Justification for funding researches on Biotechnology and genetic engineering Essay Example for Free

Justification for funding researches on Biotechnology and genetic engineering Essay Biotechnology and genetic engineering are technologies that employ biological materials to generate or construct enhanced products. The technologies are extensively used in the field of agriculture for the generation of new plant hybrids which present commercially important traits such as size and sweetness and remove the commercially risky features including drought- and insecticide-resistance. In the field of biomedicine, microbial species are modified through genetic engineering and used as basis for the design and creation of new vaccines which will help the public from acquiring specific infectious diseases. It is of my opinion that these sciences be funded for purposes of food enhancements and vaccine improvements because these provide us with new methods of using modified versions of the basic biological materials. The modification of particular plant species may be helpful to us in terms of food and our daily consumption, and maintaining good health in the society. For example, rice may be genetically modified to grow to maturity in half the time the wild rice grows. This means that we will always have ample supply of rice because we do not have to wait for such a very long time. In term of vaccines, it is important the biotechnology and genetic engineering improve vaccines because the bacterial and viral pathogens that cause diseases are also constantly evolving. Viruses are continuously changing the proteins on their cell membrane so that the cells of their host will not recognize and destroy them based on the host’s current immunity. If we do not improve our vaccines, we will not be able to control emerging infections around the world, and this may result in multiple global outbreaks. Hence, it is important that these technological innovations be used to their maximum potential. References Patel R, Torres RJ and Rosset P (2005): Genetic engineering in agriculture and corporate engineering in public debate: Risk, public relations, and public debate over genetically modified crops. Int. J. Occup. Environ. Health 11:428-436.

Factors That Affects the Preference of Online Games Essay Example for Free

Factors That Affects the Preference of Online Games Essay Online gaming can refer to any type of game that someone can play through the Internet or over a computer network. Most of the time, online gaming refers to video games played over the Internet, where multiple players are in different locations across the world. Players also can compete in massively multiplayer games, where dozens of players play an ongoing game in a virtual world. Often times, participants can communicate with other gamers through text chat sessions during online gaming or, sometimes, players can actually speak to other players, using special audio hardware. Online Games are now one of the most popular and fast growing part of the internet based industries. These computer games can be played be many people together in a network like the Internet or any office network. With the growing availability of the World Wide Web, these games have become one of the best ways to relief stress after a busy day. Today, there are many websites that allow people to play online games. Playing online games has many advantages. Users can play multiplayer online games with their friends. Children find multiplayer games more thrilling and entertaining as they compete against their friends. Online games offer a range of entertainment options for people. Online games are an excellent way to escape the â€Å"real world for a while and enter the virtual domain. In addition to providing entertainment, these games help us to be mentally strong. These games are liked by people of different ages, especially as they could be played in the comfort of their homes. The games are quite thrilling as they provide incredible features as well as a user friendly ambiance. These games also build team efforts and team spirits. A bond of togetherness is developed through these games. To cap it all, these games help one to interact and exchange ideas with others while paying multi-player games. The industry of computer games is continuously developing its techniques and strategies in order to make more and more appealing games. However, each company that produces video games is specialized in a certain type of games that address to a certain age group. For this reason, the variety of the existing games and of the games to be created is very notable and we should take it into consideration whenever we speak of this domain

Students Perception Toward The Learning Of Ict Education Essay

Students Perception Toward The Learning Of Ict Education Essay The undersigned have examined the thesis entitled A comparison of students perception and satisfaction toward the learning of ICT employing blended learning and traditional face-to-face instruction at Satit Bilingual School of Rangsit University. presented by CARLOS J. VEGA, a candidate for the degree of Master of Science in eLearning Methodology and hereby certify that it is worthy of acceptance. Teachers all over the world design develop and implement innovative teaching methods in order to capture students interests. Sometimes these initiatives are also undertaken to address subject related issues. The author has encountered many problems in the teaching of ICT in the last 5 years. In this research, Blended Learning was implemented in primary school ICT lessons to measure students perception towards this approach. We have seen an increase in many countries on the use of ICT in schools. It seems schools are moving away from blackboards, a projector and a television to an increase on the use of the internet, interactive boards and e-learning. In England, for example, the government feels that it is critical that all schools are able to expand the use of ICT, so it is not only those who have access to these technologies the ones who