Research Paper On Stem Cell Research Legislation And The Related Legal

On Stem Cell Legislation And The Related Legal Issues - Research Paper Example The issue of stem cell research legislation came to the scene in late 1998 when researchers realized the isolation of human embryonic stem cells. This discovery was done by Dr. James Thomson and it gave an immense promise for new means of disease treatment. Today scientists are finding news ways of using these stem cells in repairing worn out tissues. The history of stem cells research involves human stem cells as well as animal stem cells. The stem cells are usually found in the embryos like in adult creatures. In November, 1998, James Thomson who discovered the stem cells isolated cells from the internal cell mass of early embryos and went on to build up the initial stem cell lines. At the same time, germ cells were derived from cells in fetal gonadal tissue by John Hopkins. They were referred to as primordial germ cells. It is from both stem cells and the primordial germ cells that pluripotent cells were developed. In human cell research, a blastocyst which came from in vitro fert ilization was used. In 2000 funding of such research was allowed by President Clinton but only from cells of aborted human fetus. However later president Bush allowed it on existing human embryonic stem cell lines as noted by Furcht, Hoffman and Reeve (2011). How It Compare To Comparable Statutes in the Rest of the World The argument of using the embryo for stem cell research is becoming a worldwide concern, varying from country to country. However, some parts of the world seem to be on board in relation to stem cell research and its great role appears to be making a difference. The research is also getting backed up with government financing and grants. In China, there is the StemCells China which connects people all around the Globe with active stem cell treatment centers in country. The stem cell therapy and umbilical cord stem cells are relatively unestablished in the west and have experienced a long history. Doctors treating patients in these centers have come across hundreds o f cerebral palsy. Most of the genetic disorders react well to umbilical cord cells as well as cord blood cells. In Australia there is the Australia Stem centre and the embryonic stem cells are acquired from embryos from eggs fertilized through the in vitro fertilization procedures in the clinics. From this the spare embryos not needed during implantation are used and donated for purpose of research only with consent from donors. However in Australia it is illegal to conduct research from naturally conceived embryos thus these cells are not derived from fertilized eggs within the woman’s body. This is because of the fact that embryos are not particularly created for research functions. There has been a wide range of views on human embryonic stem cell research in world. The increasing case of those against embryonic stem cell research is based on the idea that it is destructive to human embryo according to Lanza (2004). For instance, for those who perceive a fertilized egg as a live consider the research pure misery. Other countries consider it as group of cells with the possibility of becoming a human but not an actual human and in this case stem cell research is encouraged. However there seems to be global agreement to the issue of stem cell research particularly its significant contribution to the society thus making many countries support it according to Kelly (2007). As a result there is

Diet Analysis Essay Example | Topics and Well Written Essays - 1250 words

Diet Analysis - Essay Example On the other hand, the carbohydrate backbone of DNA deoxyribose is an example of unequal numbers of carbon and water, as shown by the formula C5H10O4. Carbohydrates perform a wide variety of functions in the human body. These macronutrients may function as storage for energy in the form of starch and glycogen. They can also function like cellulose and chitin as structurally significant molecules. As mentioned earlier, carbohydrates like deoxyribose and ribose play key roles in heredity as the backbone of the genetic molecule DNA and RNA. Physiologically, ribose is also an important component in coenzymes like flavin adenine dinucleotide (FAD), adenosine triphosphate (ATP), and nicotinamide adenine dinucleotide (NAD). Secondly, proteins are another class of organic compounds which fall under the macronutrient category. Structurally, proteins are typically one or more polypeptide chains linked together that fold into different forms depending on their biological function. A polypeptide, for example, is an amino acid polymer chain linked together by peptide bonds. Depending on their function, proteins may fold into one of two configurations, globular or fibrous, and in this folding they add on non-peptide groups called cofactors or prosthetic groups depending on their biological function (i.e. the Heme group in Hemoglobin). Humans tend to require a great amount of proteins, because like carbohydrates, the macronutrient plays different roles in almost all cellular processes. The most common notion people have of proteins is their role in mechanical and structural support. This involves the actin and myosin found in the muscles as well as the proteins which build the cytoskeleton, the structure that supports and shapes the cells. Some proteins also function as catalytic enzymes which facilitate physiological reactions, specifically in metabolism. As mentioned earlier proteins,

Slavery And Plantation In Trinidad And Tobago

