Macroeconomics Collapse of the United States Housing Market

Introduction Economic recession is a cycle in business in which there is relatively lower economic activities in the business market. Such was the experience that the economy of the United States faced in the year 2009 following the crisis that was realized in the housing market.Advertising We will write a custom essay sample on Macroeconomics: Collapse of the United States Housing Market specifically for you for only $16.05 $11/page Learn More Though a recovery has since been realized, macroeconomic factors have been players in the housing bubble and the realized recovery. This paper seeks to discuss the macroeconomics of the United State’s economy. The paper will look into circumstances that led to the collapse of the United States housing market, classifications of macroeconomic indicators and possible steps towards economic recovery of the United States. Factors that led to the Collapse of Housing Market The collapse of the housing market was considerably a culmination of factors that had accumulated in a system for a long period of time. One of the causes of the crisis was identified to be the policies that were over time adopted by the country’s policy makers. Government policies made over the last three decades in the mortgage sector had, for instance, been geared towards pushing financial institutions towards increasing the level of financing to the general public. These policies thus pushed the institutions to offering loans to individuals who even failed to meet required credit worthiness levels. Legislations such as the â€Å"community reinvestment act† of the year 1977, for example, called for financial institutions to make lending advances to the communities in which they operated. The consequence of the legislation was that if an individual applied for a loan then the institution could have no option but to comply with the application or risk being accused of violating the country’s constit ution.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This move thus forced banks and other financial institutions to offer risky lending. The result was an increased borrowing that was invested in the housing sector. This eventually had a destabilizing effect on the market owing to the market forces of demand and supply (Gordon, 2008). The Federal Reserve was equally accused of fuelling the eventuality of the collapse in the market through steps towards destabilization of the housing market. Though the move might not have been direct or intentional, it played a role to the change in demand in the housing market. In a move that was viewed as a step towards stabilization of the economy, the public was to be empowered into investments through lowered rates. The reduced rates also contributed to people’s motivation into taking loans which were directed towards the housing market. This is particularly because the loans were made affordable to an increased majority that had previously feared the previously high rates (Murphy, 2008). The capitalistic system of the American economy is also a factor towards the crisis that was realized in the housing market. The fact that money value as well as the flow of capital is determined by the Federal Reserve rather that the market demand and supply for money also pushed the responsibility to the hands of the federal government and the Federal Reserve for the crash in the market. Since the Federal Reserve determines the flow of capital in the economy and even the money value, inaccurate decisions over these issues will bear consequences to the economy in terms of monetary value which translates to economic instability. The policies and legislations that led to increased lending were not out of credit worthiness considerations but due to pressure on the demand in the housing sector. Consequently there was inflation in the value of the houses.Advertising We will write a custom essay sample on Macroeconomics: Collapse of the United States Housing Market specifically for you for only $16.05 $11/page Learn More The price of the subprime loans that were pumped into the market also led to increased rates on repayments that put burden on individual investors. People could then not pay for the loans leading to repossessions and a final collapse in the real estate value and the ultimate collapse of the housing market. The collapse of the market was thus due to economic policies that destabilized the market forces in the sector leading to its fall (BBC, 2007). Macroeconomic indicators Macroeconomics deals with the totality of an economy in terms of its performance and even behavior and structures among other aspects. Macroeconomic indicators can be classified into three categories. The first classification is the leading macroeconomic indicators which are defined as preliminary variabl es that foresee an occurrence in an economy. They point out to an occurrence that is not yet realized but is imminent. They are identified as the â€Å"variables that predicts or lead to† (McEachem, 2005, p. 432) economic changes. Though the leading indicators are a hint of what could happen in the economy, they cannot offer exact illustration of what will occur but rather offer a probabilistic forecast that could at the same time be wrong. A reduced rate of turnover in an industry can, for example, be an indicator of initial stages of recession in an economy. A change into improvement in the rate and volume of sales would on the contrary indicate a turn into economic recovery (McEachem, 2005). Another class of indicators is the coincident macroeconomic indicators. Coincident indicators are those variables that identify the extremes of an economy. They identify the economy’s best and worst performance in terms of period and even properties.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Considerations of factors such a â€Å"total employment and personal income† (McEachem, 2005, p. 432) are examples of coincident indicators. Lagging indicators are on the other hand variables that show effects of economic changes and are identified after these changes have occurred. Such indicators include factors such as interest rates and considerations of unemployment in an economy in terms of time period (Elwell, 2011). Possible Steps towards Economic Recovery The economic recession as realized by the United States in the year 2007 to the year 2009 are significantly blamed on economic policies that drove the housing market to its inflation and subsequent collapse. Necessary counter measures to this inflation, which I would adopt if I were the president, are monetary together with fiscal policies. Monetary policies such as increasing the lending rates as well as restricting regulations on bank lending are some of the measures that I would enact to reduce the money flow int o the economy. Among the fiscal policies that I would adopt is the federal investment into the housing sector in order to save the American citizens from losing their houses to financial institutions in the form of repossessions. Conclusion The performance and state of economies are cyclic with recession and recovery sessions. Though it can at times be abrupt and inevitable, there exist indicators that can predict economic cycles. Necessary policies can also be adopted to prevent or control unfavorable economic periods. References BBC. (2007). The downturn in facts and figures. Retrieved from: http://news.bbc.co.uk/2/hi/business/7073131.stm Elwell, C. (2011). Economic Recovery: Sustaining U. S. Economic Growth in a Post-Crisis Economy. Darby, Pennsylvania: DIANE Publishing. Gordon, R. (2008). Did liberals cause the subprime crisis? Retrieved from: https://prospect.org/article/did-liberals-cause-sub-prime-crisis McEachem, W. (2005). Economics With Infotrac: A Contemporary Introductio n. New York, NY: Cengage Learning. Murphy, R. (2008). Did the Fed cause the housing bubble? Retrieved from: https://mises.org/library/did-fed-cause-housing-bubble This essay on Macroeconomics: Collapse of the United States Housing Market was written and submitted by user Ronan Ross to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Science Fiction Turns Reality essays

