The Negative Consequences of Genetically Modified Food Essay Example for Free

The Negative Consequences of Genetically Modified Food Essay Genetically modified foods (GM foods, or biotech foods) are hazardous to your health. These foods are derived from genetically modified organisms (GMOs), specifically, genetically modified crops. GMOs have had specific changes introduced into their DNA by genetic engineering techniques. Genetically modified organisms, or GMOs, are created when a gene from one species is transferred to another, creating something that would not be found in nature. GMOs are present in almost sixty percent of all processed foods including vegetable oil, Soya flour, lecithin, and Soya proteins. GMO maize products make up approximately fifty percent of processed foods including corn, cornstarch, and corn syrups. Beets, sugar, dairy products, and soybeans are also produced through genetic engineering. The six major GMO crops are Soy, Corn, Canola, Cotton, sugar beets and alfalfa. Have you ever wondered what may be causing the food allergies you or your children have? It is most likely due to GMOs. By drawing out proteins from foods and modifying other foods with them, there is a much greater chance of cross contamination of allergens. Without proper identification, this could be devastating if not deadly for those with serious food allergies. For example, a person that is allergic to peanuts (common allergen) may be also allergic to tomatoes that have had the peanut protein injected into them. Without knowing, the person may eat the tomato and have an allergic reaction to it not realizing that the tomato was genetically modified. So now, there will be more people that can develop allergies to tomatoes. Children, especially under the age of two, are more prone to develop allergies to GMO foods because they have the greatest number of reactions to new allergens in foods. They are particularly vulnerable to GM corn, which contains an allergen not found in natural varieties. Over the last several years, the greatest rise in food allergies was to soy products. In fact, â€Å"Soy allergies skyrocketed by 50% in the UK, soon after GM soy was introduced†. (1) Eating a diet with non-GMOs will also help to keep you healthy. GMOs have been linked to existing diseases and new diseases. In particular, genetically engineered corn and soy can wreak havoc on your health by promoting obesity and contributing to diseases. According to an article featured on a health website by Dr. Mercola, a well-known American physician: â€Å"The results show a positive link between GE corn and obesity. Animals fed a GE corn diet got fatter quicker and retained the weight compared to animals fed a non-GE grain diet. The studies were performed on rats, mice, pigs and salmon, achieving the same results. † â€Å"This not only may relate to a rise in obesity, but to increases in many modern diseases. These diseases include diabetes, digestive disorders, inflammatory bowel disease, colitis, autism spectrum disorders (ASD) (ADD), autoimmune diseases, sexual dysfunction, sterility, asthma, COPD and many more. (2) If you are concerned about the plight of starving people in the world, GMOs are not the answer for global food security or for reducing world hunger. Although biotech companies have argued that GM crops grow bigger and produce more food, which can help curb the poverty issue in the world, that is actually not the case. Genetically engineered crops have shown no increase in yield. In many cases other farm technology has proven much more successful, and even Monsanto, the world’s largest GM seed company, agrees that its genetically engineered crops yield less than conventional farming. In fact, when Monsanto attempted to introduce GM hybrid wheat to Europe for its cereal market, it revealed that the growth in hybrid wheat had failed to materialise. Our lack of success in hybrids means this is no longer a good strategic fit for Monsanto. (3). If you do not want to worry about the relationship between GMOs and food allergies and if you are concerned about the health risks associated with consuming GM foods, avoid purchasing GM foods. Here are some tips to help you to avoid purchasing and consuming GM foods. Look for 100% organic products, which means that all ingredients in the product are organic. Look for â€Å"non-GMO† or â€Å"Made without genetically modified ingredients† labels. Avoid at risk ingredients like soy, corn, cottonseed, canola, sugar beets, and alfalfa. In addition, consumers can change the GMO practices of food manufacturers. You can get together with your local community and start a petition to demand that GMOs be eliminated from the food supply. These two methods will help to ensure that all people can stay healthy. SOURCES CITED Audet, M. (2013). Genetically Modified Food and Risks to Human Health. Retrieved from http://organic. lovetoknow. com/natural-organic-food/genetically-modified-food-risks-human-health Smith, J. M. (2003). Genetically Engineered Foods Pose Health Risk to Children. Retrieved from http://www. saynotogmos. org/uoct03a. htm (1) Smith, J. M. (2007). Spilling the Beans. Newsletter. Retrieved from http://www. responsibletechnology. org/gmo-dangers/health-risks/articles-aboutrisks-by-jeffrey-smith/Genetically-Engineered-Foods-May-Cause-Rising-Food-Allergies-Genetically-Engineered-Soybeans-May- (2)Mercola, Dr. (2012). Decade-Long Feeding Study Reveals Significant HealthHazards of Genetically Engineered Foods. Retrieved fromhttp://articles. mercola. com/sites/articles/archive/2012/08/07/genetically-engineered-foods-hazards. aspx (3) Brown, P. and Oliver, M. (2003). Monsanto to Quit Europe. Retrieved from http://www. saynotogmos. org/uoct03b. htm#mquits.