Slavery And Plantation In Trinidad And Tobago Slavery and Plantations have always been linked, driven by economic objectives (Williams 1994), from the earliest period of sugarcane cultivation in the Caribbean. Despite the complexity of the events and circumstances that created this relationship, sugar growth and slavery both were booming during the relatively peaceful early years of the 18th century. The European need for sugar had been increasing, and Englands sugar demands led the pack. The British islands like TT were a mono-crop society, with few settlers growing anything but sugarcane The Business of Slavery The Triangular Trade is a term commonly used in discussions of the slave trade. Slaves would be brought from Africa to the plantations, which would send sugar and other local goods to Europe, who would in turn send goods to Africa. The goods usually sent to Africa were guns and other manufactured items because there was no industry in Africa. In the West Indian islands like TT, however, the selling of slaves was an important part of the economy. The need for more slaves was always greater than the market could provide, and the West Indian companies were opened up in the 1700s to outside trade to help provide additional slaves to colonies that produced sugar. The French encouraged this trade on their islands by exempting slaves from most import and export taxes. Life on Plantations Working Conditions: Slave Labour in Plantations the toughest season, a season of toil from sunrise to twilight, bare ankles and calves stung by cowitch, knotted muscles slashed by cane leaves that cut like straight razors, backs split open by the whip The plantation land consisted of cane-fields, provision grounds, woodland and pasture. Each planter preferred to have more than 200 acres of cane land. Provision grounds were used by the slaves to cultivate root crops, plantains and vegetables for food. The woodland provided lumber and firewood and the pasture was used for grazing cattle (Handler 1965). The cane fields had either newly planted canes or ratoons. The ratoons were new shoots growing from old cane roots which were left in the ground after a previous crop of cane was harvested. Usually a ratoon field was less productive. A typical sugar estate had factory buildings such as the mill, boiling house and curing house. Around these factory buildings there were other smaller buildings and sheds in which, blacksmiths, wheelwrights, carpenters, masons, coopers and other artisan slaves worked. There would also be a small hospital for sick slaves, and a small jail which kept slaves who were being punished. There were storage rooms for tools and supplies and sheds which sheltered livestock or stored cane trash or bagasse which was used as fuel. Not far from the factory buildings were small houses in which the European managers and supervisors lived. They were generally overseers, book-keepers, skilled craftsmen and office staff. In the biggest house lived the estate owner. The slave quarters were some distance away from the homes of the managers. A work day consisted of 15-16 hours a day, during harvest time and, could go on during harvest and milling for 16-18 per week 7 days a week and according to Stampp (1956) the slaves were given the task to prepare the land for planting. Their normal working day began before daybreak and ended after sunset. They cleared the grass and bushes by weeding and burning (children between the ages of six and ten might be active as water carriers while children between the ages of ten and twelve were organized into gangs and put to weeding). Cane holes were dug and into these cane tops were planted. As the cane grew, gangs of slaves manured the field and weeded bushes that sprang up around the cane plants. Female slaves did much of the weeding and the manuring. After 12 to 15 months the cane was now mature. The field was set afire to burn off the leaves from the cane stalks and at the same time to get rid of snakes which lived there. The field slaves, using cutlasses, then cut the cane stalks, packed them in bundles and loaded them on to ox-drawn carts which transported them to the mill. At the mill, the cane was crushed and the juice flowed through gutters to large metal containers. The cane trash was removed and stored for use as fuel for the boilers. The juice in the large containers was clarified by heating and the addition of a small quantity of lime. This clarified juice was then ladled into a copper boiler in which it was boiled. After a while, the juice from this copper boiler was ladled into a smaller boiler and was boiled again and then still further in a yet smaller boiler. By then, it had changed into sticky syrup which was allowed to cool, and then poured into wooden hogsheads standing on beams in the curing house. Through small holes at the bottom of the hogsheads, molasses seeped out and was collected in containers set below the beams. After about three weeks, the remaining syrup in the hogsheads crystallised to form sugar. The sugar remained in the hogshea ds which were later packed into ships for export to Europe. Some estates also manufactured rum by fermenting juice from the first boiling and about the same quantity of molasses. Almost all of this specialised work carried out in the manufacture of sugar and rum was done by skilled artisan slaves who were highly valued by their owners. During the milling season, slaves worked in shifts throughout the day and night. Even after the crop season was over, the estate owner did not allow his slaves to be idle. The fields had to be prepared for the new crop, weeding and manuring of the ratoons had to be done, and repairs to drainage and irrigation canals, fences and buildings had to carry out. Work was even found for children from the age of six years old. They collected firewood, cut grass to feed farm animals and fetched drinking water to slaves working in the fields. The plantation owners did not want their slaves to involve themselves in idle conversation since they felt that the discontented slaves may use the occasion to plot rebellion. Punishments While each plantation had its own set of social, religious, and labour codes, all had the basic format for an instilled hierarchy in which the slave master reigned as gad. He maintained the element of slave misery, by controlling the degree of pain (Starobin 1974). Treatments were given such as mutilation, branding, chaining, and murder which were supposedly regulated or prohibited by law. Whippings, beatings, drownings, and hangings were as unpredictable as they were gruesome. It was clear to plantation owners that slavery