Forensically investigating a security breach while balancing the need Research Paper

Forensically investigating a security breach while balancing the need for business continuity and rapid return to normalcy within the organization - Research Paper Example So as to ensure the network security and security of information on the network, an organization has to have a response and investigation plan. There are many reasons as to why an organization should use a response and investigation plan. According to Vacca and Rudolph (2011), a response and investigation plan offers solutions to how hacking/intrusion attacks can be handled by the organization reducing damage and loss. This, however, builds confidence with the shareholders and helps cut losses that are as a result of hacking. With that in mind, this paper intends to provide a response and investigation plan for a large manufacturing Aspen Company with extensive intellectual property distributed across multiple locations in the United States and Latin America. There have been several recent small scale hacking/intrusion attacks that appear to be reconnaissance efforts for a larger scale attack. Reentry, the company faced an attack which affected its customer and shareholders data. Hacking/intrusion attack is not an issue that is going to go away anytime soon. As the internet grows, and more users come online, hackers and introducers want to have access to personal data or organization’s confidential information (Anson, Bunting, Johnson & Pearson, 2012). This means that Aspen Company has to be able to detect any act of hacking/intrusion done in their systems. So as to do so, there has to be a forensic response and investigation plan. The forensic response and investigation plan described in this section documents the procedures Aspen Company followed after their hacking/intrusion attack. The forensic response and investigation plan will include; determining the nature of the attack and evidence handling and documentation. Identifying the occurrence of hacking/intrusion attacks even if it is an IT-related issue cannot always be the sole obligation

Promoting Healthy Eating Habits in Second Graders Essay Example for Free

Promoting Healthy Eating Habits in Second Graders Essay This paper is geared toward promoting education of healthy eating habits of second grade students. According to Blais and Hayes, â€Å"Healthy People 2010 define Health Promotion as individual and community activities to promote healthful lifestyles. These healthful lifestyles include the improvement of nutrition in America† (p.120). The Center for Nutrition Policy and Promotion (CNPP), an organization of the U.S. Department of Agriculture, has provided the necessary tools to help guide and promote healthy eating habits through conducting research and evidence based analysis in nutrition. USDA Food Guidance System known as MyPlate, MyPyramid, or the Food Guide Pyramid are used to educate the public and offer information on the recommended nutritional guides on weight management, caloric intake, physical activity, and health tips for specific ages and health conditions. The Dietary Guidelines of Americans 2010 have set guidelines used to promote healthy eating to the American people of all cultures, traditions and socioeconomic background. These guidelines encourage the consumption of nutritional foods, which include fresh vegetable and fruit, whole grains, fat-free or low-fat milk and milk products, a variety of protein rich foods, which include lean meats, seafood, nuts and legumes (p.46). The emphasis of these principles will be used towards the promotion of health through the development, implementation and evaluation of a teaching plan on healthy eating habits to second graders, between the ages of 7-9 in a their classroom setting using the MyPlate educational teaching tools. Assessment of Learning Needs The second grade learning group consisted of fourteen children ages 7-9. An interactive class activity was presented using different items which  consisted of each food group using the MyPlate teaching concept. The children were asked to identify the food item they preferred unhealthy versus the healthy choice. The children’s knowledge on making healthy food choices was assessed at this time. It was assessed that 72% of the children preferred the food item that was unhealthy, while 28% made healthier selections. Although some of the children made healthy choices the majority of the group made unhealthy food selections. Prior to presenting the teaching plan the teacher reviewed the material to assure it would be understood by the second graders. Their developmental level was confirmed to be within the second grader learning ability in communication and understanding. None of the children required special learning needs. Two of the children wore corrective lenses, which did not inhibit their ability to participate in the activity. Cultural consideration was assessed by asking the children their race and the different kinds of food that is cooked at home. Two children were multicultural of Hispanic origin and specific food items commonly eaten at home were placed into its specific food group. The second graders first language was English. None of the children expressed specific spiritual