Genetically Modified foods Persuasion Essay Essay Example for Free

Genetically Modified foods Persuasion Essay Essay Many are not aware of the ongoing debate of whether or not products in grocery stores across the country should label their products in a way to provide consumer awareness regarding foods containing genetically modified ingredients. One statistic states, â€Å"an estimated sixty to seventy percent of processed foods in grocery stores contain at least one genetically engineered ingredient† (Byrne). This statistic reveals the prevalence of these ingredients found in grocery stores, yet the effects they have on the products Americans consume can be proven very minor. Throughout various studies and research there are countless reasons why labelling these foods can be viewed as unnecessary. Genetically-modified foods should not have to be labeled because of the complex unresolved issues regarding which foods should be labelled, the expensive costs for the resources and technology required of labeling, and the fact that there are no significant differences between genetically modified food and non-genetically modified food. While labelling might seem like a simple process, it has many complex issues that need to be resolved in order to create the necessary standards required to create a beneficial labelling system. What many do not realize is that in order to label these products effectively, we must develop standards that allow the labels to be equally and accurately distributed amongst all genetically modified foods. Certain questions must be answered, such as determining what percentage of genetically modified ingredients there are in a certain product in order for it to be considered for a label. Debates over whether the percentage standards should be . 01% or 1% have been discussed, while other countries such as Japan have a minimum percentage rate of 5% (Byrne). In addition, the decision of labelling products produced from livestock that are fed genetically modified crops remains unanswered. This issue can be found irrelevant due to the fact that there is no difference found in meat, egg, or dairy products derived from GM fed livestock and non-GM fed livestock. Overall, one can see that the idea of labeling genetically modified products is not only difficult, but an extremely controversial and undefined process. Outside of the cost of paper and ink for labelling, the technology required for the labelling of every GM food on the market would result in a significant price increase imposed on both the producer and consumer. An increased cost on food is an unnecessary expenditure that can easily be avoided if there simply was not a labeling policy that required producers to label genetically modified foods. These high costs result from the extensive process of labelling that would begin with the farmer and end with the retailer. This process would need to include very detailed record-keeping and tests that would be required alongside producing the genetically modified foods. Other problems regarding the cost of these labels include the willingness of consumers to buy products containing these ingredients and the increase of costs on these products from the new labelling. Both of these dilemmas result in a negative effect on the manufacturer’s business and their respective products (Carter). All in all, the price increases and substantial costs of creating these special labels would create a negative economic impact on both the buyer and seller. In addition to the unreasonable costs and logistical difficulties posed, the differences between the nutritional content of genetically modified food and the nutritional content of conventionally derived foods are found to be minuscule. Conventional foods can be defined as the crops grown on farms such as corn or sugar using herbicides or pesticides. Throughout various tests on GM foods versus conventional foods, it has been proven that GM foods have no nutritional difference from conventional foods and do not place any greater effect on human health (Lawrence). Furthermore, the FDA already requires foods that do possess a significantly different nutritional value due to modifications must provide labelling that exposes the nutritional changes. Examples of circumstances where these labels would be mandatory are when they contain certain allergens that consumers would not expect or a toxin that could be harmful when excessively consumed is present (Byrne). Labels on foods are used to notify consumers of when they are purchasing foods that are harmful to their health and genetically modified foods do not fall into that category. In short, placing these labels on all genetically modified foods is excessive due to the small differences they carry regarding their nutritional value and content. In conclusion, genetically modified foods should not have to be labeled to a certain degree because of the complex unresolved issues, the expensive costs for the resources and technology required for labeling, and the fact that there are no significant differences between genetically modified foods and conventional foods. These three key points argue that labelling these modified foods would result in undesirable effects on our economy beginning with the producers and ending with the people consuming these foods. Allowing the public to be conscious of when they are consuming these particular products might seem like a reasonable proposition, but the negative outcomes tremendously outweigh the benefits. Works Cited Byrne, P. Labeling of Genetically Engineered Foods. Labeling of Genetically Engineered Foods. Colorado State University, Sept. 2010. Web. 16 Feb. 2014. Carter, C. A. , Gruere, G. P. Mandatory labeling of genetically modified foods: Does it really provide consumer choice?. AgBioForum, 68-70. Web. 16 Feb. 2014. Lawrence, Katherine. GM, Conventional Organic Foods. GM, Conventional Organic Foods. Plant Based Health, 30 Aug. 2010. Web. 16 Feb. 2014.

The History of Cake Essay examples -- Food and Drink

The history of cake is a very long and complicated history and the origins of it are not known by many people. How did all of the traditions related to cake start? Why is cake round? What were the first cakes made of? Cakes have been discovered and recorded throughout history. To find the true ancestors of the cake as we know it, one would have to look back to before modern civilization to when people were still mostly traveling nomads. Their main source of sustenance had always been meat. However, people could not rely on meat alone to keep them alive since that depended upon always being surrounded by animals. When farming was started man began growing many different types of produce, one of which was wheat and grains. The most primitive people in the world began making cake shortly after learning how to make flour. In fact, the remains of their cakes have been found in the ruins of Neolithic villages. â€Å"The cakes found there were extremely simple and consisted of crushed grains that were moistened, compacted, and probably cooked on a hot stone.† (Stradley, 1) The cakes then were closer to crackers though than the cakes we know of now, but they were definitely the beginning of the id ea. The word cake is said to have been used as early as the 13th century and is derived from the word â€Å"kaka†, an old Norse word for a baked flour confection sweetened with sugar or honey. According to food historians, the first people to show modern baking skills were the Egyptians, who started the concept of filling their breads with nuts and fruits. (the History of Birthday Cake, 1) After the Egyptians, the Greeks and Romans both started their concept of cake, which will be discussed later. After them the English and their neighbors began... ...chy and can never be known for certain due to their long history but they have definitely helped with many celebrations throughout the years. Works Cited "History of Birthday Cake." Birthday Gifts,Anniversary Gifts,Send Flowers to India,Rakhi Gifts, Diwali Gifts,Send Gifts to India. Web. 16 Jan. 2012. . Lynne, Oliver. "Cake History Notes." Food Timeline: Food History & Vintage Recipes. Foodtimeline. Web. 14 Jan. 2012. . Stradley, Linda. "Cakes-History of Cakes." What's Cooking America, Cooking Recipes, Food History, Dinner Party Menus and Recipes, Health and Beauty Articles, Culinary Dictionary, Baking Hints, Cooking Tips. Web. 15 Jan. 2012. . Krondl, Michael. "Let Them Eat Cake!" Sweet Invention: A History of Dessert. Chicago, IL: Chicago Review, 2011. Print.

