Saturday, March 14, 2020

Argumentative Speech on Human Cloning

Argumentative Speech on Human Cloning Argumentative Speech on Human Cloning Human Cloning speech: Human cloning involves the creation of a generically identical copy of a human. It does not usually refer to the reproduction of human tissues or cells or to the monozygotic multiple births. The ethics of cloning is usually a controversial issue. The term cloning is normally used to refer to artificial human cloning (Almeder 1). Human cloning practices normally raise concerns that are related to ethics. There are those individuals who argue that the practices are not whereas there are also those who are for the practices (Pinon 507). Ethical views against Human Cloning There are those individuals who argue that human cloning destroys the unity of parenthood and marriage. Issues like divorce, contraception, vitro fertilization, and extramarital sex ends up affecting the unity of families. Human cloning can create another problem to the unity that normally exists in Christian marriages. This is because the clone with be denied the chance to feel the love of parents (Sherlock and John 573). There are also those people who argue that cloning human beings will turn them into commodities (Sherlock and John 573). This is because the cloning subjects are referred to as things. A cloning child is a technological project. The child is normally subject to quality control. Treating a person as a thing has become common in our societies. This practice is destructive and immoral. Cloning a child will lead the child being treated as someone’s asset or commodity and not a human being. This is because the child will be perceived as made and not born hence the child might not be treated with respect (Pinon 507). The cloning of human beings is also dangerous. There has only been one success in sheep cloning. This was after failing for 276 times. Cloned human embryos have been killed in research laboratories (Pinon 507). Consequently, genetic screenings are normally undertaken together with cloned tissues from human. Any embryo that does not pass is normally killed. Due to this, many people argues that cloning has negative aspects to human beings (Sherlock and John 576). Another ethical issue with regards to human cloning is that, it is an assault to human procreation (Pinon 506). Assisted reproductive technologies are affronts to human dignity. This is because cloning leaves does not prove human procreation. It is a completely artificial reproductive technology (Pinon 506). Cloning is also a violation of the conjugal union dignity (Sherlock and John 576). In normal circumstances, a child is a sure proof of love the parents bestows on it. The influence and the indication of God’s love is destroyed when a child’s life is created in the laboratory (Pinon 506). Those who are involved in cloning human beings may also be played God. This is because it is only God, and only Him who is our maker (Sherlock and John 576). Those who are engaged in researches to find ways so as to clown human beings will be practicing God’s work. Religious leaders do not agree with cloning as they believe that a human being can only be made by God and not fellow human beings (Sherlock and John 576). Arguments for Human Cloning There are also those individuals who argue that human cloning is not unethical or a bad practice. They argue that cloning can be used to counter infertility and/or genetic diseases. They argue that human cloning can be a solution for those individuals who have infertility problems because they can be able to get children through the process. Those who are infertile can be able to get preferable donors eggs. They also argue that the process is a little different from the birth of identical twins. Cloning has also been argued that it meets deep human desire to reproduce. Those who advocate for cloning of human being also argue that what matters is how the child is treated after birth (Pinon 510). If you need a 100% original argumentative speech essay written by professional writers contact and buy a speech online on any topic you need!

Wednesday, February 26, 2020

The Parable of the Sahdu Essay Example | Topics and Well Written Essays - 500 words

The Parable of the Sahdu - Essay Example Parable of the Sadhu began with the multi-ethnic and multi-national group of expert mountain climbers who want to reach the top of Mount Everest. One group member who is a part of the New Zealand group of mountaineers discovered the sadhu (an Indian holy man that practices yoga or an ascetic or a mystic) to be lying in the snow almost naked and near death already due to hypothermia (loss of body heat due to the cold). He brought this Indian man to the group to which the author Bowen H. McCoy belonged to so they can take care of him. He was in a hurry to rejoin his group that is already far ahead in the mountains. Members of the group of McCoy gave their food and clothing to the Sadhu so he can recover his strength. The four members of a Swiss group also helped to keep the man warm. The group of the Japanese climbers refused to lend their horse for transporting the Sadhu down the mountains to the next nearest village. The local porters carried the man instead but only half-way to the village and left the sadhu to cover the rest of the way to the village which they pointed out to him. No one in the group had bothered to ask the sadhu why he was there in the place or if he had really wanted to die (McCoy 12). No one also knew whether the sadhu eventually lived or not. The moral of the story is that people will often act differently when confronted with a situation that requires moral judgment. In this parable, each group of climbers found a reason to help the sadhu but only partially, because each had a higher goal of reaching the mountains peak before the snow steps will melt and make reaching the summit almost impossible. Each person was confronted with an ethical dilemma: whether to continue on with their journey or help out the sadhu and get delayed and probably never reach the mountains peak anymore. At issue in this story is no individual or group was willing to accept responsibility for the sadhu. Many of us as professionals will encounter similar