could not survive without the whip (even though owners were forbidden to deliberately kill or maliciously mutilate a slave). Males and females were whipped indiscriminately. The severity of whipping depended on the number of strokes to the type of whip. Fifteen to twenty lashes were generally sufficient, but they could range much higher. Other items used for punishments included stocks, chains, collars, and irons. It was also commonplace that women could be raped by the owner of the plantation, his sons or, any white male. Methods of Control The White plantation owners in TT used various methods to maintain complete control over their slaves. Their principal method was that of divide and rule. Members of the same tribe were separated on different plantations to prevent communication between them. The aim behind this was to prevent any plans to rebel if they were together. This separation, however, created a problem of communication, since the plantation would have different groups of slaves speaking different languages. Therefore, the planters had to find a way to communicate with their slaves. Soon a new language, known as Creole, developed and this became a common tongue among the slaves. When the British took control of the twin islands in the nineteenth century, English words were injected into the language and it became the basis of the Creolised language. Slaves were also prevented from practising their religions. Quite a few slaves were Muslims while many others had their own tribal beliefs. But since the Christian planters saw non-Christians as pagans, they made sure that the slaves could not gather to worship in the way they were accustomed when they lived in Africa. Later Christian missionaries were permitted on the plantations and they were allowed to preach to the slaves on Sundays. In time, many of them were converted to Christianity; it was the general feeling that the converted slaves became docile and was not willing to support rebellion on the plantations. Another means of control was the creation of a class system among the slaves. Field slaves formed the lowest group, even though some of them had special skills. The lowest ranking slaves, the backbone of the plantation economy, were the field slaves. The field slaves were divided into gangs according to their physical strength and ability, with the strongest and fittest males and females in the first gang. The incentive used to encourage hard work, was lashes of the cart whip, which were freely administered by the drivers, who were privileged slaves under the overseers supervision. Higher up the slave hierarchy were the artisan slaves such as blacksmiths, carpenters and masons, who were often hired out by the planters. These slaves also had opportunities to earn money for themselves on various occasions. Still higher up in this class system were the drivers who were specially selected by the White planters to control the other slaves. The domestic or house slave had a special place in this arrangement, and because they worked in the masters house and sometimes receiving special favours from the master, they held other slaves in contempt. Usu ally, the slaves in the lowest rung of this social ladder were the ones who rebelled and often domestic slaves were the ones who betrayed them by reporting the plots to their master. Then there were divisions based on colour. In the early days, it was relatively easy for a pure African to rise to the level of a driver. But mixtures occurred through the birth of children as a result of unions between White men and black women (mulatto), White men and mulatto women (mestee) and mulatto men and black women (sambo). Some slaves of succeeding generations thus had lighter complexions, and the White planters discriminated in favour of them. These slaves with White fathers or White relatives were placed in positions above those of the field slaves. This was the beginning of colour discrimination in the Guyanese society. Of course, in all of this, the Europeans the Whites occupied the highest rung of the social ladder and they found willing allies among the mixed or coloured population who occupied the intermediate levels. The pure Africans remained at the lowest level Women and Slavery in the Plantations According to Bush (1990; 33) the primary reason for the presence of women in TT during the time of slavery was due to their labour value. In the early days of slavery, plantation owners attempted to produce healthy patterns of reproduction and encourage marriage, but found it was economically illogical to do so. Instead, it was more profitable to purchase new slaves from Africa (until the continued supply of female slaves being delivered from across the Atlantic was threatened by abolitionist pressure in the eighteenth century). Girls worked on estates from the early age of four. Occupations for girls between the ages of 12-19 varied from field work, to stock work, to domestic work, to washing e.g. clothing, dishes, etc. ( Reddock 1985 pg. 64 ), . Other forms of work for mature women included midwife, doctoress, and housekeeper. European plantation owners generally regarded most slave women as suitable for field work, which consisted of jobs such as digging holes for canes, weeding, and hoeing. In Jamaica, the majority of women between the ages of 19 and 54 were working in the fields. By the late eighteenth and early nineteenth century, there were more women working in the field than men due to their lower mortality rates. Despite the common stereotype whereby men are stronger and more physically capable than women, it can be argued that women were as important, if not more important, to field work during the period of slavery in TT. The importance of women in the plantation economy is reflected in the price of female slaves between 1790 and the end of the slave trade. The price for a new male slave was approximately  £50- £70, while the price for a new female slave was approximately  £50- £60. (Bush, 1996:33) Apart from occupations such as doctoress, midwife, and housekeeper, which were considered to be higher employment positions