Lifeboat Ethics: The Case Against Helping the Poor Essay

Since 1991, the southern half of Somalia, a poverty stricken African nation, has seen various tribal militias battle for dominance and power over individual regions of the country. Violence has plagued Mogadishu, the capital, since warlords ousted the former president. Mere months after the collapse of the government, men, women and children in torn clothes ran helplessly towards packages dropped from military planes towards the hot sand of their tiny village. This action was one of many attempts to help underdeveloped nations receive food by the United Nations’ World Food Programme. Within his article titled â€Å"Lifeboat Ethics: the Case Against Helping the Poor†, Garret Hardin, a well-known philosopher of ecology, analyzes the difficulty and ultimate ruin associated with providing aid to these nations. Hardin’s argument for the preservation of well-to-do societies is embodied by his extended metaphor of each society as a lifeboat, with the citizens of developed nations riding calmly amongst a sea of drowning poverty-stricken individuals. Ultimately, Hardin argues for a very harsh thesis: regardless of the current situation, privileged nations simply should not provide aid to those individuals trapped within the vortex of underdeveloped nations. His argument is consequentialist: he claims that the net result of doing so would be negative and would, in the long run, court large-scale disaster. Although Hardin’s argument appears logic-based, his excessive metaphors fail when applied to real-life scenarios, for oftentimes he misconstrues facts to create a claim that may be perceived as more accurate than reality illustrates. Furthermore, any counter-arguments Hardin feels may refute his claim are pushed aside, avoiding factual evidence that may prove his argument inaccurate or misleading. Much like a lifeboat, Hardin leaves the assertions of the â€Å"humanitarian apologists† to drown so as to avoid the overturn of his claim. Within the section titled â€Å"Adrift in a Moral Sea†, Hardin reveals the lifeboat analogy upon which this essay is almost entirely founded, although shortly after it is presented one can see a loophole he cleverly ignores. The metaphor he creates is, nonetheless, coherent, and is used to describe the limited carrying capacity a lifeboat (rich nations), can hold:So here we sit, say 50 people in our lifeboat. To be generous, let us assume it has room for 10 more, making a total capacity of 60. Suppose the 50 of us in the  lifeboat see 100 others swimming in the water outside, begging for admission to our boat †¦ since the needs of all in the water are the same †¦ we could take them into our boat, making a total of 150 in a boat designed for 60. The boat swamps, everyone drowns. Complete justice, complete catastrophe †¦ we might let 10 aboard, but how do we choose? And what about the need for a safety factor? (1,2)Although logical, this metaphor is undoubtedly dubious. Hardin characterizes the safe and the drowning as rich versus poor nations, though in reality not all countries are deemed on one side of the scale, wealthy or impoverished. Many waver on the edge, needing very little aid to push over into industrialization and development. In relation to Hardin’s metaphor, these nations, in retrospect, require a short ride on the lifeboat before they may swim safely away. Furthermore, Hardin assumes the earth does not hold enough resources to provide for everyone, and although correct in stating we cannot sustain an unlimited number of people, he neglects the very definition of such a word. Exactly how many people are contained within an â€Å"unlimited number†? Hardin disregards any hint as to what this number is, a fairly important point when referencing a depletion of world resources. By disregarding the importance of such a number, Hardin influences the reader to believe helping impoverished nations is impossible, for, after all, an unlimited number of individuals would hardly be feasible. However, if the number of people that could be helped was presented, some may change their minds, recognizing that helping some is better than helping none at all. In knowing this, Hardin however, chooses to eliminate the statistic entirely. Within this scenario Hardin appeals to the readers with the presentation of a circumstance in which only two outcomes seem probable. Either the passengers help ten more individuals and drown, or they neglect to help any, and float securely away with the â€Å"safety factor† still intact. Hardin disregards the idea of helping some people, even if selected in a fairly arbitrary way: â€Å"Suppose we decide to preserve our small safety factor and admit no more to the lifeboat. Our survival is then possible although we will have to be constantly on guard against boarding parties† (2). He insinuates that once the decision is made to help some, the lifeboat passengers must attempt to save all of those drowning, which is clearly not feasible given the carrying capacity of the lifeboat. Although the boat’s capacity should not exceed the  admission of more than ten people, why not admit three, four, or even those ten? It seems rather unreasonable to deny help to every i ndividual, when, although not all can be rescued, the boat clearly holds the space for more. The same ideology may be applied in other philosophical debates, including the death penalty, as we discussed in lecture. Ernest Van Den Haag, a defender of the death penalty, explains in his article that the importance of punishment is not whether every individuals gets what they deserve, but rather that some, rather than none, of the convicted receive their rightful punishment. Professor Yaffe applied this to a smaller-scale, saying, â€Å"If you have three pieces of candy and four children, all equally deserving, it is better, according to Van den Haag, for three to receive their desert than for none to receive what is deserved.