A critique of a defense of abortion a book by judith jarvis thomson Essay

In this paper, I will explain in what circumstances an abortion would be unjust based on Thomson’s argument.   Also, I will explain why this result does nothing to weaken her argument.   In Thomson’s â€Å"A Defense of Abortion†, she makes a claim that it is usually morally permissible, just that is, to have an abortion.   She defends this claim with varying analogies, the strongest being the case of the violinist which I will explain later.   Thomson’s main point (only for the sake of argument) is that the fetus does have a right to life (Thomson p. 29).   However, she also points out that it is morally permissible to perform an abortion if the fetus has not been granted the right to use the mother’s body (Thomson p.31).   I will argue that in certain cases the fetus is in fact granted right to use of the mother’s body, and therefore, in such cases, it would be unjust to perform an abortion. I will argue for this by presenting an analogy presented by Thomson in her paper.   In this analogy, Thomson presents a situation: You have been kidnapped by a music group to have your kidneys hooked up to a famous ailing violinist’s body for nine months in order for him to survive.   Thomson claims that it would not be unjust or morally impermissible for you to unplug yourself from the violinist’s body because he has been granted no right to use your body (Thomson p. 30).   Now, I will use this analogy to argue for when it would be unjust to unplug yourself from the violinist’s body.   Suppose, for example, that this music group had asked you for permission to use your body prior to plugging you into the violinist.   Say, that you gave them permission and agreed to be attached to the violinist for nine months.   However, later on, you decide that you have better things to do than to be stuck to this violinist for nine months, and then decide to unplu g yourself from the violinist, leading to his death.   That act would be an unjust killing; because you gave the violinist the right to use your body, then took it away from him. I will now use the example of an actual pregnancy to defend my argument for the unjust killing of a fetus.   Suppose that a young couple, both in their mid-twenties decides to have their first child; this is your typical planned pregnancy.   They buy a new home and all other certain baby necessities.   However, say that during this pregnancy the couple has a change of heart.   Say that spontaneously the couple decides that they do not yet desire a child.   Thus, they decide to have an abortion for the child that they had previously given the right to life; they had previously given it the right to use the mother’s body.   It would thus be an unjust killing of the fetus, and it violates the fetus’ right not to be killed unjustly. This result does not weaken Thomson’s argument by any means.   I say this because Thomson was arguing for when an abortion is not morally impermissible (Thomson p. 37).   She was not arguing for which cases an abortion is impermissible.   Therefore, further questioning as to which abortions would be unjust under Thomson’s argument would be irrelevant.   Also, I was able to make my argument without relinquishing any of Thomson’s claims.   Moreover, based on my argument, one can, in fact, make a claim for what â€Å"certain† cases of abortion are morally impermissible.   Lastly, Thomson is merely pretending that a fetus is a person from conception in the first place, so her notion that some abortions may be unjust is irrelevant to her opponent’s argument (Thomson p.37)

Environmental Effects of Fast-Food Essay

The primary goal What Is Organic Agriculture? of organic agriculture is to optimize the health A and productivity of interdependent According to the National Organic Standards Board (NOSB) of the United States Department of Agriculture (USDA), organic agriculture is â€Å"an ecological production management system that promotes and enhances biodiversity, biological cycles, and soil biological activity. It is based on minimal use of off-farm inputs and on communities of management practices that restore, maintain, or enhance ecological harmony. The soil life, plants, rimary goal of organic agriculture is to optimize the health and productivity of animals, and people. interdependent communities of soil life, plants, animals, and people. † (NOSB, 2003) Though the term â€Å"organic† is defined by law (see â€Å"Legal† section on pages 3 and 4), the terms â€Å"natural† and â€Å"eco-friendly† are not. Labels that contain those terms may imply some organic methods were used in the production of the foodstuff but do not guarantee complete adherence to organic practices as defined by a law. Some products marketed as â€Å"natural† may have been produced with synthetic or manufactured products (those not onsidered to be â€Å"organic†), such as â€Å"natural beef. Farming without tion statistics in the United States the use of petroleum-based chemicals (USDA-ERS, 2002). This census, conductare young people (fertilizers and pesticides) was the sole ed in 2002, identified U. S. farmers who and college-educated option for farmers until after World War reported 2. 5 million acres of land II. The war brought with it technologies dedicated to organic production. This consumers. that were useful to agricultural producfigure probably under-represents current tion. For example, ammonium nitrate production because many organic farmused for munitions during World War II ers produce their products organically, volved into ammonium nitrate fer tilizer; but sell less than $15,000 per year and are exempt organophosphate nerve gas production led to the from inspection (see â€Å"Organic Certification†), or do development of powerful insecticides. These technot label their product as organic and, in general, nical advances since World War II have resulted in are direct marketing to a local customer. In 1999, significant economic benefits as well as environIowa farmers reported 150,000 acres of organic mental and social detriments. Organic agriculture cropland to the Iowa Department of Agriculture and seeks to use those advances that consistently yield Land Stewardship (IDALS) survey. This increase in benefits, such as new varieties of crops, precision organic acreage in Iowa represents a doubling from agriculture technologies, and more efficient the previous year and a sixfold increase since 1996. machinery, while discarding those methods that The U. S. organic industry continues to grow at have led to negative impacts on society and the a rate of 20 percent annually. Industry estimates environment, such as pesticide pollution and insect placed it at $10 billion in 2001. The organic industry pest resistance. Organic farming is considered a s a consumer-driven market. According to industry systems approach, where interactions between surveys, the largest purchasers of organic products components (crops, animals, insects, soil) are as are young people and college-educated consumers. important as the whole farm itself. Today we are faced with the unique opportunity to Instead of using synthetic fertilizers, organic take advantage of a growing market demand and farmers use crop rotations, cover crops, and comuse the technologies developed over the past 50 post to maintain or enhance soil fertility. Also, years. More and more farmers are interested in nstead of using synthetic pesticides, organic the profitability and environmental benefits that farmers employ biological, cultural, and physical organic systems yield. methods to limit pest expansion and increase populations of beneficial insects. Geneticallymodified organisms (GMOs), such as herbicideresistant seeds and plants, as well as product ingredients, such as GM-lecithin, are disallowed in organic agriculture because they constitute synthetic inputs and pose unknown risks (see GMO discussion opposite).

Case applichem hbr

Applichem is a company that offers high product customization. Indeed, they provide solutions to specific customer problems, and then refine the product and process to arrive at a product with broader application. They created a product that was widely used: Release-ease. This product enabled the customers to clean easily the mold at the end of the process, which was a bottleneck in the former line. In 1982 the market research team expected little increase in the demand during the next five years. The sales and profit were strong through 1982. However Applichem has done little focused research on the product or process after 1953. There are several versions of Release-ease among regions. The different markets have peculiar particularities. Competition is harder in Europe where the quality and product specifications are more closely monitored. Customers usually consume the product within one year of purchase, and they buy the Release-ease powder in bags of 50 kilograms. In the US customers use the product as long as 3 years after manufacture and purchase the powder in bags of many sizes from ?  kilograms. In Japan, Applichem was the only company whose product had been approved by the Japanese regulators, even if some imported products could be sold by other companies. Applichem’s main competitor is a US-based company that only owns one plant in Luxembourg but had strong sales in Europe. A third company was competing on the shares in the US. However, Applichem owned by far the largest part of the market share and had a reputation because the company held the patent on the oldest version of Release-ease. Comparison of the 4 plants In Table 1 below, it is possible to see the capacity utilization and yield of the plants. All the plants seem to have excess capacity, so there doesn’t seem to have any need of implementing additional capacity. The average yield is taken from Exhibit 3, and we can see that both plants of Gary and Mexico could use their capacity more efficiently. For Gary, the yield is quite low for a plant of this size. It might be due to the number of product families (19) produced at the plant compared to the others.

International Development of Cricket Essay Example | Topics and Well Written Essays - 3000 words

International Development of Cricket - Essay Example At present, cricket is the only game, which has laws other than rules, which covers the specific size or weight of pitch, crease, wicket, and ball. First and last occurrence of cricket in Olympic was in the year 1900 and the match was between France and Britain. After a long time the renewed interest is boosting up to again introduce cricket in the Olympic Games. In the year 1909, ICC was formed with founder nations like England, South Africa and Australia. ICC was previously known as Imperial Cricket Conference but later changed into, the International Cricket Conference. The abridged version of cricket was introduced in the 1960’s, which is more commonly known as, one-day cricket. The one-day cricket gained its popularity due to globalization and as the format is quite shorter than the usual test cricket The successes of one-day matches in increasing global viewership, helped ICC to figure out the ‘Cricket World Cup’. During the last 60 years, the interest of pl aying cricket among the new countries has doubled in numbers and countries like India, Pakistan, New Zealand, Sri Lanka and Zimbabwe are new entrants in this league. Out of these countries some of the countries took cricket professionally and some of them accepted it non-professionally without any cricketing facilities. Cricket has also evolved, like other games, with the passage of time. Cricket is an interesting game, have large fan following over the last century, and still has the capability to attract fresh fans from the new generation. This popularity is hailed among them because of the introduction of unique ideas incorporated in the game by the leaders and controllers. Cricket has evolved from five-day tests to one-day internationals and now to new avatar T20s because at present there is very little time in the hands of people which can be spent on viewing sports. The effect of globalization has made the life much more faster than before and hence, the viewers like to watch sports which

Scientific journal (Nuclear Medicine) Essay Example | Topics and Well Written Essays - 1000 words