Religious views on death penalty Essay

This is issue of death penalty has been talked of the town since it was started. All religious groups are not silent about such issue whether they are against on it or not but instead, they really demonstrated their strong conviction to disagree or agree on such act. Other religious groups consider it as inhumane and see ourselves having no right to stop the lives of others while other religious groups are on the opposite side. But most of the religious groups around the world have one cry which is to stop the death penalty practiced. In connection of this issue, there are sixteen principal religious organizations in the United States of America which have more than 1 million advocates that consists twelve Christian faith organizations, Atheism, Islam, Judaism and the group of people who do not have the religious identification. However, Christian groups have different perceptions regarding the death penalty issue. Below are the perceptions they projected regarding the death penalty: ? Some of the Evangelical congregations and Fundamentalist are showing support on death penalty which named as the â€Å"retentionist position†, while the Mennonites and Amish are on the different direction. The Conservative Protestants are known to be pro-life and even fight the idea of abortion yet in general; they are in favor on death penalty which comprises the taking of lives of those convicts. But they justified their being pro-life by opposing taking one’s life of innocent human being like embryo, fetus, newborn, child and others. But an individual who sits on the death row is guilty of offensive crimes and deserves to be punished of what he did (see â€Å"Present-Day Religious Group’s Policies Concerning the death Penalty†. Ontario Consultants on Religious Tolerance. Religious Tolerance. org). ? The mainline & liberal denominations and the Roman Catholic Church are against on death penalty (see â€Å"Present-Day Religious Group’s Policies Concerning the death Penalty†. Ontario Consultants on Religious Tolerance. Religious Tolerance. org). a. 1 Religious grounds. There are several passages in the Hebrew Scriptures that sentenced individuals to death if they go along with other spiritual path. From the King James Version of the Bible, Jehovah declared such execution for: a. 1. 1 following another religion: Exodus chapter 22 verse 20 says: â€Å"He that sacrificeth unto any god, save unto the Lord only, he shall be utterly destroyed† (see â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org). a. 1. 2 a stranger entering the temple: Numbers chapter 1 verse 51 says: â€Å"†¦when the tabernacle is to be pitched, the Levites shall set it up: and the stranger that cometh nigh shall be put to death† (see â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org). a. 1. 3 proselytizing: Deuteronomy chapter 13 verses 1-10 says that if an individual who attempts to persuade an Israelite to change his belief should be put to death (see â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org). d. 1. 4 communicating with the dead: Leviticus chapter 20 verse 27 medium and spiritists whether male or female are executed by stoning (see â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org). a. 1. 5 black magic: Exodus chapter 22 verse 18 says: â€Å"Thou shalt not suffer a witch to live (see â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org). B. Problems arise due to death penalty a) Racism Wherever we go, racism is always present. The worst thing is, when racism also exists in giving a death penalty sentence to an accused. Does this â€Å"extreme penalization† applied fairly regardless to the class or race? Obvious and manifest racism is observed and witness too in courtrooms around the nation. In death penalty circumstances, the practice of pejorative and critical disgrace stirs up the flames of bias and partiality and to some extent permits the jury to adjudge unsympathetically and insensitively those they desire to incriminate for the said dilemma of the offense. There are several illustrations that can be given as examples: 1. â€Å"One of you two is going to hang for this. Since you’re the nigger, you’re elected. † These were the words enunciated by a Texas police officer to Clarence Brandley who was penalized in murdering of a white high school girl. And in 1990, Brandley was found guiltless after ten years on death row (Bailey, Harris, & Jones, 2005). 2. Another circumstance was when there was a preparation going on for the penalty phase of an African-American defendant’s trial, a white judge from Florida stated in an open court: â€Å"Since the nigger mom and dad are here anyway, why don’t we go ahead and do the penalty phase today instead of having to subpoena them back at cost to the state. † Anthony Peek received a death penalty sentence from the court and in 1986; the Florida Supreme Court established and confirmed the sentenced for a review due to his claim of racial bias (Bailey, Harris, & Jones, 2005). 3. A certain prosecutor from Alabama provided his justification and cause for striking number possible jurors the verity that they were associated with Alabama State University, mainly black organization. The said excuse and ground were deliberated race neutral by the said reviewing court. 4. An election campaign happened in 1997 for Philadelphia’s Distinct Attorney; it was divulged and made known that one of the said candidates had wrought – serves as an Assistant D. A. – a preparation video for recent prosecuting attorneys in which he commanded them about whom to keep out and leave out in the cold from the adjudicators which noted that â€Å"young black women are very bad† on the adjudicators for a prosecuting attorney and further stated â€Å"blacks from low-income areas are less likely to convict. † 5. Judge Earl Blackwell in Missouri gave out a signed press release all about his jurisdictional election proclaiming his recent association with the Republican Party at the same time ruling over a death penalty circumstance in opposition to a jobless African-American perpetrator. The mentioned press release specified and indicated that: [T]he Democrat party places far too much emphasis on representing minorities . . . people who don’t’ (sic) want to work, and people with a skin that’s any color but white . . . . The magistrate has repudiated a motion to rescue himself from the said trial. Brian Kinder-the perpetrator- was found guilty and punished to death and in 1996, Missouri’s Supreme Court asserted it (Bailey, Harris, & Jones, 2005). These were just the illustrations given which are figurative of a more methodical and orderly racism and they give us the scenarios of how racism and insensitivity occurred when somebody is facing an execution. According to Richard C. Dieter in his article entitled â€Å"The Death Penalty in Black and White: Who Lives, Who Dies, Who Decides† stated that â€Å"In Philadelphia, the death sentences’ raw data in the middle of 1983 and 1993 gives the primary piece of alarming and distressing indication that racism is still happening. The rate mentioned of qualified black defendants who were penalize to death reached about 40 percent compared to the rates for other qualified defendants. Below is chart taken from http://www. deathpenaltyinfo. org/article. php? scid=45&did=539. There is another statistical data in Death Penalty States which shows a risk of Racial Discrimination and was taken again from http://www. deathpenaltyinfo. org/article. php? scid=45&did=539. ** The state which has no death penalty race data is accessible. *** The state which has no death sentences enforced as of January 1, 1998. =Solitary findings whose calculations were statistically important and substantial, or where the ratio amongst death sentencing -or prosecutorial charging- rates (example amongst black victim and white victim circumstances) was 1. 