Cloning is Ethically and Morally Wrong :: Argumentative Persuasive Topics

Cloning is Ethically and Morally Wrong The question shakes us all to our very souls. For humans to consider the cloning of one another forces them all to question the very concepts of right and wrong. The cloning of any species, whether they be human or non-human, is ethically and morally wrong. Scientists and ethicists alike have debated the implications of human and non-human cloning extensively since 1997 when scientists at the Roslin Institute in Scotland produced Dolly. No direct conclusions have been drawn, but compelling arguments state that cloning of both human and non-human species results in harmful physical and psychological effects on both groups. The following issues dealing with cloning and its ethical and moral implications will be addressed: cloning of human beings would result in severe psychological effects in the cloned child, and that the cloning of non-human species subjects them to unethical or moral treatment for human needs. The possible physical damage that could be done if human cloning became a reality is obvious when one looks at the sheer loss of life that occurred before the birth of Dolly. Less than ten percent of the initial transfers survive to be healthy creatures. There were 277 trial implants of nuclei. Nineteen of those 277 were deemed healthy while the others were discarded. Five of those nineteen survived, but four of them died within ten days of birth of sever abnormalities. Dolly was the only one to survive (Fact: Adler 1996). If those nuclei were human, "the cellular body count would look like sheer carnage" (Logic: Kluger 1997). Even Ian Wilmut, one of the scientists accredited with the cloning phenomenon at the Roslin Institute agrees, "the more you interfere with reproduction, the more danger there is of things going wrong" (Expert Opinion). The psychological effects of cloning are less obvious, but none the less, very plausible. In addition to physical harms, there! are worries abou t the psychological harms on cloned human children. One of those harms is the loss of identity, or sense of uniqueness and individuality. Many argue that cloning crates serious issues of identity and individuality and forces humans to consider the definition of self. Gilbert Meilaender commented on the importance of genetic uniqueness not only to the child but to the parent as well when he appeared before the National Bioethics Advisory Commission on March 13, 1997. He states that "children begin with a kind of genetic independence of [the parent].

A brief history of science education in Ghana Essay

Science education is the cultivation and disciplining the mind and other faculties of an individual to utilize science for improving his life, cope with an increasingly technological world, or pursue science academically and professionally, and for dealing responsibly with science related social issues (Akpan, 1992). Ghana, formerly known as the Gold Coast, was the first African country to the south of the Sahara to gain political independence from colonial rule in 1957. This former British colony of 92,000 square miles (about 238,000 square kilometers) shares boundaries with three French-speaking nations: the Cote d’Ivoire to the west, Burkina Faso to the north and Togo to the east. The Gulf of Guinea of the Atlantic Ocean is to the south of the country. EARLY HISTORY OF EDUCATION BEFORE INDEPENDENCE As was the case in many colonies during the early colonial period, the main goal of education was to ‘make civilization march hand-in-hand with evangelization’ (Anum –Odoom, 2013). This statement gives a clear description of how education in Ghana was implemented at that time. The formal, western-style education in Ghana is directly associated with the history of European activities on the Gold Coast The Portuguese were the first Europeans to arrive at the Guinea coast in 1471. Their intention to establish schools was expressed in imperial instructions that, in 1529, encouraged the Governor of the Portuguese Castle at Elmina to teach reading, writing, and the Catholic religion to the people. It is imply proven that the Danish, Dutch and the English merchants also set up schools in their forts and castle to educate their mulatto children by native women. Unmistakably linked to the implementation of formal education in Ghana with the Christian missionaries, who realized that in order to spread the word of God, they needed well- educated local assistants. Following the consolidation of the coastal region as the British Gold Coast Colony, the administration became more aggressive in pursuit of its educational policy. This was precipitated by the British purchase of the Danish property at Christiansborg in 1850 and the Dutch Elmina Castle in 1872. To help redress problems faced by the mission schools—such as training local teachers and improving the quality of education—the administration made grants to both the Wesleyan and Basel missions in 1874. In the Educational Ordinance of 1882, government grants to denominational schools were made dependent on an assessment of the level of efficiency. The schools receiving grant-in-aid were defined as â€Å"government assisted schools,† but their primary funding was to come from the missions themselves and from other private sources. On the Gold Coast, the appointment of Brigadier General Gordon Guggisberg as governor brought its own advantages. During