for slave women during the time, the slave elite was nearly entirely made up of men. Women were confined to fighting for lower positions in the socio-economic hierarchy and were always excluded from the more prestigious and skilled jobs (i.e. carpentry). Among the limited amount of occupations available to Trinbagonian slave women, the most prestigious job was found to be nursing. One way in which women slaves would occasionally amass income and resources for themselves was through sex trade (Morrissey 1989 pg. 69). This was a common way for women slaves to save money for freedom, particularly in the eighteenth and nineteenth centuries in TT. The majority of enslaved domestic workers in towns were expected to support themselves through prostitution. Culture of Slavery and Plantation life Home Plantation slaves were housed in slaves cabins. Small, rudely built of logs with clapboard sidings, with clay chinking. Floors were packed dirt. They were leaky and drafty and the combination of wet, dirt, and cold made them diseased environments. On the plantation, the slaves were housed in buildings which were some distance away from the masters house. Most of these slave houses had thatched roofs and walls of old boards or of wattle and mud. The floor was the earth itself and there were no furniture except some rudimentary pieces that the slaves managed to make. Clothing Slaves were not well-clothed; they had inadequate clothing for people engaged in heavy labour all year. Children would dress in long shirts. Men possessed little besides with two shirts and two cotton pants. Women were provided with an insufficient amount of cloth and made their own clothes. The cloth was cheap material, produced in England that was dubbed Negro cloth. The slaves also obtained a clothing allowance roughly every year. The men received a coarse woollen jacket, a hat, about six yards of cotton, and a piece of canvas to make a pair or two of trousers. Women received the same allowance as the men, but children received none. The children remained naked until they were about nine years old, or were given cast-off clothing that their parents managed to find or were able to purchase. Food The food was generally adequate in bulk, but imbalanced and monotonous. Typical food allowance was a peck of corn meal and three to four pounds of salt pork or bacon per week per person. This diet could be supplemented by vegetables from their gardens, by fish or wild game, and molasses (not usually). The slaves prepared their own food and carried it out to the field in buckets. While the slaves were provided with certain foodstuffs by the master, they raised their own subsistence crops of vegetables, plantains and root crops on small garden plots that the master allowed them to use. However, they could only do their personal farming on Sundays when they had no work on the plantation. They also took the opportunity to fish on Sundays in the nearby canals, the rivers or the ocean. Each adult slave was given one pound of salted cod fish every Sunday by the plantation owner. The salted cod fish was imported from North America. A child slave was given a smaller allocation. On special Chr istian holidays, there was an additional allowance of about a pound of beef or pork, some sugar and a quantity of rum. Religion The general view held by the plantation owners was that the African slaves did not hold to a system of beliefs that could be described as a religion (Mbiti 1969). At best so the members of the plantocracy and the church that served them felt their beliefs amounted to nothing more than heathenish superstition. Not a few of them, perhaps, felt that the Africans were incapable of religious sentiment. But the Africans held religious beliefs derived from their homeland. It may be useful to note that some of the slaves, particularly these who came from the Fula-speaking area of Senegambia, were Muslims. The practice of the planters of separating tribesmen from one another, and of discouraging the assembling of slaves for any purpose whatsoever, was not calculated to allow Islam to survive. Again, the small number of African Muslims that came to plantations in TT lacked the leadership of Imams and the possession of the Quran. Then, too, the plantation life did not lend itself for long pra yers at fixed times, worship on a set day, fasting at prescribed periods, or feasting on holidays which did not coincide with those observed by the plantocracy. On the other hand, indigenous African religious beliefs, which became labelled as obeah, survived the difficulties of estate life. But these beliefs underwent significant changes although they remained clearly African in structure (Saraceni 1996). Three factors were mainly responsible for these changes. In the first place, African religious ideas were capable of modification in response to the new circumstance of estate life. Secondly, the practice of African religion was frowned upon by estate authorities. This meant that the religion could only be practised secretly and irregularly. The result has been that some aspects of African religious practices withered away while others lost their nationality and language and became garbled. Thirdly, the exposure to Christianity led not only to the conversion of Blacks to that religion, but also to the overlapping of African and Christian beliefs. Free Time Except for earnings enjoyed by the artisan slaves, most of the slaves depended on obtaining money by selling surplus produce from their provision grounds and also the sale of livestock that they reared. On Sundays, village markets were held and the slaves seized the opportunity to barter or sell their produce. On these occasions the slaves made purchases of a few pieces of clothing and other items for their homes. The Sunday markets were also occasions when slaves from different plantations were able to socialise and to exchange news and pieces of gossip. There were also times of recreation. These were usually at the end of the crop and at Christmas and on public holidays when the slaves were allowed to hold dances which had to end by midnight.