Scientific journal (Nuclear Medicine) - Essay Example he application of the methods may facilitate the noninvasive imaging of therapeutic tumor responses to specific drug treatments to provide a reliable index of their potential efficacy and as a monitor of mechanisms of action in the selective destruction of tumor cells. The research article discusses the potential for the expanded use of quantitative PET molecular imaging to assess the efficacy of novel targeted therapeutics in the treatment of cancer. The use of radiolabelled biomarkers serves as a molecular tag which can be traced using PET imaging tools to delineate the molecular interactions between a targeted drug and the tumor cells destined for destruction. The implementation of the molecular tools allows researches to determine whether the drug effectively interacts with its selected target and the concentration of drug that actually reaches the tumor site following drug administration. Non-specific interactions of the drug with non-tumor tissue may also be assed using this methodology. The authors reviewed the results of several clinical trials of this methodology used to assess the efficacy of several important new classes of targeted chemotherapeutics, including protein tyrosine kinase inhibitors (PTKIs) and epidermal growth factor recep tor (EGFR) ligands. In the latter case, several drugs approved for cancer treatment by the US FDA, including lapatinib, gefitinib ,and erlotinib, were assessed using this nuclear medicine application. Each of these drugs has produced equivocal results in patients with lung cancer and other tumors that overexpress the EGFR. Several research trials involving labeled chemotherapeutics were cited and data presented indicated that in some cases, reliable data were produced by this nuclear medicine molecular assessment approach. The authors have presented a compelling theoretical argument to support the use of PET imaging technology in the molecular assessment of therapeutic responses to targeted cancer drugs. This

Compare and contrast Essay Example | Topics and Well Written Essays - 750 words - 5

Compare and contrast - Essay Example Both men and women in her life seemed to treat her with cruelty and there was very little kindness shown to her throughout her teenage years (Brontà «, 1874). In the earlier chapters, the contrast between Jane and Helen is very obvious since Jane comes across as a headstrong child who has been somewhat hardened by the life she has lived. Helen on the other hand, seems bent upon taking things like a stoic and not complaining against whatever troubles God has decided to send her way. On the other hand, the completely inhuman character of Mr. Brocklehurst leaves very little that can be admired. In fact, it seems that Jane Eyre is the middle ground between the two extreme natures of Mr. Brocklehurst and Helen Burns (Brontà «, 1874). Throughout these chapters, Jane Eyre has given the impression of being aware of her self worth and she is never ready to give up her sense of justice. As evidenced by her constant attempts to right wrongs at Lowood. Additionally, even though Helen dies in the opening chapters of the book, a reader can assume that had she been in place of Jane Eyre as Mr. Rochester wooed Miss Blanche Ingram, she might have not reacted with the jealousy shown by Jane (Brontà «, 1874). Overall in comparison to several other characters, the character of Jane seems to be the most believable and real. The first thing a person can say about Helen is that she seems to have a faith which is stronger than Jane’s. While Jane seeks freedom and independence, Helen seems to accept whatever comes to her as a gift or a punishment from God. Helen believes that for all the wrongs which he has suffered in this lifetime, she will be rewarded when she is taken to heaven (Brontà «, 1874). It seems that Jane has a comparatively lesser strength of faith since she wants her happiness, her revenge and her gifts to be given to her in the world she is

IS Strategy for the Business of Johnsons Plc Essay

IS Strategy for the Business of Johnsons Plc - Essay Example This research will begin with the statement that modern and efficient technology always attracts common and business people. In this decade the new information technology such as IS and an IT-based system has offered an exceptional influence on the diverse aspects. Additionally, the emergence of e-commerce or web-based business has offered a lot of advantages to business corporations. In addition, the application and utilization of new technology-based tools and systems have offered better support for the business operational automation in addition to enhanced management. In case of traditional business practices the business managers along with administration nowadays competently comprehend the significance of technology and its potential influence on the better business and corporate support. The need for the new technology-based systems and support is now considered very vital in every area of business. Additionally, the business management and administration have now realized tha t without a proper technology-based system and operational support through new technology-based systems, there is no way to manage a business effectively and obtain a better competitive edge for the business. Johnson's plc manufactures and trades a range of office fixtures products, comprising chairs, desks, tables and special computer furniture. Johnson's plc has established a long time ago and now evolved into an immense business arrangement with the staff of 60 people along with sales earnings of  £2.5m for the previous year. The business comprises a lot of business departments like management, sales, purchase, manufacturing, advertising, etc. In addition, all the departments are presently operational through the traditional business handling and management arrangements. In this scenario, the business is facing some of the major and critical handling and operational complexities of the better business and operational management.

Major reasons behind the United States'entry into World War I Essay

Major reasons behind the United States'entry into World War I - Essay Example As the US was supplying arms and financial assistance to the allies, Germany became poised to violate the terms with the US government to stop its submarine attacks. While the then German Chancellor Theobald von Bethman-Hollweg was against this decision fearing the US entry in to the war and the subsequent downfall of Germany, the German government however, decided to resume its attacks. President Wilson, thought shocked by the developments, hesitated to immediately declare war on Germany as he was not sure about the public support of his opinion. And in case the German attacks did not target US ships he decided to negotiate with the German government. But the submarine attacks by Germany destroyed several US ships, passengers and naval officials. Following this Wilson decided to arm American merchant ships with naval personal and equipment’s by exercising an executive order. Wilson also received a German telegram sent to officials in Mexico which was intercepted by the Britis h. This telegram sent by the German Foreign Minister promised assistance to Mexico to recover the territory that it had ceded to America during a previous war. In return it requested Mexican support for the war. This telegram along with the continued attacks by Germany on American merchant ships forced President Wilson to declare war against Germany which marked its entry in to World War

Principles of taxonomy slp Coursework Example | Topics and Well Written Essays - 500 words

Principles of taxonomy slp - Coursework Example This family is called the true crocodiles, the caimans and alligators, which again fall under family alligatoridae (Sohlberg, 2001).. This specie is primarily an aquatic reptile found in tropical regions of Africa, Oceania, Asia and America and they occupy both marine and freshwater environments. The specie breeds on the land, swim and feed in water because of their ability to survive the water world an advantage that comes because of their lizard like form. This specie provides benefit for the ecosystem for humans while still advancing their own individual survival needs, reproduction and maintenance (Sohlberg, 2001). Crocodiles serve as apex predators ecologically but keep prey populations in check. The larger crocodiles tend to be very dangerous to human beings but provide nutritional, commercial and aesthetic benefit. Traders mostly use their tanned hides to make leather goods and in many parts of the world, crocodile meat is considered a delicacy. They specie adds wonder and enjoyment of nature to the human beings living on land. Crocodilia is an order of reptiles that appeared about 84 million years ago in the late cretaceous period. They have a flexible semi-sprawled or semi erect posture and can walk in sprawled or commonly called belly walk and hold their legs directly underneath to perform the high walk (Sohlberg, 2001). Crocodiles have no urinary bladder and vomeronasal organs yet detectable in the embryo. Many people like how they swallow stones because of the carbon dioxide produced in the stomach to help in digesting hard things. Unlike other reptiles and just like mammals and birds, crocodiles have a heart that is four chambered but unlike mammals, deoxygenated and oxygenated blood can mix with no harm caused because of the left aortic arch presence. Incubation temperatures determine the gender of the juvenile meaning crocodilians lack genetic sex determination like human beings but undergo through environmental sex determination

Struggles for Freedom and Equality Assignment Example | Topics and Well Written Essays - 250 words

Struggles for Freedom and Equality - Assignment Example Martin Luther King took more of a collaborative approach. In essence, he felt that this battle was for whole America, not just the African Americans themselves. King felt that it was the duty of the humanity to act on the behalf of equality, and that a non-violent approach would go long ways to ensure that equality will be achieved for African Americans. Malcolm X was a Muslim, and believed in Muslim principles. His most famous line was â€Å"By any Means Necessary†. Malcolm X understood that to simple play â€Å"fire with fire.† This was a complete different approach to his colleague - Martin Luther King. Malcolm X understood that freedom must be achieved by any means. However later in his life, he changed his views and become more susceptible to nonviolence. Even during the famous March to Washing, Malcolm X felt that this would destroy the focal point of black freedom. In essence, he was a segregationist and was confined to the equality of African Americans within