Science Fiction Turns Reality essays Hundreds of movies and books are based on the fear for clones. In 1997 Dolly, the first cloned mammal, was created and no longer was cloning considered Science Fiction. The public responses to Dolly the sheep varied but, from President Clinton down, there was almost universal agreement that such a thing must never be allowed to happen to humans(Dawkins 54). Human cloning stirs up the controversy between what is right, what is wrong, and where should society draw the line (Elmer-Dewitt 1). There are arguments for both sides but the con position is considerably stronger. People believe cloning humans is religiously wrong, would diminish the worth and respect of human life, and the medical risks are too high. Where in any religious documentation does it state: thou shall not clone(Elmer-Dewitt 4)? The truth is, cloning is not mentioned in any religious document. To have a religious argument against cloning, people had to read between the lines. According to Paul Ramsey, a board member on the National Bioethics Advisory Commission (NBAC), cloning humans would express the sin of pride or hubris(166). The Roman Catholic Church also agrees with this idea and furthers the argument saying human beings should not probe the fundamental secrets or mysteries of life, which belong to God(NBAC 168). While many people disagree with the Bible saying it is not a scientific or reliable source to base arguments on, 74% of the 1005 Americans that took the TIME/CNN poll in 1997 believe cloning is against Gods will (Human Cloning: Ethical Aspects 2/2). These Christians base their beliefs on the teachings of the Bible. Cloning can be considered the act of playing God(1/2). Not only can cloning be view ed as religiously wrong, it can also be looked at as a way to lessen the value of human life. ...

Museum Paper Essay Example | Topics and Well Written Essays - 750 words - 1

Museum Paper - Essay Example A numbers of these European artists spent their entire lives in the United States. All the paintings on the museum walls were created by these great artists between 1799 to 1843. It is observed that a number of paintings in the gallery depicted outdoor sceneries and the sky. The West painting measuring 34 by 25.6 cm was properly displayed in order to demonstrate the rich experiences of these artists. My first encounter with the West’s paintings in the museum walls were first confusing to me to an extent that I did not even recognize Benjamin Franklin, probably because I had little experience owing to my Qatar native and only two years of living experience in the united states. My little stay within the United States meant that I had little understanding of the American history. According to my understanding on these types of painting, I imaged that the West’s painting with a pictorial painting of an old man surrounded by angels as a person seeking for God’s divine and mercy because the pictures are made facing the sky. I my little understanding of the West’s art work, I thought these paintings symbolized guidance as the wends created a strong illusion of the presence of God in me and I finally had to inflame it because I could not explain it owing to my little understanding of the American art works. The presence of light symbolized intervention and s atisfaction. My little interpretation was also influenced by spiritual upbringing that made me closer to fundamental beliefs of God. For sure, I was aware that my interpretation of these great artistic works was different from the American artists because they had a deeper understanding of their profession. King George III, born in 1738in the United States had great control of America before losing the colonial control. Although he had an English originality, his presence