his tenure from 1919 through 1927, Governor Guggisberg initiated several major developmental programs that included educational improvements as a critical ingredient in his construction of a modern Gold Coast. While the previous administration had seen the provision of elementary schools by the various Christian missions as adequate, Guggisberg was of the conviction that the current system could not sustain future developments. In fact, only a few months after his arrival, the governor presented a 10-year development plan for the Gold Coast. Among other things, funding was aggressively sought for post elementary education for boys and girls. Even though the administration proposed a technical college for Accra, the Prince of Wales College (now Achimota College) was the real trophy of the administration’s educational program. This non denominational school catered for students from kindergarten to the pre university level. THE BIRTH OF SCIENCE EDUCATION The inadequacies inherent in the system of education were observed in the post-World War I appeal made by the Foreign Missions Conference of North America to the Phelps-Stokes Funds for a review of the state of education in Africa. The Phelps-Stokes Commission on Africa issued reports in 1922 and 1925 in which educators were criticized for inadequately catering to the social and economic needs of the continent. The commission of which James Emman Kwegyir Aggrey was a member, called for instructions in the mechanical operations necessary for the improvement of the condition of the mass majority of the people. This included science education and character training. The Phelps-Stokes fund’s founded in 1920, is an African Education Commission represented one of the early attempts to link black Africa with Negro America. The attempt to forge this link represented a concerted policy on the part of a number of missionary and philanthropic groups in the United Kingdom and the United States to draw attention to what seemed to be analogous situations-politically, socially, and economically. Ghana is said to be the first independent sub-Saharan African country outside South Africa to embark on a comprehensive drive to promote science education and the application of science in industrial and social development (Anamuah-Mensah, 1999). Science Education after Independence After Phelps- stokes commission had pushed for the birth of science education in Africa in general and in particular, Gold Coast, there has not been any clear cut national policy for science education in Ghana up to date (Ahmed, 2013). Dr Kwame Nkrumah who aimed at achieving Free Compulsory Universal Basic Education instituted an Act called 1961 Act, (Act 87) . This Act was to make Basic education free and Compulsory and anyone who fails to send his or her child to school was made to pay a fund by the Minister for education. The education system at that point consisted of six year of primary education, followed by four-years of secondary education. At the end of the four years suitable students went on to do a two-year sixth form course that could lead to a three year University course. Students, who were not suitable to continue, completed two- year of pre-vocational classes. The Nkrumah government encouraged the learning of science by instituting a special scholarship scheme which enabled science and agriculture undergraduates to enjoy scholarships a little higher than those of their counterparts in the humanities. This facility was withdrawn after 1966. Science and mathematics teachers were also paid a little more than their colleagues in the humanities. (Djangmah, 2007) The Reforms The seven year development plan instituted by Dr. Kwame Nkrumah was short lived. The system was later regarded as too long and too academic. Thus Dzobo Education Reforms of 1974 saw a reform of the system, instating the Junior Secondary School (now Junior High School) on an experimental basis. The Junior Secondary School introduced practical subjects and activities allowing students to acquire occupational skills, which after an apprenticeship lead to the qualification for self-employment. Due to a wide range of factors such as the economic decline, bureaucracy and sheer lack of interest the JSS-system never went beyond the experimental phase. By 1983 the education system was in a state of crisis. It faced drastic reductions in Government financing, lack of educational materials, and deterioration of school structures, low enrollment levels and high dropout rates. With the assistance of several development partners (World Bank, Department for International Development (ODA) and international grants) the education system was reviewed and proposals were implemented in 1987 known as Evans-Anfom reforms. In 1987, Ghana’s Ministry of Education introduced a restructured educational system that gradually replaced the British-based O-level and A-level system. The transition was completed in June, 1996, when the last class took A-level exams. The last O-level exams were administered in June 1994, although a remedial exam was offered through 1999 (Keteku, 2013) The 1987 Reforms had strengths as well as weaknesses. One of the strengths was that it provided a comprehensive Basic Education which improved access to education for more children of school-going age. Junior Secondary Schools were provided throughout the country and this helped to increase literacy levels. The reform also introduced Continuous