A Doll’s House Essay Example for Free

A Doll’s House Essay The play, A Doll’s House, by Henrik Ibsen, showcases a traditional marriage of a middle class couple in the Victorian Era. The marriages in the late nineteenth century were severely confining; the woman’s role was to be nurturing and submissive, while the man’s was to be powerful in both his work and domestic life. Similarly to these traditional matrimonies, the marriage of the protagonists, Nora and Torvald, emphasizes the implausibility of individuals to both meet the society’s expectations and achieve personal happiness. Hence, Ibsen exhibited this principle and inadvertently shocked society by exhibiting what most people believed to be â€Å" a kind of godless androgyny; women,† such as the rebellious Nora, â€Å"in refusing to be compliant, [a]re refusing to be women† (Templeton 13). Since men and women in the patriarchal society are conditioned to only accept women as daughters, wives, and mothers, both Nora and Torvald are submissive to society’s will; and so Torvald perpetuates this societal attitude without recognizing its injustice while Nora challenges it, thus reversing their traditional roles in society. Initially, the protagonist in A Doll’s House, Nora, is portrayed as an immature and pretentious woman. Meanwhile, her husband, Torvald, is characterized as an intelligent and generous man. However, as the plot unfolds, evidence suggests that their dispositions are actually in reverse, due to their preoccupation with fitting into the molds that society has created for them to fit into. In reality, not only are their personalities opposite, but their positions in the household are as well. Consequently, Nora plays the part of the childish wife and Torvald plays the part of the dominating husband, but ultimately, Nora is empowered whereas Torvald is desperate to regain control. Additionally, because society constantly reinforces the man’s supremacy and the woman’s subordinacy in a relationship, both Nora and Torvald uphold the pretense of having an ideal marriage; however, they are living an illusion. Initially, both Torvald and Nora seem to highly value appearances; however, obeying societal rules regarding appearance does not give either of them  powera reality that solely Nora is able to comprehend. Unaware that he is living in a household that is based on lies, Torvald treats his wife the way that society has taught him, because he seeks authority not only in his professional life, but in his personal life as well. He believes that women’s purposes only include housekeeping and amusement, so he wants his wife’s appearance, and thus his public front, to be immaculate. Accordingly, Torvald gives Nora money so that she can buy new clothes and presents for herself and their children, subsequently beautifying his family. Also, Torvald affectionately calls Nora his â€Å"skylark and â€Å"squirrel,† and is amused by her immaturity. He enjoys her inability to think for herself, so he doesn’t â€Å"wish [her] anything but just what [she] is, [his] sweet little lark† (Ibsen 46). In order for him to constantly feel powerful, Torvald does not want his child-wife to mature, but instead desires that Nora remains dependent on his guidance and wealth. Furthermore, by calling her by animal nicknames, he dehumanizes her and makes it easier for himself to not acknowledge her as an actual person who needs his emotional, rather than financial support. Even Nora realizes that â€Å"when [she is] no longer so attractive† Torvald will â€Å"love [h]e[r] less than now† and will â€Å"stop enjoying [her] dancing and dressing up and reciting for him† (Ibsen 55), illustrating that although Nora realizes that Torvald does not appreciate her intelligence, rather than speaking up ab out her objectification, she desires to ignore it for the time being. On the other hand, while Torvald is objectifying Nora in order to maintain his authority, he is being manipulated even more than she is. Because society has taught him that appearances are more important than emotional substance, â€Å"Torvald with his sensitivity has such sharp distaste for anything ugly† (Ibsen 81). However, he is unable to recognize impurities beneath the surface, such as his wife’s dishonesty. Contrarily, because Nora cares more about her family’s emotional wellbeing than Torvald does, she recognizes the lies that are present within her and Torvald’s marriage and chooses to block them out of her mind, while he is oblivious to them. In addition, Torvald understands that society views women as being incapable of dealing with important matters, so he chastises Nora for getting involved in financial and work related issues, since they put his authority at risk.  Although he enjoys invoking Nora’s excitement by giving her money to spend, he does not take responsibility for her frivolous spending habits. For instance, when Nora comes home with newly purchased items he asks her, â€Å"Has the little spendthrift been out throwing money around again?† (Ibsen 44) He then continues to patronize her by saying, â€Å" Nora, Nora, how like a woman!† (Ibsen 44), demonstrating his belief that women are incapable of dealing with serious matters and that they are men’s burdens. Moreover, Torvald berates Nora about the importance of money when he tells her â€Å"No debts! Never borrow! Something of freedom’s lostand something of beauty, toofrom a home that’s founded on borrowing and de bt† (Ibsen 44), displaying the importance he places on not owing anything to others and thus, not being subservient. Through his controlling behavior towards Nora, such as appeasing Nora with money after she begs him for it, Torvald demonstrates his disbelief that these qualities should not pertain to women. Also, not only does he want to preserve his family’s appearance, but he also desires to preserve his own at work. Similarly to his domestic status, his professional one is based on the amount of power that he holds, which is demonstrated by his ability to command others. For this reason, Torvald feels threatened when Krogstad acts more friendly than professionally towards him. Also, when Nora later beseeches him to not terminate Krogstad’s job, Torvald is afraid about â€Å"it[being] rumored around that [he] [i]s vetoed by his wife† and inadvertently â€Å"make[ing him]self ridiculous in front of the whole office† (Ibsen 78), since being easily influenced by a woman, a supposedly inferior being, would cause Torvald to lose the respect of his coworkers. Therefore, â€Å"the necessity of moneyits crucial connection to respect figures importantly in A Doll’s House† (Templeton 7), since wealth is the foundation of the social hierarchy, which consists of domineering men at the top and submissive women, who are not even able to make purchases or take out loans without their husbands’ consents, at the bottom. Even though Nora subtly rebels against her husband and the patriarchal society as a whole, she still attempts to conserve her appearance as a submissive wife. In order to maintain a shred of dignity as a child-wife, Nora disobeys Torvald’s and society’s rules by taking on men’s attitudes and duties. For example, she asks â€Å"Dr. Rank† if he wants â€Å"a little macaroon,† because he â€Å"c[an]not possibly know that Torvald had forbidden them, and [she] also ha[s] one,† in an attempt to reject Torvald’s control over her. Next, â€Å"there [i]s just one last thing in the world that [she] ha[s] such a consuming desire to say so Torvald could hear.† This desire of hers is to say, â€Å" to hell and be damned!† (Ibsen 59), since cursing is considered an unladylike act. Later, another one of Nora’s secrets is revealed during her conversation with her childhood friend, Mrs. Linde. Firstly, Nora wants them to only discuss her happiness with Torvald, which displays that Nora acts self-centered at times; much like men who were solely focused on their own problems, not women’s in the Victorian Era. Plus, â€Å"[Mrs. Linde] think[s that] Nora is incapable of anything serious[;]† however, Nora’s â€Å" secret[,]† which is her â€Å"joy and pride† (Ibsen 55), affirms otherwise. Not wanting to humiliate Torvald, but also not wanting her power to be limited by him if he were to find out and stop her actions, Nora secretly saved his life when he was sick once, by borrowing money from Krogstad in order for Torvald to attain medical help, resulting in Nora needing to earn money in order to pay her debt to Krogstad. â€Å"Her criminality is thus both a result and a defiance of her exclusion.Nora, who as a married woman cannot borrow without her husband’s consent, is forced to go outside the law. To acquire money on her own is to reject her lowly status† as well as a sexist law, â€Å" for it means operating in the world† (Durbach 140), an activity that society only allows a woman to do with her husband’s guidance. Unfortunately, though, Nora had no choice but to forge her father’s signature in the process. Not only had Nora committed this crime in order to protect Torvald from feeling indebted to her, and consequently, to allow him to maintain his masculine pride, but she enjoyed the process of it because â€Å"it was wonderful fun, sitting and working like that, earning money. It was almost like being a man† (Ibsen 55). Although one may argue that her decision to break the law is an act of selflessness, in reality, her desire to attain the qualities that men are supposed to possess demonstrates that Nora’s main motivation to help her husband was not love, since she realizes that she is being oppressed, but the prospect of attaining more power, even if it is kept secret for the time being. In addition, her responsible actions showcase that people including Torvald and Nora’s friend, Mrs.  Linde, underestimate Nora’s maturity, since although Nora exhibits the stereotypical female qualities of being immature, as demonstrated by her inability to empathize with Mrs. Linde, she is also hardworking; a presumed quality of men exclusively. Moreover, because in the traditional Victorian society the oppression that she faces is seen as acceptable for women, Nora attempts to deny her restrictions for as long as possible. By buying â€Å"new clothes for Iver a sword [and] a horse and a trumpet for Bob[,] and a doll and a doll’s bed here for Emmy† (Ibsen 45), Nora is passing down the knowledge of gender stereotypes to her children. Also, Nora’s definition of freedom is â€Å"to know you’re carefree; to be able to play with the children, and to keep up a beautiful, charming home,† illustrating that Nora attempts to ignore the injustice of her only purpose in society being to take care of domestic duties and making â€Å"everything just the way Torvald likes it† (Ibsen 56). Plus, this depicts that Nora does not even have the freedom to make her own decisions about how the house should be arranged. Also, Nora â€Å" transforms the tree fantastically until it begins to radiate an appal ling sense of false and misleading gaiety, becoming an emblem of the deceptive values generated in the doll’s house,† since she hides her intelligence and rebellions behind her girly vulnerability and pretty purchases (Durbach 54). Thus, her adornment of the tree showcases her â€Å"masquerade† and â€Å"duplicity,† since â€Å"the tinkering with the tree is clearly emblematic of Nora’s assumption of a disguise in a manic attempt to shore up a house on the verge of collapse† (Durbach 54). Plus, during her conversation with Mrs. Linde, Nora is shocked to discover that her old friend is happy without a husband, and accordingly learns that â€Å"some women indeed, do not love their husbands† (Durbach 102). As a result, Nora begins to understand that women are not obligated to constantly rely on men for support and that it is possible for women to achieve happiness for themselves, not solely for their husbands. â€Å"When [Nora] realize[s this],the truth needs cushioning from the awful implicationsthe instability of domestic values, the shattering of the roles that have given her status, purpose, and function in the doll’s house† (Durbach 102), because all of the former values that society has implemented into her mind  have suddenly become obliterated. â€Å"Her strategy, therefore, is to maintain appearances even if it means living a lie. But she will not go along with this subterfuge forever. Timing is all† (Durbach 102), suggesting that although Nora realizes that the society is deceiving her by instilling the belief that a woman’s only option in life is to adhere to her husband’s demands, Nora is betraying Torvald in the same way, since he does not question her honesty. Meanwhile, Nora also understands that her only means of attaining authority as a woman is by manipulating men with her sexuality; however, she comes to realize that her power hurts others as well as herself. In order to receive what she desires from men, such as Dr. Rank and Torvald, Nora seduces them and pretends to be a stereotypically helpless woman. Not only does Nora flirt with Dr. Rank in order to attain money to pay off her loan to Krogstad, but also to prove to herself and to society that she is able to have power over men. â€Å"She has learnt to coax her husband into giving her what she asks by playing all sorts of pretty tricks. Now she naturally takes the same line with her husband’s friend (Shaw 226). After Dr. Rank explains to Nora that he believes that a terrible occurrence is imminent and then continues to explain that he is sick and will die soon, Nora is visibly relieved because he is not referring to the likelihood of Krogstad revealing her crime to Torvald. Instead of being sympathetic towards Dr. Rank’s plight, Nora then flaunts her â€Å"flesh colored† stockings and asks Dr. Rank, â€Å"Aren’t they lovely?† (Ibsen 82) â€Å"She treat[s] Dr. Rank not as a dearly loved and respected friend, but as the cliche of her fantasiesa male doll,† whom she is able to control for her own benefit (Durbach 49). â€Å"Her illusion of the male doll is as humiliating as the doll role she has trained herself to play† (Durbach 49), and her manipulative behavior exhibits her inability to not do onto others what both society and Torvald have done onto her: treat her like a subordinate being. In addition, it is ironic that the only way for Nora to feel powerful within her marriage is to act childishly in front of Torvald and to use her feminine sexuality. For instance, while preparing to perform a dance, Nora attempts to distract Torvald with her helplessness, because she does not  want him to open a letter from Krogstad, which outlines her forgery. She then proclaims to Torvald, â€Å"I’ve forgotten the whole [dance] completely.Yes, take care of me, Torvald, please!