Peter Tosh and Nelson Mandela Fighting from Opposite Corners

Peter Tosh and Nelson Mandela Fighting from Opposite Corners The Prize: Equal Rights Peter Tosh and Nelson Mandela are two men who dedicated their lives to fight for equal rights. They are united by common goals but walked on different paths in their struggles against the oppressors. The major commonality, which made both men brilliant leaders and revolutionary thinkers, was their passion. The passion they had for their beliefs and turning their visions into reality. Tosh and Mandela’s divergent approaches started during their youth and followed both individuals through a lifetime struggle. Peter Tosh was born on October 9, 1944 in Westmoreland, Jamaica. Born with the name Winston Huburt McIntosh, curtsey of his absent†¦show more content†¦You cannot turn Rasta man, you have to be born a Rasta (Walker, Tough Tosh). His childhood experiences turned him into a tough man ready to conquer the Babylon. Nelson Mandela had a very different childhood than Peter Tosh. Born in a small village called Umtata in Transkei, South Africa on July 18, 1918; Nelson Rolihlahla Mandela was destined to fight for his people. His father was the chief of their tribe, meaning that young Nelson had the role of taking over the position when his father passed away. Mandela grew up in a loving home with his parents and close ties to his many relatives. Supporting people who cared for his well being constantly surrounded him. The small African village consisted of small huts with dirt floors and their diet was mostly corn that they grew in the fields. They had no luxuries, no true ownership and made next to no money. Young Nelson grew up wearing only a blanket until age seven when an opportunity arose, to be the first in his family to attend school. Mandela recalls, On the first day of school, my teacher, Miss Mdingane, gave each of us an English name and said that from thenceforth that was the name we would answer to in school†¦The education I received was a British education, in which British ideas, British culture, British institutions, were automatically assumed superior. There was no such thing as African culture (Mandela, Long Walk to Freedom). What exactly does this experience mark

My Learner s Academic Development On Their Past Work And...

I am basing my descriptions of my Average Learner’s academic development on their past work and observations. They can read and understand simple texts. In fact, the history textbook for this class is within their reading level and so they can read and understood information therein. In addition, they can listen and follow verbal instructions. For them, I do not have to repeat nor display my instruction on the whiteboard nor through PowerPoint slides, but I do sometimes have to speak slower to assure they can hear what I say. They can write simple and complex sentences, with a high degree of clarity. (I will provide further information about this when I describe their language development later in this paper). Collectively, they can collaborate in groups, preferably of no more than three students in a group, because anything more is not conducive to learning. The reason they work well together because most know each other from being in the same classes last year and the on the same sport team—this class has many baseball players. Insofar, this has proven to be advantageous, by having them in groups, and I could not be more satisfied with the results. However, they are not perfect students. They have gaps in their speculative developments. One of them is, comprehending primary sources. They are still learning to comprehend primary document texts. For example, in the past, I had tried using length, a page long or more, and unedited primary documents. I had used GeorgeShow MoreRelatedMotivation, Learning, Classroom Processes, Learner, And Learning1729 Words   |  7 PagesIn Educational Psychology we have learned many things ranging from The Learner, Learning, Classroom Processes, Learner diversity and so much more. 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The Empire and Colonialism in Asia Free Essays

Modern European empires came about because of the desire for the wealth to be had from overseas trading and markets. European countries that acquired empires did not plan these conquests. Europe was trading with Asia and other parts of the world long before modern empires arose. We will write a custom essay sample on The Empire and Colonialism in Asia or any similar topic only for you Order Now The success of early trading and the need to expand their markets led the powers of Europe to find the means to secure overseas lands for their exclusive use. Also the fierce competition between European countries for trade and world markets led to the securing of overseas interests which led to empires. Economic expansion played a key part in the building of European empires. â€Å"An empire is a system of interaction between two political entities. One is dominant and exerts political control over internal and external policy, the other is weak. † Imperialism is the desire to control colonies or dependencies and imperialism is how empires are formed. European countries had to have the power to dominate other societies. Attributes that European countries had to encourage imperialism and empire were a centralised government, differentiated economies and a