John Steinbecks East of Eden - A Study in Human Development Essay

East of Eden: A study in human development  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The characteristics of people are formed by multiple factors. In many situations, children are raised under similar conditions, however, their later characteristics and life choices are very different. In the book, East of Eden, author John Steinbeck explores the development of humans, from childhood, to adulthood, and eventually, to death. East of Eden, by John Steinbeck, is a genealogical novel about the lives of the Trasks, particularly the main character in the book, Adam Trask. Along the way, the Hamiltons, Ames, and many other characters are introduced. Steinbeck makes a point of showing the continually changing nature of some characters, while describing the ceaseless staticness of others. In East of Eden, John Steinbeck presents his views on the construction of human behavior and the components that are incorporated in it. Setting is an important element in East of Eden. Described are beautiful, panoramical views of the surrounding landscapes of the Salinas Valley, California. "The Salinas Valley . . . is a swale between two ranges of mountains. . . . . On the wide level acres of the valley, the topsoil lays deep and fertile. . . . . Under the live oaks, shaded and dusky, the maidenhair flourished and gave a good smell, and under the mossy banks of the watercourses whole clumps of five-fingered ferns and goldy-backs hung down" (Steinbeck p. 480). Steinbeck then goes on to describe the human history of these areas. The groups of peoples that lived there are described in sweeping generalizations. "First there were Indians, an inferior breed without energy, inventiveness, or culture . . . their warfare was a weary pantomime. Then the hard, dry Spaniards came explor... ...dies the original Hebrew text and finds that the verb used there is "timshel." Timshel’s literal English translation is "thou mayest." During the course of the book, Steinbeck transforms the word into a metaphor for a style of living. It comes to describe the freedom of choice in one’s life. Steinbeck recognizes the fact that one's environment can affect them. However, he also recognizes one can work with what they are given and make the best of it. Steinbeck best sums up these views in a dialog between Samuel and Adam. "You can’t make a racehorse of a pig," said Adam. "No," said Samuel, "but you can make a very fast pig" (659).    Works Cited Steinbeck, John. The Grapes of Wrath, The Moon is Down, Cannery Row, East of Eden, Of Mice and Men. New York: Heinemann/Octopus, 1979. pp.475 - 896. Steinbeck, John. East of Eden. New York: Viking, 1952.

Henry Fayol Father of Modern Management Essay

Present management practices and theories have evolved from classical management theory created by organisation pioneers, and one such influential pioneer was Henri Fayol. Henri began his career as an engineer in a large French mine and eventually succeeded to become the director, here he realised the lack of resources available to managers for developing management practices. Fayol’s did not believe in the old ideas of an individual born to rule, he believed that an employee needs to be motivated and among many other things, money is an important variable in motivation. He also said that managers should keep the morale of his employees high and keep them motivated so they can perform at their best. Fayol believed that by focusing on management practises he would minimise misunderstanding and increase efficiency in organisations and started synthesising his 14 principles of management, which are considered as the foundation and essential references for present management practices and theories. Fayol’s principles of management are still widely used in organisations by management to perform day to day tasks and other functions. His 14 principals acknowledged the importance of management hierarchy and key management process in any organisation. These principles are as follows (Study mode, 2013): 1)Specialisation of labour. Specialising encourages continuous improvement in skills and the development of improvements in methods. 2)Authority. The right to give orders and the power to exact obedience. 3)Discipline. No slacking, bending of rules. 4)Unity of command. Each employee has one and only one boss. 5)Unity of direction. A single mind generates a single plan and all play their part in that plan. 6)Subordination of Individual Interests. When at work, only work things should be pursued or thought about. 7)Remuneration. Employees receive fair payment for services, not what the company can get away with. 8)Centralization. Consolidation of management functions. Decisions are made from the top. 9)Scalar Chain (line of authority). Formal chain of command running from top to bottom of the organization. 10)Order. All materials and personnel have a prescribed place, and they must remain there. 11)Equity. Equality of treatment (but not necessarily identical treatment) 12)Personnel Tenure. Limited turnover of personnel. Lifetime employment for good workers. 13)Initiative. Thinking out a plan and do what it takes to make it happen. 