practices as pertaining to eating habits or customs. The second graders preferred an interactive learning style which included: demonstration, answering and asking questions, and coloring activity. The second graders were enthusiastic and expressed eagerness to learn and share the information with their parents. The overall health status of the second graders was good. There were a few that expressed having allergies or respiratory problems. Learner Objectives The learning objectives for the promotion of healthy eating plan are as follows: A. Affective Domain: The students are willing to actively participate by listening and responding to the instructor’s presentation on healthy eating habits and engage in group activity. B. Cognitive Domain: Each student will be able to choose three healthy food items specific for each of the five food groups and describe three ways healthy eating nourishes the body and benefits of staying physically active. C. Psychomotor Domain: The students will select and identify the food item that is more beneficial for their health with given activity. Teaching Plan The teaching plan to be implemented includes the following presentation, which incorporates the current lunch menu offered to the students in school: A. MyPlate five food group and drink option was presented and the students are asked to choose which food item is eaten daily unhealthy versus healthy items included: 1. Fruit group: Selection of fresh fruit (banana, apple, orange strawberries, etc.) or a fruit cup 2. Grain group: Selection of French fries, potato chips, baked potato or wheat or white bread sandwich 3. Vegetable group: Selection of fresh carrots, salad, celery or canned carrots, corn 4. Protein group: Selection of fried chicken nuggets or baked chicken nuggets, burger or subway sandwich 5. Dairy group: Selection of whole milk or low fat milk, cheese or yogurt 6. Drinks: Water, Capri Sun or Juice box Each individual student will be encouraged to participate and other specific items not listed will be placed in the classified food group in order to address all individual needs. B. MyPlate nutritional guidelines reviewed with the students and open questions answered. 1. The School Day just got Healthier article discussion of the 10 tips for Nutrition Education Series includes awareness of healthier school meals for children, inclusion of more fruits and vegetables daily, along with whole-grain rich foods. The offering of a variety of low fat and fat free milk, reducing saturated fats and salt, increase in water intake. Meeting caloric needs through portion sizes, development of wellness programs, making better food choices and resources available to parents. 2. Emphasis on each food group with interactive group participation to name at least three healthy food items of choice 3. Name how healthy eating benefits the brain, heart and digestion, along with getting at least 60 minutes of exercise daily. C. Students will identify or select the healthier food items offered introduced at the beginning of presentation. 1. Choose MyPlate coloring activity will allow for a visual picture to reinforce the five food groups in a simple manner. 2. Draw three healthy food items on their MyPlate activity sheet. 3. Reinforce healthy eating habits with a take home pamphlet for the parents that describe 10 tips for healthy snacking. Evaluation of Teaching and Learning Evaluation of teaching and learning strategies were accurate, clear and appropriate for the second grade students. The teaching plan was simple and interactive to meet each individual learning need. The health promotion plan and activity outlined can be followed to teach other second grade students the importance of healthy eating habits using the free resources and information available on the website Choosemyplate.gov MyPlate Kid’s Place. The evaluation of learner objectives was measured by having the students re-evaluate their previous food item choice and compare it to the healthier food item. The scores were significantly higher were 92% the students identified and selected healthier food items listed. Open class discussion was used to determine if the teaching strategies used were appropriate for the students. The students expressed understanding and enjoying the class, the activities used and having a parent teaching the class. Positive feedback was given by the teacher present and students. The students were comfortable in their classroom setting, which is the appropriate environment for learning. The health promotion event was successful and effective in educating second grade students on healthy eating habits. The students expressed eagerness to share the resource pamphlet with their parents. The information shared would have been more effective and beneficial if the second graders parents were present, but studies show that second graders are influential in assisting parents make healthy eating choices for them with the information they learn. References Blais, K. K., Hayes, J. S. (2011). Professional nursing practice: concepts and perspectives (6th ed.), New Jersey: Pearson U.S. Department of Agriculture and U.S. Department of Health and Human Services. Dietary Guidelines for Americans, 2010. 