Ivy League MOOCs - Free Online Classes from the Ivies

Most of the eight ivy league universities are now offering some form of publicly available free online classes. MOOCs (massively open online classes) offer learners everywhere the opportunity to learn from ivy league instructors and interact with other students while completing their coursework. Some MOOCs even provide students the opportunity to earn a certificate that can be listed on a resume or used to demonstrate ongoing learning. See how you can take advantage of no-cost, instructor-led courses from Brown, Columbia, Cornell, Dartmouth, Harvard, Princeton, UPenn, or Yale. Keep in mind that free MOOCs are different from registering as a student at a university. If you would prefer to earn an official degree or graduate certificate from an ivy league online, check out the article on How to Earn an Online Degree from an Ivy League University. Brown Brown offers several no-cost MOOCs to the public through Coursera. Options include courses like â€Å"Coding the Matrix: Linear Algebra Through Computer Science Applications,† â€Å"Archeology’s Dirty Secrets† and â€Å"The Fiction of Relationship.† Columbia Also through Coursea, Columbia offers a number of instructor-led MOOCs. These online courses include â€Å"Economics of Money and Banking,† â€Å"How Viruses Cause Disease,† â€Å"Big Data in Education,† â€Å"Introduction to Sustainable Development,† and more. Cornell Cornell instructors offer MOOCs on a wide variety of subjects through CornellX — a part of edX. Courses include topics such as â€Å"The Ethics of Eating,† â€Å"Civic Ecology: Reclaiming Broken Places,† â€Å"American Capitalism: A History,† and â€Å"Relativity and Astrophysics.† Students can audit the courses for free or earn a verified certificate by paying a small fee. Dartmouth Dartmouth is still working on building its presence on edX. It currently offers a single course: â€Å"Introduction to Environmental Science.† The school also offers the Trustees of Dartmouth College seminar series, featuring livestream seminars for health care professionals every other Wednesday. Past seminars have included: â€Å"Behavioral Economics and Health,† â€Å"Letting Patients Help Heal Health Care: Extents and Limits of Patient Contributions,† and â€Å"Characteristics and Consequences of Hospital Closures.† Harvard Amongst the ivies, Harvard has led the way toward greater open learning. HarvardX, a part of edX, offers over fifty instructor-led MOOCs on a wide variety of subjects. Notable courses include: â€Å"Saving Schools: History, Politics, and Policy in U.S. Education,† â€Å"Poetry in America: Whitman,† â€Å"Copyright,† â€Å"The Einstein Revolution,† and â€Å"Introduction to Bioconductor.† Students may choose to audit courses or complete all coursework for a verified edX certificate. Harvard also provides a searchable database of their online courses, both current and archived. Finally, through their Open Learning Initiative, Harvard offers dozens of video lectures in Quicktime, Flash, and mp3 formats. These recorded lectures were created from actual Harvard courses. Although the recordings are not complete courses with assignments, many lecture series provide a semester’s worth of instruction. Video series include â€Å"Intensive Introduction to Computer Science,† â€Å"Abstract Algebra,† â€Å"Shakespeare After All: The Later Plays,† and more. Students can view or listen to the courses through the Open Learning Initiative site or subscribe through iTunes. Princeton Princeton provides a number of MOOCs through the Coursera platform. Options include â€Å"Analysis of Algorithms,† â€Å"Fog Networks and the Internet of Things,† â€Å"Imagining Other Earths,† and â€Å"Introduction to Sociology.† UPenn The University of Pennsylvania offers a few MOOCs via Coursera. Notable options include: â€Å"Design: Creation of Artifacts in Society,† â€Å"Principles of Microeconomics,† â€Å"Designing Cities,† and â€Å"Gamification.† UPenn also offers their own database of current and upcoming online courses, searchable by date. Yale Open Yale offers learners the opportunity to review video / audio lectures and assignments from previous Yale courses. As courses are not led by an instructor, students may access the material at any time. Currently available courses include subjects such as â€Å"Foundations of a Modern Social Theory,† â€Å"Roman Architecture,† â€Å"Hemingway, Fitzgerald, Faulkner,† and â€Å"Frontiers and Controversies in Astrophysics.† No discussion boards or opportunities for student interaction are provided. Jamie Littlefield is a writer and instructional designer. She can be reached on Twitter or through her educational coaching website: jamielittlefield.com.