† (Ibsen 91), demonstrating that Nora knowingly abuses her sexual power by promoting her vulnerabilitya quality of hers that she knows Torvald is infatuated by. Plus, she lets him dress her up in a â€Å" fancy dress from Capri† that he had bought for her. It â€Å"is all sex and sexuality, a device that transforms Nora into the kind of ethnic doll† (Durbach 45) that one can purchase and then use for his own enjoyment. â€Å"The costume represents her role as a living sexual fantasy in the bourgeois bedroom,† since she does not even dress herself, but instead dresses up in order to be a suitable plaything for Torvald (Durbach 45). Her marriage, thus far, has shown her that in order to get others to listen to her and do things for her, she needs to use her sexuality and female characteristic of fragility, so â€Å"Nora acts the sexual doll, even to the extent of allowing Torvald to choose the costume and the [tarantella] dance (Durbach 45), thus causing him to think that he has full control of her, while in actually, she is the schemer who has the greater control in their relationship. Because of her subservience to males, Nora faces consequences at the hands of both Dr. Rank and Torvald that eventually lead to her awakening to her lack of free will. Although Nora has succeeded in manipulating Dr. Rank, she realizes that what she has done is wrong and then decides against asking him for a favor. Dr. Rank tells Nora that â€Å"[Torvald i]s [not] the only one who [woul]d give up his life for [her]† (Ibsen 84),† suggesting that he loves Nora. Because she â€Å" now ha[s] the knowledge that [his] body and soul are at [her] command† (Ibsen 84), as a result of her seduction of Dr. Rank, Nora feels guilty for giving him false hope of her reciprocating his feelings, especially because Nora is married and still feels loyal towards Torvald. Also, Nora finally abandons her plan of manipulation because she does not wish to hurt a man who, as a result of his affection for her, seems weaker than most men, such as Torvald. â€Å"Nora now becomes â€Å"aware of her own tendency to reduce living substance to the empty forms of perverse fantasy† (Durbach 49). Furthermore, the tarantella dance, which represents Nora and Torvald’s power struggle, between not only each other, but also each of them individually and society, causes Nora to visibly rebel against Torvald, rendering him desperate to gain back his control. Nora’s rampant dancing is a discernible rebellion against Torvald, thus rendering him desperate to gain back his control over her. As her dancing becomes increasingly crazed, Torvald yells to her, â€Å"Slow down.Not so violent, Nora! No, no, that won’t do it at all† (Ibsen 91-92). Her refusal to abide by his commands â€Å"reveal[s] the hoydenish mistress beneath the angel in the house† (Durbach 45), since for the first time, Nora is disobeying Torvald while he is aware of her defiance. Overall, the tarantella represents â€Å"the dance of the victim of the tarantella spider, and the delirious attempt of the body to rid itself of the poison. (Durbach 52). In this case, Nora and Torvald are both the victims and society is the metaphorical spider that spreads its venom through their marriage, causing them to fight for their freedoma concept that Nora grasps better than Torvald does. As a result, Nora fights with Torvald for the presumedly powerful role of the man in their relationship. Later, Torvald takes on Nora’s previous role of seduction, because he believes that he has the right to â€Å"look at [his] dearest possession† in an objectifying way, because â€Å"all [of her] loveliness [i]s [his] alone (Ibsen 100). Torvald sees that the freeness of the tarantella â€Å"is still in [Nora’s] blood and it makes [her] even more enticing. (Ibsen 100). Plus, he finds Nora’s trembling attractive because as a man, it gives him an opportunity to protect her from harm, and it also demonstrates her vulnerability, which society has taught men to be infatuated with† (Ibsen 100). However, when Nora tells Torvald that she does not want to see him at this moment, he is shocked. Torvald does not understand what â€Å"[Nora] mean[s,] and thinks that Nora [is] teasing [hi]m† (Ibsen 101) because as her husband he thinks that he is entitled to have control over her body. This â€Å"sexual attitude [is] conditioned by a determination to see Nora as a dancing, singing, and reciting doll, created for his leisure moments, the maintenance of his household economy, and the convenience of his bed† (Durbach 53). Nora’s encounters with Mrs. Linde, Krogstad, Dr. Rank, and finally withToravald all lead to her disillusionment, and incidentally, Torvald’s as well. Her encounter with Krogstad, a lawyer and Torvald’s coleague, because he is a window into Nora’s future, in which she is ostracized because of the crime that she has committed; Mrs. Linde because she helped Nora realize her potential to break female stereotypes, and Dr. Rank because he is an honest man whom Nora regretted hurting. In particular, the tarantella dance is the turning point in Nora and Torvald’s relationship. Once Torvald commands her to dance in a more proper manner, Nora more fully comprehends that her freedom of expression as well as her right to have control over her own body is being oppressed. For this reason, she decides to allow Torvald to read the letter from Krogstad about her crime, as she is no longer controlled by her fear of how society will view her. Although Nora realizes t hat the illusion of her utopian family will shatter after Torvald finds out about her secret, she does not expect him to react as angrily as he does. While Nora understands her oppression more clearly after revealing her forgery to her husband and later decides to abandon her family, Torvald has also been rendered powerless and is unable to comprehend his wife’s decision to leave their household. While Nora had earlier decided to act selflessly in order to save her husband’s reputation, Torvald responds to the revelation of her forgery by attempting to preserve his authority and reputation for societal reasons. Even though Nora is cunning at times, society has constantly reinforced the quality of selflessness to females, so she believes that because she is willing to sacrifice herself for her husband, Torvald should be willing to do the same. Since as a wife, Nora realizes that it is her duty to unconditionally love her husband, â€Å"if anything awful [were to] happen, then it just wouldn’t matter if [she] ha[s] debt or not† (Ibsen 44), because the wellbeing of her husband is more important to her than riches and societal status. Initially, Nora fools herself into believing that â€Å"Torvald loves [her] beyond words (Ibsen 75). She does not acknowledge the warning signs of his over-protectiveness, such as the fact that he is extremely jealous at times and â€Å" [woul]d like to keep [Nora] all to himself (Ibsen 75). Moreover, similarly to her relationship with her father, Nora’s marriage is characterized by a need to meet society’s standard of happiness, not her internal one. For instance,  Nora believes that â€Å" [she] loved Papa most (Ibsen 85). However, she does not believe that love leads to happiness, since â€Å" [she] always thought it was so much fun when [she] could sneak down to the maids’ quarters, because they never tried to improve me. [And w]ith Torvald it’s just the same as with Papa† (Ibsen 85), demonstrating that Nora and Torvald’s marriage is based on attaining necessities, like a beautiful family appearance, from one another, not true love o r friendship. However, Nora still expects that because she has saved Torvald’s life he would do the same for her; a belief that had earlier made her willing to sacrifice herself for his reputation. When Krogstad threatened to expose her criminality, â€Å" such a certainty filled [her]:[she] was utterly sure [that Torvald would] say to [Krogstad]: [‘]go on, tell your tale to the whole wide world.[’] And when he’d done that.[Torvald woul]d step forward and say: I am the guilty one† (Ibsen 112). Nora had solely desired that Torvald would offer to sacrifice his reputation for hers, since she even â€Å"ha[d] the courage† (Ibsen 87) to commit suicide in order to free Torvald from the responsibility that she presumed he would take for her forgery. Nora believed that she â€Å"must die† because â€Å"her death w[ould have] be[en] conclusive proof of her blame, conclusive evidence in the face of Torvald’s ‘miraculous’ assumption of resp onsibility of her moral delinquency.† (Shaw 226), illustrating that she would do anything that is necessary in order to ensure that her husband’s reputation is conserved. In reality, after finding out about Nora’s crime, Torvald wants to protect the family’s appearance as well as protect his children from the criminal, whom he perceives his wife to be. Although Torvald wants Nora to be his helpless wife, when her life is truly in danger, he is unwilling to give up his pride to protect her. For example, before finding out about Nora’s crime he tells her that â€Å"time and again [he has] wished [that she was] in some terrible danger, just so [he] could stake [his] life and soul, for [he]r sake† (Ibsen 104). However, once that terrible danger occurs, he is unwilling to protect his wife if a consequence of aiding her is losing his reputation as a powerful man. Thus, he wants â€Å" everything between [them to be] just as it wasto the outside world, that is† (Ibsen 106). He wants  Nora to â€Å"go right on living in th[ei] house, (Ibsen 106) since he does not wish to approbate his personal misfortunes to become public knowledge, since society’s perception of himself and his family is more important than the family members’ relations with each other. â€Å"From now on[,] happiness does n[o]t matter [to him]; all that matters is saving the bits and pieces, the appearance† (Ibsen 106), because society has instilled the necessity of materialistic items, not feelings of love in most men. In addition to wanting to keep up appearances, Torvald wants to protect his children from the criminal whom he believes Nora to be, since he has been taught by society that parents’ flaws are passed down to their children. For this reason, he believes that Nora â€Å" can[no]t be allowed to bring up the children; [he] do[es no]t dare trust [her] with them† (Ibsen 106). Like many people during the Victorian period, he believes that moral attributes as well as disabilities or illnesses are hereditary. For instance, Torvald believes that the reason that â€Å" Dr. Rank suffer[s] from tuberculosis† is that â€Å"his father was a disgusting thing who kept mistresses† (Ibsen 74). Hence, because Torvald thinks lowly of Nora’s father, he believes that Nora broke the law because â€Å" [he]r father’s flimsy values have come out in [her]† (Ibsen 105). Also, since he thinks that â€Å"It [i]s usually the mother’s influence that [i]s domin ant† (Ibsen 70) in the household, he does not want Nora’s criminality to influence their children’s morality and health in the future. However, once he learns that his family’s reputation is no longer in danger, Torvald wants Nora to continue to be his doll-wife, but she decides to leave him; thus abruptly shattering his illusion of having a perfect marriage. Because Torvald has never truly understood Nora, he is initially unable to comprehend Nora’s decision to leave their seemingly happy doll-house, which is why Nora has decided to leave him in the first place. Similarly to how Nora earlier attempted to deny her oppression, Torvald wants to pretend that his marriage is not in ruins. Firstly, Torvald proclaims that â€Å"this ugliness all has to go[, and he] want[s] the whole thing to fade like a dream† (Ibsen 107), showcasing that he does not understand the negative consequences, such as a furthering of Nora’s disillusionment, that his  inability to protect her in her time of need has had on their marriage. Next, he tells Nora, â€Å"You don’t seem to realizeit’s over† (Ibsen 107), yet while he believes that a tremendous hardship has terminated, in Nora’s point of view, an end to their marriage is imminent. When Nora gives him a â€Å"frozen look,† Torvald thinks that â€Å"[she] can[no]t believe [that he has] forgiven [her]† and that she should â€Å"just lean on [hi]m† (Ibsen 107); however, Nora has learned to not expect him to aid her when she is in trouble. Contrarily, Torvald believes that forgiving Nora for a crime that she committed primarily for his benefit is a noble act. Additionally, her seemingly â€Å" feminine helplessness make[s her] twice as attractive to [hi]m† because he can now â€Å"keep [her] like a hunted dove [that he has] rescued out of a hawk’s claws† (Ibsen 108), thus again comparing Nora’s vulnerability to that of an animal. Also, â€Å"it [i]s as if she belongs to him in two ways no w: in a sense he’s given her fresh into the world again, and she [ha]s become his wife and his child as well† (Ibsen 108), thus allowing Torvald to hold even more power in their relationship. On the other hand, Nora is finally willing to admit that Torvald has never truly loved her, so she is able to leave the doll house. Because Torvald wants their marriage to continue as it has previously, except with her in an increasingly subservient role, Nora realizes that â€Å"[Torvald] do[es no]t understand [her] and [she] never understood [him] eitheruntil tonight. (Ibsen 109), demonstrating that they have never taken the time to talk about anything â€Å"serious† and that both of their lives have been governed by decisions that they made in order to fit the set characteristics of their genders. Overall, â€Å"[Nora has] been wronged greatly,first by [her father], and then by [Torvald, who] thought it fun to be in love with [her] (Ibsen 109), yet did not care enough about her to take care of her, since she mainly cared for them. Essentially, â€Å"[Nora] sees that [her and Torvald’s] whole family life [is] a fictiontheir home a mere doll’s house in which they have been playing at ideal husband and father, wife and mother† (Shaw 225), and not discovering who they truly are as individuals. Plus, although some may think that â€Å" the woman with her children, her presents, her nicknames, her extravagance, her pleasure in the thought of ‘heaps of money’can be a suitable candidate for liberation†Ã‚  (Hardwick 240), since Nora possesses all of the luxuries that many women desire. However, although Nora has been able to achieve many of the qualities that women are expected to have, she is yet to discover the characteristics that she wants to acquire for her own wellbeing. Further, in addition to never truly knowing Torvald, Nora has yet to understand who she is as well, thus leaving her children and embarking on a journey to mature and become an independent woman, but not without hurting Torvald in the process. In a society in which happiness relies on outward appearances, Torvald is unable to comprehend why Nora is willing to sacrifice her seemingly perfect family life. Primarily, he thinks that â€Å"there [i]s no one who gives up honor for love† (Ibsen 113), so he is confused as to how Nora could have expected him to take the blame for her crime. However, Nora’s self sacrifices assert that â€Å"millions of women have done just that† (Ibsen 113). Also, Torvald thinks that by desiring to leave his household, Nora is acting â€Å" unfair and ungrateful† (Ibsen 109-110). Because â€Å" [their] home [ha]s been nothing but a playpen† (Ibsen 109-110), Torvald expects Nora to be contented. Most importantly, he does not understand how Nora’s Conscience permits her to â€Å" run out on [he]r most sacred duties[,]† which are â€Å"to [he]r husband and children[,]† since â€Å"before all else, [she is] a wife and a mother† (Ibsen 111). While Torvald severely oppresses Nora, he is unaware of alternative actions to take. Thus, unlike Nora’s gradual awakening to the problems of the society, Torvald is given no time to process them, nor his wife’s unhappiness, which renders him a powerless doll as well. Next, in order not to pass on the belief of female stereotypes to her children and to educate herself, Nora fearlessly leaves the doll house, thus taking on the male role of protecting her family, while Torvald desperately wants her to stay. â€Å"She begins to perceive that the happy way in which she plays with the children and the care she takes to dress them nicely, are not sufficient to constitute her a fit person to train them† (Shaw 226), so Nora figures that abandoning her household is advantageous for both her own wellbeing, as well as her children’s. Most importantly, Noraâ€Å" ha[s] other duties equally as sacred† as being a wife and a mother: â€Å"duties to  [her]self.Before all else, [she i]s a human being, no less than [Torvald]† (Ibsen 111). As a human being, â€Å"[she] ha[s] to try to understand† (Ibsen 111) more about society and decide for herself which conditioned morals she wants to implement into her future journey. Thus, â€Å"Nora famously slams the door as she leaves the home. [This] action caused shock waves throughout the world, for it challenged firmly held ideas, such as the sanctity of marriage and the absolute authority of the man in the home† (Saether). Torvald attempts to convince Nora to stay, even proposing that they engage in a brother-and-sister-like relationship, revealing his desperation and ultimately, his lack of complete control over Nora’s decisions, which has been constantly prevalent within their marriage. In the end, Nora and Torvald’s illusions of each other collapse, along with their metaphorical dollhouse. Therefore, their positions in society are in reverse: Nora is free to discover who she is while Torvald is abandoned and assumes the responsibility of raising his and Nora’s children. In addition, Nora has a better knowledge about the causes of their separation, while Torvald still needs time to completely understand why Nora has left his household. Moreover, Nora believes that a â€Å"miracle† needs to occur for them to ever reunite. Mainly, Nora means that Torvald would need to be less objectifying and more understanding towards her. However, Nora does not recognize that the larger and far more unlikely miracle that would have to occur would be society loosening its control over the positions of both genders.