7th Edition, Washington, DC: U.S. Government Printing Office, December 2010 Jacksonville University College of Health Sciences (2012). School of nursing mission. Retrieved March 25, 2014 from http://www.ju.edu/COHS/Pages/School-of-Nursing-Mission.aspx Office of Disease Prevention and Health Promotion, Office of the Assistant Secretary for Health, Office of the Secretary, U.S. Department of Health and Human Services, May 2014. Retrieved from http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf U.S. Department of Agriculture. ChooseMyPlate.gov Website. Washington, DC. Color Sheet. Retrieved April 18, 2014 from http://www.choosemyplate.gov/kids/downloads/ColoringSheet.pdf U.S. Department of Agriculture. ChooseMyPlate.gov Website. Washington, DC. School Day Just Got Healthier. Retrieved April 18, 2014 from http://www.choosemyplate.gov/foodgroups/downloads/TenTips/DGTipsheet21SchoolDayJustGotHealthier.pdf

Optimization and Production of Siderophore

Optimization and Production of Siderophore Production and optimization of siderophore from plant growth promoting rhizobacteria Abstract The aim of this study was to optimize the production of siderophores by bacterial strains isolated from rhizosphere soil. Chrome azurol sulphonate assay confirms siderophore production by all 30 bacterial isolates. Maximum siderophore production was observed with strains S-6 and S-26 on standard succinic acid medium. Siderophore production was found to be influenced by different carbon, nitrogen and amino acid sources. Optimization of SM medium nutrient composition enhances siderophore production. The pot culture experiment clearly demonstrate the beneficial effect of strain S-6 and S-26 with significance increase in biometric parameters of soybean. Effect of rhizospheric bacterial isolates (S-6, S-26) on siderophore production was estimated by detecting the iron in soil as well as plant by using atomic absorption spectrophotometer. The iron concentration of soil was decreased after treatment from 38.32 ppm to 26.66 ppm and the iron concentration of plant was increased from 10.18 ppm to 36.05 ppm after treatment with S-6. Key words: Siderophore, Optimization, PGPR Introduction Iron plays a key role in electron transport, oxidation–reduction reactions, detoxification of oxygen radicals, synthesis of DNA precursors and in many other biochemical processes [1]. Being a transition element, iron gets rapidly oxidized from soluble ferrous (Fe2+) to insoluble ferric (Fe3+) state. In order to facilitate iron(III) acquisition, plants and microorganisms, such as fungi and bacteria, produce and excrete strong iron(III) chelators, i.e., siderophores [2]. Siderophores (Greek: iron carrier) are small, high-affinity iron chelating compounds secreted by microorganisms such as bacteria, fungi and grasses [3]. Microbes release siderophores to scavenge iron from these mineral phases by formation of soluble Fe3+ complexes that can be taken up by active transport mechanisms. Many siderophores are non-ribosomal peptides [3], although several are biosynthesised independently heterologous siderophores or its producer organism may bring about various responses in other targe t bacterial species that are present within the same niche. Growth of some species may be inhibited and this has been attributed to be one of the mechanisms by which biocontrol agents’ act in inhibiting the growth of pathogens in the rhizosphere [4]. PGPR produces extracellular siderophores (microbial iron transport agents) which efficiently complex environmental iron, making it less available to certain native microflora. Siderophore production by PGPR is influenced by source of C, N and minerals found. Plant growth benefits resulting from PGPR application include increases in germination rate, root and shoot weight, lateral root growth, leaf surface area, chlorophyll content, nitrogen content, and yield. In general, yield can be enhanced up to 10% for cereal crops and 15 to 50% for different vegetable crops with PGPR applications [5]. Ability to produce siderophores by an organism under iron limiting conditions can promote plant growth by directly supplying iron for plant u tilization and by removing iron from the environment for the growth of phytopathogens thereby reducing their competitiveness [6]. Materials and Methods Thirty isolates were isolated from rhizosphere soil of agricultural fields located in semi arid regions of India. Selected isolates were identified based on the biochemical analyses. Further 16S rRNA gene sequencing was carried out for identification of bacterial isolates. Amplification of the 16S rRNA gene was attempted by PCR using 16S rRNA gene sequence of the isolate was submitted to NCBI and compared with related gene sequences. Selected sequences were aligned in Bio-Edit. Phylogeny was examined by neighbour-joining dendrogram using MEGA software. Screening for siderophore production For siderophore production, isolates were screened on iron depleted succinic acid medium. After incubation, the cell free supernatant (10,000 rpm for 15 min) was examined for siderophore production by FeCl3 test and CAS agar plate method. Nature of siderophore produced by the isolates was ascertained by Arnow’s [7], Csaky’s [8] and Shenker’s [9] assay. The amount of siderophore in the culture supernatant was quantified by Chrome azurol sulphonate (CAS) shuttle assay. Various physico-chemicals parameters were optimized for siderophore production [10]. Effect of Incubation time on siderophore production The selected isolates showing high siderophore production were inoculated in this SM broth and the flask was then incubated on shaker at 150 rpm Production of siderophore was estimated at regular time interval [11]. Effect of pH on siderophore production The effect of pH 4.0 to 10.0 on siderophore productions was studied in succinic acid medium by adjusting the pH before inoculating the strain with 1N HCl and 1N NaOH and keeping all other condition constant. Sample were harvested at 24 h, each set was subjected to siderophore quantification [12]. Effect of inoculum size on siderophore production To study the effect of inoculum size on siderophore production was studied in succinic acid medium by inoculating the strain S-6, S-26 with 0.5 %, 1.0 %, 1.5 %, 2 %. The production flasks were then incubated on shaker at 150 rpm, and maximum siderophore production was checked by harvesting the sample at 24 h [13]. Effect of different sugars on siderophore production To study the effect of different sugar on siderophore production was studied in succinic acid medium which was individually supplement with different sugar such as glucose (1gm/l), glycerol (1gm/l), sucrose (1gm/l), dextrose (1gm/l), mannitol (1gm/l), and keeping all other condition constant. Sample were harvested at 24 h, each set was subjected to siderophore quantification [14]. Effect of different organic acids on siderophore production To study the effect of different organic acids on siderophore production was studied in succinic acid medium which was individually supplement with different organic acid such as succinic acid (4 gm/l), oxalic acid (4 gm/l), malic acid (4 gm/l), citric acid (4 gm/l). Each set was separately inoculated with strain S-6 and S-26, incubated on shaker at 150 rpm for 24 h at room temperature. After incubation each set was subjected to siderophore production [15]. Effect of different amino acids on siderophore production To study the effect of different amino acid on siderophore production the succinic acid medium was individually supplemented with 0.05 gm per 50 ml of cystein, lysine, threonine, tyrosine, and serine. Each set was separately inoculated with strain S-6 and S-26 and incubated. After incubation of 24 h each set was subjected to siderophore quantification [12]. Effect of nitrogen source on siderophore production To study the effect of different nitrogen source on siderophore production the succinic acid medium was individually supplemented with 1 gm/l of ammonium sulphate, urea. Each set was separately inoculated with strain S-6 and S-26 and incubated. After incubation of 24 h each set was subjected to siderophore quantification [13]. Influence of iron on siderophore production In order to determined threshold level of iron at which siderophore biosynthesis repressed in organisms under study. Both the cultures were grown in the medium supplemented with 0-100 uM of iron. Reports showed increase in growth of Pseudomonas with increase in FeCl3 concentration revealing that presence of FeCl3 is vital for its growth [6]. Pot trials and measurement of biometric parameters of Glycine max L Two isolates were selected on basis of their high siderophore producing activity for pot study. The plant chosen was Glycine max L and cultures designated as S-6 and S-26 were used. Soybean seeds were soaked in 0.02% sodium hypochlorite for 2 min and washed five times with sterilized distilled water. Seeds were coated with 1% CMC as adhesive. Then seeds were treated with bacterial strain for 30 min. seeds were sown in each earthen pot filled with sterile sandy loam soil and watered regularly. For each treatment, three such pots were maintained. Uninoculated seeds were sown in pot served as control. After 30 days of plant growth, plant were carefully uprooted from sand. Intact root system was carefully uprooted to prevent breakage. The plant growth promoting parameters such as root length, shoot length, fresh weight, , dry weight, number of leaves, number of lateral root and chlorophyll content were recorded [10]. Detection of iron in soil as well as in plant by using AAS (Atomic absorption spectroscopy) Atomic absorption spectrophotometer with following accessories; HVG (Hydride vapor generator) GFA (Graphic furnace Atomizer) was used to determine the concentration of iron in soil and plants [16]. Results and Discussion Isolation and Screening Thirty isolates were isolated from rhizosphere soil of agricultural fields located in semi arid regions of India from Rajasthan and Gujarat and screened on iron depleted succinic acid medium. CAS assay based on the color change (colored halo) around the microbial colonies from blue to orange after chelation of the bound iron by siderophores produced by isolates [17]. 