Asthma Assignment Example | Topics and Well Written Essays - 250 words

Asthma - Assignment Example They include; inhaled corticosteroids, leukotriene modifiers, long-acting beta agonists (LABAs), theophylline and a combination of inhalers that contain both corticosteroid and a LABA. Inhaled corticosteroids include: Fluticasone, Budesonide, Mometasone, Beclomethasone, Ciclesonide (Naff and Clay 2010). Inhaled corticosteroids have a few side effects which include; one may experience a thrush when taking higher doses and on rare occasions hoarseness may occur. One should regularly rinse the mouth, gargle after using the asthma inhaler and use a spacer device with metered dose inhaler. The intended treatment outcomes include; reduced frequency of asthma attacks, reduced use of beta-agonist bronchodilators, and improvement of lung functions, reduction of emergency hospital visits and hospitalizations (Krauss 2003). A peak flow meter gauges how air moves out of one’s lungs. Measuring one’s peak flow is an important part in managing asthmatic symptoms as well as an asthma attack. The reading from this device helps the patient to detect changes which may be signs of worsening asthma. Thus one is alerted of the tightening of airways days or hours before the onset of asthma symptoms or attacks (Krauss

Creating a hypothesis Essay Example | Topics and Well Written Essays - 500 words

Creating a hypothesis - Essay Example The group was asked to answer 3 questions. 1. Before the video, what was their opinion on abortions and what reason confirmed this belief?. 2. Do religion or science hold the most weight in your answer and to give a reason to confirm this opinion? 3. Did your opinion on abortions change after viewing the video and what in specific made them confirm their answer? The video was watched simultaneously by all five participants and the conductor of the focus group. Immediately after the viewing, the questionnaire was issued out for the questions to be answered. The testing sample exposed that initially, 4 out of 5 of the viewers believed that abortion should be legal prior to watching the video. The 1 individual who did not believe that abortion should be legal was a man. The primary confirmation answer was the fact that it was a personal choice and government should not be allowed to tell a woman what to do with her body. The sole participant that believed that abortion should not be legal based his answer upon the idea that life began at conception and it was a form of murder. The 2nd question answered by the sampled group as to weather science or religion held the most weight in there answer was 3 for religion and 2 for science. The 3 polled that felt as if religion held the most weight in their answer confirmed themselves to be Christian and said that they knew of nothing in the Bible that stated that they should not have an abortion. The 2 that answered science confirmed that the zygote would not be able to survive on its own outside of the womb. The 3rd and final question of the poll asked if their opinion about abortions was swayed after watching the video. The response remained the same. 4 of the participants still believed in abortion with the same 1 individual remaining constant to the answer that abortion should be illegal. Asked to confirm their answers, the general notion was that they were aware of the development