Compare and Contrast on Fibers Essay Example for Free

Compare and Contrast on Fibers Essay As nutrition labeling becomes essential throughout the world, it is recognized that a single definition of fiber may be needed. New products are being developed or isolated that behave like fiber, yet do not meet the traditional requirements of fiber, either analytically or physiologically. Without an accurate definition of fiber, compounds can be designed or isolated and concentrated using available methods without necessarily providing beneficial health effects, which most people consider to be an important attribute of fiber. Most of us are familiar with the terms soluble fiber and insoluble fiber† but what is the actual difference? Soluble fibers bind with fatty acids and slow digestion so blood sugars are released more slowly into the body. These fibers help lower LDL cholesterol and help regulate blood sugar levels for people with diabetes. Insoluble fibers help hydrate and move waste through the intestines and control the pH levels in the intestines. These fibers help prevent constipation and keep you regular. The three most commonly used fibers are dietary, functional, and total fibers. Dietary Fiber consists of non-digestible carbohydrates and lignin that are intrinsic and intact in plants. Functional Fiber consists of isolated, non-digestible carbohydrates that have beneficial physiological effects in humans. Total Fiber is the sum of Dietary Fiber and Functional Fiber. Dietary fiber comes from the portion of plants that is not digested by enzymes in the intestinal tract. Part of it, however, may be metabolized by bacteria in the lower gut. Different types of plants vary in their amount and kind of fiber. Dietary Fiber includes pectin, gum, mucilage, cellulose, hemicellulose and lignin. Pectin and gum are water-soluble fibers found inside plant cells. They slow the passage of food through the intestines but do nothing to increase fecal bulk. In contrast, fibers in cell walls are water insoluble. These include cellulose, hemicellulose and lignin. Such fibers increase fecal bulk and speed up the passage of food through the digestive tract. Dietary fiber may help reduce the risk of some cancers, especially colon cancer. This idea is based on information that insoluble fiber increases the rate at which wastes are removed from the body. This means the body may have less exposure to toxic substances produced during digestion. Dietary fiber is found only in plant foods such as fruits, vegetables, nuts and grains. The form of foods may or may not affect its fiber content. Canned frozen fruits and vegetables contain just as much fiber as raw ones. Other types of processing may reduce fiber content. Drying and crushing, for example, destroy the water-holding qualities of fiber. The removal of seeds, or peels also reduces fiber content. Whole tomatoes have more fiber than peeled tomatoes, which have more than tomato juice. Likewise, whole wheat bread contains more fiber than white bread. Functional Fibers are isolated, non-digestible forms of carbohydrates that have been extracted from starchy foods or manufactured from starches or sugars. Unlike dietary fibers which are consumed in whole foods like vegetables, grains and legumes. These added substances are considered fiber because, like dietary fiber, they resist digestion and perform some of the same functions when eaten. Functional Fiber may have some of the benefits of naturally consuming dietary fiber, such as helping to prevent constipation or lowering blood glucose levels after meals, but in contrast lack nutrients and phytochemicals that come with fiber found in whole foods. Functional Fibers include gums, pectins, polydextrose and inulin. Inulin and polydextrose are water-soluble fibers as well as pectin and gums found in dietary fiber. Inulin is one functional fiber that is now being added into many food products enabling an excellent source of carbohydrates for probiotic organisms populating the lower portion of the gastrointestinal system. Such fibers may increase beneficial bacteria in the gut, enhance immune function, add bulk to stools, and help prevent constipation. Most nutritionists encourage getting fiber from whole foods that we eat because they contain many other healthful plant compounds. However, if you don’t get enough fiber in your diet (25-38grams daily) added functional fibers can help fill in the gap. On food labels, functional fibers are usually included in the grams of dietary fiber. Eating a wide variety of fibers is the ideal solution to gaining all the health benefits. Total fiber is the sum of dietary fiber and functional fiber. Its not important to differentiate between which forms of each of these fibers you are getting in your diet but that the total amount is moderate. Eating too much fiber (more than 50-60 grams of fiber a day) may decrease the amount of vitamins and minerals your body absorbs. To add more fiber to the diet, an individual can increase the amount eaten gradually, this gives the stomach and intestines time to get used to the change. In addition, fiber supplements could easily lead to excess, which may cause intestinal discomfort thus, adding fiber to the diet with the addition of fiber rich foods is a safer route. Eating too much fiber too quickly may cause gas, diarrhea, and bloating. Excessive use of fiber supplements is associated with greater risk for intestinal problems. Some of the benefits from a high fiber diet may be from the food that provides the fiber, not from fiber alone. For this reason, it is best to obtain fiber from foods rather than from supplements.