benefit (DfEE 2001). Furthermore, very little studies have been done at the Primary School level as to the perception of students towards the use of e-learning and also the use of blended learning to teach the subject of ICT. This research is a way to demonstrate whether or not the use of Blended Learning in the teaching of ICT has any effect in the perception of Primary School students when learning the subject of ICT. Research Questions Is there a statistical difference between Thai primary school students perception towards the use of blended learning and the use of face to face instruction in ICT class? What is the students perception towards learning ICT using both traditional face to face and blended learning methods? Importance of the Study This research aims to explore the Primary school students perception towards learning an ICT course using Blended Learning vs Face to Face learning and examines the qualitative data gathered after the experiment. This type of research would be a pioneering research project at Satit Bilingual School of Rangsit University (SBS), Thailand for studying the efficiency and effectiveness of the Blended Learning system. This research compares Blended Learning with traditional face to face teaching in ICT class. The results of this study will be used to develop more effective Blended Learning systems. There is a trend in education to use technology as a means to enhance or, sometimes, teach entire courses fully online or as integration in the classroom. Some problems in a traditional classroom setting can be, lack of teacher attention, boredom, outdated knowledge, and inappropriateness for a diverse population (Gardiner, 1997; Hara Kling, 1999). Researchers support concepts such as active learning, student-centered principles, effective use of technology, and collaborative learning (American Psychological Association, 1997; Bonk and Kim, 1998). There are expectations that technology and e-learning will transform education. The demand for the use of technology in education and e-learning has affected developing countries in South East Asia, such as Thailand. Therefore, it is important for educators to explore students attitudes towards and experience of new technology such as Blended Learning. The authors problems stem from the teaching of ICT and the complexity of keeping students attention and interest while teaching two skills at the same time. The challenge with teaching ICT lies in that there are cognitive as well as psychomotor skills that need to be learned at the same time. It proves almost impossible to do both and keep the learners attention on the task. The authors experience is that in order to do both the lesson has to be constantly interrupted because it is too difficult for the students to remember all things taught, and also there are different levels of skills in the same classroom and it proves almost impossible to go at a pace that satisfies all students. There will always be ones that can keep up, ones that are slow and ones that do not understand at all. Assumption Blended Learning is a way to give students an opportunity to practice and learn the skills taught at the same time and at their own pace. Definition of Terms What is e-learning? ELearning is learning at all levels, be it formal or informal, that uses a network, wsuch as a intranet (LAN), WAN or the Internet, for the delivery of courses and learning. So, what is elearning? Very simply, elearning is utilizing technology to increase the effectiveness and accessibility of learning. This may include CD ROMs, or a discussion thread to enrich a regular classroom, or a course delivered completely online. All other terms related to learning are subsets of elearning. What is blended learning? Another term that is gaining currency is blended learning. This refers to learning models that combine traditional classroom practice with e-learning solutions. For example, students in a traditional class can be assigned both print-based and online materials, have online mentoring sessions with their teacher through chat, and are subscribed to a class email list. Or a Web-based training course can be enhanced by periodic face-to-face instruction. Blending was prompted by the recognition that not all learning is best achieved in an electronically-mediated environment, particularly one that dispenses with a live instructor altogether. Instead, consideration must be given to the subject matter, the learning objectives and outcomes, the characteristics of the learners, and the learning context in order to arrive at the optimum mix of instructional and delivery methods. What is Face to Face instruction? Face to face instruction refers to any learning where the instructor and the student are in the same classroom at the same time in a traditional classroom setting. The definition of traditional education varies greatly with geography and by historical period. The chief business of traditional education is to transmit to a next generation those skills, facts, and standards of moral and social conduct that adults deem to be necessary for the next generations material and social success (Dewey, 1938). As beneficiaries of this scheme, which educational progressivist John Dewey described as being imposed from above and from outside, the students are expected to docilely and obediently receive and believe these fixed answers. Teachers are the instruments by which this knowledge is communicated and these standards of behavior are enforced (Dewey, 1938). Historically, the primary educational technique of traditional education was simple oral recitation (Beck, 2009). In a typical approach, students sat quietly at their places and listened to one individual after another recited his or her lesson, until each had been called upon. The teachers primary activity was assigning and listening to these recitations; students studied at home. A test might be given at the end of a unit, and the process, which was called assignment-study-recitation-test, was repeated. In addition to its overemphasis on verbal answers, reliance