Cancer Stem Cells: Properties, Concepts and Models

Cancer Stem Cells: Properties, Concepts and Models Tumours are made up of a heterogeneous population of cells which are distinct in terms of their differentiation competencies, proliferative capabilities as well as functional properties. [A] The mechanisms responsible for such heterogeneity are the subject of research, and two models have been put forth in order to explain the phenomenon – Cancer stem cells (CSCs) and clonal evolution. [A] Cancer stem cells are a subset of the total population of cells in a tumour that have the ability to undergo self-renewal, as well as to differentiate into the different types of cells that comprise the tumour. [A] These CSCs are said to be responsible for tumorigenesis as well as for driving tumour growth. [U] Evidence supporting the existence of cancer stem cells Differences in clonogenicity among cancer cells were first documented in cases of leukaemia and multiple myeloma. It was found that 0.01 – 1% of the cells were capable of extensive proliferation, and able to establish colonies when grown in vitro (Park, C. H., Bergsagel, D. E. McCulloch, E. A. Mouse myeloma tumor stem cells: a primary cell culture assay. J. Natl Cancer Inst. 46, 411–422 (1971). Two possible explanations existed for this – either leukemic cells had a low overall capacity for proliferation, or only a definite subset of these cells were clonogenic. In 1994, John Dick and his group of researchers carried out a landmark study where CSCs were isolated from a mouse model that had been transplanted with human AML cells. [Z15] This was the first conclusive evidence for the existence of a subset of the leukaemia cells that were highly clonogenic, in comparison to the remaining cancer cells. It was later observed that a similar condition exists in the case of solid tumours, where only a small subset of the total cell population is tumorigenic. [G] Origins of cancer stem cells Several contradictory theories exist regarding the cellular origins of cancer stem cells. Some state that these cells are derived from normal stem cells that have acquired oncogenic mutations [G], others refute this with the claim that cancer stem cells can arise from a committed progenitor cell that has acquired the properties of a stem-cell during its cancerous transformation [Z1], while yet others suggest that these cells could arise as a result of a fusion event between a stem cell and a tumour cell. [N] The idea that cancers could arise from normal stem cells is highly plausible because not only do they continuously undergo divisions, but they are also long lived, allowing them to accumulate multiple mutations, as is required for a cancerous transformation. [B] Apart from the accumulation of mutations, the interaction of a cell with its local microenvironment also influences the tumorigenic process. Mouse leukaemia models have been able to provide evidence that given suitable niche conditions, a progenitor cell is capable of de-differentiating to form a CSC. [V] However, since most progenitor and mature cells have a relatively short life-span, it seems unlikely that will be able to acquire the oncogenic mutations required to render them tumorigenic. [I] Despite these explanations, the exact origin of most tumours and cancer stem cells remains unknown, and can only be speculated based on experimental findings. [A] Additionally, irrespective of the origin, the identification and isolation of CSCs in a tumour indicates that there exists a functional hierarchy exists within the tumour tissue. [L] Properties of cancer stem cells These cells can undergo symmetric as well as asymmetric divisions, which results in the expansion of the cancer stem cell population itself, as well as an increase in the number of differentiated cells that constitute the bulk of the tumour. [Z1] THE CANCER STEM CELL MODEL As previously mentioned, two models have been put forth to explain the heterogeneity of a tumour cell population. The first model is the CSC model, also known as the hierarchical model, which states that within a tumour, there exist different classes of cells and that the CSCs represent a biologically distinct subpopulation of cells that are capable of propagating the tumour. [C] It suggests that the characteristics of the cells within the tumour are intrinsically determined and therefore only certain cells possess the ability to undergo extensive proliferation to initiate tumour formation, these cells are called the CSCs; while the remaining cells are incapable of tumorigenisis. According to the CSC model, although most cancers arise from a group of cells that are genetically monoclonal in nature, the high level of tumour heterogeneity is a result of the interaction between cells that are in different states of differentiation after have initiated from a common precursor. [Z12] Evidence supporting this hypothesis emerges from the observation that though tumours may initially respond well to chemotherapy, there is often a case of relapse; which could occur due to the CSCs that persist post-treatment and are then able to re-initiate tumour formation. [Z13] There are, however, limitations to the CSC model; the first being that all studies that support it have only addressed the potential of the cells to proliferate and give rise to tumours, but not the actual fate. [D] Since the conditions applied to test the tumorigenic potential of these cells may vary considerably from the conditions experienced by the cells in vivo, we do not know which of these cells actually contribute to the establishment and growth of the primary tumour. It is also noteworthy that it has been found that if the population of cancer cells acquires an immense number of mutations and aberrations, then almost all of them begin to show stem-like properties. [C] In such a case, the CSC model becomes irrelevant. On the other hand, the stochastic model states that cells in a tumour are biologically equivalent, and that each cell has the ability to act as a CSC, given the right circumstances. A combination of intrinsic and extrinsic influences is said to determine the proliferative capacity and the ultimate fate of a cell. [C] Behaviour of a cell is therefore not pre-determined by intrinsic characters alone and tumour initiating cells cannot be enriched. It is however likely for both these paradigms to be observed in vivo, in different cancers. Some cancers may follow the CSC model, while others may not. Based on transplantation studies in mice, it has been found that only in a fraction of cases, does AML follow the CSC model while in others there is no evidence for the existence of a highly tumorigenic sub-population of cells that continue to display CSC activity upon serial propagation. [F] Therefore, although CSCs may be responsible for driving the growth of a majority of tumours and cancers, there are studies which indicate that certain malignancies may be sustained primarily by the bulk of the tumour cells. [F] IDENTIFICATION AND ISOLATION OF CANCER STEM CELLS Cancer stem cell assays Purification and enrichment techniques CSC markers CSCs in various cancers HETEROGENEITY IN CANCER STEM CELL POPULATIONS Based on the study of the CSC model, the question arises as to whether similar hierarchical subpopulations of tumorigenic and non-tumorigenic are observed in patients suffering from the same type of cancer; and whether these tumorigenic CSCs can be isolated based on conserved cell- surface markers. However it has been found that there are often phenotypic differences in CSCs even within the same cancer sub-type. [E] For example, though