Underachievement: African Carribean

Underachievement: African Carribean Underachievement African Caribbean Abstract This study discusses various issues related to under achievement of African-Caribbean or Black boys in British schools. The study highlights the fact that there is a denial in the British educational system of race and racism and that this is reflected in the in-flexibility of many schools to consider the differential positioning of Black boys in the UK and the effect of their experiences in the school system and opportunities gained thereafter in the workplace. In sum the study shows that there is clear evidence that African-Caribbean pupils have not shared or have been received equally in the increasing rates of average educational performance at various academic platforms. Chapter 1: Introduction Boys’ underachievement has been a major concern within academic circles and among government bodies (Gorard, Gillborn) for quite a while. Ofsted 1996 highlighted the gap between the performance of boys and girls as the attainment continued to lower for boys as they move along the key stages. Coard explores some of the issues that black children faced three decades ago. Some of the abysmal failure of black children within the British school system includes: Racist policies and practices of the education authorities in the past Racism within the curriculum itself Low teacher expectation and how destructive a force this could be Inadequate black parental knowledge of and involvement in what was happening to their children (Coard 1971). According to Coard, black children were deemed as Educationally Sub-Normal (ESN) and were excluded from mainstream. This issue coupled with racist policies and curriculum and low teacher expectation caused most of these children to encounter emotional disturbances which in the long run affected their overall performance of black children in Britain. Despite the odds, in the late 1960s and 1970s some black children were able to make it academically but the majority were not so lucky (Coard 1971). Purpose of the Study The purpose of this study is to investigate the educational experiences of African-Caribbean boys in the UK. The main focus will be to identify the factors that have contributed to the poor academic performance of Black Boys over the years. Furthermore, this work would investigate the claim that there is a denial in the British educational system of race and racism and that this is reflected in the inflexibilityof many schools to consider the differential positioning ofBlack boys in the UK and the effect of their experiences in the school system and opportunities gained thereafter in the workplace. This work will draw on a study in which various stakeholders voice e.g. (Tony Sewell) their experiences of why Black Boys in Britain perform poorly in schools and alsoseek to identify alternative visionsof schooling to re-engage Black males thereby increasing their prospect for a successful future. Research Questions What is the relationship between under achievement and social exclusion of black boys studying in UK schools? How are schools dealing with the issue of student underachievement of black students studying in UK institutions? Are all black boys underachieving? Significance of the Study This study is quite significant as it shows that high under-achievement rates are not just an issue for black pupils. In 2005-2006 the permanent under-achievement rate for special schools was 0.54% compared with 0.34% for secondary and 0.04% for primary schools; overall, pupils with statements of special educational need were seven times more likely to be excluded from school than pupils without statements (DCSF, 2007). Other groups who are over-represented in the statistics include children looked after by local authorities and children from Gypsy and traveller families, despite the behaviour of travelling pupils being generally good (OFSTED, 2006b). Links have been made between school under-achievement and long-term social under-achievement (Blyth Milner, 2003), as have links between school under-achievement and juvenile crime (Graham Bowling, 2005; Gilbertson, 2005); these links are also recognised by government as a policy issue (Social Under-achievement Unit, 2005). For many pupils permanent under-achievement from school marks the end of their formal education: a recent report by the Audit Commission (2006) suggests that only 15% of permanently excluded secondary pupils return to mainstream schooling. Chapter 2: Literature Review A review of the literature on student under achievement highlights the fact that ethnic monitoring of under-achievement was first introduced by the DCSF in the 2004-2005 national schools census. Data from that census indicates that although `Black Caribbean pupils form only 1.1% of the school population they represented 7.3% of those excluded from school and were around six times more likely to be excluded than their White peers. The disproportionate under-achievement of black boys is a particularly serious problem because overall many more males than females are excluded: official statistics show the ratio to be 4.3 boys for each excluded girl. Nevertheless, within the female school population, girls identified as `Black Caribbean are also particularly vulnerable to under-achievement: the school census shows they accounted for 8.8% of excluded girls in 2004-2005 (DCSF, 2006) and are thus eight times more likely to be excluded than might be suggested by the ethnic composition of schools. There is also evidence that African-Caribbean pupils have not shared equally in the increasing rates of average educational performance at GCSE. An OFSTED-commissioned review of research on the achievements of ethnic minority pupils over a 10 year period up to 2005 concludes that the relatively lower exam achievements of Caribbean pupils, especially boys in a wide range of academic and LEA research studies is a cause for concern. The research evidence suggests that ‘A combination of gender and racial stereotypes may make it more difficult for young black men to avoid being caught up in cycles of increasingly severe criticism and control’ (Gillborn Gipps, 2006, pp. 29 and 58). For black families rising under-achievement rates, combined with boys relatively low levels of achievement in public examinations, amount to an educational crisis. Under-achievement and Special Educational Needs It has been suggested (for example, Norwich, 2004; Parffrey, 2004) that in some schools children may be excluded when it is required as assessment and provision for special educational needs (SEN). Analysis of permanent under-achievement from Birmingham schools during the 2006-2007 school year indicated that 53% of those excluded were on the schools special needs register. The Code of Practice relating to special educational needs (DfE, 2004a) requires schools to draw up an individual education plan (IEP) for a child identified as having SEN and outlines a series of stages in which the school is responsible, in co-operation with support agencies, for meeting these needs. It can be argued from a personal experience and evidence from an interview with a teacher that most of the black boys that are underachieving are SEN children who comes under social emotional and behavioural difficulties and probably that is why they are underachieving because the have not been diagnosed for IEP to be made on them yet. These are pupils whose learning and/or behavioural difficulties may be placing stress on teachers but for whom the amount of additional support is limited. It is possible that some of these childrens needs might have been met and under-achievement avoided if the school had been able to access appropriate additional support at an earlier stage. Although official national statistics recognise the over-representation of children with SEN among those excluded from school, these statistics only count excluded pupils with a statement of special education need and thus record pupils with SEN as a minority (17%) of all under-achievements (DCSF, 2007). Analysis of the Birmingham data, which allows us to consider all pupils on the special needs register, indicates that over half the children permanently excluded from Birmingham schools have identified special educational needs. If this pattern is replicated across the country, then it seems likely that the extent to which unmet special educational needs may be contributing to the problem of under-achievement has been under-estimated. It is possible that some LEAs with low proportions of children assessed as having special educational needs, both overall and from particular ethnic groups, may not be identifying children in need of SEN support. Where this correlates with high under-achievement rates, there is reason to suspect that neglected learning difficulties may lie behind some of the disciplinary problems. Ethnicity and Reducing Under-achievement An analysis of the number of groups under-achieving per secondary school over the three year period 2001-2003 with the number of under-achievement in the three years 2004-2006, in order to identify schools which had reduced the number of pupils permanently excluded in Birmingham, show a reduction in the number of pupils excluded over this period, from an average of 11 to an average of seven per school. Those secondary schools which had reduced their use of permanent exclusion had, overall, cut under-achievement by nearly half for all ethnic groups. This suggests that where schools had developed policies for reducing under-achievement, these had been equally effective for all ethnic groups. Nevertheless, this still left black pupils to be over-represented among the under-achievement from these schools. The evidence suggests that if the problem of over-representation of black pupils is to be addressed and racial equality achieved then strategies which specifically address the needs of these children are important. Since African-Caribbean pupils formed some 28% of excluded pupils and only 8% of the school population in Birmingham, I wished to argue whether this might be because African-Caribbean pupils are more likely to attend schools with high under-achievement rates. A total of 14 schools with high under-achievement rates, i.e. schools which had permanently excluded 30 or more pupils in the 6 year period 2001-2006, were identified (two of them grant maintained schools). Of these, 11 had an African-Caribbean population of 8% or less and the other three had higher proportions of African-Caribbean children than for the city as a whole, ranging from 11 to 33%. Sewell (1998), mentions that African-Caribbean boys were six times more likely to be excluded from school as compared to the other group. Furthermore there are argument that these black boys were seen to be conformists in that they were seen to be accepting both the means and goals of schooling but they are most likely to be excluded. There is evidence of an interview with a black boy on page 113 which goes further to prove that not all boys are the same. This particular point is important to my research as there seems to be the assertion that all black boys are underachieving and this is what this research seeks to address. Sewell unpacks some of the oversimplification that exists in the current debate about boys’ underachievement. He goes further to describe boys as ‘a tip of the iceberg in a doomsday scenario within the school’. There seems to be a link between gender identity and anti-school attitude which makes peer group pressure which is sensitive in boys to allow the generalization to be made about boys as unified lumps, in this content as underachieving academically Identifying Good Practice The study sought to understand teachers and head teachers attitudes and approaches to under-achievement and to equal opportunities. Previous research studies have tended to ignore teachers perspectives and the ways in which under-achievement merge into the lives of schools (Gillborn Gipps, 2006), although Haydens (2007) study of children excluded from primary schools does consider the perspectives of both head teachers and class teachers of excluded pupils. My study addressed schools with low or declining under-achievement rates with the aim of identifying good practice in minimising the practice of under-achievement. In particular, I wished to establish whether teachers in the case study schools felt supported in managing difficult or challenging pupil behaviour or whether a low under-achievement rate might be masking other problems and causing stress to individuals working in these schools. Where schools are able to avoid under-achievement we wished to identify the alternative strategies they adopt. Teachers Explanations of Rising Under-Achievement Rates Teachers and head teachers in the case study schools were not asked about the impact of recent educational reforms, but as they reflected on pupil behaviour and their own attitudes to excluding pupils they made regular reference to the changing social policy context in which they are working. They referred frequently to the impact which market forces in education have made on school discipline, increased teacher workloads, changed parental expectations and to how the National Curriculum had limited the scope for schools to meet individual needs and address pupils personal and social behaviour. They broadly agree with Charlton David (2003), Blyth Milner (2004), and Hevey (2004) and Hayden (2007) that increased competition between schools for pupils’ and resources is a key underlying reason for a general rise in under-achievement. As Parffrey (2004) argues, Naughty children are bad news in the market economy. No one wants them. They are bad for the image of the school, they are bad for the league tables, they are difficult and time-consuming, and they upset and stress the teachers. The teachers believed that although schools were all experiencing similar conditions, some had resisted excluding pupils who presented problems. In that have lower excluding rate such as their own, when teachers were working with numbers of children with behavioural difficulties, they argued that the costs of maintaining higher thresholds of tolerance were felt by teachers themselves, in terms of teacher stress and fatigue. Many teachers in the study, notably those in primary schools who have responsibility for the whole curriculum, believed that the National Curriculum has led schools to accept a narrow view of education and, as Gray et al. (2004) have suggested, that it has diminished the importance of personal and social education. They indicated that curriculum pressures and demands for additional record keeping leave them with little time to support a disruptive child or to develop appropriate alternative materials for children with learning difficulties. This in turn can lead to frustration and consequent disruption among such children if they are unable to succeed in the tasks set. Teachers set these difficulties within the context of wider social problems facing childrens families, notably unemployment and poverty. They suggested that pressures faced by children in school, allied to difficulties which a number of them were experiencing out of school and young peoples belief that schooling might not support them in finding future work, were having an impact on their motivation, even at primary level: We are into the second generation of children whose parents have not worked. A lot of the original reasons why people toed the line are not there any longer and I