Monday, February 10, 2020

Discussion Board 4-1 Assignment Example | Topics and Well Written Essays - 250 words - 4

Discussion Board 4-1 - Assignment Example Working with a client suffering from learned helplessness can prove to be very challenging and unworkable (Ungar, 2011). Special techniques and approaches have to the present and innovated to help tackle the complex counseling environment usually presented by learned helplessness. One of challenges working with a client suffering from learned helplessness is that they are also reluctant to take advice and counseling. This makes it difficult for counselors to succeed in engaging the clients in negotiation and navigation. Dully, a counselor fails to understand or know about the problems of clients. Another common challenge encountered when working with clients suffering from learned helpless relates to the difficulty to accept changes (Ungar, 2011). Victims of learned helplessness tend to be contented with the little they usually have as well as their contemporary conditions that, however, suffocates them. Counselors may struggle and apply many strategies, but fail to persuade individuals with the condition to adopt normal lifestyle. At sometimes, a counselor may consider transferring a client from one region where abuse erupts to a calm place designated for recovery alone (Ungar, 2011). The clients set to gain such favors may resist and insist on staying in th e same condition for a longer time. Some battered women have refused attempts by law enforcing officers and counselors intending provide them with alternative shelter, or arrest batterers after long time of enduring

Thursday, January 30, 2020

The Choice of Family or Love Essay Example for Free

The Choice of Family or Love Essay Romeo and Juliet is a tragic play that conveys the importance of choices made because of true love. One of the major choices, which is also a theme, it is the decision of choosing family or true love. During William Shakespeare’s play Romeo and Juliet, Romeo and Juliet make choices that lead up to them ending their lives. During this play Romeo and Juliet, the children of feuding families (the Capulets and Montagues), fall in love and are forced to chose between their families or true love. After they meet at the ball, Romeo makes the choice to trespass on Capulet property to see Juliet again. Shortly after they agree to go and be married. Juliet, who was supposed to marry County Paris but is now secretly married to Romeo, makes the decision to pretend to die so she will not have to marry Paris and can run away with Romeo. Romeo and Juliet make choices that favor each other over love their own lives. The first choice leading to death is Romeo sneaking onto Capulet property to see Juliet after the ball. This choice signifies Romeo’s rebellion on his family because he trespasses on his family’s enemy’s property to see their daughter. Neither Romeo nor Juliet care that their families are enemies for Juliet says, â€Å"Tis but thy name that is my enemy. / Thou art thyself, though not a Monague. / What’s Monague? It is nor hand, nor foot, / nor arm, nor face, nor any other part / Belonging to a man†¦That which we call a rose / By any other name would smell as sweet† (Shakespeare 2.2.40-44) to which Romeo replies, â€Å"I take thee at thy word. / Call me but love, and I’ll be new baptized; / Henceforth I never will be called Romeo† (Shakespeare 2.2.49-51). Juliet makes a truthful opinion when she says that Montague is just a name and that Romeo, or any other person, is more than a just name. She also states that a name does not describe a person’s personality or appearance; that a name does not change who a person truly is. Romeo is in love and agrees with Juliet; he states, that if she wanted, he would not be called Romeo or a Monatgue any more (Shakespeare 2.2.61). As Romeo and  Juliet fall deeper in love they begin to make more choices that deny their families and put their own lives in danger. Subsequently, the next choice Romeo and Juliet make may have sealed their fate. Shortly after they first meet Romeo and Juliet agree to be secretly married by Friar Lawrence. Juliet has been arranged to marry County Paris, but she loves Romeo so she agrees to marry him in secret with only two other people knowing: Friar Lawrence and Juliet’s nurse. At first Juliet was resistant to be married but after going into her house for a moment she quickly reaches a decision; she says â€Å"Thy purpose marriage, send me word tomorrow†¦ / Where and what time thou wilt preform the rite†¦Ã¢â‚¬  (Shakespeare 2.2.144-146). Juliet talks to her nurse while she is in her house and after she return she agrees to be married to Romeo, which he was unprepared for because she had early said, â€Å"I have no joy of this contract tonight† (Shakespeare 2.2. 