on rote memorization (mindless memorization with no effort at understanding the meaning), and disconnected, unrelated assignments, it was also an extremely inefficient use of students and teachers time. It also insisted that all students be taught the same materials at the same point; students that did not learn quickly enough failed, rather than being allowed to succeed at their natural speeds. This approach, which had bee n imported from Europe, dominated American education until the end of the 19th century, when the reform movement imported progressive education techniques from Europe (Beck, 2009). CHAPTER II Hypothesis Students will have a positive attitude and have a preference towards the use of Blended Learning instead of face to face learning in the teaching of ICT. Background and Literature Review The increase in the use of technology has impacted our everyday lives and developing countries, such as Thailand, are also seeing an increase in the demand for use of technologies. The demand for the use of eLearning has increased. According to IDC Research, an increase of 30 percent in yearly spending on eLearning was expected by 2008, which is an increase from 14 billion dollars in 2004 (SmartPros, 2005). In Thailand, there is a target from the government to boost ICT literacy and computer use. A Smarter Thailand with Smarter People and a Smarter Government this is the main goal of Thailands second Information and Communication Technology (ICT) plan for 2009-2013, drafted by the National Electronic and Computer Technology Center. The initiative from the ICT Ministry in Thailand to encourage 50 percent of the population over the age of 15 to be ICT literate and be able to use computers in their everyday lives and enable to country to become a major competitor in the global market. According to Assoc Prof Dr Thanomporn Laohajaratsang, director of Chiang Mai Universitys Information Technology Service Centre, Progress in the use of ICT in education has been very slow and uneven. Its utilization lacks continuity in terms of government support, budget and professional development. (TAN, L. C., et al., 2009). In 1984, computers were introduced to Thailand in the study of mathematics. Studies show that the achievements of Thai students in the core subjects at both primary (prathom) and secondary (mathayom) schools were below the international averages. The findings prompted several education reforms, with ICT seen as an innovative intervention to help develop a knowledge-based society. (TAN, L. C., et al., 2009). The first ICT Master Plan in 2002 and the current ICT Master Plan are seen as instruments for providing vision and strategies for the use of learning technologies to improve the quality of education in the country. According to the vice-president of the Institute for the Promotion of Teaching and Technology Dr Pornpun Waitayangkoon, the government in Thailand does not provide enough funds to meet the ICT needs. Also, the Ministry of Educations Model ICT Schools project aims to make student-centered learning a reality and the Cyber University project tries to provide more opportunities for distance higher education. To support these efforts, more online teaching and learning resources are encouraged and increased. A recent sample survey suggested the following issues for Thai educational professionals to contemplate (Unesco, 2003): Much of the current use of ICT in the classroom still focuses on the drill and practice type of learning. There would appear to be an inadequate basic infrastructure. Lack of technical support. Integration of ICT in the teaching of subjects has been weak. The absence of policies and management support. There is also a lack of research concerning the use of Blended Learning in primary school. Most research regarding online or Blended Learning focus on tertiary education institutions. Some research has been done in the teaching of various subjects with secondary school students. An example of this would be the development and research of the Getsmart website (Chandra et al., 2009). The study showed that the website enabled them to undertake learning activities at their own pace and convenience. The results of this study were positive towards the used of Blended Learning in a high school environment. However, this research represents the reason for further research. The students in this study were in high school and it focused on junior science and physics. This type of research is typical of the research found. There is no evidence to show if the use of Blended Learning is useful in a primary school environment and how it can be used in the teaching of the subject of ICT. Hybrid or blended learning environments seem to be less controversial than pure e-learning courses and less likely to be resisted by academic staff in the tertiary sector (Young, 2002; Bonk, Kim and Zeng, 2006). There is still a believe that a teacher relating to a student face to face is the simplest and least expensive way for a teacher to establish a relationship with the student (Fungaroli-Sargent, 2000). The pure e-learning proponents may now acknowledge the merits of a blended approach as the pure e-learning model may still be viewed with some skepticism. This move towards Blended Learning has happened quietly with most tertiary institutions adopting a blended approach to eLearning without great publicity. A study conducted in Taiwanese schools find that there was a direct correlation between student satisfaction in the face to face or real world classroom and enjoyment of the web-based learning, which implies that the right mix or blending can be satisfying to students (She an d Fisher, 2003). There is a need for a teacher present in the classroom to not only teach but entertain, convey enthusiasm, expertise, experience and context (Bersin, 2004), things that may be difficult to convey in a pure eLearning environment. Students appear to appreciate the face to face lectures by the teacher when they occur less frequently within a blended learning environment. This shows that a face to face