it has been found that the CD44+/CD24- population of breast cancer cells are generally tumorigenic, this is not universally the case and in certain cases, it has been found that cells of diverse phenotypes are able to act as CSCs. (Al-Hajj, M., Wicha, M.S., Benito-Hernandez, A., Morrison, S.J., and Clarke, M.F. (2003). Proc. Natl. Acad. Sci. USA 100, 3983–3988.) Similarly, in gliomas CD133 expression is not always associated with CSCs, and in certain instances CD133- cells have also been found to be tumorigenic. (Beier, D. et al. CD133+ and CD133– glioblastoma derived cancer stem cells show differential growth characteristics and molecular profiles. Cancer Res. 67, 4010–4015 (2007). Apart from the phenotype, the frequency of CSCs in a solid tumour or population of cancer cells is also variable. In melanomas, CSCs constitute anything between 1.6 to 20% of the total cells, while in the case of colorectal carcinomas, they represent between 1.8 to 24.5% of the cells. [A] Additionally, in general, the percentage of CSCs in solid tumours has been found to be significantly higher than the percentage of leukemic stem cells. [Z15] This heterogeneity has implications on the prognosis of the disease as well as the outcomes of various therapeutic interventions. It is envisioned that with the identification of more refined markers and improved methods for determination of CSC frequency, we may eventually be able to correlate the percentage of CSCs with the tumour grade and the outcome. [A]

Challenges To Singapores Education

Challenges To Singapores Education At the Teachers Day Rally last September, Prime Minister Goh Chok Tong outlined the challenges to our education system. A key imperative was National Education. Many Singaporeans, especially pupils and younger Singaporeans, knew little of our recent history. They did not know how we became an independent nation, how we triumphed against long odds, or how todays peaceful and prosperous Singapore came about. This ignorance will hinder our effort to develop a shared sense of nationhood. We will not acquire the right instincts to bond together as one nation, or maintain the will to survive and prosper in an uncertain world. For Singapore to thrive beyond the founder generation, we must systematically transmit these instincts and attitudes to succeeding cohorts. Through National Education, we must make these instincts and attitudes part of the cultural DNA which makes us Singaporeans. The Prime Minister set up a committee, chaired by Mr Lim Siong Guan, to study how to introduce National Education into our education system. The Committee has worked out a plan to do so. To take the next step forward, we need the full commitment of every teacher and principal. National Education is not just a book subject. It must appeal to both heart and mind. Unless you are personally convinced of its importance, committed to the cause and have the knowledge and passion to teach National Education competently and whole-heartedly, the plan will fail. Lessons from Other Countries Singaporeans are not unique in needing National Education. Other countries take National Education as a matter of course. Japan is a tightly-knit, cohesive and group-oriented society, with a long history and a strong sense of unique identity. Yet Japanese schools start early to teach pupils Japanese culture, values, history and geography, and even the politics and economics of Japan. As pupils get older, they also learn about the cultures and histories of other countries. In so doing, they understand even better what makes them uniquely Japanese. Japanese schools go to great lengths to instill group instincts and a sense that every student is an equal member of the group. They have strict regulations on school uniforms, school bags and shoes. Students are grouped into teams called hans. Members of each han play together and eat together. They take turns to perform specific responsibilities, whether it is the daily cleaning of school premises or serving lunch. Academically stronger students are expected to help their weaker friends. Those who do not are ostracised. Students organise the school sports day themselves. Competition is based mainly on team events; there are few or no individual events. All students participate, including those with disabilities. Japanese schools do all this not because they believe that all students are the same in every respect or have identical abilities. But they want every student to be equally valued as a member of the group, recognised for his strengths, and for what he can contribute to the group. And so it goes for Japanese society. In US schools, every child is taught the American heritage George Washington, the Declaration of Independence, the US Constitution, the Civil War, and the Civil Rights movement. Students take part in community service. Learning to be a responsible citizen begins young. It is a deliberate inculcating of American political and social values and ideals, to ensure the next generation grows up with these ideas deeply ingrained. It is a process of indoctrination like any other, no less so because the children are brought up to cherish American values of individual liberty. And it is so successful that many Americans are completely convinced that American values are universal values of mankind. If countries like Japan and the US, with long histories and deep roots, have found it essential to pass on national instincts systematically from generation to generation, all the more Singapore, a young country barely one generation old, must make a concerted effort to imbue the right values and instincts in the psyche of our young. Objectives Of National Education National Education aims to develop national cohesion, the instinct for survival and confidence in our future. We cannot offer our next generation any fixed formula for success, or even any set goals in life. They will face new circumstances and problems. They will need to think through and work out their own solutions. But we must equip them with the basic attitudes, values and instincts which make them Singaporeans. This is the common culture that will give them a shared perception of life, and draw them closer together as one people when confronted with serious problems. This will give them a well-founded faith in the countrys future. This is the DNA to be passed from one generation to the next. There are four elements to achieving this objective. First, we must foster in our young a sense of identity, pride and self-respect as Singaporeans. This will strengthen their emotional attachment to the nation, and their sense of rootedness. We are proud of our country. We are proud of what we have achieved together our economic progress, our clean and green environment, our open and clean system of government, our way of life. We are proud that each of us, in his or her own way, contributes to Singapores success. But success must not lead to hubris. We must never be over-bearing or arrogant, or look down on people from other countries. We do not have all the answers for ourselves, much less for other countries. But neither have we any reason to be ashamed to say, I am a Singaporean. In fact, quite the contrary. Second, our young must know the Singapore Story how Singapore succeeded against the odds to become a nation. National Education is not an abstract sermon on general principles of nationhood. It is to do with a special story, our story. It is the story of Singapore, how we came to be one nation. We did not start off with this goal, or even as one people. Nobody imagined this would be the outcome. As a British