14)Esprit de corps. Harmony, cohesion among personnel. Out of the 14, the most important elements are specialization, unity of command, scalar chain, and, coordination by managers (an amalgam of authority and unity of direction). All of these principles have an influence in today’s management practices but it would seem that three of these play a major role modern management thought and practice. The three being: 1)Authority  2)Unity of direction 3)Remuneration â€Å"Authority† in classic management laid the foundation for present day company structures and practices, which helps present day management with hierarchy within organisations ensuring competent day to day operations between general staff and management. â€Å"Unity of direction† is practised as one the most important aspect of management and general staff today, where almost every successful business has a vision for future of their organisation and how each employee and their roles contribute towards the success of this vision. In order for any organisation to achieve their goals (vision), managers today ensure that they employ staffs who are most suitable to the available roles, herein comes â€Å"remuneration†, where managers offer employees fair payment and benefits for their services. This ensures that both parties (managers and employees) are satisfied with the outcome of employment. Fayol’s main contribution to present day management thought & practise will have to be the use of his experiences and observations to create a body of knowledge that included his 14 principles as guide to thinking and practise and elements of management as a description of the functions managers perform to this day. Fayol also brought to attention what he believed to be the relative importance of technical and managerial abilities of employees of different levels of authorities. This demonstrates that employees at worker level need more technical ability but as the move up the â€Å"scalar chain† the importance of managerial ability increase as the importance of technical ability decreases. Fayol’s observation paved the path to managerial studies and gave importance to having the properly trained/educated employee at different levels of the organisation. Fayol was also the first person to identify and describe the elements of a manager’s job and he labelled these elements as planning, organising, command, coordination and control. These elements formed what is known as the â€Å"management process†, this management process help determine what is required from managers and what practises shall be observed by managers. These elements are still key factors in present day manager’s role and responsibilities. The classical management theory of administrative approach concentrates on the total organisation where the emphasis is on the development of managerial principles rather than trying to find the best way to get the most done. This theory evolved mainly from the contributions of Henri Fayol, which were his 14 principles of management. These principles provide modern-day managers with general guidelines on how a supervisor should organize their department and manage their staff. Classical management theory is an approach to organizing that values productivity, the precision and efficiency that result from a division of labour, a hierarchical chain of command, and tight discipline. Fayol’s principle of division of work defines that work should be divided among individuals and groups to ensure that effort and attention are focused on special portions of the task. Fayol presented work specialization as the best way to use the human resources of the organization, from this definition it can be seen that Henri Fayol has made a major contribution with his principle of division of labour to the foundation and structure of classical management practices and theory. Henri Fayol’s synthesis of the 14 principles of management made very important contributions to classical management theory and practices. His perception of division of work evolved and helped define classical management. Fayol’s principles are still practised today by organisations, his ideas can be seen in modern day ideology of management through practises such as staff hierarchy (Division of labour), department managers and board members (Authority), company visions and ideas (Unity of directions) and salary packages including benefits and bonuses(Remuneration). It is obvious that Fayol’s ideas and principles are still in practice today and he can truly be called the father of modern management theory.

Essay about Frankenstein, the Modern Prometheus - 1373 Words

FRANKENSTEIN, THE MODERN PROMETHEUS? In order to illustrate the main theme of her novel Frankenstein, Mary Shelly draws strongly on the myth of Prometheus, as the subtitle The Modern Prometheus indicates. Maurice Hindle, in his critical study of the novel, suggests, the primary theme of Frankenstein is what happens to human sympathies and relationships when men seek obsessively to satisfy their Promethean longings to conquer the unknown - supposedly in the service of their fellow-humans. This assertion is discussed by first describing the Promethean connection. Thereafter, the two forms of the myth, Prometheus the fire-stealer and Prometheus the life-giver are reviewed in the context of Shellys use of the myth in her novel†¦show more content†¦As Frankenstein instructs Walter : Learn from meÂ…. how dangerous is the acquirement of knowledge, and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow (page 31). In Frankenstein. it can be seen that Shelly uses the myth of Prometheus the fire-stealer as an analogy for scientific knowledge, and that the fire of scientific knowledge can be used both for constructive and destructive means. Prometheus stole the fire for altruistic reasons, to help human beings. Similarly, Mary Shelleys arrogant scientist, Victor Frankenstein pursued his studies with the aim of