Mentoring in Practice

Mentoring in Practice Thembelani Dube Mentoring is described by Kinnell and Hughes(2010) as the transferring of knowledge ,skills and attitudes from health professionals to the students that they are working with. The royal college of nursing states that the role of the mentor is to enable the student to make sense of their practice through the application of theory, assessing, evaluating and giving constructive feedback and facilitating reflection on practice, performance and experiences. the NMC(2008) adds that a mentor is a nurse ,midwife or specialist public health nurse who facilitates learning, supervises and assesses students in a practice setting. The Nursing and Midwifery council (NMC,2006) have set standards for Nursing and Midwifery practice education, the standards to support learning and assessment in practice(SLAIP). The eight standards are a mandatory requirement for both students and mentors. The standards clearly outline the mentor’s responsibility for developing and ensuring the practice competence of students and provide a more defined statement regarding accountability for decisions that lead to entry to the professional register. These domains are going to be discussed individually in depth. Establishing effective working relationships Mentorship is the process that allows transference of knowledge, skills and attitudes from health professionals to the students that they are working with (kinnell and Hughes 2010). Wilson (2014) in his study concluded that mentoring involves modelling nursing practice, selecting learning opportunities for students, articulating one’s own practical and theoretical knowledge and assessing student’s competence in practice. By being role models, mentors provide an observable image of imitation, demonstrating skills and qualities for the student to emulate, Ness (2010). Wilkes(2006) points out that it is important to establish an effective working relationship where a mentor offers support but can also be objective and analytical. The student mentor relationship is crucial to the student’s learning experience particularly because the mentor’s role includes assessment of practice. Gopee (2011) listed some of the qualities of a mentor as nurturing, role modellin g, focusing on the professional development of the student, sustaining a caring relationship over time and functioning as teacher, sponsor, encourager and friend, Beskine (2009) suggests that orientation is the gateway to a successful placement. Starting off well promotes the quality of the placement. To establish an effective working relationship with the student a mentor should start by orientating a student to the placement, this provides an opportunity for the student to express any concerns. However the RCN (2007) recommends that in preparation of the placement a checklist should be discussed on the first day of working and this should include an up to date orientation pack. Walsh (2010) adds that there are two major facets to establishing effective working relationships, managing the student’s first day and week in a productive and welcoming way and mentor’s good use of communication skills and active listening. Gopee (2011) states that skills and techniques of communication are some of the most important tools the person undertaking the mentor’s role has to utilise. Facilitation of learning The major role of the mentor is to assist and encourage students to link theory and practice in a practical setting (Botma et-al,2013) the author adds that the student should be passionate, eager to learn, participate and be committed to make the relationship work. A study done by Jokelainen et-al(2010) identifies that facilitation of learning includes advance planning of training and placement learning , which includes ensuring planning and organising learning opportunities and being aware of details of the student and their training documents. Naming mentors and organising the student’s first day at work and ensuring that the student has the same shifts as the mentor. The NMC(2008) code of practice specifies that the registered nurse must be willing to share skills and experience for the benefit of others and has a duty to facilitate students and others to develop their competence. Wilson (2013) recommends that in order to facilitate learning, nurses should include students in their daily work, teaching clinical skills, giving written and verbal feedback. Aston and Hallam (2011) agrees that facilitation of learning includes planning relevant experiences for students, providing support and assessing clinical performance. However Kinnell and Hughes(2010) argues that finding out how a person learns is the key, this area should not be underestimated as it requires thought, insight and clinical background. The authors confirms that it is worth spending some time to think the student, the level they are at and what the best strategy would be to ensure their learning and development is facilitated appropriately depending on where they are at on their cou rse. Walsh(2010) identifies that there are many different theories and models of learning , but the three major ones are behaviourist, humanistic and cognitive. Gopee(2011) states that the humanistic learning theories have been developed with regards to how learning occurs. Carl Rogers’ student centred approach to learning reveals that a learning environment where a learner feels able to speak their mind and give their views is a healthy one. Thus mentors provides a safe, encouraging environment, guides the student to resources and opportunities and facilitates the student’s exploration of them. Marslow’ s humanistic hierarchy of needs model(1943) identifies that student mentor relationship and the learning environment are important elements of learning as this would ease anxieties and give the student a sense of belonging therefore enabling the student to achieve their learning needs. Malcolm knowles’s