† This scenario can easily be applied to Hardin’s lifeboat metaphor. Hardin claims, â€Å"Since the needs of all in the water are the same †¦ since they can all be seen as â€Å"our brothers† †¦Ã¢â‚¬  (1), therefore one cannot reasonably argue the desert of the poverty-stricken varies. As a result, the argument can be made that pulling some into the lifeboat to be saved is far better than leaving all to drown. One may argue ignoring such a possibility serves as a way to avoid criticism from liberals who would quite obviously propose letting some individuals on board. Hardin realizes the difficulty in a rebuttal to this argument, therefore he chooses to leave out the situation entirely. Additionally, the carrying capacity of the wealthy nations is far underestimated, and entirely misleading, within this metaphor. Hardin’s philosophy regarding the swamping of wealthy nations does not seem remotely accurate when the feeding of underprivileged nations costs very little in relation to the finances of developed nations. According to past statistics provided by the Index of Global Philanthropy, â€Å"Of the 122.8 billion dollars of foreign aid provided by Americans in 1975, 95.5 billion dollars, or 79 percent, came from private foundations, corporations, voluntary organizations, universities, religious organizations and individuals, although U.S. government aid is only 22 percent of the Gross National Income.† Therefore, one can see government aid, the kind Hardin mentions will ultimately deplete our resources, is fairly little in comparison to the rest of our nation’s finances. Furthermore, there are numerous other  countries in the developed world that hold the potential to distribute more than the United States alone. Realistically, the capacity of a wealthy lifeboat would be close to double the capacity Hardin presents; the boat would be, at the very least, closer to a small yacht than a meager lifeboat. Hardin’s lifeboat metaphor not only conceals facts, but also misleads about the effects of its proposals. Within Hardin’s scenario, the rich lifeboat can raise the ladder and choose not to let any more individuals on. In reality however, the problem does not necessarily go away merely because it is ignored. In the real world, there are armies and domestic dissidents who willingly sacrifice their lives and those of others to oppose policies they view as immoral. It is ignorant to assume all of the lifeboat passengers will agree with the decision that is made. Some individuals may attempt to pull the drowning on board, and hostility would be inevitable. Ultimately, Hardin’s lifeboat metaphor cannot accurately be applied to policy-making as it obscures more than it reveals. Throughout the article, Hardin bolsters his assertions by reference to a â€Å"commons†, or the tragedy of, in which he explains a system of private property which, if open to all, † †¦ the right of each to use it may not be matched by a corresponding responsibility to protect it† (3). He creates a picture to the reader using an example of herdsman with a pasture of a certain capacity. Hardin writes, † †¦ the considerate herdsman who refrains from overloading the commons suffers more than a selfish one who says his needs are greater †¦ It takes no less than everyone to ruin a system of voluntary restraint† (3). This statement is, like many of Hardin’s, entirely logical. Hardin explains that under a system of private property, the individual more easily recognizes responsibility (3). Under communal ownership however, Hardin argues the herdsman who may choose to fill the pasture with more sheep than it can hold for his own benefit wo uld promote his interest at the expense of the community as a whole. It is clear Hardin attempts to propose that the commons created by aid is worse than the original problem. This may indeed be true if the tragedy of the commons were truly a â€Å"tragedy† as Hardin claims, or if it were impenetrable, but that is hardly the case, and Hardin neglects to address this exact issue. Hardin  lacks sufficient, concrete evidence for this claim; creating a hypothetical situation is hardly grounds for a generalization of a large-scale issue. The incentive to leave out such facts can be seen later in the section, when Hardin quotes Alan Gregg, the vice-president of the Rockefeller foundation. Hardin writes, â€Å"He likened the growth and spread of humanity over the surface of the earth to the spread of cancer in the human body, remarking that ‘cancerous growths demand food; but, as far as I know, they have never been cured by getting it'† (5). To recognize any factual evidence that the Green Revolution has, in fact, resulted in increased food production would refute this quote, which provides the main support for