colony, from 1942 to 1945 for 3Â ½ years of the Japanese Occupation we suffered a traumatic experience of cruelty, brutality, hunger, and deprivation. We lived through the post-war years of Communist-inspired unrest and upheaval. We then joined with the Federation of Malaya to form Malaysia. Despite pressure and intimidation we stood firm in Malaysia against the communalists. The issue was a fundamental one: equal basic rights and opportunities for all Malaysian citizens under the Malaysian Constitution, and no special rights for anyone in the State of Singapore on the basis of race, language and religion, as was agreed in the State Constitution of Singapore. As a result we suddenly found ourselves out on our own as an independent country, with few means to make a living or defend ourselves. Yet we developed our economy, built up the SAF, educated and housed our people, got them to work together, and gradually became one nation. Year by year we transformed Singapore int o what it is today. Knowing this history is part of being a Singaporean. It is the back-drop which makes sense of our present. It shows what external dangers to watch out for, and where our domestic fault lines lie. It explains what we stand for and believe in, and why we think and act the way we do. It gives us confidence that even when the odds look daunting, with determination and effort we will prevail. Thirdly, our young must understand Singapores unique challenges, constraints and vulnerabilities, which make us different from other countries. Singapore is not as other countries. We will always be small, we will always worry about our water supply, we will always have to work harder and do better than other countries. That is the hand which geography and history have dealt us. Overall it is not a bad hand, nor have we played it badly. We have compensated for these constraints by being more resolute and resourceful, more efficient and productive, and quicker and nimbler than other countries which are better endowed and have larger margins for error. And we have been so successful that sometimes we forget that the underlying realities endure, and have not gone away. Singaporeans need to understand these realities, to work together and support the policies that are necessary to deal with them. Knowing our constraints should make us more determined to overcome them. It is no cause for despair. We overcame more severe difficulties in our first years of nationhood, with far fewer resources, and in more dire circumstances. We are much better placed to tackle them now. Finally, we must instill in our young the core values of our way of life, and the will to prevail, that ensure our continued success and well being. Our core values include the system of meritocracy which guarantees fair and full opportunities for all, multi-racial and multi-religious harmony, and honest and competent government working for the long-term interests of all Singaporeans. We often take these for granted, because things have been this way in Singapore for a long time. But not new citizens, who often come with fresh direct experience of very different societies. Pupils must learn to treasure and uphold these social and political values. If we ever lose them, Singapore will quickly become a very different place. Strategies We need to develop national instincts among pupils at all levels. National Education will begin in schools and continue in post-secondary and tertiary institutions. After ten to fifteen years of education, all students should know the facts about Singapore and feel attached to Singapore, their best home. Those likely to go on to play leadership roles later should at least have had some preliminary preparation for their responsibilities. We will achieve this through both the formal and informal curricula. Formal Curriculum We will introduce National Education content across the formal curriculum. We can do more of this in some subjects than others. The main subjects will be Social Studies and Civics and Moral Education (CME) at the primary level; History, Geography and CME at secondary level; and the General Paper and CME at the Junior Colleges. In addition, Literature and the languages can also be used. Subjects at Primary level In primary schools, we will start teaching Social Studies earlier -beginning from Primary 1 instead of Primary 4. Social Studies will complement Civics and Moral Education. CME will emphasise teaching of values and correct individual behaviour, while Social Studies will give pupils an understanding of Singapore society. Pupils must start early to learn about the society around them, to feel a sense of belonging to family, school and community, to befriend and accept pupils of all races, and to develop a simple, unabashed pride in Singapore. They recite the pledge, sing Majullah Singapura, and recognise our flag. Later they will learn the meaning of the crescent and five stars. But long before that, when they see the helicopter flying past with the state flag on National Day, they should sense that it is a very special occasion. Subjects at Secondary level At secondary level, students currently learn the history of our independence period only in Secondary 1. The O level History syllabus stops in 1963, which perversely omits the vital period leading to our independence. We will extend the O level History syllabus for Singapore to 1971. The period of Merger, Separation and the early years of independence will also be taught in Secondary 2 instead of Secondary 1, so that the students will be a little more mature, and appreciate better what was at stake. At the upper secondary level, we will develop a new Social Studies subject. It will cover issues central to Singapores survival and success our principles of governance, the strategies that have brought Singapore here, the role of key institutions like the SAF, HDB, CPF, EDB and NTUC, and our future challenges. It will use examples from other countries to explain what works and what fails, and derive lessons for Singapore. Subjects at the JC level In the junior colleges, students should start to learn what leadership involves, and to develop a commitment to serve society. Through the General Paper and Civics lessons, they must acquire the sense that they can shape their own future and, more important, that it is their responsibility to shape Singapores future. They must be able to think independently and rationally, and reach informed conclusions about national issues. MOE will take 3-4 years to implement the new syllabi. As the school curriculum is already heavy, we will make the changes without increasing the curriculum load. We want the new syllabi to give teachers more time, not less, to engage in creative ways to bring issues to life for their students. Informal Curriculum National Education is much more than learning facts. Knowing facts in itself will not develop the group spirit and emotional instincts of nation-hood among pupils. This will depend on the informal curriculum. Attitudes and values picked up through team ECAs and group activities, and the rituals of school life, will sink in deeper than anything learnt in the classroom. Each year, schools will also commemorate a few key events that mark defining moments of our history. These will include: Total Defence Day on the 15th of February, the anniversary of the surrender of Singapore to the Japanese in 1942, as a reminder of every citizens responsibility to defend Singapore. Racial Harmony Day on the 21st of July, marking the day in 1964 when racial riots broke out, to remind pupils of the importance and fragility of racial