andragogy learning theory(1990) highlights that it is important to acknowledge students as adult learners.it describes adult learners as being more self directive, motivated and having a wealth of experience. Therefore it is important how mentors relate to and teach their students most of whom are readily regarded as adult learners. Assessment and accountability Kinnell and Hughes(2010) believes that it is a statutory requirement to assess healthcare students, it is necessary to assess student nurses during their training in order to licence them as competent practitioners and subsequently protect the public. Assessments highlight weaknesses and strengths and provides a baseline for future learning needs Nicklin and Kenworthy(1995).There are many methods of assessment including testimonies, reflective writing or discussions, direct observation and feedback from colleagues. Gopee(2011) points out that there are a number of other essential facets of assessment, this part is going to discuss formative and summative. The primary aim of the formative assessment is to promote learning so that the learner can do the skill safely and effectively and knows the rationale for each step of the intervention. Summative are conducted to determine whether the learner is now competent to work without direct supervision. it is summative that constitute a peri odic record of the student’s achievement of the aims and outcomes of a course or module. The NMC(2008) requires that most assessment of competence are to be undertaken through direct observation in practice and therefore registered nurses have a duty to facilitate students to develop their competence, they are accountable for ensuring that the individual who undertakes the work is able to do so and they are given appropriate support and supervision. Andrews et-al (2010)comments that assessment has become a major element of the mentor’s role. Many take on the role willingly but when faced with the notions of continuing assessment process become overwhelmed by the responsibility. Many nurses have difficulty taking responsibility for the student learning, especially making decisions about competency required while Lauder et-al (2008) argues that while mentors are crucial to developing students ’achievement of fitness to practice, they are hampered by lack of time to undertake the role. Walsh(2010) identifies that because the assessment process is for a whole host of good reasons it must be very robust. lt should accurately enable mentors to make realistic judgements about the students’ level of competence and thus whether to pass them or not. For the student a good assessment process also gives them valuable feedback, it helps them to identify what they need to do and enables them to set realistic future goals. NMC (2008) validity for assessment ensures that assessments measures what it’s designed to measure, there are two important key issues, how to measure and what to measure. The code of conduct points out that as professionals, nurses are personally accountable for their actions and omissions in practice areas and must always be able to justify decisions therefore it is important that weak students are identified early and given the right encouragement and support, and concerns are dealt with in a timely manner. Sharples et-al(2007)points out that it is wrong to assume that all students entering clinical placement will have the knowledge, skills and attitude to be successful. They will always be students who struggle to achieve competence and mentors who fail to evaluate a learner’s unsatisfactory performance accurately are said to be guilty of misleading the learner, and potentially putting the patient care at risk and thus failing in their accountability to the NMC (2006). The Duffy report of (2004) ‘failing to fail’ concluded that there are several reasons why some mentors are failing to fail students like not identifying problems early to the student therefore not giving the student sufficient time to improve, leaving it too late and that mentors may give students the benefit of the doubt when it comes to a final judgement regarding their clinical competence. Failing to fail creates poor standards, it leads to having practitioners entering the profession that are not fit for practice (Wells and McLoughin,2014) Evaluation of learning Mentors have the responsibility of developing the practice learning experience they are providing for students, evaluating how effective or ineffective the practice environment helps to fulfil this role (Aston and Hallam,2011).NMC(2008b)requires that registered nurses participate in self- and peer evaluation to facilitate personal development and contribute towards the development of others. In a mentor’s role the term evaluation is used in the context of the student’s practice learning experience. Evaluation assist in identifying areas that need to be improved as well as what is working well, it enables mentors to improve their mentorship skills and the learning experience for future students. NMC (2010) points out that feedback from students and mentors is used to inform the programme and enhance the practice learning experience. Elcock and Sharpes (2011) adds that just as evaluation is the key for improvement, without it there is a risk of making the same mistake ove r and over again. Aston and Hallam(2011) comments that evaluation is not to be confused with assessing as this is to measure the overall value of the learning experience or how worthwhile the practice learning opportunity has been. The process of evaluation involves obtaining feedback from relevant people, reviewing and discussing the feedback and planning action to implement change, and this can either be formal or informal Price (2006). Kinnell and Hughes states that mentors and students are exposed to a variety of evaluation approaches, from patient care to facilitation of learning. Students are required by the universities to