Hardin’s argument. When researched, one can see why Hardin would neglect such information. In actuality, communal ownership has been tried in some countries with successful results. According to â€Å"Population and Food: A Critique of Lifeboat Ethics† by philosophers William Murdoch and Allen Oaten, instances of communal ownership have seen success. In Peru, the ownership of the commons has benefited a previously private-owned fishery, and China’s implication of communal agriculture has yet to see over-exploitation. If, however, a nation’s agriculture does not have success parallel to that of Peru and China, Hardin believes experience holds the key to unlocking poverty. In his section titled â€Å"Learning the Hard Way†, Hardin explains how developed nations currently budget and prepare for infrequent emergencies substantially better than impoverished nations. Furthermore, he argues:If each country is solely responsible for its own wellbeing, poorly managed ones will suffer. But they can learn from experience †¦ the weather varies from year to year, and periodic crop failures are certain †¦ should those nations that do manage to put something aside be forced to come to the rescue each time an emergency occurs among the poor nations? (4)Contrary to his typical pattern or argumentation, Hardin acknowledges the universal response of â€Å"kind-hearted† liberals, who find it difficult to grapple with the concept of blaming poverty-stricken individuals for the faults of their governments. In response, Hardin answers, â€Å"The concept of blame is simply not relevant here. The real question is, what are the operational consequence s of establishing a world food bank?† (4). This response exhibits  two of Hardin’s profound faults. By claiming that blame, in this instance, is an irrelevant point to discuss, Hardin neglects to address a very important issue. Why are the liberals wrong in arguing that fault of government should not influence action in providing aid? One may argue that faulty governments are a mere consequence of industrial deficiency, that can easily be fixed if aid is provided to nations who can then use financial assistance for education, resulting in educated political elections with educated individuals on the ballots. These political leaders may then be able to readily plan for emergencies. Neglecting to answer this rebuttal however, results in the presentation of an argument that seems ill-prepared and unreciprocated. Furthermore, Hardin contradicts himself a mere one sentence later, writing, â€Å"If it [a world food bank] is open to every country every time a need develops, slovenly rulers will not be motivated to save† (4). In saying this, Hardin clearly puts the responsibility of the nation’s food supply within the hands of the incompetent rulers, thereby insinuating the blame lies within the government, and ultimately eradicating any piece of information that could have been deemed support for a strong argument. In actuality, Hardin does not put much faith in the reform of such corrupt or incompetent rulers, despite calling that section â€Å"Learning the Hard Way†. Rather, Hardin believes that if the rich countries would simply refrain from giving assistance, the problem would take care of itself as, â€Å"population growth would be periodically checked by crop failures and famines. But if they can always draw on a world food bank in time of need, their populations can continue to grow unchecked, and so will their ‘need’ for aid† (5). When analyzed closely one can see Hardin neglects to address yet another prominent issue within his argument. How are underdeveloped nations expected to set aside food for the future when they do not possess enough for the current population? Denying aid would clearly cause death amongst many individuals, in saying this Hardin is correct. In making this statement however, Hardin incorrectly assumes the dependence on aid would diminish. Although crop failure would reduce population size, a stabilized population does not coincide with a more successful agricultural system. As a result, food would remain scarce, for even a drastic reduction would not guarantee enough food for the new population. It is naà ¯ve for Hardin to view this  solution as an end to dependency. Clearly the reduced population will suffer problems similar to the previous, food production will remain in deficit, need for aid will persist, and the crisis will continue to revolve in circles. Although many individuals propose the Green Revolution will decrease aid as well as increase food production in underdeveloped nations, Hardin neglects, once again, the importance of such a proposition in the next section of his article. To help alleviate the problems associated with crop failure, many scientists have created â€Å"miracle† rice and wheat that promise a larger harvest and greater resistance to damage. Within the section â€Å"Chinese Fish and Miracle Rice†, Hardin, once again, ignores a significant issue in an attempt to hide behind the weakness of his argument. Hardin writes, â€Å"Whether or not the Green Revolution can increase food production as much as its champions claim is a debatable put possibly irrelevant point† (5). Although there is room to debate the extent to which the Green Revolution has increased the crop yields of developing countries, as well as the costs of