Blake s Use Of Nature Through Songs Of Innocence

Tai Beiserman Professor Nachumi ENGL 1100 26 April 2015 Blake’s use of nature through Songs of Innocence and Songs of Experience William â€Å"Bill† Cronon, an environmental historian and vice Chair of The Wilderness Society, believes that because society differ its self from the nature, it makes the nature to be seen as wild, remote, and inaccessible. In his essay â€Å"The Trouble with Wilderness; or, Getting Back to the Wrong Nature†, published in 1995 by the New York Times and in Uncommon Ground: Toward Reinventing Nature, Cronon traced the idea of wilderness throughout American history. Cronon presents the potential danger in society’s traditional concept of wilderness. He points out how society detached itself from nature simply by idealizing it and thinking of it as something distant and remote. Approaching the concept of nature in this way leads to an ultimate separation of us, as members of society, from what we could consider to be our true home. As a result of that, the nature is seen as wild, remote and inaccessible. Although Cronon might be right to some extent, that is not always the case. Songs of Innocence and Songs of Experience were written by William Blake and published together in 1798. In Songs of Innocence and Songs of Experience the nature is a key feature; in some poems the nature seems to be close, and sometimes it is more remote. The distance of nature from society does not play a role in Blake’s poems; although in Songs of Innocence the adjacent nature isShow MoreRelatedWilliam Blake s Innocence And Experience Analysis Essay1529 Words   |  7 PagesIsha Fidai Amber Drown English 2323 14 September 2016 William Blake s Innocence and Experience Analysis The Romantic Era was a movement in literature that began in the late seventeenth century throughout the eighteenth century that was mainly influenced by the natural world and idealism. Romanticism was predominantly focused on emotion and freedom emphasizing individualism. Formed as an uprising against neoclassicism, romanticism was more abstract, focusing on feelings and imaginations, insteadRead MoreThe Romantic Era1008 Words   |  5 PagesThe Romantic era was more open to mythic, mystic and spirituality than the enlightenment era had ever been. William Blake was a romantic poet. Romanticism was a movement, which was marked primarily by its rejection of the enlightenment ideologies and scientific methods, as well as its emphasis on the natural world, emotions, artistry and the personal expression. Growing up Blake`s childhood was dominated by spiritual visions which influenced his works and personal life. As a little boy he saidRead MoreThe Human Abstract Essay1196 Words   |à ‚  5 Pagesthe poem by examining its various manifestations in Blakes manuscripts, reading it against A Divine Image, a poem w hich was never finally published by Blake, or comparing it to its Innocence counterpart, The Divine Image. Most critics seem to agree that The Human Abstract represents a philosophical turning point in The Songs of Innocence and of Expe rience, and in Blakes work as a whole. In 1924, Joseph H. Wicksteed observes that this difficult poem, originally called The human ImageRead More Analysis of The Lamb and The Tyger by William Blake Essay1641 Words   |  7 PagesWilliam Blake was a first generation Romantic poet. Many of his poems were critical of a society who thought themselves to be almost perfect, a society run by, not their own free will, but the use of technology. He wanted people to question what they had always done, and whether it was morally right. He did so by using varying techniques that set up clashes between ideologies and reality. His poems allow us to see into ‘the eternal world of the spirit’ and his dreams of the sacred EnglandRead MoreThe Stages Of Maturing And Adulthood988 Words   |  4 Pagesgoes through during this growing up time are necessary for a person to mature correctly. As Sally states, a child is an apprentice to freedom, that is, the child is guided through the development of his or her freedom until he or she is ready to assume it in adolescence and adulthood (Scholz 395) Most children think it would be better to skip childhood and go straight to adulthood, but what they don t know is, that it s important for them to be a child before they become an adult. It s funnyRead More The Underlying Message of The Tyger by William Blake Essay1461 Words   |  6 PagesThe Underlying Message of The Tyger by William Blake Blake’s legendary poem â€Å"The Tyger† is deceivingly straightforward. Though Blake uses â€Å"vividly simple language† (Hirsch, 244), the poem requires a deeper understanding from the reader. There are many misconceptions concerning the symbols in â€Å"The Tyger† (specifically the tiger itself). This often leads to confusion concerning the underlying message of the poem. Compared to Blake’s â€Å"meek† and â€Å"mild† lamb, the tiger is hard to accept. It is a symbolRead MoreThe Romantic Works Of John Keats, Percy Shelley, And William Blake1456 Words   |  6 Pagesthe beauty, creativity, and morals of nature is what truly inspired human imagination, and thus literature of the eighteenth and early nineteenth century. The underlying theme of nature that is persistent through romantic poetry creates a bond between the poet and the common man through short poems that express personal emotion that all can feel, as we all are connected to nature. This can be seen through the works of John Keats, Percy Shelley, and William Blake. Percy Shelley was a joyful and optimisticRead MoreWilliam Blake And The Divine Image Essay2209 Words   |  9 PagesWilliam Blake, a transitional figure in British literature, was the first romantic poet to focus on content instead of form. Blake is one of the great mystics of the world, like Henry More and Wordsworth; he lived in a world of