5 or greater and having an example dimension of at least 10 cases in every group, were contained within. The differences and inequalities in nine states-SC, MS, GA, KY, CA, NJ, NC, PA and CO-are based on well-controlled investigation and analysis. The calculations in different states are from less well-controlled findings and are lone evocative. =The total race of victim difference apart from solitary, Delaware, were in the route of more death sentences in white victim cases. =the total race of defendant difference apart from two, Tennessee and Florida, were in the route of more death sentences for black defendants or accused. Another article written by Dudley Sharp advocated that â€Å"despite the fact that whites and blacks include about an equal number of murder victims, the relation or proportion of white-to-black injured parties in death-penalty situations is about 7-to-1. † b) Myth of Racism in Death Penalty In an article entitled â€Å"Myth of racism in Death Penalty† published in one of the websites in the internet explained that â€Å"regardless of the assertions of death penalty adversaries, there is still slight indication and confirmation that prejudiced prosecuting attorneys are more obsessive and fervent on the order of pursuing the death penalty in opposition to the African-Americans- commented by the legal observers- or which adjudicators are directing blacks to death row frequently. The substantiation implies black murder perpetrators are no supplementary like to get death sentences compared to whites even though at the end part of the year 1996, there was about 42 percent of death row convicts were African-Americans. According to federal statistics in 1996, there were 43. 2 percent of pugnacious offense cases and 54. 9 percent of all offense cases, and the criminals involved were African-Americans, predominantly due to the fact that young black males perpetrate an inconsistent number of offenses mainly in opposition to other blacks. On the other hand, according to the U. S. Justice Department’s Bureau of Justice Statistics whites took into custody for manslaughter or homicide- other than inattentive homicide- are more susceptible to death sentence compared to blacks, about 1. 6 percent of whites against 1. 2 percent of blacks. And white death-sentence convicts are supplementary like to be put to death since 1977 until 1996; about 7. 2 percent of white convicts were put to death in comparison to 5. 9 percent of blacks. Another study presents that the federal death penalty is exercised excessively and unreasonably in opposition to minorities most especially to African Americans and which it is put into practiced in a topographically random and subjective way-with several states such as Texas and Virginia- reporting for an enormous share of death penalty trials and hearings. According to DOJ information and statistics that it is approximately 80 percent of prisoners on federal death row are Hispanic, Black or from other smaller or lesser group. Smaller groups report and explain for 74 percent of the cases in which federal prosecuting attorneys search and strive for death penalty. The worst scenario is when racism also presents in giving death sentence to a defendant. Does this â€Å"intense penalization† practiced justly regardless to its race? In death penalty situations, the practice of critical and pejorative disgrace stirs up the flames of bias and partiality and to some extent allows the jury to convict insensitively and unsympathetically to those who they wish implicate such punishment (see Dieter, R. C. â€Å"The Death Penalty in Black and White: Who Lives, Who Dies, Who Decides†. June 1998). The newest exoneration is of John Ballard, no. 123 of Florida on the 23rd day of February 2006. The table below shows the exonerations by race and was taken from â€Å"Innocence and the Death Penalty: DPIC (http://www. deathpenaltyinfo. org/article. php? did=412&scid=6#inn-yr-rc). Race Number of Exonerations Black 62 White 48 Latino 12 Other 1 c. ) Who Gets the Death Sentence? According to an article entitled â€Å"How Racism Riddles the U. S. Death Penalty† explained that â€Å"in 1972, the U. S. Supreme Court was stricken down almost altogether death penalization in the state due to its reason that found them to be unpredictable and capricious and intensely not fair-Furman v. Georgia. In a cracked 5-4 judgment, every Justice wrote his own point of view and several cited indications of racial prejudices. In Gregg v. Georgia, the Court has proven and established a recent generation of capital decrees which assure and guarantee equal impartiality. At present, there are 38 states that practiced death penalty. Since Greg, there was about 5,000 people have been sentenced to death and about 682 executions have been performed. Most of those on the death row are the people who have different races. There was about 42 percent solely for the Black men of all death row prisoners even though they report for only 6 percent of people who live in the United States of America. Racism is found not only in the Southern part where most of the United States implementation and execution are taking place. In a study made by George Woodwort and David Baldus showed that blacks who reside in Philadelphia are four times more likely to receive the death penalty compared to other defendants or accused who execute the same murders. The Philadelphia has put 133 people on the death row which is more than most southern states. About 89 percent of the said qualified defendants or accused for death sentence are people of color. d. ) Who Receives an Execution? Since 1976, approximately half of the executed have been people of different race together with sole blacks’ record for about 35 percent. Everybody said that about 82 percent have been executed to death for the murder of a white person. And compared to white, only 1. 