environment is not necessarily the best or the standard by which everything should be measured. Depending on the course, the mix of face to face and online may differ. Allowing the teacher full control over their courses is important to allow the teacher to decide what is that best mix for his/her particular course (Young, 2002). Review of literature on online learning show that the research is mostly focused on the outcomes of learning rather than the process of learning (Cumming et al., 2002; Gudzial and Turn, 2000; Hara and Kling, 1999; Hendrinks and Maor, 2003). These types of research then focus, primarily, on quantitative data that measures scores and learning outcomes rather than how the learner interprets or views his learning experience. The author, therefore, is taking a qualitative approach to this research to observe and test a Blended Learning environment in a primary school setting to shed light on perception and experience of the blended learning and find an optimal mix for the learning of ICT. Blended Learning is a type of approach to eLearning. ELearning is the delivery of any learning by electronic means. E-learning involves the use of a computer or electronic device (e.g. a mobile phone) in some way to provide training, educational or learning material. (Stockley 2003). There are different types of eLearning and these can be categorized by the students degree of interactivity, students time of presence and blending approach to name a few. For the purposes of this research, the author will take a blending approach to eLearning, meaning that it blends the approach using face to face as well as online learning. According to a report published by the Sloan Consortium entitled Blending In: The Extent and Promise of Blended Education in the United States, Blended Learning is divided into four types: Table 1: Types of Blended Learning (Sloan-C, 2007) Proportion of Content Delivered Online Type of Course Description 0% Traditional Content delivered either orally or written with no technology used. 1 to 29% Web Facilitated Essentially a face to face course that uses technology, such as a webpage, to post a syllabus or an assignment. 30 to 79% Blended Learning/Hybrid It blends face to face and online instruction. A substantial proportion is delivered through electronic means. 80% to 100% Online Most or all of the content is delivered online with little or no face to face meetings. A blended learning approach can combine face-to-face instruction with computer-mediated instruction. It also applies science or IT activities with the assistance of educational technologies using computer, cellular or iPhones, Satellite television channels, videoconferencing and other emerging electronic media. Learners and teachers work together to improve the quality of learning and teaching, the ultimate aim of blended learning being to provide realistic practical opportunities for learners and teachers to make learning independent, useful, sustainable and ever growing (Graham, 2005). Conceptual Framework This research attempts to find if a students learning experience in ICT is affected by the use of face to face vs blended learning in the teaching of ICT. Independent variables: Blended learning instruction in ICT class. Face to Face learning instruction in ICT class. Dependent variables: Students perception towards the use of blended learning in ICT. Students perception towards the use of face to face instruction in ICT. Students perception towards the learning experience in ICT. The following is a schematic representation of the variables. The aim is to investigate students perception of their learning in ICT using two different delivery methods, Face to Face instruction and Blended Learning. Then, gather qualitative data to determine if the method of delivery influences their perception of the learning experience in ICT class. Figure 1: Conceptual Framework underlying the relationship between variables. Perception of the learning experience in ICT class Perception of the learning experience using blended learning in ICT class Blended Learning instruction in ICT. Perception of the learning experience using face to face learning in ICT class Face to face instruction in ICT. CHAPTER III METHODOLOGY CHAPTER IV RESULTS CHAPTER V CONCLUSION REFERENCES American Psychological Association (1997). Learner-centered psychological principles: A framework for school redesign and reform. http://www.apa.org/ed/lcp.html 2/9/2003. Department for Education and Employment (DfEE) 2001 Curriculum Online a consultation paper. DfEE, London Beck, Robert H. (2009). The Three Rs Plus: What Todays Schools are Trying to Do and Why. U of Minnesota Press. pp.  3-6. Bersin, J. (2004) The blended learning book: Best practices, proven methodologies, and lessons learned, Pfeiffer, San Francisco. Bonk, C., Kim, K. J., and Zeng, T. (2006) Future directions of blended learning in higher education and workplace learning settings. In C. Bonk and C. Graham, The handbook of blended learning: Global perspectives local designs. San Francisco: Pfeiffer, 550-567. Cummings, J. A., Bonk, C. J. and Jacobs, F. R. (2002). Twenty-first century college syllabi: Options for online communication and interactivity. The Internet and Higher Education, 5 (1), 1-19. Dewey, John (1938). Experience and education. Kappa Delta Pi. pp.  1-5. Fungaroli Sargent, C. (2000) Traditional degrees for non-traditional students: How to earn a top diploma from Americas great colleges at any age, Farrar, Straus Giroux, New York. Gardiner, L. F. (1997). Producing dramatic increase in student learning: Can we do it? National Teaching and Learning Forum, 6 (2), 8-10. Graham, C. R. (2005). Blended learning systems: Definition, current trends, and future directions.. in Bonk, C. J.; Graham, C. R.. Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer. pp. 3-21. Gudzial, M., and Turns, J. (2000). Effective discussion through a computer-mediated anchored forum. The Journal of Learning Science, 9 (4), 437-69. Gunawardena, C. N., Lowe, C.A., and Anderson, T. (1997). Analysis of an online global debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17 (4), 397-431. Hara, N., and Kling, R. (1999). Students Frustrations with Web-Based Distance Education Courses. http://firstmonday.org/issues/issue4_12/hara/index.html 1/10/2003. Hara, N., Bonk, C. J., and Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28 (2), 115-52. Hendriks, V., and Maor, D. (2003). Qualitative methods in evaluating the quality of online learning. World Conference on Educational Multimedia, Hypermedia and Telecommunication. http://dll.aace.org/13307 7/9/2003 Ramage, T.. (2001). The No Significant Difference Phenomenon: A Literature Review. e-Journal of Instructional Science and Technology . 5 (1) She, H. C. and Fisher, D. (2003) Web-based e-learning environments in Taiwan: The impact of the online science flash program on students learning, In M.S. Khine D. Fisher, Technology-rich learning environments: A future perspective, Singapore: World Scientific Publishing, 343-365. SmartPros Editorial Staff. (7 January 2005 ). E-learning Demand to Double in 2005. Available: http://accounting.smartpros.com/x46477.xml. Last accessed 17 February 2010. TAN, L. C., MANOWALAILAO, R. (2009 , July 28). Bangkok Post. A smarter Thailand through ICT , p. 1. Unesco, (2003). Strengthening ICT in Schools and SchoolNet Project in the ASEAN Setting,Experts Meeting for Documenting Experiences in the Use of ICT in Education and SchoolNet Operations: 7-8 July 2003. University of Minesota, Duluth. (11 February 2010). Web Design Glossary. Available: http://www.d.umn.edu/itss/support/Training/Online/webdesign/glossary/i.html. Last accessed 17 February 2010. Young, J. R. (2002) Hybrid teaching seeks to end the divide between traditional and online instruction, The Chronicle of Higher Education, 48, 28, A33-A34. Appendix A Type or paste your appendices here. Appendices are a place to organize and include all of the extra material that is important to your research work but that is too detailed for the main text. Examples can include: specific analytical methods, computer code, spreadsheets of data, details of statistical analyses, etc. But, these materials do not speak for themselves. There should be a reference to these materials from the main chapters (complete details included in Appendix A) and there should be some text at the beginning of each appendix to briefly explain what the information is and means that is included in that appendix.

The Internet Market In Kuwait :: essays research papers

Many competitive markets have been appeared in Middle East lately, and specially in Kuwait. The One which I will discuss is the Internet competitive market in Kuwait . Internet has been a great demand in all over the world. In 1992, The ministry of communication in Kuwait provided the internet service. Since there was no community attraction toward the internet, the price of the provided service was pretty high. Since this company was the only one produced a certain market's product, they had inflated the price to the absolute highest cost that people would still pay. Because of that, there was an absolute need for competition. Competition lowers the price because of the competition for costumers. Moreover, the provided service by the only company didn't have the quality that worth its price, like the lines were always busy or even if you get connected to the network the connection speed wouldn't be higher than 2400 bps. Companies were rarely thinking of joining this market, because the number of people demanding this service was unstable, and depending just on the high educated class or the university. Over the last 6 years, the demand of the internet has greatly increased, and many competitive companies showed up to satisfy the consumer's demand. Many companies started to break the monopolization of this market, and the price has been dropped incredibly. Thus, the demand of this market started to raise up again. This competition among companies also raises the quality of the products because if a company put little technology and capital into their output, consumers would not buy from them, rather they would buy from the competition. In my own opinion, the companies would receive better advantages if they made a special discount for students. The Internet Market In Kuwait :: essays research papers Many competitive markets have been appeared in Middle East lately, and specially in Kuwait. The One which I will discuss is the Internet competitive market in Kuwait . Internet has been a great demand in all over the world. In 1992, The ministry of communication in Kuwait provided the internet service. Since there was no community attraction toward the internet, the price of the provided service was pretty high. Since this company was the only one produced a certain market's product, they had inflated the price to the absolute highest cost that people would still pay. Because of that, there was an absolute need for competition. Competition lowers the price because of the competition for costumers. Moreover, the provided service by the only company didn't have the quality that worth its price, like the lines were always busy or even if you get connected to the network the connection speed wouldn't be higher than 2400 bps. Companies were rarely thinking of joining this market, because the number of people demanding this service was unstable, and depending just on the high educated class or the university. Over the last 6 years, the demand of the internet has greatly increased, and many competitive companies showed up to satisfy the consumer's demand. Many companies started to break the monopolization of this market, and the price has been dropped incredibly. Thus, the demand of this market started to raise up again. This competition among companies also raises the quality of the products because if a company put little technology and capital into their output, consumers would not buy from them, rather they would buy from the competition. In my own opinion, the companies would receive better advantages if they made a special discount for students.