harmony. International Friendship Day to stress the importance of good relations with our neighbours, and to remind pupils that such good relations cannot be taken for granted. The actual date will vary from year to year, to mark such occasions like the end of the Second World War in the Pacific, the day Singapore joined the United Nations, or the end of Confrontation and the establishment of diplomatic relations with Indonesia. And finally, National Day on the 9th of August. Schools will arrange regular visits to national institutions and economic facilities, such as Parliament, SAFTI, water treatment works, the port, or the stock exchange. These visits will help to build pride and confidence among our students, and show them how Singapore has overcome our constraints through sheer will and ingenuity. Community service will strengthen social cohesion and civic responsibility among our young. At the lower primary level, we will encourage pupils to do community service within their own school taking care of the school grounds, keeping common areas clean. For the upper primary and secondary levels, a school may adopt an orphanage or old folks home, or take on long-term community projects like keeping a park or a residents corner clean. The Challenge of Teaching National Education I do not underestimate the difficulty you will have teaching National Education in schools. This is not just another school subject for pupils, or another duty for overworked teachers. We seek from pupils not just intellectual comprehension or accumulation of facts, but a personal commitment to Singapore, and an emotional bonding and identification with their fellow Singaporeans. To achieve this, you must yourselves feel passionately for the country, and understand instinctively our collective interests and what we stand for. Only then can you teach with conviction, instill pride and confidence in your students, and help them to acquire the right instincts. The Singapore Story is based on historical facts. We are not talking about an idealised legendary account or a founding myth, but of an accurate understanding of what happened in the past, and what this history means for us today. It is objective history, seen from a Singaporean standpoint. Not all the history books have been written, because hitherto many documents have been locked away in archives. But now 30 years after our independence the archives are starting to be opened, and the documents for this period are becoming available to historians. Progressively, a more complete picture will emerge. But the Singapore Story is also a live story. It concerns not only events which are receding into the past, but developments which continue in the present. Both teachers and pupils must take an interest in current affairs. They should know what is happening in the world or in our region which can affect us; what economic, social and political developments are taking place in Singapore. They should know what the national debate is about, what is at issue. The most vivid lessons in National Education are to be found not in the books, but in what we live through and what we observe happening around us. I am not proposing that students should form mini-political parties in schools, or demonstrate on the streets, as Chinese school students manipulated by Communist agitators did in the 1950s and 1960s. But students and their teachers must be alive to events around them, so that when they later become adults and exercise their duty as citizens to decide the future of the country, they will decide wisely. From time to time, issues will arise which contain lessons for the future for example when Michael Fay had to be caned for vandalism, or Flor Contemplacion was hanged for murder. Whenever this happens, we must make a special effort to get Singaporeans to understand what is going on, why we did what we did, and what it all means for us. Each such episode will be another piece of the Singapore Story. This makes the Singapore Story harder to teach, but also more exciting and relevant. In teaching the Singapore Story, you will have to deal with delicate issues, especially race and religion, and sometimes relations with our neighbours. We must treat such issues sensitively, but we cannot gloss over them. Amnesia is not an option. We cannot pretend that incidents involving race and religion never happened. They are part of our history. This is not a unique problem for us. For example, in America descendants of Unionists and Confederates both study the American Civil War; descendants of slave owners and slaves both learn about slavery and the civil rights movement. America is the stronger country for acknowledging these divisions in its past and coming to terms with them. In Singapores case, different races, owing loyalties to different countries, lived in the same British colony. They were moulded into one Singaporean people by their experiences before and after independence. Two race riots took place in 1964, which had been deliberately instigated to intimidate Singapores Chinese population. Many Chinese and Malays were killed. Riots occurred again in 1969, after independence, a spillover from the May 13 riots in Malaysia. Race relations in Singapore took years to recover from the trauma of these events. Unless pupils know these facts, and learn what they mean, they will never understand why we emphasise racial harmony so strongly, and insist that the majority Chinese community should never make the minority communities feel oppressed. Such ignorance will pose a real risk of racial conflict happening again one day. All Singaporeans, whether Chinese, Malay, Indian or Eurasian, can identify with the ideal of a multi-racial, multi-religious society which Singapores leaders fought for while in Malaysia, and which we have tried to realise as an independent country since 1965. It is because Singaporeans of all races, and especially their leaders, stayed united and refused to be intimidated that we separated from Malaysia. The issues which led to Separation were fundamental, and remain so today. By teaching the history of how we became one people, we will draw our races closer together. But our aim is not to expunge the differences between the ethnic groups. Each community contributes its own unique characteristics and strengths to our society. If Chinese Singaporeans lose their Chinese cultural heritage, or Malay Singaporeans discard their traditional customs and Islamic values, we become a much weaker society. We must create unity in diversity. Conclusion This National Education programme is a major undertaking. Its effects are long term. We will not know for many years how well we have inculcated values, attitudes, and habits that emotionally bond our people to one another, as proud co-owners of their best home, Singapore. As teachers and principals, you carry most of the responsibility for giving your pupils a total education, and for their National Education. The Ministry will back you up with the resources, guidance, and materials that you need. For example, MOE will produce a monthly series of videos for schools, to keep teachers updated on current affairs. The National Education Web Page we are launching will provide more information and be a channel for teachers to discuss ideas and share resources. The moulding of the next generation is in your hands. You must imbue them with a strong sense of national identity and social responsibility. If we fail, all that we have painstakingly built up over decades can unravel and fall apart within a few years. But put our best effort into this vital task, and we will succeed.