think that a lot of the children in our school are living in situations where there does not seem an awful lot of point [to education]. Everyone wants to achieve in some form, but I feel at home and at school they are not seeing opportunities for themselves as individuals. Some of the traditional motivations are not there. So weve got to look at alternatives. Where we become negative its because of tiredness, its because of workload, its because of the amount of curriculum we have to cover. Weve lost sight of making it interesting. (Primary teacher) Interestingly, none of the teachers suggested that the removal of corporal punishment as a possible disciplinary option had contributed to discipline problems, and ultimately to the increasing use of under-achievement as a sanction, as did a number of the teachers and parents in Haydens (2007) study of excluded children. Teachers Understandings of Racial Equality Some teachers also argued that pressures to meet the demands of the National Curriculum had led to an approach where teachers often fail to consider whether or not the content of lessons builds upon particular childrens experiences and cultures. This would lead some children to feel neglected or marginalised and thus more likely to become disaffected. One teacher argued that an inappropriate curriculum was part of the solution, as was inadequate teacher training, but felt that teacher expectations played a central role: The over-representation of African-Caribbeanboys (among those excluded) is a very complicated issue. However, I think expectations make a big difference, and I think we do tend, however well intentioned, to see a black boy and think they are going to be trouble. A lot of this is down to the media and how they over emphasise issues about black boys, the society in general as well as other research findings. I think that one of the problems is that after a long period of dependency (on National Curriculum requirements) and considering new teachers now, there is a whole generation of teachers who are sent into schools without the grounding of making decisions about what is appropriate for example SEN issues in the class (experience from supply teaching) These teachers comments about a generation of teachers being inadequately prepared to make decisions about appropriate curriculum content within the context of a culturally diverse classroom was supported by a number of newly qualified teachers. Such teachers reported that they wished to develop multicultural approaches but lacked training in this area and were unaware as to where they might find suitable materials. (Birmingham report 2004) Head teachers generally showed themselves to be more aware of issues relating to cultural diversity and racial equality than class teachers. Parffrey (2004) points out that schools in Canada and the USA do not exclude children since schooling is recognised as the means by which children realise their basic human right to education. According to research studies on teachers understating of racial equality none of the teachers or head teachers interviewed in the case study schools supported the abolition of permanent under-achievement, although all heads saw it as a last resort. A number characterised it as a failure on the part of the school: `I would say permanent under-achievement is a defeat (secondary head teacher). Some head teachers recalled their personal sense of failure and distress as they recounted the experience of permanently excluding a pupil. Nevertheless, all the head teachers, including the two primary headsone of whom had never excluded and the other who had excluded only two pupils in 20 years as head teacheradvocated retaining permanent under-achievement as an ultimate sanction: Behaviour Policies Most school had developed its own system of rewards and sanctions which were generally explicit in the behavioural code. The aim is to provide a structure of support for difficult pupils, with a system of rewards and a full range of lesser sanctions so that permanent under-achievement was, where possible, avoided: There is some evidence (for example, Holland Hamerton, 2004) that even within schools there can be inconsistency in the types of offence for which pupils are, and are not, excluded. Such inconsistency might, in certain circumstances, allow sanctions to be applied in a discriminatory way. However, it could be argued that policies listing particular offences as leading to under-achievement should be avoided, as they could place heads in the position of having to exclude a pupil when mitigating circumstances might make under-achievement inappropriate. While this might mean treating the same offence differently when committed by different pupils or groups of pupils, it could also reduce the rate of under-achievement. It is essential that clear explanations of school policy are made to both pupils and parents, so they can see the justice of a schools approach. In some cases of under-achievement from school, teacher inexperience or lack of skills or training in managing difficult pupil behaviour may play a part (OFSTED, 2006a). A lot of the behavioural problems that exist , and I do not think there are many, are due to the fact that the whole staff have not got together to go over the approach to aspects of misbehaviour in real depth. So what I think is happening for example, if a member of staff does something inappropriate-this is not criticise a kid gets into the situation where the school has to send them home. But I think if we could change the approach in the classroom more, this would happen less. At the moment we have to react to situations and also we are trying to send a message to the students about the standards that are required of them. Pastoral Care and Mentoring In a case study of schools, (Birmingham city council 2004) particularly in the secondary schools, they felt that school discipline was directly related to the degree of respect which was shown to them by teachers and also to the level of support they received from teachers. A number stressed the importance of giving pupils occasional opportunities for individual tutorials with a teacher at which they might raise personal or academic concerns. Effective pastoral care systems were also highlighted by a number of head teachers as contributing to good discipline and self-discipline among pupils. At some schools the behaviour policy was incorporated within the schools pastoral policy: Managing difficult behaviour and developing discipline is to do with the whole school ethos. We are in the business of caring and supporting; therefore we do whatever we can. We are in the business of being fair. Another thing looked at was how to reinforce positive behaviour. (Head teacher, secondary school) Some schools had worked hard to ensure that their Personal and Social Education curriculum allowed all pupils to reflect on issues of their personal conduct. For example, some had introduced a mentoring programme for pupils who were presenting problems or who were disaffected. In one secondary school, a group of African-Caribbean boys who had been regularly in trouble and were perceived as vulnerable to under-achievement were being informally mentored by the (white male) head teacher. On the other hand, an African-Caribbean man could be invited to lead weekly sessions with African-Caribbean boys. Another aim was to raise self-esteem, and we be bring in consultants to work with the pupils on half-day conferences, to get them thinking about Where do I want to be in three or four or five years time?. (Head teacher, Birmingham school) Equal Opportunities Policy and Practice One explanation for the over-representation of African-Caribbean pupils within the under-achievement statistics is racism. The suggestion is not that most teachers operate in overly racist ways but that deep-seated stereotypes held by teachers and school governors may lead to black children being seen as having behavioural difficulties. Bridges (2004) suggests that with additional pressures on black families from high levels of unemployment, cuts in social spending, racial harassment and social dislocation imposed on their family and community life it is hardly surprising that some black children present themselves as aggressive in school, as this is a stance that society outside has taught them is necessary for survival. Stifling (2003), in her research into the causes of under-achievement , found that race often featured as a background issue and that although schools think they treat all their pupils the same and do not exclude black pupils unfairly, they do not take into account the factors which have caused the unacceptable behaviour, particularly racial harassment by other pupils. She concludes: Throughout the course of my research I have found evidence of open racism demonstrated by staff in schools to be uncommon. Far more common is the racial harassment of a black child by a white peer group. A government-commissioned study to establish why some schools appear more effective in managing pupil behaviour and avoiding under-achievement also highlighted racism, in the area if not in the school, as one of the problems likely to be experienced by excluded pupils (OFSTED, 2006a). Community and Support Services Previous research has suggested that in many cases of under-achievement , support from outside the school has been lacking, while the support provided within school has been to help the teacher cope, rather than to help pupils overcome their problems (Abbotts Parsons, 2003). A case study schools drew on a wide range of outside support agencies, including voluntary agencies, independent consultants and LEA support services. However, they noted that resources for LEA services were often limited and that they may not always be available for all pupils who need them. One community-based initiative which has been welcomed by a number of Birmingham schools is the KWESI project (Klein, 2006), a mentoring project run by black men which targets black boys judged to be vulnerable to under-achievement . The mentors enter into a partnership with schools to support individual children and KWESI asks its volunteers and participating schools to adopt a no blame approach, so that both parties work for the best interests of the child. Although none of the case study schools was working directly with KWESI, evidence suggests that the scheme has been influential beyond the schools where volunteers are working. It has made head teachers aware of the need to address the disproportionate under-achievement of African-Caribbean boys and may have contributed to a change in the climate of opinion. The Role of the LEA There is a clear role for LEAs in providing feedback to schools on the patterns and trends in exclusions and the impact on under-achievement. Monitoring of exclusions varied considerably among schools. Some head teachers, for example, did not have the data to discuss numbers of fixed term exclusions in relation to permanent exclusions nor any evidence as to whether fixed term exclusions helped to prevent permanent exclusions. The desirability of recording and monitoring action taken to support vulnerable pupils was also stressed by a number of schools. Birmingham LEA currently provides support for schools own monitoring by analysing their records to highlight any patterns in under-achievement by ethnic group and sex. A school wishing to monitor under-achievement thoroughly would need to collect and analyse data for both fixed term and permanent exclusions by sex, ethnic group, special educational needs, socio-economic background (for example, by entitlement to free school meals) and year group. Schools can record additional data which might indicate a need for changes in practice or school policies; for example, noting the pupil’s and teachers who are involved in incidents leading to under-achievement. LEAs might provide guidance in such matters and put schools in touch with schools in similar circumstances who have found solutions to particular difficulties. Head teachers of schools with low under-achievement rates often feel penalised if they are asked to accept pupils excluded from other schools. Head teachers also suggested that the LEA might impose a ceiling on the number of previously excluded pupils a school should be expected to take within a given period, thus protecting the support and resources available for difficult pupils within any one school. According to a research a school had received a small grant from the LEA to assist with the integration of excluded pupils. Although the head argued the money had not stretched far, this was seen as a gesture of goodwill. Such funds can support an induction programme which might include additional supervision and support from outside agencies. Other support for reintegration might include allocation of a special teacher-tutor and the development of a peer group mentoring scheme. Within LEAs there is also a need for greater collaboration between those who address the needs of vulnerable children and curriculum and advisory services which have particular expertise regarding equal opportunities and race equality issues. In many LEAs responsibility for under-achievements rests with an individual or service responsible for special educational needs; in such a situation questions of structural or unintended racism or possible racial discrimination are likely to have low priority if they are on the agenda at all. The West Midlands Under-achievement Forum, set up to bring together representatives from nine LEAs to share expertise and develop policies and strategies to minimise school under-achievement, is a good example of inter-LEA co-operation. It is not just at the level of policy development that such co-operation is important. For children living in one area but attending school in a neighbouring LEA there are sometimes difficulties in the co-ordinated provision of services. Chapter 3: Methodology Research Method For this study I have utilised the qualitative research approach. Qualitative research is much more subjective than quantitative research and uses very different methods of collecting information, mainly individual, in-depth interviews and focus groups. However, since this research study is a secondary qualitative research the data that has been collected for qualitative analysis has been through an extensive review of literature that has been published in the field in the past few years. Secondary research is often less costly than surveys and is extremely effective in acquiring information about peoples communication needs and their responses to and views about specific communication. It is often the method of choice in instances where quantitative measurement is not required. For the purpose of this project the qualitative interview is the perfect approach to take using semi structured interviews. Quantitative research involves counting and measuring of events and performing the statistical analysis of a numerical data (Smith, 1988). The assumption behind this is that there is an objective truth existing that can be measured and explained significantly. The main concerns of the quantitative approach are that, their measurement is reliable, valid and generalisable in its clear prediction of cause and effect (Cassell and Symon, 1994). Primary Data was collected first through interviews. Merriam (1994) said that; Interviews are the best form of collecting evidence if the researcher wants to find out facts that cannot be observed. The student used semi-structured int