evaluate their experiences in practice at the end of each placement and this contributes to the university quality assurance process Elcock and Sharples(2011). Students are asked to reflect on their practice placement and comment on the experience that they have gained based on four dimensions, the mentorship process, the available learning resources, their mentor and the qua lity of the practice placement.it will be at this stage that action of plan is developed if there are issues to be addressed. Creating an environment for learning. Walsh (2010) states that this domain entails helping a student identify their learning needs. Students develop their attitudes, competence, interpersonal communication skills, critical thinking and clinical problem solving abilities in the clinical learning environment (Dunn and Hansford,1997)feeling part of the team is the key factor in student’s feeling that they fit in and they are then able to learn. Aston and Hallam (2011) have identified that another way in which mentors can provide consistency in an approach to providing good learning opportunities for students is to identify what experiences you can provide that will enable students to achieve their competencies. A rapidly embraced and welcomed student is one who will be able to take advantage of the learning opportunities early on in their placement, in contrary a student that feels excluded and unwelcomed will likely shy away, withdraw and have raised anxieties regarding their chances of achieving learning outcomes. kinnell and Hughes(2010) points out that mentors need to appreciate the importance of understanding the healthcare students and the potential individual needs that they have as this will influence the student mentor relationship. Nicklin and Kenworthy(1995) identified some issues that characterise a good learning environment and they included a supportive mentor, that is able to identify learning opportunities for the student and is able to respond to differing learning styles of individual students. Finding out what stage the student is at in their training and what their particular needs and interests are aids in creating an environment for learning for the student. Walsh (2010) states that consistency, a patient and understanding mentor, protecting student supernumerary status and giving a student a time to reflect creates a good learning environment. Hand(2006) indicated that factors that are important for the creation of a positive learning environment are said to be a humanistic approach, where all staff are kind, genuine, approachable and promote self-esteem and confidence to students, good team spirits with respect and trust, high standards of care being provided using efficient but flexible approaches as well as teaching students as a key feature. Context of practice and evidence based practice The slaip document cements that mentors need to contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated. Being a mentor does not only mean direct involvement in facilitation learning and assessment but it also challenges them to consider their own evidence base and standards of practice Elcock and Sharples (2011). Kinnell and Hughes suggests that mentors must therefore remember that the end result of evidence based practice is the ability to offer research- based findings in order to justify aspects of care delivery and rationale experiences encountered by patients throughout their healthcare journey. Walsh (2010) says that by adhering to the local policies and procedures and mandatory training is another way for mentors to achieve their use of evidence based practice. In context of practice, mentors are required by the Nursing and midwifery council to demonstrate their ongoing knowledge, skills and competence and that this should be reviewed and assessed at annual updates and triennial reviews. Duffy (2012) suggests that nurses should have a portfolio of evidence to demonstrate updating and maintenance of competence as a mentor. The aim of annual updating is to ensure that all mentors and practice teachers continue to understand issues relating to supporting students, understand the implications of changes to NMC requirements, have current knowledge of NMC approved programmes and make valid and reliable assessments of competence and fitness for safe and effective practice Elcock and Sharples(2011)and NMC(2008). Leadership Leadership is an integral role that mentors have to undertake. Kinnell and Hughes(2011) identify that the mentor’s role is forever changing as they are expected to be co-ordinaters of patient care, a care manager, an expert in their own clinical field and they are also expected to teach and assess healthcare students within their commitment to mentorship. Gopee(2011) establishes that mentors leadership role is crucial in practice at facilitating student’s learning.One of the NMC(2008) outcomes of leardership domain requires that mentors provide feedback about the effectiveness of learning and assessment in practice. Anderson (2011)adds that helpfull feedback should be based on a recognised model of assessment feedback such as ‘praise sandwich’ and Duffy(2013) confirms that mentors need to provide students with regular feedback on their performance, this is integral to the assessment process. Kinnell and Hughes(2011) identified a number of leadership styles such as autocratic, consultative, democratic and laissez-faire, a mentor should have an insight into different leadership ship styles and evaluate the one that appears to be dominant within their practice placement and how that style could influence the student’s experience. This assignment has highlighted the impotence of the SLAIP domains as a guidance for mentors. It has explored the qualities and the skills that mentors need to fullful their roles in order to capitalize on the student’s learning experience whilst working towards developing a competent practitioner. 2700(words)Page 1