glory, of spirit and of vision, which, for him, was the only real world. His devotion to God expresses through his lyrical poetry collection Songs of Innocence and Songs of Experience. This collection contains 51 poems where the poems of Innocence are counter part of the poemsRead MoreWilliam Poetry Of William Blake And William Wordsworth1980 Words   |  8 Pageson the person. To some the definition is a time without any worry, to others, it is a more logical definition such as the period between infancy and adolescence. There are many versions of this definition, and this is seen in the poetry of William Blake and William Wordsworth. These t wo authors have different views on what it means to be a child and how they are portrayed in this era. Compared to now, Children in Blake’s eyes are seen as people that need guidance and need to be taught certain lessonsRead More Blakes Portrayal of Creation in Songs of Innocence and Experience1890 Words   |  8 PagesIn Jerusalem, Blake famously asserted that I will not reason and compare: my business is to create. This quote highlights the fact that Blake himself was participating in an inventive process. Northrop Frye commented that man in his creative acts and perceptions is God, and God is man? mans creativity is, for Blake, the manifestation of the divine. The Songs of Innocence and Experience deal with life and the move, in particular, from youth to age. Creation is an extremely important aspect

Industrial Revolution in Great Britain-Free-Samples-Myassignment

Question: Analyse any Major Social Upheaval Regarding the Industrial Revolution in Great Britain. Answer: Thesis Statement: Child labor was considered as the substantial element of Great Britain during the period of Industrial Revolution and began declining just after the revolutionary period. Introduction During the early nineteenth centuries, industrial revolution occurred in Great Britain and it was the first country where industrialization took place in that time. In this period the child labor had been increasing drastically and it became a social and political problem[1]. The children were hired as the primary workers in the textile field in Great Britain. Strict discipline, harsh punishment, and unhealthy working condition were bounded for the children in business industries. Many factories hired the children who had been suffering from the poverty. The child worker only got food and cloth, however; they did not get any wage for their long day work. The child labor was significant during the industrial revolution in Great Britain in terms of the nature of their work and the extent to which they were employed. It has been received that in the mil factories the child labor was rapid. After the revolutionary period, the government of Great Britain had passed many Child Protection A cts, as a result, the child labor began declining after this period. This study deals with the significance of the child labor as well as its declining during the industrial revolution of Great Britain. Discussion Several factors are associated with the industrial revolution in Great Britain. One of the major factors is the social factor. However, the economic and demographic growth plays an important role in the revolution. During the industrial revolution in Great Britain, the society had decided to increase their capital. This adds value to the industrial revolution. The demographic transition occurred during this revolutionary period. Besides the demographic transition, the economic growth had been observed during this revolutionary period. Technological innovation was a great part of this revolution that highlights the economic specialization. Several economic changes took place as for example, various communities moved from the agriculture to the manufacturing zone. The number of goods and service were enhanced as a result the amount of capital that was invested became increased. It can be compared that besides the economic growth the businessman and the managers took the financial risk during this industrial revolution, which often affected their profitability. The major social group was aristocracy on that time, which involved in possessing the mills and the agricultural land and turned the crop into material[2]. It has been analyzed that this social group had a great contribution the development of the industry while the amount of agricultural land began declining, which left a negative impact on the farmers. Significant growth had been noticed in the population during the industrial revolution of Great Britain. However, 57% human population grew in that time, which gave a good opportunity to the industrialists to get much labor[3]. Handling of the natural resources was another factor of this industrial revolution. Oil and gas had a great demand during the industrial revolution in Greta Britain. However, many workers injured and died during the mining of coal. Therefore, transportation of the oil was a major challenge during this revolution. It has been evaluated from the above discussion that handling of the natural resources was a big challenge at this time. Child labor is considered as the most significant social factor that led Britain to get success through their industrial revolution. During this revolutionary period, the factory owners were searching for cheap and fast learning workforces, which could be done by using child labor. As a result, the child became the victims of capita lized greed. The industrialists hired the children from the urban houses. From the statistical data, it has been evaluated that at the end of 18th century around 35% child workers were ten-year-old class boys[4]. This highlights that there was a major demand of the child labor during the industrial revolution of Great Britain as the children are able to provide much labor to enhance the revolution. Industrialists were