Telecommuting :: Essays Papers

Telecommuting I found this article to be of great interest to myself because my work and life has revolved around telecommuting for the past several years. As the article indicates, â€Å"a telecommuter is anyone who works at least part of the time at home, in their cars, from clients’ offices, and/or in hotel rooms and telephone booths.† Although the article is somewhat dated (1995 to be exact), I feel that what Robert Moskowitz wrote about telecommuting back in 1995 still applies today. When I chose to go to work for ADP-Automatic Data Processing several years ago, I already had some previous work experience as a telecommuter. At the time, I had no idea that my current position would actually transition itself to a telecommuting position or as I would like to call it now, â€Å"a virtual office position.† As a Software Implementation Consultant, I feel that a telecommuting position has been a viable solution for my employer, for my work responsibilities, and for my overall job satisfaction. With the help of hardware devices such as my laptop computer, pager, cellular phone, voicemail, etc., and software applications such as pcANYWHERE, MS-NetMeeting, MS-Project, MS-Internet Explorer, MS-Office, MS-Outlook, etc., I can accomplish everything from home-or anywhere else for that matter-than being in an actual home office. Because I can be reached during the workweek, virtually anyplace at anytime, and I can work pretty much anywhere at anytime, this requires a lot of responsibility, organization, and dedication to my company and it’s clients. Although it appears that I do have this flexibility in my current position, I do tend to be in my home office one or two times a week for meetings, personal contacts, etc. I feel this is still necessary, so that I don’t loose touch with the company and associates I work with at ADP. Finally, telecommuting has allowed me the independence without the direct supervision to become more productive in my position. I feel most people, including myself, would tend to be more productive if they didn’t have someone looking over their shoulder everyday. But I do realize it takes a special person with a good combination of a strong discipline and a strong work ethic to be an effective telecommuter. My Future: I am sure as technology advances, my current position as a telecommuter will become more efficient in the ways of doing business with my company and with my clients.

El Nino: Past, Present, and Future Essay -- Natural Science essays

El Nino: Past, Present, and Future El Nino is both an atmospheric and oceanic phenomenon affecting weather patterns all around the world. It is complemented by La Nina in a cycle that occurs approximately every 4 years, varying as much as every two years to every six years (Wang 1999, 3331). La Nina has almost the opposite effect, however differs in its strength and duration randomly, as does El Nino (Fedorov 2000, 1998). The cycle is often paraphrased as ENSO, standing for El Nino-Southern Oscillation (Flugel 1997, 3230). It is called this because the El Nino phenomenon is especially strong in the Southern Hemisphere, and has greater effects in areas of the pacific near the equator. Although ENSO is prominent in certain areas, it alters weather patterns all around the world. The El Nino pattern can be quite random with and approximate range of 2 to 6 years per cycle, and is a loaded gun believed to be triggered by western winds (Fedorov 2000, 1997). Many scientists are now looking to the past for answers, so the El N ino cycle can be predicted for the years to come. New discoveries have recently been made on El Nino's history, and possible future. Recent El Nino's and La Nina's have shown that there is no effect of the strength and duration of one on the other (Fedorov 2000, 1998). The last one in 1997 was among the strongest, next to the 1982 El Nino (Fedorov 1997). Although the ENSO is relatively unpredictable, some scientists believe it to be dependent upon the intensity of trade winds and the depth of the thermocline (Fedorov 2000, 1997). A thermocline is the layer of water that rests between the upper and lower layer water that are categorized by the water temperature (Fedorov 2000, 1997). For example, off the coast of Peru... ... could argue that these alterations from the normal ENSO cycle could be due to global warming. Right now more research is being conducted, which would be necessary to prove this theory. Only time can tell us whether we will need to beware of El Nino's wrath in the future or whether El Nino will be tapering out. Works Cited Fedorov, Alexey V. and S. George Philander. "Is El Nino Changing?". Science: vol. 288, June 16, 2000, pp. 1997-2001. Flugel, Moritz and Ping Chang. "Does the Predictability of ENSO Depend on the Seasonal Cycle?". Journal of Atmospheric Sciences: vol. 55, No. 21, pp. 3230-3243. Kerr, Richard A. "El Nino Grew Strong As Cultures Were Born". Science: vol. 283, Jan 22, 1999, pp. 467-468. Wang, Risheng and Bin Wang. "Phase Space Representation and Characteristics of El Nino-La Nina". Journal of Atmospheric Sciences: vol. 57, No. 19, pp. 3315-3333.