16 out of 30 isolates were positive for the siderophore production. The positive isolates were S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-17, S-21, S-23, S-24, S-25, S-26, S-28, S-29, and S-30. The zone diameter was measure around positive isolates on CAS agar plates (Table 1). Quantitative determination of bacterial siderophore All Positive rhizospheric bacterial isolates produced moderate reaction with the hydroxamate assay [7] while S-6 and S-26 which showed higher siderophore production (36.5 ug/ml. 33 ug/ml respectively) as compare with other bacterial strain (Figure 1). However, any isolate did not show catecholate [8] and carboxylate [9] type of siderophore. Identification The two isolates showing maximum siderophore production- S-6 and S-26 were identified based on 16S rRNA assay.They were Rhizobium and Enterobacter respectively. The sequence was submitted to NCBI and compared with related gene sequences under the accession number KF984469 and KF984470 respectively. Selected sequences were aligned in Bio-Edit. Phylogeny was examined by neighbour-joining dendrogram using MEGA softwar. Optimization of the conditions for maximum siderophore production Optimization of various parameters and development of media are the most important criteria for the overproduction of siderophore. Various physical and chemical factors have been known to affect the production of siderophore such as incubation time, pH, inoculum size, different sugars, different organic acids, different amino acid, different nitrogen sources, different concentration of iron. Interactions of this parameter were reported to have a significant influence on the production of the siderophore. Hence several cultural parameters were studied to optimize the siderophore production from S-6 and S-26. Effect of different incubation time on siderophore production For the optimization of incubation time for maximum siderophore production sample was harvested at interval of every 24 h, 28 h, 48 h, and 52 h and centrifuged at 10,000 rpm for 10 mins. Supernatant used for the siderophore production. The results obtained were shown in the graph for S-6, S-26 isolate (Figure 2). From the graph it was concluded that maximum siderophore production was observed at the end of 24 h and declined thereafter. However, overall trend of siderophore production level during time course study are similar in both the isolates. On the other hand in pseudomonas fluorescens the siderophore synthesis started after 12 h of incubation, which increased up to 28 h and declined thereafter [15]. Moreover, in case of strain MR-AI and WR-W2 highest accumulation of siderophore level was observed after 94 h of growth but both the strain demonstrate a significant decline in siderophore production level after 120 h of growth [18]. Effect of different pH on siderophore production pH plays an important role in  the solubility of iron  and thereby  availability  to the growing  organism in the medium. For that production media was set at different initial pH 4 to10 pH in  order to check the effect of pH on siderophore production by culture S-6 and S-26. The result  was shown in graph (Figure 3).

The Human Heart :: essays research papers

Abstract:Dorland's Illustrated Medical Dictionary defines the heart as "the viscus of cardiac muscle that maintains the circulation of the blood". It is divided into four cavities; two atria and two ventricles. The left atrium receives oxygenated blood from the lungs. From there the blood passes to the left ventricle, which forces it via the aorta, through the arteries to supply the tissues of the body. The right atrium receives the blood after it has passed through the tissues and has given up much of its oxygen. The blood then passes through the right ventricle into the lungs where it gets oxygenated. There are four major valves in the heart; the left atrioventricular valve (also known as the mitral or bicuspid valve), the right atrioventricular valve (tricuspid), aortic valve, and the pulmonary valve. The heart tissue itself is nourished by the blood in the coronary arteries.2Position of the Heart Within the Body:The heart is placed obliquely in the chest. The two atria are directed upwards and backwards to the right and are at the level of the fifth through the eight dorsal vertebrae. The apex of the heart points downwards and forwards to the left and corresponds to the interspace between the fifth and sixth ribs, two inches below the left nipple. Its atrial border corresponds to a line drawn across the sternum on a level with the upper border of the third costal cartilage. Its lower border (apex) corresponds to a line drawn across the lower end of the same bone, near the xiphoid process. Its upper surface is rounded and convex, directed upwards and forwards, and formed mainly by the right ventricle and part of the left ventricle. The posterior surface of the heart is flattened and rests upon the diaphragm muscle. Of its two borders, the right is the longest and thinnest, the left is shorter but thicker and round.Size:In an adult, the heart measures about five inches in length, three and a half inches in the broadest part of its transverse diameter, and two and a half inches in its antero-posterior. The average weight in the male varies from ten to twelve ounces. In the female, the average weight is eight to ten ounces. The heart will continue to grow in size up to an advanced period of life. This growth is more obvious in men than in women.3Circulation of Blood in an Adult:The heart is subdivided by a longitudinal muscular septum into two lateral halves which are named right and left according to their position.