looking for the children who were below of 18. They targeted 6 to 10 age group of the children to hire them for the work. However, this age group can learn the things easily and give much effort in their work[5]. This was a big opportunity for factory owners. During the industrial revolution, most of the agricultural lands were taken by the industrialists. As a result, the farmers had to come to the city for their livelihood. Hence, the children had been suffering from poverty, which led them to work in the industry. Industrial revolution discarded the rigid social control and influenced the young generation to get married. As a result, the population started to increase, which turned into the child labor. Child labor had a great contribution to the industrialization. It has been found that the local workers and the agricultural workers were not suitable for the industrial production. This situation allowed the factory owners to create new workforce by recruiting child labor. Using the child labor brought many advantages for the industrialists in Great Britain. The child labor is remarkably cheap in comparison to adult worker[6]. As a result, the business expenses can be reduced. In Britain clothes, toys and furniture were produced in bulk amount thus, the factory owner needed low-cost manufacturing. This was done by using child labor. Therefore, the repetitive task needs specific skill and the children were able to learn quickly. This was a major benefit of child labor in the industrial revolution in Great Britain. There was a great debate regarding the child labor during the industrial revolution in Great Britain. The British Parliament passed several laws after observing and getting the proper evidence of the child labor. There were there Factory Acts, which have much importance in reducing the child labor[7]. As for example, the Cotton Factory Regulation Act 1819 was introduced in the 18th century. This Act is based on the child employment in the cotton factory. According to this law, the minimum age of the child labor should be at least 9 and the maximum working hours should not be more than 12 hours. According to the Regulation of Child Labor Law 1833, the children should be paid for their labor in the factory. At the later of the 18th century the Ten Hours Bill of 1847 was introduced by the Britain government. This Act focuses on the 10 hours limited working hour for the children. Apart from this the discipline of the factory provided a new culture to the child worker, where they not only got the economic support but also got a good collaborative working environment[8]. Despite these benefits, the recruitment of the child labor in an insecure working environment highlighted the accidents during the work. This was another cause of the employee turnover. Due to the low wages of the child labor in Great Britain was too low according to their working hour. This was a big drawback of the Industrial Revolution. Implementation of the government acts was beneficial for the children to get a proper wage from the factories. Children were most commonly used in the agricultural firm in Great Britain. From the statistical data, it has been analyzed that 45% of the total child labor of UK were working in the agricultural industry[9]. Therefore, 50% of the total children in the agricultural firm were below 14 in Great Britain during the industrial revolution. One of the major factors behind this child labor is the poor education. In the rural areas, the children did not get an education as a result, the families allowed them to involve in the firm's work to get economic support. On the other hand, it has been found that many children were working in the agricultural industry who was 12 years old. Children were forced to work in the agricultural industry in Great Britain. Approx 25% of the children were working in the condition of the forced labor in the agricultural industry. From this statistical data, it can be evaluated that majority of the students were forced by their parents as well as by the firm's ow ner to work at their early stage of life. The price and wages of the child labor in the firm were not good in Great Britain. However, the children got only a fraction of the amount that was paid to the adult labor. This poor wage was beneficial for the firms, however; it destroyed the lives of children. At the later stage of the industrial revolution, the government of EU announced the amount 4mn to protect the girl child labor. A family of the children acts as the emerging market of the child labor. However, due to the industrialization, the poor urban families allowed their children to work in the factories to get the financial support[10]. The families those were at below poverty level were the major target of the industrialists. They hired children from such families and forced them to work under strict rules. Apart from this, industrialization captured the agricultural lands as a result; the farmers had been struggling for the livelihood. This led the families to force their children to go cities and work in the industries. The working condition of the child labor in factories was not good as they had to suffer many challenges at their early stage of life. The children did not get sufficient wages for their long working hours. The factory owners only gave them food and clothes against their work. The system of the factory was highly criticized for its harsh punishment, low wages, strict rules and unhealthy working condition. There was no safety assurance for the children who were working in the mining industry[11]. The work life was unhealthy, which affected the health of the children. On the other hand, the major drawback of the factory system was the inflexible working hour for the children. Based on the above information it has been analyzed that the working condition of the children was