banishing disease and a desire to render man invulnerable to any but a violent death (page 22) and claimed A new species would bless me as its creator and source. (page 32). However, it is really ambition that drives him like a hurricane (page 32) as he engineers the Monster. It is not until the Monster opens its eyes and Frankenstein realises that it is not the thing of beauty he hoped to create that breathless horror and disgust (page 34) fills his heart and sends him rushing out of the room with no thought for what he has unleashed upon the world. Victor Frankenstein can indeed be seen as the modern Prometheus, by defying the gods and creating life, Victor puts himself in Gods place and becomesShow MoreRelatedFrankenstein And The Modern Prometheus1665 Words   |  7 Pages1. In the novel Frankenstein; or, The Modern Prometheus, both Victor Frankenstein and the Monster are viable protagonists, as the fates of both characters comprise a considerable amount of the novel, and are so cruelly intertwined. Both being so crucial to the story, it is really a matter of the reader’s perspective as to who is good and who is bad. 2. From Victor Frankenstein’s perspective, the Monster is clearly the antagonist in the novel Frankenstein. He murders all of Frankenstein’s lovedRead MoreFrankenstein And The Modern Prometheus963 Words   |  4 PagesIntroduction Frankenstein; or, The Modern Prometheus is a sci-fi novel composed by Mary Shelley. This is the story of a science understudy, Victor Frankenstein, who made a beast amid one of his trials. This beast ends up being an inconvenience for Victor. The creature depicted as a living being with all the emotions and feelings, and his appearance of beast was a huge issue when he felt that individuals dreaded him, and they abhor him. He would not like to murder individuals; indeed he attemptedRead MoreIs Frankenstein the Modern Day Prometheus?1302 Words   |  6 PagesRunning head: IS FRANKENSTEIN THE MODERN DAY PROMETHEUS? Is Frankenstein the modern day Prometheus? Irvin M. Beacham Jr. ENC 1101 Dr. Gaspar Is Frankenstein the modern day Prometheus? When Mary Shelly wrote her 1818 classic Frankenstein, she subtitled it â€Å"The Modern Prometheus.† She compared the character of Dr. Victor Frankenstein a highly intelligent scientist to the Greek Titan Prometheus the wisest of the Titans. There are numerous parallelsRead MoreAnalysis Of Frankenstein Or The Modern Prometheus 1388 Words   |  6 Pagesthe Beginning o Myth of Prometheus †¢ Frankenstein; or, The Modern Prometheus is the complete title of Mary Shelley’s flamboyant monster novel, which includes an allusion to Prometheus. Her referral to Prometheus is not only about how he was the Titan punished by Zeus because he stole fire from the gods and presented it to mankind; it is also more focused on how he was titan and mythical being who created mankind and was not able to control his own creation. †¢ Prometheus is claimed by others toRead MoreAnalysis Of Frankenstein The Modern Prometheus 1123 Words   |  5 PagesBrian Markewicz 3/31/15 Per. 5 English CP Frankenstein the Modern Prometheus You must not lose faith in humanity. Humanity is an ocean; if a few drops of the ocean are dirty, the ocean does not become dirty. Mahatma Gandhi. In Frankenstein, the creature encounters many judgmental people that are mean to him at first glance. The story of Frankenstein compared to real life has many of the same problems. This story relates and will relate to society throughout time because these problems areRead MoreAnalysis Of Frankenstein And The Modern Prometheus 1567 Words   |  7 PagesVictor’s Foolishness: Using Science to Learn Natures Secrets â€Å"I have always described myself as always having been imbued with a fevering longing to penetrate the secrets of science† Victor Frankenstein (Shelley, pg34). In the novel Frankenstein and the Modern Prometheus, Mary Shelley romanticism of nature ties in to her fear of science. In the novel a knowledgeable individual named Victor creates a creature out of dead human parts and sparks life into it with electricity. The birth of the creatureRead MoreFrankenstein Vensor Frankenstein And The Modern Prometheus And Victor Frankenstein1031 Words   |  5 PagesTitan or Theif In Greek Mythology, there is a tale where a Titan named Prometheus stole fire from the gods and put it in the clay to make man. Like in the Greek Mythology, Mary Shelley has Victor Frankenstein steal life from nature. As Mary Shelley states in the title of her book Frankenstein, or the Modern Prometheus, she parallels Victor Frankenstein to the Titan Prometheus. As Mary Shelley states in Frankenstein the pursuit of unknown knowledge is dangerous. â€Å" So much has been done†¦ I willRead MoreFrankenstein, By Mary Shelley s Frankenstein And The Modern Prometheus1316 Words   |  6 Pages Monstrosity in Marry Shelley s â€Å"Frankenstein† Mary Shelley s â€Å"Frankenstein† or â€Å"The Modern Prometheus† is an examination of monstrosity in all of its forms. Written during a time in which scientific, political and economical upheaval, the novel depicts mans desire to uncover every secret in the universe, while confirming the importance of the emotions that make us human, instead of monsters. But, what is considered to be a monster? When one thinks of a monster the first thing that comes to mindRead MoreMary Shelley s Frankenstein And The Modern Prometheus1342 Words   |  6 Pagesthere is no doubt in the connection of the Greek God Prometheus and Mary Shelley’s Frankenstein, as the title of the book states: Frankenstein, or the modern Prometheus. Shelley