluconobacter, and kozakia. In The prokaryotes (pp. 163-200). Springer New York. Matsushita, K., Toyama, H. and Adachi, O., 2004. Respiratory chains in acetic acid bacteria: Membrane-bound periplasmic sugar and alcohol respirations. Respiration in Archaea and Bacteria, 2, pp.81-99. Minot, S., Grunberg, S., Wu, G.D., Lewis, J.D. and Bushman, F.D., 2012. Hypervariable loci in the human gut virome. Proceedings of the National Academy of Sciences, 109(10), pp.3962-3966. Nakano, S. and Fukaya, M., 2008. Analysis of proteins responsive to acetic acid in Acetobacter: molecular mechanisms conferring acetic acid resistance in acetic acid bacteria. International journal of food microbiology, 125(1), pp.54-59. Parfrey, L.W., Walters, W.A. and Knight, R., 2011. Microbial eukaryotes in the human microbiome: ecology, evolution, and future directions. Frontiers in microbiology, 2. Robinson, C.J., Bohannan, B.J. and Young, V.B., 2010. From structure to function: the ecology of host-associated microbial communities. Microbiology and Molecular Biology Reviews, 74(3), pp.453-476. Storelli, G., Defaye, A., Erkosar, B., Hols, P., Royet, J. and Leulier, F., 2011. Lactobacillus plantarum promotes Drosophila systemic growth by management hormonal signals through TOR-dependent nutrient sensing. Cell metabolism, 14(3), pp.403-414. Vu, H.T.L., Yukphan, P., Chaipitakchonlatarn, W., Malimas, T., Muramatsu, Y., Bui, U.T.T., Tanasupawat, S., Duong, K.C., Nakagawa, Y., Pham, H.T. and Yamada, Y., 2013. Nguyenibacter vanlangensis gen. nov., sp. nov., an unusual acetic acid bacterium in the -Proteobacteria. The Journal of general and applied microbiology, 59(2), pp.153-166. Yakushi, T. and Matsushita, K., 2010. Alcohol dehydrogenase of acetic acid bacteria: structure, mode of action, and applications in biotechnology. Applied microbiology and biotechnology, 86(5), pp.1257-1265.