Ethics of Same Sex Marriage Essay

Society has many views on same sex relationships and marriages, people are either for it or against it. In this paper, we will first look at same sex marriage in America and how homosexuals and heterosexuals feel about the issue. We will look into the ethical issue that same sex marriage presents. We will look at how the classical theory of how deontology would resolve the issue of same sex marriage. Next, we will contrast deontology with the perspective of relativism. Finally, we will see which of these views on same sex marriage is closest to my own personal views. The ethical reason behind why people in society believe that same sex marriage is wrong is simply due to discrimination. Society does not have a valid reason why same sex marriage should not be allowed; it is just simply based on one’s own biased reasoning for not allowing it. Same sex marriage is something that people have been fighting for rights for many decades. Andrew Koppelman (2004), celebrated journalist and author, states that â€Å"Most Americans agree with the first sentence of the proposed amendment: â€Å"Marriage in the United States shall consist only of the union of a man and a woman. The main question this raises is whether this rule is important enough to enshrine in the Constitution† (p. 4). Many Americans can agree that the first sentence of the amendment is broad and that it invalidates domestic partnership laws that allow same sex couples the rights of marriage without the name (Koppelman, 2004). Marriage is not just a word but rather an institution, which the amendment makes impossible for same sex marriage to have the rights to that institution. In 1996, the defense of Marriage Act (DOMA) prevented the federal government from recognizing same sex marriages and allows individual states to have the power to define their own family laws. This allows each individual state to choose whether to ignore the first sentence of the amendment or agree with the first sentence of the amendment when deciding whether or not make same sex marriage legal in one’s own state. With this being said, a governor can choose to allow same sex marriage in the state they govern; however, when that governor’s time has lapsed and another person takes over, that person can decide to remove same sex marriage. All of same sex couples that were married in that state are now no longer considered married in the eyes of the law anymore. Also if a same sex couple gets married in their current state that they reside in where same sex marriage is considered legal; then the couple decide to move to another state that does not allow same sex marriage, they are then not considered married in the eyes of the law in the current state that they are now living in (Koppelman, 2004). In The Limits to Union: Same-Sex Marriage and the Politics of Civil Rights, Jonathan Goldberg-Hiller (2002) writes that gay rights activists have been fighting for same sex marriage rights since 1970. In 1990, one gay couple and two lesbian couples applied for a marriage licenses in Hawaii at the department of health, several people in the states made efforts to challenge the marriage laws and were denied. In 1991, the three couples hired a local civil rights attorney proceeded to sue the state circuit court for violations of their rights of privacy and equal protection. The judge ruled that the same sex couples did not enjoy the right to marry, which followed with the couples filing for an appeal in 1993 with the state supreme court. The state supreme court made the first national ruling that rejecting same sex marriage applications was unconstitutional gender discrimination, but didn’t show a state interest. The state at the time felt that not allowing same sex marriages did not uphold moral values and protect children and filed for a motion to reconsider; however, it was rejected in the Supreme Court (Goldberg-Hiller, 2002). Like Hawaii, many same sex couples have fought their state circuit court all the way up to their supreme court and have been fighting for many years to legalize marriage in their state and have been unsuccessful. In 2004, Connecticut, Iowa, New Hampshire, Vermont, Massachusetts, New York, the District of Columbia and two Native American tribal jurisdictions have legalized same sex marriages. As the years go on, more and more same sex couples will continue to fight for their right to marry who they choose and more states will eventually allow same sex couples their rights to marry whomever they choose (Koppelman, 2004). Those that are oppose same sex marriage focus their reasoning on religious beliefs. Same sex couples do not want to be treated as second class citizens, they do not focus on what religion states; they just want to be treated as equal as heterosexuals when it comes to their right. Same sex couples believe if one is to bar any class of people from marrying whomever they choose, it then deprives them of their social institution; that many feel defines the most meaningful part of life, to marry someone one loves. Same sex couples believe that their relationships are no different than that of a heterosexual marriage. Same sex couples can have maintain a home together, provide an environment that children can thrive in and care for each other the same as heterosexual married couples do (Goldberg-Hiller, 2002). In Attributions and the Regulation of Marriage: Considering the Parallels between Race and Homosexuality, Mark Joslyn and Donald Haider-Markel (2005) writes that for many people, these days, the issue of same sex marriage is an ethical controversy. Same sex relationships have been considered taboo and an ethical issue in many places throughout the United States. Many people oppose same sex marriage and the rights of homosexuals. The future for same sex marriage and civil unions appears to be very bright for legal recognition. Lesbians and gays had major