117). The next day they meet in Friar Lawrence’s cell to be wed, for it is a short, secret wedding. After being married, Romeo and Juliet preserved their fate forever, never to be changed because of the love they feel for each other. The final decision that culminates to Romeo and Juliet both dying is when Juliet takes a potion from Friar Lawrence to make he look dead. Romeo had been banished from Verona and Juliet was due to marry Paris, so in her despair Juliet went to Friar Lawrence. Friar Lawrence came up with a plan: Juliet was to take a sleeping draught that would make her look like she was dead; then Friar Lawrence would send a letter to Romeo telling him to come and see her awaken from the draught. Juliet took the draught but the letter never got to Romeo; one of his servants told him that Juliet was dead. In his misery Romeo returned to Verona. He arrived at Juliet’s tomb and got into a fight with Paris, in which Paris lost and died. Then seeing Juliet dead, Romeo took a poison and committed suicide. Juliet finally awoke to find Romeo dead; and in her pain she tries to poison herself, too. When she hears people arriving Juliet realizes that by the time the poison would kill her it would be to late, so she stabbed herself with Romeo’s dagger (Shakespeare 5.3.169). In conclusion Romeo and Juliet’s love for each other ends up killing them both. William Shakespeare’s play Romeo and Juliet is a tragic love story. True love is a virtue every person should experience but in this play it turns into a murderer. Romeo and Juliet’s choices force them to end their lives with suicide whether it was intended or not. In the end Romeo and Juliet’s deaths were good because they can live together, forever; and the feud of the Capulet and Montague families ended. Though true love ended up killing them, Romeo and Juliet made the right choice in picking love over their families because their families were not very loyal in encouraging them making their own choices and having their own life to live and fall in love with whoever they choose.

Wednesday, January 22, 2020

The Giver’s Compassion for Jonas :: The Giver Essays

The Giver’s Compassion for Jonas Jonas’ community is ordered and ruled. Everything is same: their clothes, houses and lives. People follow the rules until they die. They know nothing about the true human life. The receiver of memory, the giver, is the only person who is able to the true pleasure of life. When Jonas is elected as the receiver of memory by the community and meets the Giver, his life is changed. Everything he believes in was controlled and hidden the real human life by the community. He is getting to realize that he will not be able to stay in the community any more and starts to find his own and comfort place. I would like to focus on describing the Giver’ compression for Jonas because I do think that this book can not be described without him. In the book, the Giver is described as an old man, always staying and keeping his sadness for the community alone. He is the only person who really knows what is going on in the community and its people. His role is to give the community advice and help, when they face something that they have not experienced. The community needs the Giver, even thought they have a long history, already fixed its structure, rarely ask the Giver advice. â€Å"They know nothing,† The Giver said bitterly (p.105). He feels sad and helpless for the community, because they reject to have memory and choose painless and predictable life. Memory includes not only in sadness, pain, and evil of human life but also in real happiness and pleasure of human life. The Giver likes to have the memory, however he feels loneliness not to share the memory with people, regret to receive the memory, and bitterness that the community would keep this condition forever. He can not find out the possibility to chang e the entire community. Even though Jonas asked the Giver to come with him, he can not escape form the place and has to take care of the community (p.161-162). The Giver’s compassion in the story is not only for the community but also for Jonas. He must be confused and struggling because he already knows the train will be hard and control the most important parts of the human, which includes the feelings like love, warmth, sadness, patience, and pleasure.