shared political loyalty. Military strength was vital too, both on land and on the sea. qualities, but they also had to have the drive to acquire an empire. Control of a vast empire fed into national pride. Colonialism was the policy used to expand a country’s influence and power. When a foreign power rules another group of people (usually separated from them by an ocean) a colony is formed. The ruling power usually sent its own people to govern. This was allowed to happen by virtue of the ruling country’s advanced state of technology and more complex society. Europe was lured into the outside orld through the prospect of trade. Colonies provided many economic benefits such as sources of raw materials, markets for surplus goods, new goods that could be traded to other countries (such as diamonds, gold and spices) and investment opportunities. There were other reasons for expansion such as security considerations and spreading religion, but it was the huge economic benefits that fueled the fire of imperialism. The Portuguese and the Spanish began their quest for empire in the fifteenth century and they were closely followed by the British and the Dutch in the seventeenth century. This desire for expansion was known as capitalism, the drive to search for overseas profits, raw materials and markets. Once trade was established, the struggle for power and control of trade between European countries led to the expansion and protection of overseas interests. This protection and expansion led to the creation of empires. The Iberian empires of Spain and Portugal both set out to trade with Asia for exotic goods such as silks and spices. Notions of empires and conquests did not come until after trade was established and successful. Portugal began trading along the west African coast hile in search for a trade route to the rich markets of Asia. In 1498, Vasco da Gama found that route rounding the Cape of Good Hope and sailing to India. The Portuguese had successfully established a monopoly of trade in Asia. Pedro Alvares Cabral sailed in 1498. He was supposed to follow da Gama, but got lost and ended up in Brazil in 1500. Soldiers and settlers were sent to these lands to help solidify Portugal’s hold on the valuable territories. Portugal had colonies in Angola, Cape Verde, Guinea-Bissau, Mozambique, Sao Tome, Principe, Brazil, Malaysia, Indonesia and China By the middle of the 1500’s. They were threatened by the Spanish arriving close by in the Philippines in 1565. () Bases and administrative centres were set up in Ambonia and Tidore and Portugal had a strong hold on India in Bengal. Portugal gained enormous wealth from these lands. They obtained gold and participated in the slave trade from Africa. They also got gold and diamonds from Brazil. The spice trade from Asia was very lucrative. Portuguese planters in these lands contributed also to the overall wealth of the country. Portugal overextended itself, however, and was invaded successfully by Spain in 1580. England, the Netherlands and France were able to steal away parts of the empire during this time. After regaining its independence, Portugal never really rose to its former glory. It was constantly under attack by Spain for many years. It did hold onto many of its colonies until the mid 1970’s, but the people of those colonies did not allow Portugal to take all of their wealth as it had done before. Spain had also set out to trade in Asia, but they were sidetracked by Columbus’ discovery in 1492. Columbus was trying to bypass the monopoly Portugal had over trade in the East. Instead he enabled Spain to build an empire which included Mexico, Central America, most of the West Indies, the Southwestern portion of what is now the United States and the western part of South America. The Spanish exploited the Caribbean and the Americas for economic advantage. The Spanish Empire also included Portugal, present day Belgium, Luxembourg and the Netherlands, and the Philippines. Spanish colonies were set up to keep control of trade and resources after threats from the Dutch and the English. Also colonies were set up to support the home economy. Many wars and poor management led to the decline of Spain’s control of this vast empire. Much land and military resources were lost when Spain came out on the losing side of several wars. Many of the people in the colonies revolted against harsh Spanish rule. Cuba, the Philippines, Guam and Puerto Rico were the last of Spain’s valuable holdings to go after their defeat in the Spanish-American War in 1898. Economic interests for Spain were at the head of expansion. Gold, silver and precious stones were seen as the â€Å"treasure† of the Spanish Empire. Both Portugal and Spain initially set out to trade and profit from Asia nd only advanced towards empire when their economic After 1600, northern European countries began trading overseas regularly and started to develop economic interests that led to empires. The English and the Dutch saw how lucrative Spanish and Portuguese colonies were and they developed aspirations of their own. The Dutch East India Company and the English East India Company emerged in the early seventeenth century as major powers to take trade away from Portugal and Spain. The English and the Dutch used their dominant naval forces to remove Spain and The English gained power in India over the Portuguese. They acquired Madras and