Assessment which formed part of the final examination. This ensured that internal assessment in schools was included in the final examinations and this ended the single-shot examination existing in the old system. The Anamuah-Mensah Report recommended similar structure of education just like the Evans-Anfom Report of 1986. The difference was the inclusion of two (2) years of Kindergarten education as part of Basic Education and Apprenticeship training for leavers of the Junior Secondary School who unable to or do not want to continue in the formal sector. The implementation of the Anamuah-Mensah Reforms began in September 2007, and it was faced with initial problems. These problems included delay in the supply of syllabuses and textbooks for the smooth take-off of the programme, and teachers were not adequately prepared in terms of training to implement the reforms. These problems were later dealt with as the implementation of the reforms progressed. The next major problem being anticipated is the inadequate classrooms and other facilities as students will enter the fourth year of Senior High School in September 2010. The Way Forward For Science Education Promotion of science education in the country will depend on three drivers of change, namely, funding, teaching and interventions, and research (Akyeampong ,2007) Funding Knowledge is not cheap. Science, technology and mathematics knowledge required to move the country into the knowledge society can never be cheap. Government’s commitment to science education should be demonstrated in the level of resources allocated to science and technology. Laboratories and workshops in the schools, teacher training colleges, universities and polytechnics should be well equipped and new ones constructed to take into consideration the increasing student population. Research The knowledge society thrives on the creation of new knowledge. Research provides the means by which new knowledge is created. Resources, both material and human, for research in science and technology are woefully inadequate or non-existent. This has had a profound effect on the development of post graduate research in the universities. A number of measures need to be taken to strengthen research in science and technology in order to meet the demands of the country. The following are being suggested: †¢Research in research institutions and the universities should be adequately funded. †¢Most researches carried out in the universities are those that interest the researchers and are hence supply-driven; the Government should challenge our scientists and provide funds to carry out research on problems confronting the country. This can be done through the provision of research funds to be competed for by all scientists in the country. †¢Establish a National Science Research Facilities Centre equipped with world class specialized facilities which are normally expensive and therefore beyond the means of single institutions, to provide opportunities for Ghanaian researchers to carry out scientific research and development and retain local researchers as well as attract foreign ones. †¢To improve the quality of science education at all levels, research in science and technology should include research on teaching and learning science, technology and mathematics. †¢Institute special awards for best researchers and science teachers. This could be termed the President’s Award for Science to be given annually. We need to celebrate achievement. †¢Set up a formal scheme for mentoring the Youth- This is critical to the development of a career path in science for the youth. Mentors excite interest in junior colleagues and help them to â€Å"walk the path†. This experience is however rare in the universities. These days, newly recruited scientists struggle to keep afloat with little or no support. A formal mentoring system should be established in all institutions to ensure that young scientists recruited into the universities or research institutions are attached to professors and senior scientists in their fields of study to receive advice and support. The mentoring can take the form of joint research, publications and presentations at conferences and seminars. †¢To raise the level of awareness of science and technology innovation (research) and foster a synergy among education, industry and research institutes, a project referred to as SMART. MOVES in some countries should be established in secondary schools. This project will involve encouraging schools through visits, presentations and seminars to work on problem solving projects with support from the community. The projects will be assessed and students with innovative and creative projects will be invited to present their projects at a Junior Scientist Conference which will be attended by senior scientists who can later act as mentors for the students. Prizes will be given to students based on the quality of project and presentation. The Ghana Academy of Science and Arts can take up this. Conclusion The vision of the National Science and Technology Policy is: â€Å"to support national socio-economic development goals with a view to lifting Ghana to a middle income status by the year 2020 through the perpetuation of a science and technology culture at all the levels of society, which is driven by the promotion of innovation and the mastery of known and proven technologies and their application in industry, and other sectors of