8 percent was executed because the defendant was convicted of killing of an African, an Asian, or Latin descent. In every two persons executed, one is a black since 1930. Since the conception of death penalty, problems regarding such punishment have never ended. The questions start popping up from different walks of life whether death penalty involves racism or not, the risks in executing the innocent and the debates of pro and anti. However, as we can see the chart below, it simply shows that the death penalty penalization to Black Americans lessens for almost four decades (chart below was taken from http://www. ojp. usdoj. gov/bjs/glance/drrace. htm). e.) Risks on executing the innocent Another problem that arises is the risk of executing an innocent man. We cannot say how many of the 1,000 individuals sentenced with capital punishment since 1976 may possibly innocent. The courts will not think about and entertain the claims of innocence if the accused is already executed. The defense attorneys of the defendant, who is still alive, will move on other cases to save his/her client from such punishment. An example of case was of Ruben Cantu of Texas. He was convicted in 1985 and executed in 1993. The accused Ruben Cantu determinedly and insistently claimed that he was innocent from the crime and was 17 years of age when accused with capital murder for killing a man from San Antonio and attempted robbery cases. After the execution, the jury and the prosecutor have shown their doubts regarding the case. In addition, the witness against Cantu and the co-defendant of Cantu have come into conclusion that Cantu was an innocent man (see â€Å"Additional Innocence Information: Executed but Possibly Innocent†. Death penalty information Center). If this scenario continuously happens, it is not surprising why we still have rallies against death penalty. f. ) The debates of pro and anti This issue between the anti and pro regarding death penalty practice never dies because of different beliefs, principles and experiences and both sides have an argument and stand points. The anti and pro both want justice for people they are defending. F. Public opinion polls on the death penalty In a survey conducted by Harris poll in 1965, there was approximately 38% of United States poll respondents are pro and supported death penalty while there were about 47% who are against of it. But in 2001, the atmosphere changed. From 38% of death penalty advocates, it increased up to 67% while the anti decreased from 47% down to 26%. But just this year of 2006, there was a great increased on the side of those who believed on death penalty. A census made by Sam Houston State University discovered that there were approximately 73. 4% of respondents countrywide that are in favored on death penalty for individuals charged with murder while for those 20. 1% anti-death penalty believed on life imprisonment without parole (see â€Å"Public Opinion Polls on the Death Penalty†. Death Penalty Statistics, March 24, 2005). G. Death penalty statistics From the 23rd day of February 2006, there have been 123 exonerations in different states in the United States of America. The chart below shows the denominations of convicts sentenced by death penalty (see â€Å"Exonerations by State†. Innocence and the Death Penalty. DPIC). STATE NO. STATE NO. Florida 22 Massachusetts 3 Illinois 18 Missouri 3 Louisiana 8 Indiana 2 Texas 8 So. Carolina 2 Arizona 8 Idaho 1 Oklahoma 7 Kentucky 1 Pennsylvania 6 Maryland 1 Georgia 5 Mississippi 2 No. Carolina 5 Nebraska 1 Alabama 5 Nevada 1 Ohio 5 Virginia 1 New Mexico 4 Washington 1 California 3. Every year, the rate of exonerations rose drastically. But the irony is that, the more it is practiced and applied, the more the people commit crimes and offenses. The more they are aware of such act, the more they become â€Å"rebellious† and commit crimes without hesitation. From 1973 up to 1998, the average of exonerations every year was 2. 96. But since 1998 up until 2003, the average has increased from 2. 96 to 7. 60 exonerations. In 2004, there were about 6 exonerations. The graph below is accurate as of 11th of July 2006 and shows the number of exonerations every year (see â€Å"Exonerations by Year†. Innocence and the Death Penalty. DPIC). III. Recommendations A. Possible remedies or alternatives to abolish death penalty. There are several remedies on how to abolish death penalty. One of these is life imprisonment. The anti-death penalty group views and believes that life imprisonment is an efficient alternative for capital punishment, that death penalty will just lead to insufficient of justice and violates the rights of the convicts (Bumiller, 1999). Moreover, death penalty is more costly than having life imprisonment. In a 1993 Duke University study presented that the capital punishment in North Carolina amounts more than 2. 16 million dollars in every execution compared to life imprisonment. The New Mexico State Republic Defender Department approximated the state in 1996 that if there will be no death penalty; there will be a saving of 1 to 2. 5 USD million dollars on the Public Defender (see â€Å"Murder Victims’ Families for Reconciliation, Inc. May 24, 2006). Additionally, the Floridians for Alternatives to the Death Penalty (FADP) acknowledges and advocates the society’s responsibility to defend every person from individuals who are treacherous especially those who are convicts. Not only that, FDAP also looks after the welfare of the convicts. FADP views death penalty as a negative public policy. The organization suggested a practical and worthwhile alternative for capital punishment. This is when an individual charged with capital murder, he must serve in the prison for 25 years before he can receive the possible reconsideration for parole. And while the convict is in prison, he should be given a job that is dignified. And a fraction of his earnings must be used to pay for his incarceration and another fraction will go to a funding for the victims of ferocious crimes. The funds also give financial assistance to those families that have lost their â€Å"bread winner† because of crimes (see â€Å"Yes Friends, there is an alternative to the death penalty! † Floridians for Alternatives to the Death Penalty (FADP). IV. Conclusion We should always remember that every action we do have a consequence, whether it is good or bad. As I study this issue, I learned that I should not be one sided but be opened for any different views regarding death penalty issue. My views were widened that both pro and anti are having valid reasons why they fight and stand out for their beliefs and principles. But, I have noticed that the more death penalty is practiced, the crime rates increase instead of decreasing. So, as my conclusion, it is better to stop death penalty not because I am against or pro but because the crime