Bengal. The English were only interested in trading with the East, not in colonising the area. They made agreements with the rulers of India for favorable trading conditions. When the Mongul rulers of India began to lose power, then the English East India Company stepped in and took over to protect its economic interests. England did settle extensively its colonies in North America and parts of Africa. England, weakened also by many wars, lost or gave independence to most of its empire. The Dutch by virtue of their superior navy were able to create a tremendously extensive empire in the East. The Dutch captured the fort on Ambonia from the Portuguese and the Portuguese ended up losing their stronghold, Malacca. The Dutch East India Company set up headquarters in Batavia (which is now called Jakarta) in Indonesia. They had exclusive trading rights with Japan and also controlled Ceylon and the southern tip of Africa. They colonized New Netherland which is New York today. The Dutch fought many wars and were finally defeated by the English in 1784. Ten years later they were invaded by the French. Most of their possessions were confiscated during this time. rivals in trade so they had to establish footholds in rder to preserve their trading. The Dutch had settlements in Batavia and control of trade in the far east. The English acquired Madras and Bengal. England ended up ruling over India to protect profitable trade, not for glory or sovereignty. There was no movement of population into India and only after a century and a half did anything besides trade play a part in relations with India. These footholds resulted in empires, but they were conceived in order to maintain economic advantage in the east. European empires hold their roots in early trade and the search for overseas markets. John Cuningham, an conomist, suggests that evolution of empire is due to † gradual extension of commerce [and] advent to trading companies coupled with the desire to enrich power and prestige of the mother country. I agree with this statement because of the origin of trade that European empires had. European countries began expansion in search of riches like gold and diamonds, trade like spices and silk, and land to grow valuable crops like coffee. They only resorted to control when their economic enterprises were in danger. Empires developed as a means of economic expansion to enable European countries to maintain their profits, raw materials and markets. How to cite The Empire and Colonialism in Asia, Essay examples

Biology and Technology in the Real World †Myassignmenthelp.Com

Question: Describe about genetically modified organism, purpose of genetic engineering, creation of GMOs, GMO food in supermarket, safety of GMO food and regulations for GMO Answer: Genetically modified organism Genetically modified organisms are organisms like plants, animals or microorganism whose genetic material has been altered to create new trait with desired characteristics and which does not occur naturally by mating. Recombinant DNA technology or genetic engineering is used to improve breeding time and transfer traits from distantly related plants. It selects target genes and transfers it from one organism to other. It is also called transgenic organism for transfer of genes (Barrows et al., 2014). Purpose of genetic engineering The main purpose of genetic engineering is to increase crop yield or to improve nutrient value in food. The producers or consumers will get benefit from it. It gives producers the chance to get desired variety at low cost and efficiently market their product. They get benefit in term of durability and more nutritional value. Genetically modified seed developers produce innovative products so that it is accepted by producers. Another purpose of GMO is to protect crops through the introduction of insects or herbicide resistant varieties. For example herbicide resistance is achieved through the introduction of genes from a bacteria that is resistant to herbicides ("QA: genetically modified food", 2016). Creation of GMOs Recombinant DNA technology employs different methods to desirable traits of plants or animals. In the case of plants, genes that express the desired trait is selected in the laboratory and physically transferred to a new plant to enhance the trait in the new plant. Such plants are known as transgenic plants. Often the technique is used to produce herbicide-resistant plants. Insulin is also prepared by this process (How to Make a GMO - Science in the News. (2015). The steps for genetically modified crops are as follows: Identification of trait of interest: Scientist discovers new trait after critical thinking to identify the desirable variety of characteristics. For example for searching a trait of the crop that will survive in the specific environment, a scientist would search for an organism that survives well in those environments. They could go for screening a list of plants; they produce a nutrient of interest. Isolation of desired genetic trait: Scientist comparatively analyzes different varieties to decode which part of an organism's genetic composition contains trait of interest. The genome of organism with the trait in same species is compared to genome without the trait to identify genes present in the former Introducing the desired trait into new genome: Desired genome is inserted into new organism to alter their genetic