very poor at the early stage of the industrial revolution in Great Britain. The living standard of the children is a big factor of child labor in Great Britain. It has been found in the 18th century the percentage of the low-income group was 16.8%. This highlights that poverty of the EU people[12]. However, the living condition of the poor children was not good. They did not get sufficient resources for their growth. Lack of food, shelter and healthy environment were the major factors that affected the living standard of the children. The children those were at below poverty level were not able to get the education and healthy life. Thus, the living standard of the children is highly criticized for the emergence of child labor. At the later of the 18th century and at the earlier of the 19th century the child labor declined. Just after the industrial revolution in Great Britain the government got many evidences and adopted many laws like Regulation of Child Labor Law, Ten Hours Bill and Cotton Factory Regulation Act. These regulatory efforts played a significant role in reducing the child labor, which was not seen at earlier. Therefore, the educational reformers convinced the native-born population to provide primary school education to their children[13]. In the 19th century, the child labor committees started to eliminate the child labor from the factories. Changes occurred in the political attitudes and the government took progressive reform movement by restricting child labor at that time. The market behavior was changed due to the introduction of the government regulation. The owners of the firms were restricted to force children for work and they had to pay the children properly. This changing attitude of the market restricted the child labor in EU. Therefore, The EU government focused on the economic development of the country in the 19th century, which was beneficial to make child worker free environment. The economic condition began developing in comparison to the 18th century. As a result, the income level of the families became enhanced, which reduced the child labor[14]. Conclusion The entire study deals with the emerging child labor during the industrial revolution in Great Britain. It has been analyzed that after this revolutionary period the child labor began declining. However, the child labor had a huge contribution in the industrial revolution in Great Britain as the owners of the factories were able to provide them low wages and the children were able to show much effort in the work. At the end of the 18th century, the child labor declined due to the introduction of the regulatory acts by the government and the increased awareness among the people. References Botham, Frank W., and Eddie H. Hunt. "Wages in Britain during the industrial revolution."The economic history review40, no. 3 (1987): 380-399. Burnette, Joyce. "Child day?labourers in agriculture: evidence from farm accounts, 17401850."The Economic History Review65, no. 3 (2012): 1077-1099. Cunningham, Hugh. "The decline of child labour: labour markets and family economies in Europe and North America since 1830."The Economic History Review53, no. 3 (2000): 409-428. Flinn, M. W. "English Workers Living Standards during the Industrial Revolution: A Comment."The Economic History Review37, no. 1 (1984): 88-92. Humphries, Jane. "Childhood and child labour in the British industrial revolution."The Economic History Review66, no. 2 (2013): 395-418. Kirby, Peter. "Attendance and work effort in the Great Northern Coalfield, 17751864."The Economic History Review65, no. 3 (2012): 961-983. Minge-Kalman, Wanda. "The industrial revolution and the European family: the institutionalization of childhoodas a market for family labor."Comparative Studies in Society and History20, no. 3 (1978): 454-468. Nardinelli, Clark. "Child labor and the factory acts."The Journal of Economic History40, no. 4 (1980): 739-755. Perkin, Harold J. "The social causes of the British Industrial Revolution."Transactions of the Royal Historical Society18 (1968): 123-143. Pollard, Sidney. "Factory Discipline in the Industrial Revolution."The Economic History Review16, no. 2 (1963): 254-271. Humphries, Jane. "Childhood and child labor in the British industrial revolution." The Economic History Review66, no. 2 (2013): 395-418. Perkin, Harold J. "The social causes of the British Industrial Revolution."Transactions of the Royal Historical Society18 (1968): 123-143. Kirby, Peter. "Attendance and work effort in the Great Northern Coalfield, 17751864."The Economic History Review65, no. 3 (2012): 961-983. Kirby, Peter. "Attendance and work effort in the Great Northern Coalfield, 17751864."The Economic History Review65, no. 3 (2012): 961-983 Humphries, Jane. "Childhood and child labor in the British industrial revolution." The Economic History Review66, no. 2 (2013): 395-418. Botham, Frank W., and Eddie H. Hunt. "Wages in Britain during the industrial revolution."The economic history review40, no. 3 (1987): 380-399 Nardinelli, Clark. "Child labor and the factory acts."The Journal of Economic History40, no. 4 (1980): 739-755 Pollard, Sidney. "Factory Discipline in the Industrial Revolution."The Economic History Review16, no. 2 (1963): 254-271. Burnette, Joyce. "Child day-laborers in agriculture: evidence from farm accounts, 17401850." The Economic History Review65, no. 3 (2012): 1077-1099. Minge-Kalman, Wanda. "The industrial revolution and the European family: the institutionalization of childhoodas a market for family labor."Comparative Studies in Society and History20, no. 3 (1978): 454-468. Humphries, Jane. "Childhood and child labor in the British industrial revolution." The Economic History Review66, no. 2 (2013): 395-418. Flinn, M. W. "English Workers Living Standards during the Industrial Revolution: A Comment."The Economic History Review37, no. 1 (1984): 88-92. Cunningham, Hugh. "The decline of child labor: labor markets and family economies in Europe and North America since 1830." The Economic History Review53, no. 3 (2000): 409-428 Perkin, Harold J. "The social causes of the British Industrial Revolution."Transactions of the Royal Historical Society18 (1968): 123-14