the loss of biodiversity and other environmental concerns, Hardin neglects to even mention them; they are dismissed in a single sentence. The true issue resides in that simple, blunt statement, for these topics are exactly the point. What is that finite number of people who can be sustained, and can we nudg e it further in the direction of survival? To ignore this essential statistic is to, once again, provide an argument that lacks support and coherence. One of Hardin’s last arguments relates to what he refers to as the largest issue with providing aid: the rapid population growth rates within impoverished nations. Hardin explains, â€Å"The people inside the lifeboats are doubling in numbers every 87 years; those swimming around us are doubling, on average, every 35 years, more than twice as fast as the rich† (2). Hardin then implements a real-world example in which he emphasizes the correlation between population increases and the depletion of resources: â€Å"Every one of the 15 million new lives added to India’s population puts an additional burden on the environment †¦ If rich countries make it possible, through foreign aid, for 600 million Indians to well to 1.2 billion †¦ will future  generations thank us for hastening the destruction of their environment?† (6). Hardin overlooks the fact that population growth rates are affected by many complex conditions besides food supply. There are vast arrays of socioeconomic conditions that can be identified that motivate parents to have fewer children. Thus, Hardin neglects to realize that population growth can be controlled effectively by intelligent intervention that sets up these appropriate conditions, rather than a reliance upon the statistics of natural population cycles. These conditions include the improved education and equality of women, literacy, sexual education, and distribution of contraceptives, all of which are attainable through the foreign aid that may be provided by developed nations, and according to Murdoch and Oaten, â€Å"aid may encourage necessary institutional and social reforms, making it easier for poor nations to use their own resources and initiative to help themselves.† Hardin neglects to refer to the statistics that illustrate the positive effects on population growth within developing nations that have received aid. Costa Rica, for example, has a relatively large population a nd a low GDP, but the birth rate has declined by fifteen percent since the implication of foreign aid has increased industrialization. Hardin’s article, â€Å"Lifeboat Ethics: The Case Against Helping the Poor†, holds more than twisted logic and misleading metaphors; it encompasses irony. Although Hardin consistently refers to his lifeboat metaphor, he, like the individuals in the boat, neglects to mention counter-arguments or deems certain information â€Å"irrelevant† in the attempt to save his own argument from sinking beneath the depths of deceit. Hardin was correct in stating that a particular boat may only hold its limited capacity, but this article needs to push off the inaccurate claims and leave room for those that are relevant if our world is to find a way to end poverty.

How does Ridley Scott create and destroy gender stereotypes in Thelma and Louise?

In the 1991 film Thelma and Louise, the director Ridley Scott creates and destroys gender stereotypes successfully of that period in time and helps us to believe that the characters portrayed by Susan Surandon and Geena Davis were real. Here are a few examples of gender stereotypes: In the first scene of the movie, Thelma was in her kitchen wearing a frilly and flowery night gown and the phone was ringing and she called to her husband, â€Å"I'll get it.† This shows that Thelma is a house slave and Ridley Scott dipicts this as he films Thelma on a low angle and when Thelma's husband Darryl walks into the kitchen, he is filmed on a low angle to make him seem a lot bigger and fiercer than he really is. He is shown as already in his work uniform and this tells us that Thelma is a housewife and her entire day is pent locked up inside the house preforming chores. When Thelma is just about to ask Darryl if she can go for the weekend on a roadtrip with Louise, she got scared and ended up asking him if he wanted anything special for dinner that night. To which Darryl simply replies, â€Å"Thelma, I don't give fuck what we have for dinner tonight. I might not even make it home from work tonight.† This shows that Darryl is an unfaithful husband and is having an affair. Thelma suspects this and states, â€Å"it's funny how many people want to buy a carpet on a Friday night. You would have thought they would have forgotten about it for the weekend.† To that Darryl replies, â€Å"well it's a good thing your no regional manager then, and I am.