Free Essay: Symbols and Symbolism in White Fang :: White Fang Essays

Symbolism in White Fang "Classic" - a word misunderstood by many people around the world, mostly those of a younger generation. It is surprising how many people believe that the word "classic" means "old" or "boring". This is just not the case. In actual fact, the label "classic" given to books means "of the highest quality," or "of enduring interest and value." Books with this label are the best there is. Every word is carefully thought out and made interesting for the reader. Symbolism, meaning and detail are all applied effectively to keep the book an on-going page-turner. Such a fine example of this is Jack London’s White Fang. A very wonderful tool to an author is the use of symbols within a story. One of the more common symbols throughout short stories and novels ultimately refers to the bible and religious history. In most, if not all stories have the relationship between good and evil – heaven and hell. Whether implied or not by Jack London, White Fang is full of many interesting biblical symbols. The character Beauty Smith, for instance very simply put symbolizes Satan. This man, this creature so vile as to subdue yet another victim (White Fang) into his ever-growing underground slavery prison camps. The greed for money and profit is the only need for this "prison camp"; the dog-fighting gambling is their prison cell. A comparison between the bulldog Cherokee and death itself can be made. Once death has you, there is no way of escaping. When Cherokee had White Fang gripped between his jaws, "There was no escaping that grip. It was like Fate itself, and was inexorable," (London 139). Surely enoug h, God (Weedon Scott) came along and saved White Fang from the grips of evil. The cold-heartedness of evil can be overcome with the heat and light of good. The care and kindness of such like Weedon Scott for all existing creatures alike. Many other symbols deep within this novel lay rest assured, but it is hard to catch them all in such a detailed book as this. With a closer inspection and a deep analysis of a novel, many small but nonetheless important meaningful things can be revealed. London has managed to intricately design a perfect novel full of deep meaning and symbols that can only be done in a short story. But a novel, with so many pages and pages of detailed work, it is so hard to keep up with all the things that lay undiscovered within.

Proper use of Pesticides :: Chemistry Chemical Pesticide Essays

Proper use of Pesticides Storage of chemicals Store pesticides in a locked and posted facility where children or other untrained people cannot get to them. Read the labels on pesticide containers for correct storage procedures. Select a storage site high enough that damage from flooding will be unlikely and downwind and downhill from sensitive areas such as houses, play areas and ponds. Pesticide storage facilities should also be located away from homes and livestock facilities to avoid or minimize contamination in case of fire.Pesticide and expended pesticide containers are best stored in a separate building, room, or enclosure, depending on the size of the pesticide inventory. The storage area should be on the first floor to minimize contamination from a possible leaky container, and the storage area must keep the pesticides dry, cool and out of direct sunlight. The latter requirements are necessary because some pesticides are rendered useless if they become too hot or damp, if they freeze, or if they are exposed to ultrav iolet radiation from the sun.Sacks, cartons and fiberboard boxes containing pesticides should be stored on wooden pallets or on shelves off the floor. Securely lock all possible entrances to the storage area. Hang or mount weatherproof signs stating "Danger — Pesticides, Keep Out!!" or similar warnings over every entrance to the facility. An exhaust fan for ventilation should be used in storage rooms to reduce the temperature and high concentration of toxic fumes.An adequate supply of water and detergent or soap is essential in the storage area. We recommend routine use of these cleaning agents by people who work with pesticides or pesticide-related materials or equipment. Also, water is a quick first aid in a poisoning emergency. Materials such as activated charcoal, vermiculite, absorbent clay, pet litter, ground corncobs or sawdust need to be readily available at the storage site to soak up spills and leaks. Hydrated lime and sodium hypochlorite (chlorinated household blea ch) can be used to neutralize pesticides in an emergency. A shovel, dust pan, broom, and proper type of fire extinguisher are other essential items.Do not store pesticides near food for human consumption, animal feed, fertilizer, seed, veterinary supplies, or other stored products. To prevent contamination or to avoid accidentally using the wrong pesticide, store different pesticides in separate locations within the storage area.Store pesticides only in the original container, with the label plainly visible. Never store pesticides in anything used as a food or drink container, even for a short time.