made sure that the readers knew that Frankenstein is to be seen as the modern Prometheus, and all things in her book connect Frankenstein to the Greek God that shaped Humanity. In this essay is stated that Frankenstein is indeed as Shelley meant, the modern Prometheus. Reasoning behind this is of how Frankenstein’s and Prometheus’sRead MoreMary Shelley s Frankenstein And The Modern Prometheus1141 Words   |  5 Pagessomeone, do you think that you would take that chance? Prometheus is a Greek God who gave mankind fire, which had been stolen from Mount Olympus. â€Å"Frankenstein, or the Modern Prometheus,† by Mary Shelley is about a man name Victor Frankenstein who creates a â€Å"monster† and tells the story of the lives of each character, and the conflict between Frankenstein and his creation. Victor Frankenstein tried to play God in â€Å"Frankenstein, the Modern Prometheus,† by creating a his own specimen, giving his creation

Symbolism in Trifles by Susan Glaspell - Free Essay Example

Sample details Pages: 3 Words: 776 Downloads: 5 Date added: 2019/07/01 Category Literature Essay Level High school Tags: Trifles Essay Did you like this example? In the play, Trifles, by Susan Glaspell tells a story full of mystery surrounding the murder of farmer, John Wright. Two housewives hide evidence that could be damning for Minnie Wright in the death of her abusive husband. Due to it being a one act play, Glaspell has the opportunity to give hints through foreshadowing, themes of isolation, gender roles, and she also does this through symbolism. By the end they are not wondering who did it, but why. Glaspell gives the women in her play a voice by making the men stereotypical, flat, characters. The men are self centered and have tunnel vision, whereas the women are more understanding and see the crime from a more dimensional point of view. These stark differences make gender roles a main theme throughout the play. The men are only focused on gathering evidence to convict Minnie, but Mrs. Hale and Mrs. Peters seek to understand her on a deeper level. They find evidence that helps them realize there is more to the story than it seems. Mr. Henderson, the county attorney, overlooks the small clues that help paint the bigger picture. He ignores Mr. Hale when he tells him Mr. Wright never seemed to care about his wife. Henderson tries to make the mess in the kitchen seem like the fault of Mrs. Wright and bad housekeeping rather than considering her mental state, and when the women come to her defense he says, Ah, loyal to your sex I see. This line is ironic, because the women are in f act loyal to their sex even though Henderson is mocking them. If the men had seen beyond just a dirty home and stopped being so sarcastic they could have found evidence that would have been useful in their case. Glaspell makes Mrs. Peters and Mrs. Hale seem timid and submissive to their husbands at first, but as the story goes on and the women speak freely amongst each other there is a sense of togetherness and sympathy for Minnie between them. Once they find the dead canary they piece together what has happened. The dead bird combined with what they know has happened to Minnie over the years, helps them understand why Minnie was driven to such an extreme as killing her husband instead of making her seem like the crazed killer the men try to make her out to be. Don’t waste time! Our writers will create an original "Symbolism in Trifles by Susan Glaspell" essay for you Create order The canary symbolized everything Minnie used to be and what she longed for. Mrs. Hale says, She used to wear pretty clothes and be lively, when she was Minnie Foster, one of the town girls singing in the choir. From this the reader can interpret that before she became Mrs. Wright, Minnie was a completely different person. The canary was hope and comfort for Minnie that one day she might be happy again and once John took that away from her, she was so devastated and distraught that she became angry enough to kill him. This anger is symbolized in John Wright being strangled, because she killed him in the same way he killed her spirit, hopes, and her bird. Glaspell made the theme of isolation and the effect it can have on the psyche prominent throughout the play, because it happened to many women during this time period. Mrs. Hale said, We all go through the same things, its all just a different kind of the same thing. This line was significant because it solidifies their solidarity as women and the guilt Mrs. Hale has for not helping Minnie, although she had a clue of what was happening. On the other hand the question of whether Minnie could have truly been helped could be asked. John Wright isolated Minnie and he was abusive towards her. Someone who is being abused could be saved in theory, but mentally that person is broken. Mrs. Hale and Mrs. Peters want badly to get justice for Minnie, but they are not sure how to go about it. Ultimately they decide that hiding the dead bird would be best for Minnie. Glaspell was writing about more than just a mystery, she is portraying the different perceptions between men and women. She was writing on misogyny, and the awful effect it can have on women. When a woman is isolated and abused she can do heinous things that she may not typically be capable of. The question is does Minnie deserve the punishment deserved for murder or has she been punished enough? The women surely seem to think so as they hide the evidence from the county attorney and sheriff. As an oppressed group they felt they had the burden of protecting Minnie.