the economy†. (MEST, 2000) This vision can become a reality when science education is given a boost at all levels of education. It has been suggested that the promotion of science education hinges on three pillars – funding, teaching and intervention, and research. Without adequate funding, quality teachers, supportive intervention activities and research to illuminate our understanding, science education will have no impact on the everyday lives of Ghanaians; and the observation made by the National Development Planning Commission will remain true. Our national vision for science and technology will be therefore be meaningless. REFERENCES Ahmed, M. (2012). Ghana to launch National Science policy. Retrieved 4th October, 2013, from http://www. ghanaweb. com/GhanaHomePage/NewsArchive/artikel. php? ID=235350. Akpan, O. E. (1992) Toward Creative Science teaching and learning in West African school. Ghana: catholic Press Akyeampong, K. (Centre for International Education, University of Sussex, England) in his lecture on â€Å"50 Years of Educational Progress and Challenge in Ghana†, at Parliament House, London, England; 2007 Anamuah-Mensah, J. (1999). Science and Technology Education in Ghana. A paper delivered at the National education Forum on the theme: Towards Sustaining an Effective National Education System, held at the Accra International Conference Centre, Accra, 17-19th November. Anum-Odoom, A. K. M . Educational Reforms in Ghana, 1974-2007. Retrieved on 12th October, 2013, from http://www. ghanaweb. com/GhanaHomePage/blogs/blog. article. php? blog=2091&ID=1000004125- Djangmah, J. S. Clarifying Ghana’s national vision for the application of science and technology to development. Retrieved on 12th October, 2013, from http://www. ghanansem. org/index. php? option=com_content&task=view&id=234 Keteku, N. W (EDUCATIONAL REFORM IN GHANA: THE SENIOR SECONDARY SCHOOL). Retrieved 10th October, 2013, from http://www. bibl. u-szeged. hu/oseas_adsec/ghana. htm Ministry of Environment, Science and Technology (MEST) (2000). National Science and Technology Policy Document. Accra: MEST.

Addiction Essay 4 Essays

Addiction Essay 4 Essays Addiction Essay 4 Essay Addiction Essay 4 Essay INTRODUCTION Addiction is a chronic disorder proposed to be precipitated by a combination of genetic, biological/pharmacological and social factors. Addiction is a compulsion to repeat a behavior regardless of its consequences (Webster, 2003). Addiction is often characterized by a craving for more of the drug or behavior, increased physiological tolerance to exposure, and withdrawal symptoms in the absence of the stimulus (NIDA, 2008). The purpose of this paper is to review a recently published book that focuses on family involvement in addiction. The book selected for this project was, â€Å"The Science of Addiction: From Neurobiology to Treatment† by Dr. Carlton (Carl) K. Erickson. Dr. Erickson is a research scientist studying the effects of alcohol on the brain for over 30 years. He received his Ph. D. degree in pharmacology from Purdue University in 1965 and taught and preformed research at The University of Kansas and The University of Texas since 1969. He presently is the Pfizer Centennial Professor of Pharmacology and Director of the Addiction Science Research and Education Center in the College of Pharmacy at the University of Texas at Austin. Dr. Erickson is a published professional with over 150 scientific articles and co-authored multiple books on addiction and drug abuse. As a neuroscientist, he believes that addictions are neurochemical disorders. Although, in 1988 the United States Supreme Court declared alcoholism to be willful misconduct (Gerde, 2005), Dr. Erickson bases his belief on decades of comprehensive genetic and neurobiological research that provided evidence that addiction is a disease of the brain with genetic connection. He believes if the addiction is diagnosed early it can be treated successfully. Dr. Erickson is more than qualified to speak on the subject of addiction and any subtopics related to addition. Dr. Ericksons book is written to a general audience and easy to understand. The book provides a clear and detailed overview of current neurobiological information and treatment programs for addiction based solely on science and provides a brief description of genetics. According to Dr. Erickson there have been possible causative genes identified. He emphasizes in his book that any treatment approach cannot rely on pharmacological solutions alone and that treatment must be individualized, but does not go into great detail. Although, he does refer to group, individual and family counseling his main focus is pharmaceutical treatment. The first chapter of the book clarifies the terminology used throughout the book. The next 7 chapters provide a crash course in the basics of the brain, the anatomy and neurobiology of addiction, genetics and pharmacology. Chapter 8 lists various treatment programs offered for the most widespread addictions to include several types of counseling methods and pharmaceutical treatments. Dr. Erickson focuses on addiction as a disease process and dismisses most psychological aspects of the addicted person, claiming the addicted person is not responsible for their condition. Dr. Ericksons simply ignores other research and evidence that support a psychological bases for addiction. Although there has been no clear-cut cause identified for addiction, research has