Tuesday, January 14, 2020

Gender Bias

A large amount of early research has been conducted on the biological differences between males and females; however, focus has shifted to environmental and social factors that may influence the gender gap in STEM subjects. The Eccles et al. Value Model, developed in 1983, considers motivational factors related to decisions regarding educational and career choices. Some of these factors include self perceptions, social variables and environmental factors Oacobs 2005, AAIJW 2005).American culture and society may influence how students view themselves, inherently contributing to the gender gap found in the STEM areas. According to the American Association of University Women (AAUW), many studies have confirmed the negative impact that stereotypes have on students (Hill, C. et al. 2010). Gender differences within math and science develop early in adolescence (Sleeker & Jacobs, 2004). There are many stereotypes and social stigmas that contribute to the reasons that boys may perform bette r in STEM fields than girls. One common stereotype the arts.The cultural stereotype may encourage girls to believe that math and science are not intended for them and in turn affect activities and career aspirations (Cvencek et al. , 2011). The Implicit Association Test was developed to â€Å"measure implicit attitudes and beliefs that people are unwilling or unable to report† (Project Implicit, n. d. ). Approximately 70 percent of IAT tests revealed stereotypes associating science with males more than females (Nosek et al. , 2009). Researchers at the University of Washington adapted the IAT to conduct a study on children ages six to ten years old.The test focused on gender identity, math-gender stereotype, and math self-concept. The results showed that by second grade, girls showed a weaker identification with math than boys, confirming the stereotype that math is for boys Cvencek et al. , 2011). Another study utilized the IAT to contrast science and liberal arts, and found that women who associated males with science were least likely to pursue science, and males with similar stereotypes were more likely to pursue science (Smyth, n. d. The study validated the link between stereotyping and self- efficacy. This is evidence that American culture may influence the way children view themselves related to subjects learned in school. Fear of poor performance in the classroom may also contribute to lack of interest in math and science. A study onducted in 2010 by the AAUW, focused on college students with similar math abilities and divided them into two rooms. The first room was advised that men outperform women on the test, while the second room, was told there was no distinction in performance. Gender Bias A large amount of early research has been conducted on the biological differences between males and females; however, focus has shifted to environmental and social factors that may influence the gender gap in STEM subjects. The Eccles et al. Value Model, developed in 1983, considers motivational factors related to decisions regarding educational and career choices. Some of these factors include self perceptions, social variables and environmental factors Oacobs 2005, AAIJW 2005).American culture and society may influence how students view themselves, inherently contributing to the gender gap found in the STEM areas. According to the American Association of University Women (AAUW), many studies have confirmed the negative impact that stereotypes have on students (Hill, C. et al. 2010). Gender differences within math and science develop early in adolescence (Sleeker & Jacobs, 2004). There are many stereotypes and social stigmas that contribute to the reasons that boys may perform bette r in STEM fields than girls. One common stereotype the arts.The cultural stereotype may encourage girls to believe that math and science are not intended for them and in turn affect activities and career aspirations (Cvencek et al. , 2011). The Implicit Association Test was developed to â€Å"measure implicit attitudes and beliefs that people are unwilling or unable to report† (Project Implicit, n. d. ). Approximately 70 percent of IAT tests revealed stereotypes associating science with males more than females (Nosek et al. , 2009). Researchers at the University of Washington adapted the IAT to conduct a study on children ages six to ten years old.The test focused on gender identity, math-gender stereotype, and math self-concept. The results showed that by second grade, girls showed a weaker identification with math than boys, confirming the stereotype that math is for boys Cvencek et al. , 2011). Another study utilized the IAT to contrast science and liberal arts, and found that women who associated males with science were least likely to pursue science, and males with similar stereotypes were more likely to pursue science (Smyth, n. d. The study validated the link between stereotyping and self- efficacy. This is evidence that American culture may influence the way children view themselves related to subjects learned in school. Fear of poor performance in the classroom may also contribute to lack of interest in math and science. A study onducted in 2010 by the AAUW, focused on college students with similar math abilities and divided them into two rooms. The first room was advised that men outperform women on the test, while the second room, was told there was no distinction in performance.