† He then swings his keys around on his finger as if to say, I am better than you, you are worthless. The second scene I am going to describe is where Louise is at work in the diner that she work at and she is depicted as having her hair tied up in a neat bun, showing her as a couped up child who just wants to break free of her immaginary prison. She is wearing her usual uniform of a long white dress and apron. There is a pan shot of her at eye level moving across the diner serving people as she goes. This shows that women in this time cannot have highly paid jobs and they must either be a housewife or work in a dead end, minimum wage job where she does not get the respect that she deserves. The next scene I am going to describe is the scene in which Thelma is packing fro her road trip with Louise after Darryl had left to go to work. She had never had as much fun before and had never packed like it. She didn't know what she should take, so she just topples the contents of her drawers into many suitcases, she then looks in her bedside cabinet and takes out her earings and finds a revolver that Darryl had given her to protect herslef when he was a t work. Thelma takes the revolver out and holds it with her thumb and forefinger. This creates a gender stereotype as it shows that women aren't meant to hold guns. Thelma then drops it into one of her suitcases as if she didn't know the full capabilities of what damage the small silver thing in her hands could do. Later on in the movie, Thelma brings out the revlver when she is in Louise's car and turns to Louise and asks if Louise can take care of it. Louise replies shocked, â€Å"goddamnit Thelma, why in the hell did you brin g that?† To which Thelma replies, â€Å"snakes, bears, psycho killers. You never know what could happen, look can you take it? I don't even know how to use it.† â€Å"Well put it in my purse then,† Louise replies. This shows that Louise is a much stronger woman than Thelma and she had become tough after what happened to her in Texas. The last scene I am going to describe which creates gender stereotypes is the scene in the bar where Thelma and Louise are sitting at a table in a Western bar and the waitress walks up to them and asks if they would like andything to drink. The waitress is in the same conditions that Louise was in at the start of the movie in the diner. Louise states that she doesn't wnat any drinks, but Thelma orders two alcholholic drinks and the waitress nods and walks away. Louise looks surprised, â€Å"Thelma! I've never seen you like this, you're always so sedate!† â€Å"I've had it up to my ass with sedate!† Thelma smiles, â€Å"I just want to let my hair down.† This shows that Thelma is acting out of character and just wants to have fun. This is where the well dressed, well mannered, charming Harlan walks over to them. He is filmed on a very low angle. â€Å"Well hello ladies,† he says, â€Å"isn't this place a bit rough for bauties like you?† Thelma is flattered by the attention that Harlan gives her, but Louise doesn't buy it. She realises what Harlan is quickly as it shows a man just like him flattered her back in Texas. â€Å"Oh I'm sorry,† Louise states, â€Å"we're having private convorsation here.† â€Å"Oh right okay ladies,† Harlan says, visabaly dissapointed. Thelma holds him back, â€Å"no it's okay. He can stay.† The waitress returns and gives Thelma her drinks, â€Å"you're not bothering these poor girls are you Harlan?† â€Å"Nah,† Harlan replies, â€Å"I'm just being friendly.† â€Å"Your name's Harlan?† Thelma asks, â€Å"I had an uncle named Harlan.† Thelma then goes to dance with Harlan and he spins her aorund many times making her very dizzy and in need of fresh air. He is clearly taking advantage of her. Thelma states she need fresh air and Harlan takes her outside. Harlan then starts to take advantage of Thelma and then he says that he wont hurt her. This shows us that Harlan has no regard for Thelma's thoughts or feelings. Louise then bursts out of the bar holding the revolver that Thelma had put in her bag earlier and aims it at Harlan. Harlan just laughs and tells Louise to â€Å"suck his dick.† Louise then shoots Harlan in cold blood. This is the first real time that we get to see the gender stereotypes destroyed as women aren't supposed to show violence. Harlan's dead body is then shown at a high angle to show that his power and scariness from before had been torn away in an instant. Here is the second point of Ridley Scott's use of destroying gender stereotypes. This is the scene where Thelma and Louise meet up with young hustler JD and he asks for a ride. They drive with him and drop him off in the middle of a rainy city. Later on in the evening, JD knocks on Thelma's motel door and the two make passionate love. Then in the morning Thelma goes to see Louise at a cafà ¯Ã‚ ¿Ã‚ ½ and they talk and Louise realises that JD must've stolen their money that Jimmy had given to Louise, the two women run back to their motel room frantically to find it ransacked and the money stolen. Louise collapses into tears as her last piece of energy and moral sense of dignity are shattered. Thelma then takes control and is filmed on a high angle to signify that know she is taking control. The old Thelma is gone and the new Thelma has taken her place. The new Thelma is the sort of Thelma who will do anything to survive. The next scene I am going to describe is the scene where Thelma and Louise stop to get a cup of coffee and when the two of them get back into the car, Thelma states that she is going to go and get some gum, so she takes Louise's handbag with the pistol still in it and goes into the nearest convenience store. When Thelma goes into the store, she pulls out the revolver and shouts to everyone, â€Å"good morning ladies and gentlemen, this is a robbery, now if nobody loses their head then no one will lose their head.