Virtue Theory

A Necessary, Modern Revision Aristotle studied and explained a wide range of subjects ranging from science to politics and is widely recognized as one of the greatest philosophers of all time. One of his most important contributions to the study of humanities is his exploration and definition of moral virtue. In his book, The Nicomachean Ethics, Aristotle explains different views about the nature of life in order to allow the reader to find what the main function of life is and how to successfully perform that function.For example, Aristotle states in his first book, in article one, â€Å"every art and every investigation, and similarly every action and pursuit is considered to aim at some good. † Hence, Aristotle defines the â€Å"good† as that which all things should aim. However, what separates humans from other â€Å"things† is the fact that humans seek the good in order to achieve eudemonia, or happiness. In order to achieve this result, a human must functio n well, and would therefore be acting with rational activity.So, if a person performs the function of rational activity well, they have acted with moral reasoning, acting virtuously to achieve eudemonia. In summary, Aristotle believes the good, or virtue, is in a human’s self-interest because of the results it produces. However, I strongly believe that, to classical philosophers, achieving virtue was a broader concept that its modern connotation suggests.It is commonly known that certain theories can be considered obsolete over time if not restated in a modern day context, because as society advances, there is a need for theories and ideas to accommodate and make room for such changes in order to maintain their relevance So, in order to adapt Aristotle’s theory of the good, also known as Aristotle’s virtue theory, into modern day life, different theorists and philosophers became interested in reevaluating the theory and adding to it in order to achieve a success ful and newer theory for humans to consider.I want to discuss the most popular theories recreated from Aristotle’s virtue theory to prove that there is, in fact, a need to modernize and restate his original concept, there is not a need to disregard it or substantially add to it. I believe that his theory must simply be presented through a modern outlook to be used as a guideline as to how humans should act instead of a set group of rules that could possible contradict each other. There are many different theories to consider when trying to find the best adaptation of Aristotle’s virtue heory, they range from supplementary views to non-supplementary and non-criterialists. For example, Supplementalists such as James Rachels believe in supplementing Aristotle’s theory of the good with an independent theory of right action. Whereas, non-Supplementalists can be further split into criterialists such as Rosalind Hursthouse, who believes that happiness can be objective, and non-criterialists such as Julia Annas, who believes that virtue theory does not need any criteria of right action because a truly virtuous person would never get into a situation where a criteria of right action would be needed.These theories differ on core principles and methods of adaptation, some even disagree with parts of Aristotle’s theory; however, they all have some form of agreement with respect to Aristotle’s theory of the good and can be used to enhance it for its adaptation into modern day context. After my evaluations of each philosopher’s view points, I have found the most practical and least contradicting theory in Julia Annas’ essay, â€Å"Being Virtuous and Doing the Right Thing. † Her essay delves into not only the original concept of Aristotle’s virtue theory, but also discusses the consequences of abiding by those guidelines in modern day.Her theory allows Aristotle’s theory to remain intact, however she refre shes it to the modern connotation it needed to be more commonly accepted by today’s society. However, when looking at the other popular views, James Rachels’ provides a detailed argument vouching for his supplementalist view point on the theory of the good in his essay â€Å"The Ethics of Virtue. † In his opinion, Aristotle’s theory shows an excellent motivation for moral action and gives us a better perspective of our decisions by enabling a different method of weighing our action.Yet, he also states that through Aristotle’s theory alone, there would be no reason for individuals to think that characteristics are virtues rather than vices. For example, courage could be a vice because there is no basis for asserting that courage is a virtue. Second, he adds â€Å"it is difficult to see how unsupplemented virtue theory could handle cases of moral conflict† (Rachels 2). For example, honesty can conflict with kindness if a certain circumstance p resents itself. According o Rachels, a purely virtue-based morality must always be incomplete, since it could not by itself explain why certain character traits are not morally good and therefore, humans could never decipher if they are truly acting virtuously and experiencing eudemonia. In order to make such a distinction between what is and is not morally good, he concludes that a combined approach, supplementing Aristotle’s theory with an independent theory of right action, such as Kantianism or Utilitarianism, will allow for an adequate moral philosophy in modern day.However, there can be problems with supplementation because moral theories, such as Kantianism for example, suffer from the same problem of deciphering the conflict of virtues. Rachels evaluates a list of virtues such as benevolence, civility, fairness, justice and so on, describing them as traits of character that should be fostered in human beings. By doing so, he conveys to the reader the need for an indep endent theory of right action such as Kantianism to help distinguish whether or not it is a virtue or vice. However, he does not go into detail of the problems such independent theories of right action can run into.Say Rachels wants to supplement the virtue theory with kantianism, and a person posses the virtue of honesty, however, if that person were to be conflicted by Nazis asking where hidden refugees are, that person would have to tell the truth because that is what the â€Å"categorical imperative† deems. Therefore, supplementing the virtue theory proves unnecessary and contradicting when trying to maintain using the virtue theory in modern day. Next, I chose to compare a theory opposing the supplementalist view such as the non-supplementalist view that Rosalind Hursthouse agrees with in her essay â€Å"Virtue Theory and Abortion. However, she also adds a criterialist view point in that â€Å"an action is right, if and only if, it is what the virtuous agent would do i n the circumstance† (Hursthouse 225). In her paper, she primarily uses the example of abortion to demonstrate her criticism of the virtue theory and discuss what is needed to be applied to the theory for it to promote the correct virtuous answer in modern circumstances. She states that â€Å"virtue theory can’t get us anywhere in real moral issues because it’s bound to be all assertion and no argument Hursthouse 226),† therefore, she addresses the need for clear, virtuous guidance