composition. For example in biotechnological research, bacterias are genetically engineered to produce the desired protein. Specific enzymes are used to cut and paste a DNA into the plasmid. Bacteria are then given heat or electric shock so that it accepts the genetically engineered plasmid. Multiplying genetically modified organism: After successful insertion of a genetic trait into an organism's genome, the organism replicate with the newly engineered genome. A scientist should ensure that scientist should propagate only when they are sure that genome was modified correctly (Prado et al., 2014). GMO food in supermarket The food in the supermarket that is genetically engineered is rice, soybean, sugar beets, additives and preservative like aspartame, cotton, corn, dairy products, tomatoes, oils, etc. Crops like cotton have been genetically modified to resist pests. Rice is modified to produced flood resistant varieties or with the desired level of nutritional content. Some crops like sugar beets, corns, etc. are engineered to produce weed resistant varieties so that they grow faster. Soy is modified in countries to get a high level of oleic acid. Cows are also given recombinant growth hormone to increase the quantity of milk produced ("Top 20 Foods and Products that have been Genetically Modified", 2016). Safety of GMO food There is great debate regarding whether GMOs are safe for human consumption or not. Supporters of GMO feel that all transgenic crops and foods are properly assessed for its safety, and all national regulatory authorities adequately monitor all such products for increased risk to human health. Many people feel that they consume such foods without any adverse side-effects. But still, there is safety concern related to transgenic products regarding the possibility of allergens, toxins or other harmful compounds present in such food. The long-term effect of transgenic food is also not clear. It is difficult for a scientist to detect the long-term effect of such foods because of genetic variability in foods. Antibiotic resistance food may be harmful as the genes may enter the cells of the body through food products. It may affect the gastrointestinal tract due to the development of disease resistant variety strain that can have adverse health consequences. Allergic reactions may occur by consuming this food due to allergenicity, gene transfer and outcrossing. Outcrossing refers to the migration of genes from GM to traditional crops. It may have an indirect effect on food safety and food security (Hilbeck et al., 2015). Regulations for GMO Food and Drug Administration (FDA) is responsible for regulating the genetically engineered food for human and animal consumption. The regulations may vary according to a different country. The USA is the largest grower of genetically modified crops. The U.S regulatory policy is governed under Coordinated Framework for Regulation of Biotechnology. Before the release of genetically modified organism, food is assessed under Plant Protection Act by US Department of Agriculture and the Environmental Protection Agency (EPA). It is also determined by FDA and Environmental Protection Agency (EPA) (Strauss Sax, 2016). Food Agency reviews the safety of GM food by laws such as Toxic Substance Control Act, Plant Protection Act, National Environmental Protection Act, Public Health Service Act, Public Health service Act, etc. The FDA policy gives responsibility to the producer to assure the safety of foods. FDA imposes U.S food safety law that prohibits the production of unsafe food. All genetic ally modified crops need to meet the legal requirement for foods. This ensures that food producers meet all obligations to supply safe food to the market. All producers have to consult FDA before marketing their products. EPA regulates pesticide in GM food to ensure that they are safe for consumers as well as the environment (Consumer Info About Food from Genetically Engineered Plants, 2016). Reference Barrows, G., Sexton, S., Zilberman, D. (2014). Agricultural biotechnology: the promise and prospects of genetically modified crops.The Journal of Economic Perspectives,28(1), 99-119. Consumer Info About Food from Genetically Engineered Plants. (2016).Fda.gov. Retrieved 30 June 2016, from https://www.fda.gov/Food/FoodScienceResearch/GEPlants/ucm461805.htm Hilbeck, A., Binimelis, R., Defarge, N., Steinbrecher, R., Szkcs, A., Wickson, F., ... Novotny, E. (2015). No scientific consensus on GMO safety.Environmental Sciences Europe,27(1), 1. How to Make a GMO - Science in the News. (2015).Science in the News. Retrieved 30 June 2016, from https://sitn.hms.harvard.edu/flash/2015/how-to-make-a-gmo/ Prado, J. R., Segers, G., Voelker, T., Carson, D., Dobert, R., Phillips, J., ... Reynolds, T. (2014). Genetically engineered crops: from idea to product.Annual review of plant biology,65, 769-790. QA: genetically modified food. (2016).World Health Organization. Retrieved 30 June 2016, from https://www.who.int/foodsafety/areas_work/food-technology/faq-genetically-modified-food/en/ Strauss, S. H., Sax, J. K. (2016). Ending event-based regulation of GMO crops.Nature biotechnology,34(5), 474-477. Top 20 Foods and Products that have been Genetically Modified. (2016).Seattleorganicrestaurants.com. Retrieved 30 June 2016, from https://seattleorganicrestaurants.com/vegan-whole-foods/top-20-genetically-modified-foods/