† She then steals all the money from the till and runs out of the store shouting to Louise, â€Å"drive Louise! Go† â€Å"A store? You robbed a store?† Louise asks pedantically. â€Å"Well we needed the money didn't we? Now drive!† Thelma replies. This breaks the stereotype that all women must abide by the law at all times. The second to last scene I am going to describe is the scene where Thelma and Louise are driving through the desert when a police officer flags them down for speeding. The officer then take Louise back to his car and starts calling his colleagues. Louise asks if she is in trouble and the officer nods, big trouble. Thelma then appears at the officer's window and smiles at him and starts to flirt. The officer asks sternly for Thelma to return to her car, but Thelma produces the revolver and points it at the officer's head and demands for Louise to take his gun and shoot out the radio which she does, but then Thelma corrects her and says the police radio. This shows that although this is a dark film, Ridley Scott adds in a piece of comic relief. Thelma and Louise lead the distressed police officer to the trunk of his vehicle where Thelma shoots two air holes into the trunk and instructs the officer to get inside at which point the officer bursts into tears and Thelma asks him if he had a wife to which the officer nods. Thelma smiles and tells him, â€Å"you be nice to her. My husband wasn't nice to me and look how I ended up.† On which note, Thelma slams the lid shut upon the officer. The last scene I am describing is the scene at the end of the movie where Thelma and Louise have been evading the police successfully for a fair few minutes which breaks the stereotype that women are bad drivers, but they eventually get captured on the edge of the Grand Canyon. Behind Louise's convertible is about twenty police cars, a helicopter and at least forty heavily armed officers. The helicopter lands and a few suited FBI Agents get out, one of which is the one man in the forces who believes Thelma and Louise's story. Thelma turns to Louise and tells her she can't go back to the way she used to be as she had loved the experience. Louise nods and turns on the engines despite the officer's warnings of opening fire if they did not give themselves up to be arrested. Louise slams the car forward toward the edge of the Grand Canyon. The only FBI Agent that believes them sprints after them so that the police will not fire. He shouts trying to stop them, but Thelma and Louise are adamant. Their car flies off of the edge of the Grand Canyon and the screen flashes with images of the past two days adventure. In conclusion I believe that Ridley Scott provides the audience with a thrilling and extremely realistic insight into the sexism and gender stereotyping that was around in America at the time of the film's release. I believe that this film teaches a lesson to all American men who were racist at the point of the film's release.

Investigatory Projects

The problem, however, is that these chemicals are expensive and pose harm to the environment. This study aims to develop an environment friendly, safe, and effective yet cheap mosquito repellent by using weeping pillow leaves and pine cones. The activity is not success but it shows the different scientific processes to be followed in doing an experiment. Mosquitoes are one of the most harmful creatures In the world, not only to humans but also to other land vertebrates as well. They carry viruses that are sometimes fatal when transmitted to humans.Diseases transmitted by mosquitoes are common In are tropics (Merit Encyclopedia, 1969). Mosquito-borne diseases are transmitted to the body of the host through mosquito bites and contaminated food. The saliva of the mosquito is sometimes infected with pathogens. These pathogens are transmitted to the hosts when they are bitten by the mosquitoes. Common viral infections caused by Mosquitoes are more pronounced in the larval stages and can r esult from the ingestion of contaminated food. Mosquito- borne diseases include malaria, dengue or break bone fever, fallacies, yellow fever, and H- fever (Melts, et.AI,. 1971 Insecticides are recommended to combat these disease -carrying pests and â€Å"trouble makers. † Insecticides are widely used as chemicals In controlling pests, which are either organic or chemically synthesized. The plant kingdom is a vast source of naturally occurring and selective insecticides portions of plants such as the flower, leaves, steam, or roots (Colliers, 1972). Insecticides include nicotine, rotenone, preterits, and sabbatical. Some have been used by humans for a long time. As early assess, nicotine was used as an insecticide in the form of a crude extract from tobacco.Nicotine's alkaloid can be obtained from the leaves and stems of Nicotine Tobacco (Inupiat, 1976). Nicotine is harmful to humans though it doesn't effect the plants when applied . Rotenone, the most active of the six alkalo ids , is harmful to man but a very effective poison against various insects (Abbey, 1972). On the other hand , essential oils from eucalyptus and psychophysical were use as effective mosquito insecticide or repellent (Smith. 