Human Cloning Isnt as Scary as It Sounds Essay Example For Students

Human Cloning Isnt as Scary as It Sounds Essay Human Cloning Isnt as Scary as It SoundsThe recent news of the successful cloning of an adult sheepin which the sheeps DNA was inserted into an unfertilized sheep egg to producea lamb with identical DNAhas generated an outpouring of ethical concerns. Theseconcerns are not about Dolly, the now famous sheep, nor even about theconsiderable impact cloning may have on the animal breeding industry, but ratherabout the possibility of cloning humans. For the most part, however, the ethicalconcerns being raised are exaggerated and misplaced, because they are based onerroneous views about what genes are and what they can do. The danger, therefore,lies not in the power of the technology, but in the misunderstanding of itssignificance. Producing a clone of a human being would not amount to creating a carbon copyan automaton of the sort familiar from science fiction. It would be more likeproducing a delayed identical twin. And just as identical twins are two separatepeoplebiologically, psychologically, morally and legally, though notgeneticallyso a clone is a separate person from his or her non-contemporaneoustwin. To think otherwise is to embrace a belief in genetic determinismthe viewthat genes determine everything about us, and that environmental factors or therandom events in human development are utterly insignificant. The overwhelmingconsensus among geneticists is that genetic determinism is false. As geneticists have come to understand the ways in which genes operate, theyhave also become aware of the myriad ways in which the environment affects theirexpression. The genetic contribution to the simplest physical traits, such asheight and hair color, is significantly mediated by environmental factors. Andthe genetic contribution to the traits we value most deeply, from intelligenceto compassion, is conceded by even the most enthusiastic genetic researchers tobe limited and indirect. Indeed, we need only appeal to our ordinary experiencewith identical twinsthat they are different people despite their similaritiesto appreciate that genetic determinism is false. Furthermore, because of the extra steps involved, cloning will probably alwaysbe riskierthat is, less likely to result in a live birththan in vitrofertilization (IVF) and embryo transfer. (It took more than 275 attempts beforethe researchers were able to obtain a successful sheep clone. While cloningmethods may improve, we should note that even standard IVF techniques typicallyhave a success rate of less than 20 percent.) So why would anyone go to thetrouble of cloning?There are, of course, a few reasons people might go to the trouble, and so itsworth pondering what they think they might accomplish, and what sort of ethicalquandaries they might engender. Consider the hypothetical example of the couplewho wants to replace a child who has died. The couple doesnt seek to haveanother child the ordinary way because they feel that cloning would enable themto reproduce, as it were, the lost child. But the unavoidable truth is that theywould be producing an entirely different person, a delay ed identical twin ofthat child. Once they understood that, it is unlikely they would persist. But suppose they were to persist? Of course we cant deny that possibility. Buta couple so persistent in refusing to acknowledge the genetic facts is notlikely to be daunted by ethical considerations or legal restrictions either. Ifour fear is that there could be many couples with that sort of psychology, thenwe have a great deal more than cloning to worry about. Another disturbing possibility is the person who wants a clone in order to haveacceptable spare parts in case he or she needs an organ transplant later inlife. But regardless of the reason that someone has a clone produced, the resultwould nevertheless be a human being with all the rights and protections thataccompany that status. It truly would be a disaster if the results of humancloning were seen as less than fully human. But there is certainly no moraljustification for and little social danger of that happening; after all, we donot accord lesser status to children who have been created through IVF or embryotransfer. .ucc5ee7257c788ca0de87207563c45d31 , .ucc5ee7257c788ca0de87207563c45d31 .postImageUrl , .ucc5ee7257c788ca0de87207563c45d31 .centered-text-area { min-height: 80px; position: relative; } .ucc5ee7257c788ca0de87207563c45d31 , .ucc5ee7257c788ca0de87207563c45d31:hover , .ucc5ee7257c788ca0de87207563c45d31:visited , .ucc5ee7257c788ca0de87207563c45d31:active { border:0!important; } .ucc5ee7257c788ca0de87207563c45d31 .clearfix:after { content: ""; display: table; clear: both; } .ucc5ee7257c788ca0de87207563c45d31 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucc5ee7257c788ca0de87207563c45d31:active , .ucc5ee7257c788ca0de87207563c45d31:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucc5ee7257c788ca0de87207563c45d31 .centered-text-area { width: 100%; position: relative ; } .ucc5ee7257c788ca0de87207563c45d31 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucc5ee7257c788ca0de87207563c45d31 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucc5ee7257c788ca0de87207563c45d31 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucc5ee7257c788ca0de87207563c45d31:hover .ctaButton { background-color: #34495E!important; } .ucc5ee7257c788ca0de87207563c45d31 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucc5ee7257c788ca0de87207563c45d31 .ucc5ee7257c788ca0de87207563c45d31-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucc5ee7257c788ca0de87207563c45d31:after { content: ""; display: block; clear: both; } READ: Who Do We Think We Are? EssayThere are other possibilities we could spin out. Suppose a couple wants adesigner childa clone of Cindy Crawford or Elizabeth Taylorbecause they wanta daughter who will grow up to be as attractive as those women. Indeed, supposesomeone wants a clone, never mind of whom, simply to enjoy the notoriety ofhaving one. We cannot rule out such cases as