rates did not lessen as what others think of. Moreover, if in case death penalty will not be abolished, I would suggest that the judge must be careful in giving such punishment. They must review the death sentence they have given to the accused to avoid mistakes and spare the lives of the innocence. And for the legislators, they should think-through the laws they make. They should not make laws which are always in favor in their race or color. References 1. â€Å"Human Rights: Death Penalty†. Derechos Human Rights. http://www. derechos. org/dp/ 2. â€Å"Early Death Penalty Laws†. History of the Death Penalty, p. 1. http://deathpenaltyinfo. msu. edu/c/about/history/history-1. htm 3. Executions in the U. S. 1608-1978: The Espy File. DPIC, 2006 http://www. deathpenaltyinfo. org/article. php? scid=8&did=269 4. â€Å"Methods used to execute people†. Facts about capital punishment: Part 1: Data and Trends. Religious Tolerance. org. http://www. religioustolerance. org/execut3. htm#met 5. â€Å"Present-Day Religious Group’s Policies Concerning the death Penalty†. Ontario Consultants on Religious Tolerance. Religious Tolerance. org). http://www. religioustolerance. org/execut7. htm 6. â€Å"The Death Penalty/Capital Punishment in the Hebrew Scriptures (Old Testament). Ontario Consultants on Religious Tolerance. Religious Tolerance. Org. http://www. religioustolerance. org/exe_bibl1. htm 7. Dieter, R. C. â€Å"The Death Penalty in Black and White: Who Lives, Who Dies, Who Decides†. June 1998. http://www. deathpenaltyinfo. org/article. php? scid=45&did=539 8. â€Å"Additional Innocence Information: Executed but Possibly Innocent†. Death penalty information Center. http://www. deathpenaltyinfo. org/article. php? scid=6&did=111#executed 9. â€Å"Public Opinion Polls on the Death Penalty†. Death Penalty Statistics, March 24, 2005. http://justice. uaa. alaska. edu/death/stats. html 10. â€Å"Exonerations by State†. Innocence and the Death Penalty. DPIC. http://www. deathpenaltyinfo. org/article. php? did=412&scid=6 11. â€Å"Exonerations by Year†. Innocence and the Death Penalty. DPIC. http://www. deathpenaltyinfo. org/article. php? did=412&scid=6 12. â€Å"Murder Victims’ Families for Reconciliation, Inc. May 24, 2006. http://www. mvfr. org/DeathPenaltyFacts. htm 13. â€Å"Yes Friends, there is an alternative to the death penalty! † Floridians for Alternatives to the Death Penalty (FADP). http://72. 14. 253. 104/search? q=cache: YUqcUlOTl9MJ:www. fadp. org/docs/alternatives. pdf+Alternative+for+death+ penalty&hl=en&gl=ph&ct=clnk&cd=4&client=firefox-a 14. Bailey, S. H. , Harris, D. J. , and Jones, B. L. Civil Liberties: Cases and Materials. 2d ed. , 2005. London: Butterworths. Standard legal textbook referring principally to British law. 15. Bumiller, Kristin. The Civil Rights Society: the Social Construction of Victims. Baltimore; London: Johns Hopkins University Press, 1999. Concise scholarly study.

Education Budget Cuts - 617 Words

School budgets are being cut lower and lower year by year. For the past 6 years, after the recession, the funding for education has decreased tremendously. The new budgets are providing less per-pupil funding to kindergarten through 12th grade. At the same, the nation wants graduates to excel in their technical and analytical skill but the decrease in educational funds are contradicting and raise concern. The budget cuts in education systems delay the school district’s ability to deliver high- quality education to their students. Restoring school funding should be a top priority. For the 2013-2014 school year, at least 34 states are providing less funding per student. Thirteen of those states have cut back on the funding by ten percent. Fifteen of the states are providing less funding to the school district then they did the year before. Despite the fact that most states are experiencing a tax increases. 44 percent of the school funding comes from state funds and, decreasing those mean the school districts have to scale back the educational services or raise local property tax to cover to cost; some might have to do a combination of both. Education budget cuts began in July 2008 with reducing the number of teachers and other employees but as of August 2013 had cut 324,000 jobs nationally since 2008. Some states increased funding for the current school years but not nearly, enough to compare to what was cut the previous year. New Mexico for example had an increase of $72Show MoreRelatedEducation Budget Cuts Essay1012 Words   |  5 PagesEducation is the mos t important possession a person must have. It is the keys to success, wealth, and knowledge. It is the only possession that cannot be taken away from a person and it will open up the windows of opportunities. 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Not only are the children affected likely to have an increased amount of health problems, but the learning process resulting from the childrens inactivity is also being affected. Accompanying the lowered levels of physical activity children are involved in, the pressure of the academic acceleration expectations by their peersRead MoreEffects Of Budget Cuts On Philadelphia Public Education764 Words   |  4 PagesEnglish 2696 November 6th, 2014 The effects of budget cuts on Philadelphia public education Impacts on the inadequate funding on the quality of education Since last spring, Philadelphia school district leaders have been sounding the alarm about this year’s fiscal budget. Even after months of discussions and headlines, schools have opened with fewer resources than last year. On March 28th the School Reform Commission approved a lump sum budget which showed a need for an additional $220 millionRead MoreBudget Cuts are Destroying Music Education: Music Programs are Essential to Education1082 Words   |  5 PagesBeatles. Where would society be today without music? With schools cutting their music programs, the next Mozart may not get his chance to discover his amazing talent. Music programs are essential to education. To fully understand this one must understand how music helps the human body, why schools have cut music programs, and why people should learn music. According to Laurence O’Donnell, â€Å"Music is thought to link all of the emotional, spiritual, and physical elements of the universe.† This provesRead MorePracticum Action Inquiry: Budget Cuts and Education in the State of Texas947 Words   |  4 Pagesof the Problem The continuous budget updates and budget cuts that the state of Texas continues doing it has created that the Eagle Mountain Saginaw ISD (2014) has declare state of exigency in order to continue managing the district. Throughout the district many cuts had being made by the district affecting from personnel, resources, and teacher allotments to mention some. In L.A. Gililland Elementary School (2014) the administrator has to manage her allotment budget to serve the high volume of lowRead MoreEssay about Education Budget Cuts: America’s Future Looks Bleak2560 Words   |  11 PagesSince the 2008 economic recession, public schools have experienced drastic cuts to funding, Paw Paw High School included. With my high school being forced to make curriculum adjustments in order to accommodate its depleted budget, I suffered great shortfalls. Due to the elimination of teachers, I had increased class sizes and no longer received the one-on-one attention in the classroom. Also, the ele ctives that I had looked so forward to taking in middle school were no longer provided once I made