1996). A research made on the subject found that weeping willow (Saliva Babylonian) leaves contain essential oils similarly found in eucalyptus (Antonio, 1984).Pinups Insular, commonly known as Shaky pine, is found in Khakis hills and Motorman, in the hills of Burma and in Central Luzon. It is a valuable source of resin turpentine. It grows up to 15 m (1 50 feet) and has very fine, grass-like needles (Tree of the World). It contains alkaloid, which is an ingredient in most insecticides. A. Materials Half a kilogram of weeping willow leaves were gathered from the Philippine Science High School (SSH) campus. Two and Half kilograms of pine cones came from Baggie. B. Methods 1. Extraction and DistillationForty grams of weeping willow leaves were extracted five times for 10 hours using the sloshes apparatus and titleholder as the solvent. Then two kilograms were extracted in five occasions for 10 hours each using the same apparatus and Covent as the extraction for the weeping willow leaves. After each extraction, the solution was gathered, and distilled for an hour to obtain the extract. The extract was then stored in a cold place. 2. Culture of Wriggler Stagnant water was collected from the creek and from the SSH fish pond. The water was placed in basins and was left for two to three weeks.

Early childhood education Essay

Early childhood education has for a very long time been neglected by educational planners in Australia. Early childhood education is one of the most important stages in pursuit of education given the fact that the foundation children receive in their pre-school years and in early school years goes along way in shaping their prospect careers. Early childhood education in Australia is faced with several challenges key of which include lack of a systematized curriculum covering both private and public sectors. The other challenge is lack of enough trained teachers in early childhood education which has seen the standards of early childhood education deteriorate in the recent past. Although the Ministry of Education in Australia has on several occasions initiated commissions to offer long lasting solutions to the challenges highlighted above, none of this has to date yielded into success. Failure for recommendations contained in various commissions set up by the Howard government can be attributed to lack of clear policy governing early childhood education provision in Australia. Early childhood education provision in Australia has traditionally been teacher-centered as opposed to being child-centered. It has lacked impetus in that instead of focusing on the needs of the children the kind of education provided in early stages of schooling has lacked in objectivity. There is therefore a need for a lot more emphasis on children interest from an early age so as to overcome some of the challenges witnessed in latter stages of education such as upper primary and secondary levels. If children are given enough orientation at the pre-school and early school levels such children are likely to grow up with a clear focus on areas of interest something which can help resolve the low literacy and accounting skills evident amongst high school and primary schools students. Teacher training will play a very significant role in accomplishing the goals of early childhood education. Teachers play a critical role in curriculum interpretation and unless the teachers are able to interpret curriculum effectively efforts to streamline early childhood education in Australia are likely to fail. To counter such challenges there is a need for the government to offer incentives to early childhood education teachers for instance offering free training programs or alternatively offering government sponsored training programs (MacNaughton, & Williams, 1998). There lacks proper curriculum to guide early childhood education and the one in place has been in use for many decades something which clearly indicates that it could have outlived its use (Margetts, 2003). Until stakeholders in early childhood education come up with solutions as well as recommendations geared towards streamlining early childhood education to meet modern educational needs then all efforts geared towards achievement of effective early childhood education provision in Australia are likely to be unsuccessful. In conclusion, early childhood education in Australia is in deplorable state. There is a need for the government to include in its educational agenda, policies which will see more funding directed to early childhood education. The government must take initiative and implement the necessary amendments to the education act which has not served early childhood education properly. There is a need for integration of early childhood education to primary education and secondary education for purposes of achieving transition so that early childhood education is not viewed as a stand alone sector in education. References MacNaughton, G. & Williams, G. (1998. 69-79) Techniques for Teaching Young Children: Choices in theory and practice, Addison Wesley Longman Australia Pty Ltd, Frenchs Forest, NSW. Margetts, K. (2003. pp. 45-65) â€Å"Child care arrangements, personal, family and school influences on children’s adjustment to the first year of schooling†, Proceedings of the Australian Early Childhood Association Biennial Conference, Hobart 10–13 July 2003, Australian Early Childhood Association.

Introduction to International Business Essay Example | Topics and Well Written Essays - 1250 words - 2

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