Monday, January 6, 2020

Robert E. Lee s Life During The Civil War - 1265 Words

The Civil War was not only a time of regional tension, but of personal tension, especially for Confederate army leaders. The constant pressure from needing to defend and protect Southern independence contributed to the rise of anxiety and stress related medical disorders. Robert E. Lee, a brilliant Confederate general and skilled tactician, was such a case. General Lee s health during his pre-Civil War years was without blemish. However, with the beginning of the Civil War, Lee s health experienced noticeable decline. Later in his life, doctors diagnosed Lee with pericarditis, but more modern clinical evaluations of Robert E Lee s symptoms conclude that his condition was more likely attributed to stress induced ischemic heart disease (Mainwaring-Tribble 244). Lee’s condition was accelerated by the wartime stress and contraction of malaria in 1863, leading to pains on the battlefield which impaired strategical judgment. Robert E. Lee’s first year as commander was impress ive in military accomplishments, but his confidence was shaken after a devastating loss in the family. The general assumed his command of the Army of Northern Virginia in May of 1862 after the Battle of Seven Pines wounded Joseph Johnson. Lee was 54 years old at the time and led the Confederates at 3 major battles that year – Battle of Seven Days, Second Bull Run, and Antietam. The Battle of Seven Days began on June 25 and lasted until July 1. The overall outcome of the conflict was that the Union army wonShow MoreRelatedCivil War : A War Between Citizens Of The Same Country1609 Words   |  7 PagesEmma Hart Mrs. Wise History 8Y 11 December 2014 Civil War Civil War is defined as a war between citizens of the same country. Why would America have this fight? The Northern states of America decided that they would no longer tolerate the Southern states treating African Americans as slaves because of the color of their skin. 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Lee Throughout history, there have been people whose names and faces have become synonymous with the time periods in which they lived. For example, Julius Caesar is synonymous with the late Roman Republic and George Washington is synonymous with the American Revolution. Just like these two men, the name Robert E. Lee has become synonymous with the American Civil War. Not only did Lee rise to become the most important and recognizable person in the Southern Confederacy, but hisRead MoreMy Interpretation Of The Battle Of Gettysburg1572 Words   |  7 Pageswas tired, hungry, sick of walking, and was wondering if this very long field trip would ever end. The men that fought on this battle field felt the same way during the summer of 1863. From reading Killer Angels and The Pickett’s Charge Nobody Knows, I have a much better perception and understanding of what actually happened during the war. Before my readings, I thought there were the good guys who won and the bad guys who lo st. I now understand on a deeper level what those men on both sides ofRead MoreRole Of The Clergy During The Civil War1193 Words   |  5 PagesDuring the Civil War, a major propagandistic event was held by General Robert E. Lee when he called upon soldiers to convert to Protestant Christianity as a morale booster during the war. The Great Revival helped to galvanize thousands of soldiers into following the Confederate military in 1863. In this manner, the use of Christian ideology was also a major factor in the combination of governmental and cultural propaganda that utilized religion as a form of cultural cohesion during the war. MoreRead MoreThe Battle Of The War Essay1510 Words   |  7 PagesBetween the four years of 1861 and 1865 the United States was engaged in a Civil War. This involved a division between the free North and the slave holding South, where eleven southern states split from the Union, altogether refusing the idea of a single American nation. Abraham Lincoln, who was the president at the time, disapproved of this revolt and had â€Å"500,000 soldiers to crush what threatened to be an aggressive rebellion.† In April 1861, the first shots were fired, and what followed becameRead MoreDid the Civil War Ultimately reduce sectional antagonism and make the United States truly one nation?1111 Words   |  5 PagesPrior to Civil War, distinct Northern and Southern cultures had been established; The free North occupied the commercial industry, while the slavery-based South undertook an agricultural occupation. The South and the North began to fight over right and wrong. The major issue was regarding slavery, as the South wanted to preserve slavery while, the North wanted to get rid of it. These conflicts rose into sectional antagonism and eventually put the United States and President Lincoln in a loopholeRead MoreThe Actions that Led Up to the American Civil War Essay1253 Words   |  6 PagesThe American Civil War The Civil War is dubbed the war between the states. There were many actions that led up to the civil war, to include the fugitive slave Act, the publishing of Uncle Toms Cabin, the Kansas-Nebraska act, the Dred Scott Decision, and the Secession Crisis. Secondly who were the presidents during the war, and what they bring to the table. What led to the Civil War? There were many events that led to the Civil War, one is the Fugitive Slave Act of 1850. The fugitive Slave