identified numerous factors as potential causes. Potential cause are everything from genetic, physiological, biochemical, social and prenatal factors to emotional conflicts, personality traits, learned behavior and stress. His treatment modalities focus on pharmacological treatments disregarding the psychological piece of prevention and treatment not to mention free will and moral responsibility. Scientific research supports addiction as a disease and also supports the idea that there are psychological factors present as potential causative factors as well as plays a significant role in prevention and treatment, (SAMSHA, 2004). According to the National Institute on Drug Abuse (NIDA) family does influence prevention and treatment. One of the individual factors related to successful prevention and treatment include motivation to change drug-using behavior and the degree of support from family and friends is crucial. It is important for the families to be part of treatment. They need to be referred to support groups designed to helping them understand their role is intertwined in the addiction. These groups will provide education about the disease in general and how they will assist in treatment. Although, Dr. Erickson has valid scientific research on the topic of addiction and his research is accepted in the medical community his treatment modalities lacks the whole person concept. NIDA agrees addiction is a disease of the brain because addiction changes the brain’s structure and how the brain works. NIDA explains, the initial decision to indulge in addictive behavior is voluntary, but over time the individual’s ability to exert self control is seriously impaired. Dr. Erickson’s book implies the primary and only contributing factor to addictive behavior is genetic. This is in contrast to NIDA research. NIDA expresses that there are many factors contributing to an individual susceptibility in displaying addictive behavior range from physical make up to environmental influences. According to NIDA only about 40% of the total contributing factors are possibly genetic the rest is psychological, environmental and by choice. The influence of the home environment is in most cases a significant influence. Parents or older family members who abuse alcohol or drugs can increase an individual’s risk of developing their own addictive behaviors. NIDA does support the ideas that addiction is a treatable disease. With the discoveries in science and research there have been many advances in addictive treatment. Like other chronic diseases, addiction can be managed successfully. Research shows that combining medications with behavioral therapy is the best way to ensure success for most patients. NIDA and Dr. Erickson agree that treatment approaches must be tailored to address each individual, but differ on the appropriate care plan. Behavioral treatments are recognized by the medical community as an essential part of addiction treatment. Behavioral treatment assists in modifying an individual attitudes and behaviors related to their addiction and increasing their skills to handle stressful circumstances and environmental cues that may trigger intense craving and enhance the effectiveness of medications (SAMSHA, 2004). Getting an addicted person to stop is just one part of the treatment and recovery process. Addiction has disrupted how they function in their family lives, at work and in the community. Because addiction can affect so many aspects of an individuals life, treatment must address the needs of the entire individual to be successful. Treatment need to meet the individual’s medical, psychological, social, vocational, religious and legal needs (Capuzzi Stauffer, 2008). This is why the best programs incorporate a variety of services into their treatment program. Successful treatment programs across the U. S. include cognitive behavioral, group and family therapies as well as motivational incentives. Cognitive behavioral therapy helps individuals recognize, avoid, and cope with the situations in which they are most likely to fall into addictive behaviors. Motivational incentives use positive reinforcement such as providing rewards or rivileges for appropriate behaviors such as for attending and participating in counseling sessions, or for taking medications as prescribed. Group therapy helps individual face their addiction realistically and come to terms with its harmful consequences, and boost their motivation. Family therapy uses the family strength to assist the individual to find resources to continue in treatment (NIDA, 2008). Dr. Erickson is definitely a qualified professional in the field of addiction and has the credentials in his field of study. He is an accepted expert and member of the medical community. Although, Dr. Erickson’s book â€Å"The Science of Addiction: From Neurobiology to Treatment† has valid research and support from the medical community it has areas in conflict with the medical community as a whole in the area of contributing factors for addiction and treatment modalities. His research on the contributing factors for addiction is validated by the medical and research communities, but is lacking in the complete picture of addiction including other contributing factors such as environment, psychological factors and treatment modalities other then pharmacological treatment. He does make some mention of counseling and therapy, but focuses mostly on pharmacological