Social Stratification And Social Class - 1205 Words

Individuals within a society are grouped into certain rankings that is based on their wealth, income, race and education known as the social stratification. Sociologist use this to determine the social standings of individuals within a society. Social stratification can also appear in much smaller groups. These groups such as the work place, schools, and businesses can â€Å"take the form of a distribution of power and authority down the ranks†. (Cole, 2017) The Caste system is also another form of stratification that one does not get a choice in. They are born into it and regardless of their talents will hold positions that are given to them their whole life. Social mobility is the ability for individuals to move about their social standings.†¦show more content†¦Erik Wright, Dennis Gilbert and Joseph Kahl sociologist, have identified social classes within societies and created different models for it. Wright has followed along the lines of Karl Marx’s model and has modified it naming four different classes: â€Å"capitalists, petty bourgeoisie, managers, and workers†. (Www3.ncc.edu, 2017) Gilbert and Kahl’s model has six classes: â€Å"the capitalist class, the upper middle class, the lower middle class, the working class, the working poor, and the underclass†. (Www3.ncc.edu, 2017) If individuals lived in a society that was considered a classless society individuals would be living in a communist society this is why society requires different social classes. Communism is not an ideal society and prevents individuals from doing what they desire. While researching tribal and nomadic societies it would seem that these societies are ideal. The individuals who live within them all share the same â€Å"economic roles† (Newworldencyclopedia.org, 2017) and this can be considered ideal. However, communism restricts individuals from ever becoming more than what is told of them. While looking at Wright, Gilbert and Kah l’s models of social class and having an ideal society, Gilbert and Kahl’s model gives room for individuals at all class levels to play a part in society. These individuals are not set into a certain class and are free to rise to a higher class. Individuals who live in an ideal society will beShow MoreRelatedClass Stratification And Social Stratification1485 Words   |  6 Pages ‘Class stratification is no longer relevant in explaining equality in the U.K. today.’ A. Class stratification runs on 3 main points: Power (legal ability, capacity or authority granted on a person/persons), Prestige (a reputation or influence arising from success) and Privilege (a special right or immunity) with these being the root of social stratification it’s easy to see why inequality in universal with the bourgeoisie (the elite 2% of the world) controlling the proletariat (working class societyRead MoreSocial Stratification And Social Class1468 Words   |  6 Pageswe cannot understand the social world, we are more likely to be overwhelmed by it. In America society is stratified into social classes by which society ranks categories of people in a hierarchy, upper, middle and lower class. Social stratification is a trait of society, not simply a reflection of individual differences but achievement based. For that matter, social class is a controversial issue due to the perceptions of people in each class and many argue that social inequality and racism pl ayRead MoreStratification : Social, Class, And Caste1197 Words   |  5 PagesStratification: Social, Economic, Class, and Caste Social stratification is made up of hierarchical relationships among different groups of people. It is as though people are arranged in strata, or layers. Groups may be unequal with material resources, power, human welfare, education, and symbolic attributes. This social stratification began with the emergence of agriculture, but is now universally present. Stratification can be broken up into categories such as class, caste, age, and indigeneityRead MoreSocial Stratification and Class Essay1531 Words   |  7 Pagesbacks of the middle class. To people in the lower class, the promise is held that in a capitalist society, by working hard you can lift yourself out of the lower income bracket to join the middle class. Entrepreneurs who can find a need and fill it can make it into the upper class. The point is that this kind of thinking, a product of social stratification theory, is ingrained upon our minds. As a society, we accept it as a fact that we live in a multi-tiered cl ass system, and thatRead MoreThe Impact of Social Class and Stratification1728 Words   |  7 Pages101 30 November, 2010 The Impact of Social Class/Stratification Stratification and the division of people into social classes is a fundamental part of American society. Stratification is a concept that is universal; it is found in every country, every nation of the world. It is a system in which large groups of people, not individuals, are divided into different layers according to their relative property, power, and prestige. 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A class system is a system which classifies people based on their social position at birth and their achievements later in life. Ethnocentrism is the view that one’s own culture is â€Å"normal† and other cultures are odd; through ethnocentrismRead MoreSocial Class Ladder As A Means Of Stratification Essay1451 Words   |  6 Pagessocieties use gender as a means of stratification. Discuss the consequences of this gender stratification, 2. Distinguish the difference between race and ethnicity, and give an example of each, 3. Summarize the U.S. social class ladder as proposed by Joseph Kahl and Dennis Gilbert, and 4. Discuss how marriage and family are viewed from the three sociological perspectives. FINAL ESSAY Page 3 1. According to the textbook, gender stratification is defined as males’ and females’Read MoreEssay on Social Stratification and The Importance of Class1042 Words   |  5 Pagesprides itself on its equality and freedom; in reality we do not hold up these values and are faced with inequality and imbalance. The modern American class system outlines many of the inequalities that plague our nation. In a country that prides itself on equality, there is a lot of evidence that point to social stratification and the importance of class. According to the 2010- 2011 American Community Survey, â€Å"46.2 million Americans live below the poverty line. This number includes 21.9% of childrenRead MoreSocial Stratification : Social Class, Ethnicity, Age, And Gender1074 Words   |  5 Pages It is in the human nature to be social beings, and have a social identity. Social stratification is the organization of individuals into social groups based on their access to basic needs. Aspects that affect social stratification are wealth, power, and prestige. Wealth is the amount of currency or goods that an individual or family owns. This can include money, houses, livestock, etc. Power is the ability for one to achieve their goals regardless of opposition. Wealth is directly related to