insane narrator :: essays research papers

The Insane Narrator Edgar Allan Poe was born on January 19, 1809 in Boston Massachusetts. His parents David Poe Jr. and Elizabeth Arnold Hopkins, both died when Edgar was very young. Calvin Thomas published Poe’s first book, Tamerlane and other Poems in Boston in 1827. His first real job was the editor of Thomas W. White’s Southern Literary Messenger where he worked for nearly a year. In 1836, he was married to his 13-year-old cousin. He wrote many short stories including the Tell-Tale Heart in 1843, which is about a murderer who is subconsciously haunted into confessing what he just did. He died on October 7, 1849 in Baltimore. The narrator is insane because of his unnatural preoccupation with the eye, his distorted logic, and the hearing of voices and sounds, which reveal the madness. For some strange reason, the narrator was obsessed with the old man’s eye. He wasn’t even certain on how it started, but to him, it was an eye of a vulture. The old man was going to be murdered because of his pale blue eye. Infact, for seven straight nights at midnight the eye was closed. It wasn’t until finally on the eighth night when the narrator’s thumb slipped on the tin fastening, which woke up the old man. He grew furious when he did see the eye and new inside that he must murder this old man because of his eye. It is hard to imagine why a person’s eye would bother another person enough to kill, but some people are truly insane. His logic was distorted, so to him, the murder of the old man was the only thing that could soothe his pain. He then made the decision to only kill him when he saw his eye. This took him eight days, though I’m sure he would have done it the first night if he had the chance. While he was killing the old man, he had a smile on his face. The murder of the old man was justified.One might think that the narrator needed to murder something for a reason. The reason for killing the old man was absurd, but it worked for him. He also heard voices that would haunt him day and night. Those voices told him the eye was evil, and that he was doing the right thing. He would also hear a groan of terror many nights at midnight.

Urban Essay -- essays research papers

Urban Decay: barricading our cities, And our minds Everyone bemoans the way street crime, visible poverty, deteriorating infrastructure, decaying homes and boarded-up businesses are becoming increasingly common features of city life, but we rarely ask ourselves how this deterioration in the world around us is affecting the way we look at the world. In not asking that question, we underestimate the importance of urban decay as a problem in its own right, and the degree to which it promotes other social ills. Inner city decay is part of a dangerous and silent progression that is not being given the attention it deserves: the fragmentation of our society into potentially or actually hostile camps, barricaded off from each other. And it has the potential, in the end, to exercise an important influence on the course of national politics. In order to see why, we have to start by looking at how decay happens. It begins with an anti-urban bias, a belief, deeply-rooted in Canada and the United States, that cities are, at best, a necessary evil, and the likely scene of violence, social disorder, dirt and tension. Rural and small-town life, by contrast, is associated with cleanliness, sturdy reliability and family values. The conclusion: We may need cities for our livelihoods, but they are not good places to live. These conceptions have been promoted by a profusion of media images. Consider The Waltons, Little House on the Prairie, Anne of Green Gables, or that odious MÃ ¼slix comme...

Legalization of Marijuana :: informative weed essay

Legalizing marijuana could lead to new medicinal purposes. This seems to be the strongest argument in legalizing this substance. Marijuana is a controlled substance, also known as a narcotic. More commonly named in the past, hemp plant or cannabis, is one of the oldest known psychoactive plants in humanity. The main ingredient in marijuana that causes the â€Å"high† people get form smoking it is known as THC (â€Å"tetrahydrocannabinols†). A native of central Asia, cannabis may have been cultivated as much as ten thousand years ago. It was cultivated in China by 4000 B.C. and in Turk Stan by 3000 B.C. It has long been used as a medicine in India, China, the Middle East, Southeast Asia, South Africa, and South America. The first evidence of the medicinal use of cannabis was during the reign of the Chinese Emperor Chen Nung five thousand years ago. â€Å"It was recommended for malaria, constipation, and rheumatic pains (Grinspoon, Lester. 3) Since then many American research facilities have tried to cannabis find medicinal purposes for the drug. In the twentieth century has been proposed or shown to be useful as a medicine for many disorders and symptoms. As the results of various state research programs indicate, marijuana may be a remarkably effective substitute for standard drugs. â€Å"In one study of fifty-six patients who got no relief from standard anathematic agents, 78 percent became symptom-free when they smoked marijuana.† (Grinspoon, Lester. 25). Marijuana is also used for medicinal purposes in disorders such as: cancer chemotherapy, glaucoma, epilepsy, multiple sclerosis, paraplegia, AIDS, chronic pain, rheumatic diseases, depression and other mood disorders. Though all of these have valid reason to legalize marijuana the FDA has yet to approve of it. "Today drugs must undergo rigorous, expensive, and time-consuming tests to win approval by the Food and Drug Administration for marketing as medicines." (Grinspoon, Lester. 226 ) Those who are suffering from various diseases are also excluded from the use of marijuana. If cannabis was made legal, there are several medicinal uses for it. The most recent is a study of the effects of marijuana on Multiple Sclerosis. Multiple Sclerosis is a degenerative disease of the central nervous system. Eventually victims of the disease may become totally paralyzed and forced to use a wheel chair. According to the BBC news, (an English news website), about 200 people have signed up to take part in the first national study of the effects of this narcotic on the disease.