treatments and therapies. Dr. Erickson’s book did not add to or detract from the text used for this course. The information in Dr. Erickson’s book was straight forward and easy to follow, but could be misleading or misinterpreted simply by not including all factors related to the cause of addiction and treatment. His book was consistent with most other addiction research, but did not follow the line when it came to the whole person concept in causes and treatment. This could possibly be due to the fact that Dr. Erickson has a degree in pharmacology and is a Professor of Pharmacology. His views may be biased as a result of his profession. Although, Dr. Erickson has some differing views his research is valid and does provide useful information to base addiction research, prevention and treatment. Although, this book did not directly focus on family involvement in addition it did focus on the genetic link to addiction which is part of the theory linking family to the root of addictive behaviors. REFERENCES Capuzzi, D. Stauffer, M. (2008). Foundations of Addictions Counseling. Prentice Hall: Upper Saddle River, NJ Erickson, C. (2007). The Science of Addiction: From Neurobiology to Treatment. W. W. Norton Company, Inc: New York, NY Gerde, L. (2005). Addiction : Opposing Viewpoints. Greenhaven: San Diego Ca Merriam-Websters Collegiate Dictionary, 11th Edition (2003). Merriam-Webster: Springfield, MA NIDA (2008). The Science of Drug Abuse Addiction. Retrieved 10 August 2008, from drugabuse. gov// SAMSHA (October 4, 2004). Addiction Treatment Should Include Family Therapy Practical Guidelines for Counselors. Retrieved 15 August 2008, from www. samhsa. gov/

Designers Guild Essay Example

Designers Guild Essay Example Designers Guild Essay Designers Guild Essay A professionally managed textile company, offering a wide variety of bed accessories. Viz. , bed linen, towels, blankets and throws etc. , Company has good administration, customer service and an excellent strategy of direct marketing. Company offers respectable and quality services to its customers while protecting their privacy. It is providing a gift-wrap option for customers, apart from providing door delivery services. Company uses encryption technology on website to protect the transaction information. Coller Campbell (Liberty) In all of Europe, Collier Campbell is considered as one of the finest textile design company The state-of-art privileged the company to design patterned fabrics for Yves Saint Laurent and Marks and Spencer. The company has tapped success market through strategic partnerships with Martex and MEIER. Company advertises its products on a large scale to promote sales growth. Much of its growth is contributed by media relations, programs, retailers and partnerships. Cotton fabrics give an aesthetic appeal while beatifying simplicity. The selection of colors and its combination appears as classic design. The company offers a fabric menu viz. , egg plant and rose wood, Black berry and Raisin etc. , The company received a medal in the year 1986, from Worldwide Organization for Textiles including clothing and footwear. Conran Sir Terence Conran is the founder of Conran Group. The company was incorporated with the principal activity of architecture, design and the operation of restaurants and shops in Europe, the USA and Japan. Currently the company is running twenty restaurants and eight Conran Shops in London, Paris New York and Japan. While company’s restaurants in Britain are essentially known as dynamic, Conran shops are very selective and leading in retail business in marketing and selling of well-designed furniture and home furnishings. Most of the pieces are very exclusive to the credit of Conran shops. Anna French Anna opened her showroom in the year 1989 on Kings Road, Chelsea. She works on the development of designs for life style, tableware and furniture as a complete package for interiors and home decors. All her designs are created in Anna’s London Studio and marketed worldwide. Terrence Conran [exclusive discussion] Sir Terrence Conran is a designer and an entrepreneur. He was born in London in 1931. His career began with textile design in 1952 and after working at Royal Centre, he started his own furniture making business Conran Co. , Hitherto, even after a great achieving a great success, 73 year old English designer is always busy in designing chairs, sofas, vases ; restaurants and cafes; apartment rooms and hotels. In 1953, opened first restaurant ‘soup kitchen’ and after three years, in 1956 he founded Conran Design Group in London. His present experience spans over five decades in designing making him the doyen in designing and restaurant industry. His chain of stores and restaurants are dynamic and professionally organized. Conran’s contribution to design and architecture won him recognition of various professional organizations and Governments. Sir Terence Conran has placed himself as a leader in textile and designing industry for his versatility and record of experience of work. He has been awarded with several highest honors and medals for excellent models in the field of designing. He is of great advantage to the upcoming designers and textile companies. Ive always seen myself as a designer first, rather than a businessman, he once confessed†. 