Rhetorical Analysis Of Martin Luther King Jr. Essay

In 1963 Martin Luther King Jr. wrote a letter while incarcerated in Birmingham jail to eight clergymen in response to their letter known as â€Å" A Call For Unity.† The letter asked for the halt of direct action type protest in Birmingham, Alabama that Martin Luther King was leading. The letter has become known as one of the greatest works of argument in American history. Part of the reason for the letter’s notoriety and effectiveness is due to its eloquent use of pathos. King’s use of pathos in his letter not only supports the claims that he makes but also makes his argument morally irrefutable. King’s letter is littered here and there with snippets of pathos that appear next to logos and ethos and some sections are exclusively use pathos. King’s paragraph explaining why it is difficult to wait for the end of segregation is one that is entirely dedicated to stirring the emotion of the reader of which it does quite an effective job. The main theme throughout the paragraph is King’s urge to the clergymen to see things from the black person’s perspective. The clergymen want King to wait for their chance at freedom so that the courts may handle it. Since patience is universally considered as a virtue, they believe it is perfectly reasonable to ask King to delay his direct action so that desegregation can be handled in the courts. King makes the claim that the time to wait is over. He says, â€Å"We have waited for more than 340 years for our constitutional and God given rights.† (KingShow MoreRelatedRhetorical Analysis Of Martin Luther King Jr.1046 Words   |  5 PagesRhetorical Analysis Essay Civil rights activist, Martin Luther King Jr. gave his memorable â€Å"I Have a Dream† speech while standing at the feet of the Lincoln Memorial in Washington D.C. His uplifting speech is one of the most admired during the civil rights era and arguably one of the best in American history. On August 28th, 1963, Martin Luther King Jr. spoke about the true American dream: equality. Although the video of his oral spectacle is powerful, the written document portrays exactly howRead MoreThe Rhetorical Analysis Of Martin Luther King Jr.1139 Words   |  5 Pagesuse rhetorical devices and strategies to get their point across and try to convince the reader to believe in their perspective. It can also be used to get emotions from its readers, but that isn’t really the whole point of persuading someone. For instance, Martin Luther King Jr. uses an abundance of pathos in order to make the reader or clergymen feel sympathy towards the black people. Along with pathos, he uses lo gos and a bundle of hypophora. In order to obtain the goal of persuasion, Martin LutherRead MoreRhetorical Analysis Of Martin Luther King Jr847 Words   |  4 PagesMartin Luther King Jr and The Civil Rights Movement Martin Luther King Jr was a protestor who became the most important spokesperson and leader in the Civil Rights Movement.  He was a member of the National Association for the Advancement of Colored People(NAACP) and in 1954, he decided to take a position as a preacher at Dexter Avenue Church in Montgomery, Alabama. King felt as though it was his moral duty to help the civil rights movement which is why he planned many activities that will helpRead MoreRhetorical Analysis Of Martin Luther King Jr.976 Words   |  4 PagesMartin Luther King Jr. wrote numerous speeches in efforts to inspire the idea of non-violent protesting in hopes of eventually reaching racial equality. Under what conditions can a man with seemingly no connection to a local community step in and assume the mantle of leadership as a spokesman for a segment of that community’s population? In all of the speeches, one way or another, Dr. King used several different rhetorical devices in order to defend his ow n actions. In specific, two of his speechesRead MoreThe Rhetorical Analysis Of Martin Luther King Jr.728 Words   |  3 Pages Martin Luther King Jr. gives this speech on September 28, 1965. This time period was the heart of the Civil Rights movement in America. Slaves received their freedom at the end of the Civil War, in 1865. However, the battle for former slaves did not end there. While they may have earned their freedom, there was still a long road ahead to achieving equality. Martin Luther King Jr., was a Civil Rights activist and speaker. In this speech, he talked not only about what has been accomplished, but aboutRead MoreRhetorical Analysis Of Martin Luther King Jr1689 Words   |  7 PagesMartin Luther King Junior is often known as the leader of African American civil rights in the United States. His infamous â€Å"I Have a Dream† speech brought a crowd of over two hundred and fifty thousand people to the steps and lake of the Lincoln Monument in Washington D.C. In 1963, Martin Luther King Jr. led a protest in Birmingham, Alabama that focused on the unfair treatment and the segregation of African Americans. The court ruled that he was not allowed to hold protests. Therefore, he was arrestedRead MoreThe Rhetorical Analysis Of Reverend Martin Luther King Jr.764 Words   |  4 PagesWhile sitting in a jail cell, Reverend Martin Luther King Jr. uses this time of reflection to write a letter to the 7 white church leaders in the south in rebuttal to their recent criticisms of the Civil Rights Movement. The letter comes after the recent protest in Birmingham, and the criticisms of his work form the Southern leaders. King crafts his argument in a cause and effect style to illustrate the direct problems or criticisms, and refutes these claims with substantial support in favor of hisRead MoreRhetorical Analysis Of Dr. Martin Luther King Jr.769 Words   |  4 Pagesactivists in the nation such as Dr. Martin Luther King Jr. After his assassination, people took their grief to the public and called for acts of violence to deal with the sudden loss. As their anger continued to rise, Cesar Chavez published an article, in which he urged people to come to their senses and take a less violent