cloning :: essays research papers

Introduction The possibility of human cloning, raised when Scottish scientists at Roslin Institute created the much-celebrated sheep "Dolly" (Nature 385, 810-13, 1997), aroused worldwide interest and concern because of its scientific and ethical implications. The feat, cited by Science magazine as the breakthrough of 1997, also generated uncertainty over the meaning of "cloning" --an umbrella term traditionally used by scientists to describe different processes for duplicating biological material. What is cloning? Are there different types of cloning? When the media report on cloning in the news, they are usually talking about only one type called reproductive cloning. There are different types of cloning however, and cloning technologies can be used for other purposes besides producing the genetic twin of another organism. A basic understanding of the different types of cloning is key to taking an informed stance on current public policy issues and making the best possible personal decisions. The following three types of cloning technologies will be discussed: (1) recombinant DNA technology or DNA cloning, (2) reproductive cloning, and (3) therapeutic cloning. Recombinant DNA Technology or DNA Cloning The terms "recombinant DNA technology," "DNA cloning," "molecular cloning,"or "gene cloning" all refer to the same process: the transfer of a DNA fragment of interest from one organism to a self-replicating genetic element such as a bacterial plasmid. The DNA of interest can then be propagated in a foreign host cell. This technology has been around since the 1970s, and it has become a common practice in molecular biology labs today. Scientists studying a particular gene often use bacterial plasmids to generate multiple copies of the same gene. Plasmids are self-replicating extra-chromosomal circular DNA molecules, distinct from the normal bacterial genome (see image to the right). Plasmids and other types of cloning vectors are used by Human Genome Project researchers to copy genes and other pieces of chromosomes to generate enough identical material for further study. To "clone a gene," a DNA fragment containing the gene of interest is isolated from chromosomal DNA using restriction enzymes and then united with a plasmid that has been cut with the same restriction enzymes. When the fragment of chromosomal DNA is joined with its cloning vector in the lab, it is called a "recombinant DNA molecule." Following introduction into suitable host cells, the recombinant DNA can then be reproduced along with the host cell DNA. See a diagram depicting this process. Plasmids can carry up to 20,000 bp of foreign DNA. cloning :: essays research papers Introduction The possibility of human cloning, raised when Scottish scientists at Roslin Institute created the much-celebrated sheep "Dolly" (Nature 385, 810-13, 1997), aroused worldwide interest and concern because of its scientific and ethical implications. The feat, cited by Science magazine as the breakthrough of 1997, also generated uncertainty over the meaning of "cloning" --an umbrella term traditionally used by scientists to describe different processes for duplicating biological material. What is cloning? Are there different types of cloning? When the media report on cloning in the news, they are usually talking about only one type called reproductive cloning. There are different types of cloning however, and cloning technologies can be used for other purposes besides producing the genetic twin of another organism. A basic understanding of the different types of cloning is key to taking an informed stance on current public policy issues and making the best possible personal decisions. The following three types of cloning technologies will be discussed: (1) recombinant DNA technology or DNA cloning, (2) reproductive cloning, and (3) therapeutic cloning. Recombinant DNA Technology or DNA Cloning The terms "recombinant DNA technology," "DNA cloning," "molecular cloning,"or "gene cloning" all refer to the same process: the transfer of a DNA fragment of interest from one organism to a self-replicating genetic element such as a bacterial plasmid. The DNA of interest can then be propagated in a foreign host cell. This technology has been around since the 1970s, and it has become a common practice in molecular biology labs today. Scientists studying a particular gene often use bacterial plasmids to generate multiple copies of the same gene. Plasmids are self-replicating extra-chromosomal circular DNA molecules, distinct from the normal bacterial genome (see image to the right). Plasmids and other types of cloning vectors are used by Human Genome Project researchers to copy genes and other pieces of chromosomes to generate enough identical material for further study. To "clone a gene," a DNA fragment containing the gene of interest is isolated from chromosomal DNA using restriction enzymes and then united with a plasmid that has been cut with the same restriction enzymes. When the fragment of chromosomal DNA is joined with its cloning vector in the lab, it is called a "recombinant DNA molecule." Following introduction into suitable host cells, the recombinant DNA can then be reproduced along with the host cell DNA. See a diagram depicting this process. Plasmids can carry up to 20,000 bp of foreign DNA.