setbacks in 2004 election, however, many feel that was just a speed bump. In Ethics and Social Responsibility, Kurt Mosser (2010) explains that ethics are the concern of what is morally right or wrong to an individual. Ethics is the study of what I ought to do or what should other people do. The philosophy known as ethics forces individuals to consider whether the things we do are right or wrong, good or bad, immoral or moral. Ethical issues have relationships even with religious traditions and legal political doctrines (p. 2). In Marriage, Autonomy, and the Feminine Protest, Debra Bergoffen (1999) explains that the ethical issues and the ethical problems same sex marriage presents is that society feels that if they make same sex marriage legal, the same sex couple would then destroy the meaning of marriage. To society, that meaning of marriage is procreation and the education of children. Procreation is not possible with the same sex, for it takes a man and a woman to make a child. Marriage is considered the ethical site of a couple and a decision people make to maintain a particular way of being. So, society feels that since same sex partners cannot procreate and have children that they should not be able to marry. Some men and women cannot conceive a child and procreate due to medical problems from either the man or woman. Many heterosexual partners, with the help of technology these days, use ways of fertility such as artificial insemination, egg donations, surrogate mothers and adoptions. So procreation is not always feasible with heterosexuals. So the statement of that marriage should be only among man and woman for the sake of procreation is actually unjust. A lesbian couple can then have a child with the help of sperm donation and a gay couple can have a child with the help of surrogacy or adoptions (Joslyn & Haider-Markel, 2005). If heterosexuals have the same issue as homosexuals, in regards to procreation, then one can say ethically it is fair to allow same sex partners to then marry To society, these days it is not uncommon to walk down the street and see a man and man, or woman and woman holding hands and it is considered normal to many Americans. However, to the older generations, they feel that a man and man, or woman and woman should not be together, even though it is a part of society these days; they have a hard time agreeing and understanding same sex relationships. The ethical values of someone from the sixties are going to be different from someone who was brought up in this day and age (Bergoffen, 1999). Ethics allows one to determine what is right and wrong, however, what we consider right or wrong is based on our upbringing and surrounding culture with other theories like deontology, we can see how these ways of life can be incorporated into society. The classical theories of deontology would resolve the problem of same sex marriage. Deontology looks at the reason and rule for why an act was done, instead of the consequences from the act. Deontology focuses on what we are obliged to do as moral human beings. Deontology realizes that all actions have consequences; however, those consequences whether or not actions are ethical should not be determined by the actions consequences. Deontologists feel that people have an obligation or duty to treat other human beings with respect, dignity and take their dignity into consideration when one has to deal with another person, as we expect them to do when someone has to deal with us. One cannot use another person nor can another person use them to get what one wants (Mosser, 2010). Deontological theory of how one should be treated allows same sex couples to be treated as just and fair as heterosexuals are treated. With deontology, people have the right to be who they are and is not fair to outcast others for any reason (Mosser, 2010). With this way of thinking, society should legalize same sex marriages and then all will be treated fairly and justly. When one says that a person cannot marry someone because they are marrying someone of the same sex, as oppose to opposite sex, is not treating someone with respect and dignity. Treating a person this way is instead out casting them as different and who are we to make that judgment in society? Deontology would fix this way of thinking in society, for people would treat same sex couples the same as heterosexual couples, thus allowing people to love and marry who they choose, not who society says they should marry. When one contrasts the theory of deontology with the perspective of relativism, one looks at two views that kind of work together. Where deontology focuses on what we are obliged to do as moral human beings, where relativism focuses on an individual’s moral claims that are either right in a culture or wrong for society. Relativism is where an individual’s values and beliefs are simply understood in one’s own culture, society or one’s own personal values. With relativism, one may find oneself debating with another person over what sport is considered the best sport. One person may believe that their viewpoint is more superior than the others view point of the issue. It is simply just that one person was raised with different views than the other. Deontology would then come in and would condemn some actions, if those actions violate the fundamental rule of treating others fairly and justly; thus allowing individuals to have their own beliefs or views (Mosser, 2010). To look at relativism and deontology together in regards to same sex marriages would help societies with dealing with same sex marriage. If society looked at the issue through the view of deontology, they would look at the situation in a moral way that every human being deserves to be treated fairly no matter the situation. Society with the perspective of relativism would have one’s own views on the matter of same sex relationships and marriage based on ones upbringing