Failure and futility Themes in “1984” and “Never Let Me Go” Essay

Comparison of how Orwell in 1984 and Ishiguro in Never Let Me Go use failure and futility in human relationships as a theme in their dystopian novels As humans, we judge ourselves by how others perceive us and seek to conform to a universally accepted code of ethics and laws. It is this inherent value that we possess, a conscience that make us different from animals and it is also what is missing to a large extent in Orwell’s â€Å"1984† and Ishiguro’s â€Å"Never Let Me Go†. The futility of relationships in these works is part of what makes the worlds in which they are based seem so bereft of hope and consequently, dystopia in nature. In Orwell’s vision of humanity’s future, the only truly acceptable thing to ‘love’ is Big Brother. The Party restricts all other love so as to break down the ties between family, friends and lovers whilst transferring this loyalty to the Party itself as a form of control. The Party is said to have, â€Å"cut the links between child and parent, and between man and man, and between man and women.† This does not just show the breakdown of re lationships, but the reduction of the self. The Party is removing the essential links that allow humanity to be more than a collective of individuals and instead uses this to its own ends, although what these are, beyond a desire for control, we never truly discover. It is partly this lack of knowledge of the Party’s overall goals that makes the situation seem so desperate, it is as though love is being removed without explanation or justification, making the whole process seem devoid of hope as there is no specific element against which to rebel. A similar lack of knowledge also plagues the children of Hailsham in â€Å"Never Let Me Go†. Their future is not clearly explained; instead it is an undercurrent to their education that leaves them prepared for, but not truly conscious of, their fate. As Miss Lucy says, the students have been, â€Å"told and not told.† The situation is much the same for the reader, we learn with the children about their function. Thus we can empathise with the characters; the reader feels a part of the story. Setting it in the 1990s also adds to this sense as it is easy to associate with our own lives. It is for this reason that cloning is a key feature of dystopic fiction from the late twentieth and early twenty first centuries as it does not seem a distant concept but a real possibility. Some may see keeping the children in the dark over their fate as a kindness, however in many ways it seems a further cruelty that they are allowed to hope when this will avail them nothing. Miss Lucy goes on to tell  the children that they had been, â€Å"created†, that they were, â€Å"brought into this world for a purpose†¦ [with] futures, †¦ decided.† This is an indication of what is to come for the students, gaining more meaning the further the reader progresses through the novel, it is in reflecting upon events that the true horror is revealed. It is also a symbol of their relationships with the outside world. They cannot become part of a society we would recognise, for this is not their â€Å"purpose† and so they are kept apart from it. The world of the chil dren seems lonely and isolated for this reason, especially so as it is told to them, and us, as fact by someone in a position of authority. This version of their future seems inevitable and so any hope Ishiguro builds in the minds of the reader in the rest of the novel seems almost foolish, as we have been told that Kathy and her companions have only one path to follow. Orwell uses similar devices in â€Å"1984†. We are told in the first chapter after Winston writes in his diary that â€Å"The Thought Police would get him† and yet through the novel, largely thanks to his relationship with Julia, we come to feel that there may be a chance for him. However, as in â€Å"Never Let Me Go†, this is crushed. Both Orwell and Ishiguro give their characters and their audiences hope and despite all else that is wrong in their worlds, they have an intrinsic human emotion to hold on to, but when both stories conclude, this feeling is shown to have been futile and misleading. The traditional structure of society in â€Å"Never Let Me Go† is altered, as there is clearly a subsection of humanity that the dono rs inhabit which is not apparent in our own lives. However, Ishiguro’s world is not so different from our own, Hailsham seems like it could easily be a twentieth century boarding school with the result that the events have a more profound effect on the reader. Orwell uses a slightly different technique as the structure of human life is reduced in â€Å"1984† rather than altered. It is carried out up to the point where, â€Å"No one dares trust a wife or a child or a friend†. Instead they turn to the only thing in their life that seems concrete, Big Brother. The Spies are the ultimate example of this because the Party has managed to sever the paternal bond, which should be stronger than almost anything else. The extent to which this is achieved is shown by Parson declaring he is, â€Å"proud† of his daughter for denouncing him as it proves that he, â€Å"brought her up in the right spirit.† It is as though the greatest achievement for a parent has become to create a tool for the  party. Winston sums this up by saying, â€Å"The terrible thing the Party has done was to persuade you that mere impulses, mere feelings, were of no account, while at the same time robbing you of all power over the material world.