Odyssey, realism or fantasy? Essay

Stories and epics can last throughout time; the Odyssey has proven the test of time. The Odyssey acts as a guide book for the Ancient Greeks but allows modern audiences to still enjoy the content. It helps give an oversight as to the life and morals of the Ancient world. Both realism and fantasy play a part in the Odyssey to create relatable tension and excitable journeys. The Gods help make and break Odysseus on his journey back to Ithaca. Homer enabled the gods to be anthropomorphic from the outset. The gods assemble a council to discuss Odysseus’ situation thus showing a democratic society that would be desirable to all audiences (almost promoting democracy as something even the gods would do). Zeus and Poseidon prove vengeful and merciful depending on the situation, similarly, Calypso and Circe show jealousy and selfishness when we first meet them on their own isolated islands. Calypso even suffers the injustice of double standards in which she is not permitted to marry a mortal: Odysseus. Gods such Aeolus add tension to the Odyssey as Odysseus’ men do not trust what is in the bag which results in being blown off course to Ithaca. The gods hold human emotions which has consequences on Odysseus throughout his journey, whether it being Ino’s sympathy or Poseidon’s wrath. Gods hold the ability to physically change into any human in the mortal world causing tests to the cities and enables Athena greatly in aiding Odysseus. The significantly differs to a modern audience’s potential view on a God, the Christian God is omnipotent and omnibenevolent. An Ancient audience is shown that the many gods do have the realism of human emotions but the powers to cause physical disasters (such as great waves and storms). This allows an ancient audience to relate more to the gods into how they should behave as well as that morals are important, however, even the gods have weak spots. Homer sustains fantasy and reality when describing the actions and intentions of the gods, merging them together to create his epic. Odysseus comes across many fantastical people in his journey home. He reaches the land of the Lystrogonians who at the surface seem like a civilised country, however, he goes on to discover that they are in fact cannibalistic giants. What started out as a potentially realistic view into another country to be discovered, turned into a fantastical and thrilling fight for their lives. Monsters such as Scylla and Charybdis, and the sirens prove only there to be dangerous. They try and prevent Odysseus from continuing home. They do, however, offer an insight into how Odysseus behaves and reacts to situations of fictional monsters. The monsters prove that Odysseus isn’t only strong against men, but even fantastical creatures which he would have never encountered before. Even Circe and Calypso and first of all presented as being the perfect Ancient Greek woman by singing and weaving when they are first presented in the epic. They seem normal and real but soon show their dangerous and evil intentions of hindering Odysseus. Homer disguises them as to seem real and normal but then throws in a fantastical twist to keep the audience engaged to how what might seem normal, is far from it. As well as this, the Phaecians are completely fantastical and a fictional town. They have such a strong relationship with the gods that the gods do not disguise themselves at all; they turn up in their true forms. They are even related to the Cyclopes who we find out Polyphemus is the son of Poseidon. Subsequently, from disobeying Poseidon, they get punished extremely harshly (they get turned into rocks for helping Odysseus leave their island) which is all fictional. Even through hall the different fictional islands he travels through and all the monsters he meets, Greek traditions such as xenia and proper burial rights still apply. The best example of this is Elpenor. He falls off of Circe’s roof and they do not burry him. By book 11, when Odysseus enters the Underworld, Elpenor begs Odysseus to find his body and properly burry him to which Odysseus complies. Similarly, whilst leaving the island of the Cicones, Odysseus and his crew solute the death of 72 men 3 times each as they sail away. The sheer respect to the dead and the lengths that Odysseus goes to respect them is shown throughout the Odyssey no matter where he is. Xenia is a system to respect strangers and there is a specific process to go through before asking the stranger questions (this involves feeding, bathing, clothing and a gift at the end of their stay). Circe awful xenia to Odysseus’ crew as she turns them into pigs however she does, in the end, correct her ways and give Odysseys’ crew a house, food and clothes for a year. The Phaecians do not show xenia to begin with either although they soon correct their ways. Xenia is about respecting Zeus as the gods can physically transform into humans and therefore could test anyone one their xenia. The perfect xenia of Nestor and Menelaus towards Telemachus are clear examples to an Ancient audience oh how to perform xenia. Even characters that don’t show xenia to begin with, end up complying which enables the realism of morals to come across with the ancient audience. The fantasy creatures and gods (such as Circe and Calypso) show xenia. The first half of the Odyssey shows a lot of excitement caused by the fantasy events that take place. The second half, once Odysseus lands in Ithaca, realism seems to take over in which Odysseus has to keep his disguises as a beggar and be opened to abuse which comes with it. This endurance of such awful behaviour of the suitors towards him gives, once again, clear morals to an ancient and modern audience of what is happening in Greece and what is viewed as unacceptable – the lack of xenia and curtsey of the suitors. The loyalty of Eumaeus and Eurycleia combined with the accepted trust of Telemachus who has gained his kleos provides entertainment as Odysseus plots to eliminate all 108 suitors using his strength and cunning. This scene is influential to show how badly a beggar would have been treated but the justice that finally came upon the suitors would give hope to an audience of an era, that the hero always wins. Fantasy adds to the entertainment of the Odyssey just as much as the finalism of reality raining back onto Ithaca as order is restored in a violent manner. Morals have not changed that dramatically since Ancient Greece therefore the Odyssey still applies the good morals of respecting everyone as well as the strong loyalty of family which can be valued and relatable throughout time. As the Odyssey is meant to be a guide book for morals for the Ancient Greeks, the Odyssey will use issues relating to their lifestyle (such as xenia, nostos, kleos and dike). The odyssey allows for real life issues to be twisted into a fantasy form which an ancient audience would respect – if the gods are anthropomorphic and they offer xenia and correct their ways, then so should mortals. Fantasy cannot be the only aspect to an epic which would last through time, the audience has to be able to relate to the issues which arise to the protagonist. The Odyssey portrays humanity, justice, consequences and loyalty whether that be through people such as Penelope and Odysseus, or the jealousy of Calypso and Odysseus. Readers can relate to the topics that arise in the Odyssey. Homer has enabled an epic to complement fantasy and reality into one 10 year journey across the unknown just to get home.

Mysteries Surrounding Creutzfeldt-Jakob Disease Essays - Free Essays

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Video Game Violence essays

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