3 â€Å"My belief is simply that if reasonable and intelligent people are offered something that is well-made, well-designed, of a decent quality, and at a price they can afford, then they will like it and buy it. †4 Philosophy of Sir Terence Conran Group The company is earmarked with a massive success in business with 20 restaurants and eight Conran shops all over the world. The company adheres to the beliefs and aims in offering quality services with competitive prices to customers. The administration and staff shoulder a duty bound responsibility in delivering a high degree of service and also in developing the company’s business. Conran Restaurants offer people a wide range of tastes and blending favours in food. Conran shop sells exclusive pieces of furniture and home furnishings, which very well meet the demands of all range of customers. Association for Stimulating Know-How (ASK) The Conran shop, with the association of ASK has set up a school called ‘SANKALP’ in metal working region in India. A society based work for providing education to 200 children is being funded by Conran shop. â€Å"It is a great to work with our partners ASK on the Sankalp School in Moradabad. It now provides a place of education that not only over 200 children enjoy, but also a place the surrounding community, benefit from. †5- Jill Webb, Conran Limited Educational charity and a Chef Apprentice programme Conran also established an educational charity in 1980 to fund children for education and welfare. To develop an interest in restaurant careers among young people and students, an apprentice programme has been introduced as ‘Chef Apprenctice Programme. This programme encourages the new recruits to work as well study and make career in hospitality industry. A brief discussion Conran Group Conran Holdings This is the parent company of Conran Group. The main business of the company is architecture and design, operation of restaurants and shops in Europe, USA and Japan. Conran Restaurants Founded in 1991, Conran Restaurants are the most dynamic restaurants in Britain. The chain of restaurants are in UK, London, Paris, New York with many new ventures under plan. The Bluebird Restaurant has a seating capacity for 190 people at one time and can work on large or small group of reservations. Conran Partners This company has an expertise in master planning, architecture, interior design, product design and graphic design. Many outstanding designs of architecture and interiors have been created through this company. Conran Shop The Conran shop started its activities in 1973. It offers a wide range of selective, contemporary, well designed furniture and home furnishings. Also the shop offers a wide variety of web services all over the world. The company is exceedingly successful in retail business in the world. It offers articles for the following categories.

The Real Shape of Raindrops

The Real Shape of Raindrops Much like the snowflake symbolizes all things winter, a teardrop is a symbol of water and rain. We see them in illustrations and even on weather maps on TV. The truth is, a raindrop assumes several shapes as it falls from a cloud- none of which resemble teardrops. What is the true shape of a raindrop? Lets follow it along its journey from cloud to ground and find out! Droplets Raindrops, which are collections of millions of tiny cloud droplets, start out as small and round spheres. But as raindrops fall, they lose their rounded shape thanks to the tug-of-war between two forces: surface tension (the waters outer surface film which acts to hold the drop together) and the air flow which pushes up against the raindrops bottom as it falls.   Sphere to Hamburger Bun When the drop is small (under 1 mm across), surface tension wins out and pulls it into a spherical shape. But as the drop falls, colliding with other drops as it does so, it grows in size and it falls faster which increases the pressure on its bottom. This added pressure causes the raindrop to flatten on the bottom. Since the air flow on the bottom of the water drop is greater than the airflow at its top, the raindrop  remains curved on top, the raindrop resembles a hamburger bun. Thats right, raindrops have more in common with hamburger buns than falling on them and ruining your cookout- they are shaped like  them! Jelly Bean to Umbrella As the raindrop grows even bigger, the pressure along its bottom increases further and presses a dimple into it, making the raindrop look jelly-bean-shaped. When the raindrop grows to a large size (around 4 mm across or larger) the air flow has pressed so deeply into the water drop that it now resembles a parachute or an  umbrella. Soon after, the air flow presses through the raindrops top and breaks it apart into smaller drops.       To help visualize this process, watch the video, Anatomy of a Raindrop, courtesy of NASA.    Visualizing the Shape Due to the high speeds at which water droplets fall through the atmosphere, it is very difficult to see the variety of shapes it takes in nature without the use of high-speed photography. However, there is a way to model this in the lab, the classroom, or at home. An experiment you can do at home represents an analysis of raindrop shape through experimentation. Now that you know about raindrop shape and size, continue your raindrop exploration by learning why some rainshowers feel warm and others are cool to the touch.   SourcesAre Raindrops Tear-Shaped?  The USGS Water Science School

How did Technology connected our modern society together (such as Research Paper