â₠¬  To protect and nurture your offspring is a natural instinct, but the Party has removed this and in doing so has reduced humanity. It is this that makes the breakdown in the family so crucial to Orwell’s dystopic literature, if the feelings had been punished there is hope for salvation but by removing them, there is no hope for a future where the family is once again a pivotal element within a person’s life. When Orwell was writing there was a strong feeling of despair amongst modernist authors and artists relating to the fracturing of society and the reduction of tradition’s role in people’s lives. This is clearly shown in â€Å"1984† through characters such as Parson. Orwell’s reduction of traditional structures is shocking but also hard to relate to, as it seems so extreme. It can be said that Ishiguro’s alteration may not have the same immediate impact, however this slight apathy is caused by the situation presented being all too possible. On reflection this serves to makes it more disturbing; many groups in society are marginalised and so it is not difficult to imagine a situation where there are ‘clones’ amongst us yet not with us who are treated as an inferior race. Ishiguro demonstrates this through the use of the word, â€Å"completion† when the donors die. This is much like a euphemism for death, something else that is treated as taboo, but â€Å"completion† has far more sinister connotations. It suggests the donors have fulfilled their â€Å"purpose†, particularly as the word â€Å"completion† is usually associated with a positive outcome. This can be interpreted as Ishiguro, as a post-modern author, suggesting that a society relying on such a complex structure, is capable of dehumanising and exploiting the death of fellow humans. This is unlike Orwell in â€Å"1984† who bemoans the fracturing of traditional structures, however both show how the breakdown in relationships and marginalisation of certain groups can remove some essence of humanity and it is through this that the authors present their works as dystopic. Winston identifies this loss when he says â€Å"The Proles are human beings†¦ We are not human† because in comparison to Party members, â€Å"They were not loyal to a party or a country or an idea, they were loyal to one another.† Winston himself recognises what it is to be human and sees how he is in some way lacking. He goes on to tell  Julia that they will inevitably be captured and this will leave them both, â€Å"utterly alone† and, â€Å"utterly without power of any kind†. The implication here is that the connection they share is what gives them power but that the Party can overcome this. Despite acknowledging what is necessary to be human and finding his own source of strength, Winston still sees himself as ultimately powerless. Rather than this moment being an epiphany, as you would expect from a traditional hero, Winston is filled with hopelessness and in turn shows his love for Julia as being ultimately futile as it cannot lead to any salvation at all. Julia’s cool acceptance of this only makes it seem more inevitable as she states, â€Å"Everybody always confesses. You can’t help it. They torture you.† The short sentences make each statement a fact rather than a possible future. However we are also given a small glimmer of hope when Winston says to Julia that the, â€Å"real betrayal† would be if they could, â€Å"make me stop loving you† and Julia responds that, â€Å"They can’t do that.† This gives the reader hope that maybe they can best the Party. They may forfeit their lives in doing so but by staying loyal they could prove that love is more powerful than the control of the Party. However this is crushed at the end when they both betray each other. Having demonstrated how important interpersonal relationships are to the nature of humanity, Orwell then shows how easily such relationships can be demolished. This perhaps more than any other feature of â€Å"1984† makes it d ystopic literature as, what is an inherent belief in many that love can overcome any challenge, is destroyed and with it the image of humanity. In â€Å"Never Let Me Go† we are led to believe that what Kathy and Tommy share could be their salvation as we believe that the ‘system’ can be overcome by love. This is shaped by countless stories with which all are familiar where love bests evil. Both Orwell and Ishiguro play on our expectation that a resolution will be found in order to shock the reader to a greater extent when it is shown that hope is lost. This happens in â€Å"Never Let Me Go† as the society presented places small value on these emotions. Miss Emily understands they have, â€Å"hoped carefully† that deferrals might exist, but has to explain to them it was only ever, â€Å"A wishful rumour.† It is this element that shows the dystopic nature of the novel as, up to this point we feel Kathy must achieve some kind of success to fulfil her role as principle character, but it doesn’t happen. The use of the word, â€Å"hoped†, is also key as this is essentially  what the story is about, it reminds the audience that for Kathy and Tommy, their love represents hope of future happiness and leading lives with a meaning beyond being someone else’s spare parts. Both â€Å"1984† and â€Å"Never Let Me Go† demonstrate how fundamental relationships are to human lives. They are what shape us, what allow us to interact with a greater society and what gives us hope. However in both novels relationships are broken down and shown to be futile, in neither do the protagonists find a way to escape their fate through love and nor do they get any real comfort from it as they are always fighting against systems that do not accredit a value to such emotions. It is when these relationships are finally proved to offer little to those involved that faith in a redeeming future is lost in and as such it is when the novels are shown to be dystopic. This is clearly a fundamental element of the authors’ dystopian literature as love tends to be what humankind clings to as the last vestige of hope in a dire situation and even this is removed from these works.