about what ought and ought not to be done when a person is stuck in a conflicting decision of virtues. In her example of a woman’s decision of whether or not to have an abortion, she emphasizes the necessity of that guidance. However, in the evaluation of Hursthouse’s paper, she states nine separate criticisms of virtue theory, demonstrating what she believes to be an inadequate grasp either of the structure of virtue theory or what would be involved in thinking abo ut a real moral issue in its terms.She clearly makes the point that Aristotle’s theory of the good does not allow for a blatant answer in circumstances in which a person could either only do wrong or face the decision of acting for the good of human kind or for their own self interest. But, what she does not grasp is the simple fact that a virtuous person would never be in such situations to begin with, as Julia Annas later states. Hursthouse’s example of abortion becomes invalid with the realization that a virtuous person would not have irresponsible sex to land herself in a situation of whether or not to have an abortion.She mostly disagrees with Aristotle’s overall concept; therefore, her need to recreate it in a more understandable method is diluted and consumed by her overall goal of asserting the need of a virtuous guidance for those stuck in unvirtuous situations. Julia Annas further addresses the contradictions Hursthouse makes in her essay â€Å"Being Virtuous and Doing the Right Things,† in that she does not follow the criterialist belief that Hursthouse believes is necessary to make the virtuous decision.As stated before, she uses the main contradiction that the circumstances where there is no right answer a virtuous person wouldn’t be in to begin with. Also, she believes that â€Å"we are not blank slates; we already have a firm views about right and wrong ways to act, worthy and unworthy ways to be (Annas 66),† and we become knowledgeable of what is right and wrong through a developmental process, not through some technical method of deciphering right from wrong. She believes that you become good at being virtuous the same way you become good in everything else, for example, in order be good at playing the piano, you must practice.Her statements help relate Aristotle’s virtue theory to those confused about how to apply it in everyday life. She is providing the excuse of instinct and development for the vagueness of his original theory in order to make it more practical and achievable for those wanting to act with virtue. Overall, Annas proves her view deliberately and assertively throughout her paper. It becomes apparent that becoming a virtuous person requires a developmental process much like other activities in life.Also, through defying other theories, such as Hursthouse’s, she shows how uncomplicated making a virtuous decision can be, instead of making such a decision seem unachievable and complicated in modern context. I agree with her statement that it is wrong to â€Å"force our everyday moral thoughts into a system of one-size-fits all kind, virtue ethics tells us to look elsewhere at what happens when we try to become a builder or pianist (Annas 73),† because I believe that is how I came to learn what was morally good, and how I am still learning what is right or wrong in today’s society.She revives Aristotle’s virtue theory for modern day by allowing its original vagueness to remain intact and not trying to rewrite the theory’s initial context, while at the same time describing it as more of a guideline for humans to live by and a way to improve practical judgment in everyday life. In conclusion, Annas’ non-supplementalist, non-criterialist outlook on Aristotle’s virtue theory provokes thought and consideration, but also relates to a reader, because if looked at closely, the virtuous developmental process can be easily recognizable in any reader’s childhood.Also, her analytical methods of revealing the problems in other theories help the reader to comprehend her theory easier. Annas leaves the reader stating â€Å"When it comes to working to find the right thing to do, we cannot shift the work to a theory, because we, unlike theories, are always learning, and so we are always learning and aspiring to do better (Annas 74). † Overall, Annas provides the best adaptation to Aristotleâ €™s theory of the good and provides a positive outlook on the methods of becoming virtuous without constraining the reader to believe that there is exact and deliberate steps a human must make in order to gain eudemonia.Her revision allows Aristotle’s concept to live on into modern day, and thus provides a well-rounded and current guideline to the betterment of today’s society. Works Cited Annas, Julia. â€Å"Being Virtuous and Doing the Right Thing. † Proceedings and Addresses of the American Philosophical Association (2004): 61-75. Aristotle. The Nicomachean Ethics. 325 B. C. Hursthouse, Rosalind. â€Å"Virtue Theory and Abortion. † Philosophy and Public Affairs 20. 3 (1991): 223-246. Rachel, James. â€Å"The Ethics of Virtue. † 1996. Norman R. Shultz. November 2010 .

“High Tide in Tucson” Barbara Kingsolver Essay

This Essay is from her book of essays â€Å"High Tide in Tucson† in which Barbara Kingsolver shares her beliefs and her commitments – specifically, in family, community, the common good, cultural diversity, the world of children, and child rearing, which she lets in or rushes out to embrace all the wonders, beauties, threats, and angers that life and earth can offer. It also touches on many aspects and nuances that make life worth living; she is able to draw from her experiences to teach others the many life lessons that she has learned about child rearing. This excerpt from her book has a very personal tone; this closeness makes her story more realistic and believable. It is this sincerity and openness that makes the story warm. The author has been known as an advocate of nature. She devotes much respect to the other inhabitants of her world. Not only does she love Nature for the sake of life, but she is also is a mother fiercely trying protect the world’s natur al beauty for her daughter to relish. There is much life throughout this writing and she does a great job of portraying things as they are, without many of the biases that we find in society today. â€Å"Raising children is a patient alchemy,† she declares; Most important are Kingsolver’s reflections on her mission: because it aims to convey truths we know but can’t feel, â€Å"good art is political, whether it means to be or not. The attention she brings to the natural world in her writing accomplishes what good writing should: it expands the universe and brings critical attention to things we might otherwise take for granted or never have even thought about. I’ve read a few of her essays and they are human and believable. (I.e. her feelings and thoughts about alternative families, feminism, sustainability and the environment) about; her 2-year-old daughter’s acts of defiance, and occasionally frustration at the state of the world in which we live she does so with passion. The essay gives a warm tribute to our animal nature and its ability to tune itself into the natural rhythms of life, despite ourselves and our absorption in a world full of wants.