Free Tips for Writing Coral Reef Essays

Coral reefs can be called one of the most amazing things created by nature. These structures can be found in tropical and temperate waters. Like many other unique natural phenomena, coral reefs are influenced by human activity these days. This negative impact is one of the significant†¯issues to consider when talking about coral reefs. By the way, it can be a crucial idea for discussion in your†¯coral reef essay. Maybe, it is even one of the easiest ways to complete coral reef essays. For†¯additional info, just keep reading – we also have some excellent suggestions for you. What Is a Coral Reef? When you write about coral reefs, you should have a clear understanding of what is a coral reef ecosystem, and what is a coral. We all saw corals on photos, videos or even live. But what exactly are corals? Are they plants or animals? Let's find out! Corals neither are plants, nor a quaint stone, but living marine polyps that have a unique limestone skeleton structure growing about 15 mm every year. Corals are the lower coelenterate multicellular creatures in the world's oceans. Imagine a solid lime cylinder, surrounded from the inside and outside by a soft tissue of cells. In its center is the "mouth" of the coral and then it turns into the abdominal cavity. The coral feeds on plankton, capturing small marine organisms with its tentacles around the mouth, which have mucus that paralyzes the prey. Corals in their structure are very different. Some corals have a solid skeleton (which is called madrepores), some don’t have it, and some have mixed type of skeleton, like tubular coral. There are both solitary and colonial corals, which together form a complete barrier, shore reefs or atolls. Old corals die, and new living corals grow on top of them.

Biography of Judith Resnik, NASA Astronaut

Biography of Judith Resnik, NASA Astronaut Dr. Judith Resnik was a NASA astronaut and engineer. She was part of the first group of female astronauts recruited by the space agency, and the second American woman to fly in space. She participated in two missions, logging a total of 144 hours and 57 minutes on orbit. Dr. Resnik was part of the ill-fated Challenger mission, which exploded 73 seconds after launch on January 28, 1986. Fast Facts: Judith A. Resnik Born: April 5, 1949 in Akron, OhioDied: January 28, 1986 in Cape Canaveral, FloridaParents: Sarah and Marvin ResnikSpouse: Michael Oldak (m. 1970-1975)Education: Bachelors in Electrical Engineering from Carnegie Mellon University, doctorate in Electrical Engineering from the University of MarylandInteresting Fact: Judith A. Resnik planned at one time to become a concert pianist. She was accepted at Juilliard School of Music but turned it down to study mathematics. Early Life Born on April 5, 1949, in Akron, Ohio, Judith A. Resnik grew up under the influence of two talented parents. Her father, Marvin Resnik was an optometrist who had served in the Army in World War II, and her mother, Sarah, was a paralegal. Resniks parents raised her as an observant Jew and she studied Hebrew as a child. She was also very much interested in music, planning at one time to become a concert pianist. Many of her biographies describe Judith Resnik as a very strong-minded child, bright, disciplined and talented at whatever she set out to learn and do. Official NASA portrait of astronaut Dr. Judith A. Resnik. NASA   Education Judith (Judy) Resnik went to Firestone High School, graduating as valedictorian of her class. She actually had a place waiting for her at Juilliard School of Music in New York but elected instead to study mathematics at Carnegie Mellon University. While there, she began studying electrical engineering. She did her masters degree work at the University of Maryland. Eventually, she went on to get a Ph.D. in the subject in 1977. While pursuing her graduate studies, Resnik worked at RCA on missile and radar projects for the military. Her research into integrated circuitry caught NASAs attention and played a role in her acceptance as an astronaut. She also did research into biomedical engineering at the National Institutes of Health, with a particular interest in vision systems. During her graduate studies, Resnik also qualified as a professional aircraft pilot, ultimately piloting NASA T-38 Talon aircraft. During the years before her eventual acceptance at NASA, she worked in California, getting ready for the application and tryout process. NASA Career NASAs first class of female astronauts: Shannon W. Lucid, Margaret Rhea Seddon, Kathryn D. Sullivan, Judith A. Resnik, Anna L. Fisher, and Sally K. Ride.   NASA In 1978, Judy Resnik became a NASA astronaut at the age of 29. She was one of six women accepted into the program and went through its rigorous years of training. She often cited the actress Nichelle Nichols (from Star Trek) as an influence on her decision to join NASA. In her training, Resnik focused on all the systems astronauts were required to know, and paid particular attention to robotic arm operations, as well as the deployment of orbiting experiments and solar array systems. Her work on the ground focused on tethered satellite systems, spacecraft manual control systems, and software applications for the remote manipulator systems.   