How did Technology connected our modern society together (such as Iphone) - Research Paper Example This paper casts light upon the fact that IT has removed the distance barriers and the world is converging to a common culture. This is mainly the culture introduced by IT products which are used all over the world. It is interesting to mention that many of these products are outcome of combined efforts of experts from various countries of the world. An example is iPhone. It is the superb invention of the modern age which has connected the entire world in a unique way. iPhone is the invention of Apple Computers, a well known brand in the field of computer technologies. It is a smart phone which contains uncountable features in it. iPhone is based on advanced technology. The idea was conceived by Steve Jobs (Imbimbo 6); it was materialised by Apple Computers, which is located in California, USA. Apple Computers required certain other gadgets for its production, like the mini size camera, handsets, display screen, sound system, special software and many other things. Apple Computers invited the participation of many other business entities to design this wonderful product. Finally, the display screen was imported by Japan or Korea. The final product was assembled in China and was launched for sale in the global market. The credit for inventing this beautiful product is given to Apple Computers for conceiving its idea, but they also have given due credit to all the countries and companies from which they imported the material. It is because the idea of iPhone was materialised with the help of the gadgets imported from the various domains. iPhone is an amazing product which has captured huge market all over the world. It attracted youngsters as well as businessmen. This product is unique in the sense that its target market encompasses various groups and people of many professions. It is not the need yet it is felt no less important than the basic tool nowadays.

Critical Discussion Papers 6088 Dissertation Example | Topics and Well Written Essays - 1500 words

Critical Discussion Papers 6088 - Dissertation Example Second, this type of learning approach is also modifiable, as it can be augmented by both sophisticated (photonic wands) and simple (drawings and pictures) communicative supports, allowing a differentiated learning experience based on the initial individual abilities of the students. In addition, this approach is apt for heterogeneous classes, which is usually the case, because they provide high quantity and quality communicative interactions. In the study of Arthur-Kelly et al. (2008) observing classes with disabled students, spontaneous interactive communication in heterogeneous classes occurred 17% of the time, as opposed to 4% in special classes composed of disabled students only. It was likewise observed that communication among disabled students and peers without disability is the best social forum for simple communication tasks such as turn-taking, greeting and requesting. However, as Arthur-Kelly et al. (2010) as well as Maheady and Gard (2010) suggested, the downside of coop erative learning and peer tutoring is that it relies heavily on the response of the students on the interactive set-up of learning. In teaching disabled students, for example, the partner without disabilities should be sensitive to the needs of their more-challenged counterpart. The understanding and acceptance of what is given communicatively is central to the effectiveness of the teaching approach. Thus, cooperative learning and peer tutoring, as they are currently used, are impossible to standardize. Students may thus receive different levels of information, depending on how much they can process. In the future, studies may look into means of standardizing the information received by all the students. One way this can be done is alternating between big class discussions and small group or paired discussions so that the information shared in between partners are also shared to the whole class. Developing teacher intuition, reflection and responsiveness may be one of the ways by wh ich standardization can be achieved. In addition, The extensive use of augmentative and alternative communication resources may also be looked into for the improvement of the quantity of knowledge and skills built up through this learning approach. Title: The Impractical Research-Based Teaching Practices There are reasons already recognized why implementation of research practices in real-life setting cannot be done over long periods of time (Mastropieri and Scroogs, 1998). One of the most common causes pointed at is that the methods used by research studies do not reflect the true classroom setting. In addition, researchers use curriculum-based measurements to draw their conclusions regarding the effectiveness of their approach, when in fact teachers observe attitudinal and behavioral changes in students to assess the effectiveness of their teaching method. Previous studies have also suggested that teacher individualism is compromised by these research-based practices. As such, tea chers are reluctant in adapting them for effective teaching. In addition, researchers do not properly train the teachers of the methods they deem beneficial for teaching. They also fail to communicate with the teachers in developing novel teaching approaches. Thus, problems such as the narrow or overly broad scope of some of the most common research-based teaching approache