approach to the situation. Chavez states that only through nonviolence will people continue to strive towards the peace that they and Dr. King have so long looked forward to. HeRead MoreRhetorical Analysis Of Martin Luther King Jr. s I Have A Dream 1132 Words   |  5 PagesMartin Luther King Jr. was the man who wrote the speech entitled â€Å"I have a dream† and presented it to nearly 250,000 people on August 23, 1963. In that speech, MLK Jr. used several different types of figurative language/rhetorical devices in order to convey his message to the people on a deeper level. These devices include personification, allusion, symbolism, hyperbole, metaphor, simile, and anaphora. Personification is a form of figurative language in which something has nonhuman human qualitiesRead MoreRhetorical Analysis Of I Have A Dream Speech By Martin Luther King Jr.815 Words   |  4 PagesMemorial more than two score years ago, Dr. Martin Luther King electrified America with his momentous I Have a Dream speech. Aimed at the entire nation, King’s main purpose in this speech was to convince his audience to demand racial justice towards the mistreated African Americans and to stand up together for the rights afforded to all under the Constitution. To further convey this purpose more effectively, King cleverly makes use of the rhetorical devices — ethos, pathos and logos — using figurative

Individuality Vs. The Perfect World Essay Example For Students

Individuality Vs. The Perfect World Essay Imagine the world as only beautiful people. Everywhere you look is a Cindy Crawford look-a-like: 59, brown hair, brown eyes, and the perfect smile. A Master Race. Do we really want to reenact Adolf Hitlers plan of seeking world domination killing million upon millions as a final solution? Instead of killing, wed be reproducing millions, going against nature. Say we went and got one of Princess Dianas cells and implanted that in an egg that was then placed into a surrogate mother. Nine months later, we would have a baby Princess Diana. Only trouble is, this baby would only resemble Princess Diana in looks, not personality, character, or individuality. Her whole life wouldnt be what it had been; she wouldnt be her. What if your newborn son died? Just think; you could have a second chance. Is this morally or ethnically right? Cloning of humans should be forbidden, but cloning of human body parts for medicinal purposes should be allowed. Cloning hasnt been a big issue or ever thought to have actually been made to work until 1997 with the successful birth of a lamb named Dolly. Out of 277 eggs implanted in different sheep mothers, Dolly was the only lamb successfully born. The method used to clone Dolly was scientists at the Roslin Institute in Scotland took a cell out of the mammary gland. They then used an electrical pulse to coax an adult cell into merging with a host egg whose nucleus had been removed (Hoon). This method being very unsuccessful brought on a new one where scientists used mice, injecting just the adult nucleus into a nucleus free host instead of using an electrical pulse. They also had let it set for two hours before stimulating it to start dividing. The success rate was 2-3 in 100. Now knowing that we could clone sheep and mice, scientists were up to the possibility and challenge of cloning humans. As soon as it became public knowledge that cloning was really happening and becoming more successful, President Clinton imposed a ban on federal funding for human-cloning research. Several states have established restrictions, some even banning cloning completely (Masci 420). Cloning is not morally or ethnically right. Morally, scientists would be taking the role of God. If a clone dies, where would they go? In religious beliefs, clones would have no souls because God didnt create them. Cloning would alter the definition of ourselves. To clone a dead person with their DNA would only make another person that would look exactly the same minus their personality, character, talents, memories, scars, and life. Can you imagine raising a cloned child? As he/she grew up it wouldnt be the same. They would be thought of as a special child, that is if they were even born correctly. The odds of even having a human clone born with out defects are very, very slim. The child would go through grade school probably all right until it come time for family life. He/she comes home and it is now your time to explain the birds and bees speech. Are you going to explain that he/she is different than all other kids and is a big scientific study or are you going to lie? Either way , youre going to have to live with the consequences. Dolly was cloned from a sheep cell that was about six years old, a middle age for an ewe. So this means that when Dolly was born she was technically six years old. This would mean that she would only be expected to live for five years, which would in truth be shorter than the normal lifespan of eleven years. If this was true, and humans were cloned, their lifespan would be shorter also. This was proved wrong, but if Dolly was born being six years old, shed be about ten years old right now, and old age. Does this mean that she is only going to live two more years or nine more? Life isnt a toy; its a very serious thing. You were brought on to this planet for a reason and cloning doesnt seem to be a good enough one. .ufd507d1e8549293a7534272f2440698c , .ufd507d1e8549293a7534272f2440698c .postImageUrl , .ufd507d1e8549293a7534272f2440698c .centered-text-area { min-height: 80px; position: relative; } .ufd507d1e8549293a7534272f2440698c , .ufd507d1e8549293a7534272f2440698c:hover , .ufd507d1e8549293a7534272f2440698c:visited , .ufd507d1e8549293a7534272f2440698c:active { border:0!important; } .ufd507d1e8549293a7534272f2440698c .clearfix:after { content: ""; display: table; clear: both; } .ufd507d1e8549293a7534272f2440698c { 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; } .ufd507d1e8549293a7534272f2440698c:active , .ufd507d1e8549293a7534272f2440698c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufd507d1e8549293a7534272f2440698c .centered-text-area { width: 100%; position: relative ; } .ufd507d1e8549293a7534272f2440698c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufd507d1e8549293a7534272f2440698c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufd507d1e8549293a7534272f2440698c .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; } .ufd507d1e8549293a7534272f2440698c:hover .ctaButton { background-color: #34495E!important; } .ufd507d1e8549293a7534272f2440698c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufd507d1e8549293a7534272f2440698c .ufd507d1e8549293a7534272f2440698c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufd507d1e8549293a7534272f2440698c:after { content: ""; display: block; clear: both; } READ: Manatees EssayCloning would deplete genetic diversity. It is diversity