Astronaut Judith Resnik during egress training at NASA. NASA   Resniks first flight took place aboard the space shuttle Discovery. It was also the maiden voyage for the spacecraft. With that mission, she became the second American to fly, following the first woman, Sally Ride. Many viewers of the IMAX film The Dream is Alive first saw her as the astronaut with long, flowing hair, fast asleep on orbit during one of the scenes.  Ã‚   Astronaut Judith Resnik (left) and crewmates aboard space shuttle Discovery in 1984.   NASA Resniks second (and last flight) was aboard the space shuttle Challenger, which was to carry the first teacher to space, Christa McAuliffe. It broke up 73 seconds into launch on January 26, 1986. Had that mission been successful, she would have been one of the mission specialists, working on a variety of experiments. In her short 37-year lifespan, she logged 144 hours and 57 minutes on orbit, worked toward two degrees in science, and pursued both her work and her hobbies (cooking and car racing) with equal intensity.   Personal Life Judith Resnik was briefly married to engineer Michael Oldak. They had no children, and both were engineering students when they met. They divorced in 1975.   Memorial plaque at the Astrononaut Memorial wall in Florida. This Dignity Memorial bears the names of all who have died in space-related mishaps. Seth Buckley, CC BY-SA 3.0 Awards and Legacy Judith A. Resnik was honored many times after her death. Schools are named for her, and theres a lunar crater on the far side of the Moon called Resnik. The Institute of Electrical and Electronics Engineers established an award in her name, given to people who make outstanding contributions to space engineering. At the Challenger Centers, a network of museums and centers named for the Challenger 7, she holds a place of interest and honor, particularly for female students. Each year, NASA honors lost astronauts at the Memorial Wall and space mirror at the Kennedy Space Center Visitor Center in Florida, including the Challenger Seven who died in the 1986 tragedy.   Sources Dunbar, Brian. â€Å"Memorial for Judith Resnik.† NASA, www.nasa.gov/centers/glenn/about/memorial.html.NASA, NASA, er.jsc.nasa.gov/seh/resnik.htm.NASA, NASA, history.nasa.gov/women.html.â€Å"Remembering Judy Resnik.† Space Center Houston, 21 Jan. 2019, spacecenter.org/remembering-judy-resnik/.Suleyman, www.jewishvirtuallibrary.org/judith-resnik.

Building the Boeing 787 Case Study Essay Example | Topics and Well Written Essays - 2500 words

Building the Boeing 787 Case Study - Essay Example It manufactures commercial aeroplanes, military jets, space shuttles and rockets. It has over the years produced a series of planes among them the latest project; the Boeing 787. This project was referred to as the 7E7 before being renamed the 787 in 2005. The plane has a similar size to the 767 with the overriding advantage over the former being its fuel consumption which is at 20% less. In addition to fuel efficiency, the 787 is credited with features like smooth nose shape, noise reducing chevrons and a four-panel windshield which are streamlined to reduce air resistance when airborne (Turner, 2010). This 787 project has not gone smoothly without operational hiccups; when the engineers came up with the first design, the plane said to have been overweight to the tune of 2,300kgs above the specified weight. This was however not all; there were 7 delays in the project process among them being an in flight fire on the Rolls Royce engine during testing. That not enough, just in the mon th of January 2012, the company reported numerous problems on some 787 fuselages. The effort and capital that was employed to come up with this latest machine is outrageous. Once the airline companies and other clients found the products offered by this company faulty, they claimed compensation which resulted in a dip in Boeing’s margins. Boeing’s corporate profile In terms of turnover, the company is among the largest in designing, assembly, selling and after-sales maintenance of aircrafts and other defence equipment. There are other companies within the European Union for instance the European Aeronautic Defence and Space Company (EADS) and French owned Dassault, who collectively share this global aircraft manufacturing business with Boeing. It is placed third, according to the latest estimations, in supply of defence systems and aerospace equipment with the biggest client being the American government. America continues to have interest in the management of the comp any because of the place it occupies in being part of its future ambitions in space exploration and general protection of the citizenry. The company, listed in the Dow Jones bourse, is America’s sixth largest exporter by product value. Good share prices at the listing helps it get more operational capital to finance its expansion strategies which is vital in an increasingly competitive market with new entrants like Embraer from Brazil. To add insult to injury, the year 2001 bombing of Twin Towers in New York dented the company’s revenue streams as the markets were down because of weak American economy. Such terrorist activities and general insecurity causes a fall in the number of airline passengers and increases fuel prices which are the two main problems associated with airline industry. Boeing global business model focuses on mass production of these plane components and defence equipment. It has a strong and well funded research and development department that look s into new technologies to tackle global communication problems. Its vitality as a producer of these important gadgets to the American government makes it look like a partner to the administration which funds some of its processes. In 2007, it partnered with NASA which is fully funded by the government to produce special parts of the Space Shuttle. By the year 2008, it topped the list of companies with the highest value