and culture and would accept what the culture says is ethical. So, a society that outlaws same-sex marriage would be acceptable to a relativist. However, with deontology in mind, society would treat same sex partners the same as heterosexuals. Even though each individual has one’s own views and beliefs on same sex marriage; with deontology one is not allowed to consider the consequences of same sex marriage, instead to simply treat others as human beings with the same respect and dignity that one would want done unto them (Mosser, 2010). My views on same sex marriage go along with deontology and relativism. I was raised in a family where we were taught certain ways of life but not to judge others for the way of life another may choose to live. With relativism, one would look at every situation based on how ones culture and ociety around them brought them up. For me, same sex marriage is something I feel should be allowed. I grew up having many gay and lesbian friends and to me it is normal for someone to date someone of the same sex. I do also feel that just because it is something that another person feels is right does not mean I have to agree with it to make it happen. When another person marries the same sex, it is them that are in that relationship not anyone else, so why does it offend or hurt others to see someone happy? Even if it is something a person is not comfortable with, who are they to judge? Would society be alright with someone telling them who they can or cannot marry? Some cultures marriage is pre-arranged; however, for many people in the United States heterosexuals are free to marry whomever they choose too. With deontology and relativism in mind, society can have their views on same sex marriage, but not let one’s own views cause them to treat others different than one would want to be treated. In my freshman year in high school, I moved from California to Virginia where I was introduced to a whole new way of life compared to ways of life I knew in California. With relativism, I was used to certain ways of being that to me made Virginia a strange place to live in. It was in high school that I encountered my first homosexual person. At first, the whole way of thinking to me was wrong, immoral and not how the bible said relationships should be. I now see that growing up, my mother thought in ways of deontology and would always explain to me, whenever I was confused, about ethical values and how whether we feel something is morally right or wrong it does not make others ways of life morally wrong. As the years past, I was one of the bridesmaid’s in a wedding of my two dear lesbian friends, held in Las Vegas. Even though their way of life was not the way I choose to live, it did not give me the right to judge them for who they loved and who they wanted to marry. At their wedding, I could see that the two were happy and in love and a year later, with the sperm donations of our friend, the two had a beautiful baby girl. With relativism and ethical upbringing, ones views on who they marry is their own views; with deontology, one accepts everyone for their own views and upbringing even if they do not understand it but one does not judge it. In conclusion, we have seen now that the ethical reason behind why people in society believe that same sex marriage is wrong is simply due to discrimination. We have, also, seen that society does base their belief of ame sex marriage on one’s own biased reasoning, not because it is harmful to society or anything that can be justified. It is simply a view of relativism, one’s own beliefs based on their society and upbringing. We have also seen that if society looked at same sex marriages with the views of deontology, society would be able to see things as they are and not discriminate and judge others for their beliefs and views. Society would treat everyone as they would want to be treated and same sex couples would be allowed to choose who they want to marry, just as heterosexual couples choose who they want to marry.

Gandhi essays

Gandhi essays Global Culture and Issues Arts for Peace and Justice Even the most powerful cannot rule without the cooperation of the rule. M. Gandhi This statement is telling all of India that only through submission will they continue to be under Great Britains rule. The statement itself seems so simple, but if you consider the consequences you then realize how powerful the statement really is. Gandhi is telling all of India that they are responsible for allowing Britain to continue as rulers. Every time they adhere to Britains law they are accepting Britains rule. What makes the statement even more powerful is the understanding that Gandhi wanted the people to peacefully refuse to cooperate. To refuse to comply with Britains law without retaliation of any kind. This is why the statement is so powerful, and I agree with it. Can you imagine going to war with someone without any type of weapons or ammunition? This is exactly what Gandhi wanted, no expected, the people of India to do. He knew that India could never hope to win back their country by using violence. Britain was too powerful and had too many soldiers that were trained for war. Gandhi also did not believe in violence for any reason. His main goal was to win back their country through peaceful means, even if he had to die to achieve the victory. When you think about Gandhis achievement of convincing a whole country to fight by not submitting to laws set forth by Britain through peaceful means, is just astounding. It is impossible to rule anything or anyone without them allowing you to do it. Gandhi was trying to make all of India understand that without their cooperation, there were no rulers. His biggest challenge was to get the people to agree to do this without any use of violence. It was extremely hard for the people to comprehend that they were to accept whatever punishment the British would d ...