The Major Years Isolation and Emily Grierson A Essay Example For Students

The Major Years: Isolation and Emily Grierson A Essay Deadly Combination William Faulkner, one of the most famed writers of our times, exploresin his writing the themes of alienation and isolation. He interweaves thesethemes with his female characters. In A Rose for Emily, Miss Emily Grierson is awoman who is alienated and lives in isolation from the people in her town. Thetheme of isolation is the focal point of the story, since it is what drove herto her madness. Faulkners theme of alienation comes up many times in his writing. Inthe book The Major Years, Melvin Backman states that Faulkner was reaching for amore decent life and more decent people in the midst of evil. He was reachingfor love, innocence, simplicity, and strength, but he also knew that thesethings were being hidden by reality. With Faulkner, as with all men, thepersonal condition underlay and shaped his view of the human condition (Backman,p.183). The critic goes on to note that men in Faulkners works tend toundermine women and their roles in society. Women are oppressed and are usuallycontrolled by men. The women try to fight the men in their society and aretrying to find a way to escape from their grasps. They are hesitant to stand upto the men and instead they tend to hide away. Backman notes that, The will toconfront reality seems to be losing out to the need to escape(p.184). Miss Emily is a woman who had the whole town wondering what she wasdoing, but did not allow anyone the pleasure of finding out. Once the men thatshe cared about in life deserted her, either by death or by simply leaving her,she hid out and did not allow anyone to get close to her. Miss Emily was indeedafraid to confront the reality that Backman discusses. Since she did not want toaccept the fact that the people she cared about were gone, she hid in her houseand did not go out. She was the perfect example of a woman alienated by asociety controlled by men who make trouble for her instead of helping her. Minrose Gwin, author of The Feminine and Faulkner, states that severalof Faulkners female characters, including Emily Grierson, are indeed activedisruptive subjects in their narratives; theirs are voices which denounce andsubvert male power(Gwin, p.8). They do what they do , such as killing HomerBarron in Emilys case, because they are tired of men telling them what to do. Gwin further states that the patriarchal world creates its own imagesof women. Emily tried to challenge these images by not being what the men in hersociety would consider normal. The men felt that all women should tend totheir homes and be sociable, not locked up in a house with a manservant to cleanit. They also felt that it was not right for a man to be doing that kind ofwork; it was a womans job to clean the house. Just as if a manany mancouldkeep a kitchen properly, the ladies said; so they were not surprised when thesmell developed. It was another link between the gross, teeming world and thehigh and mighty Griersons(p.26). Backman, paraphrasing Wright Morris in The Territory Ahead, says thatflight and nostalgia are essential to American life, The American flees the rawand uncongenial present for a mythic and desired past(Backman, p.185). Thisperfectly summarizes Emilys character because she is trying to leave thepresent and go back to a happier past. She is attempting to recapture her pastbecause she needs to find the love she once knew. After her fathers death shewent out very little; after her sweetheart went away, people hardly saw her atall(p. 26). Emily alienated herself from anyone when the two people that onceloved her went away. She was afraid to grow close to anyone in fear of losingthem again. .u1a1858850bb8c69019bf782ac1b50e32 , .u1a1858850bb8c69019bf782ac1b50e32 .postImageUrl , .u1a1858850bb8c69019bf782ac1b50e32 .centered-text-area { min-height: 80px; position: relative; } .u1a1858850bb8c69019bf782ac1b50e32 , .u1a1858850bb8c69019bf782ac1b50e32:hover , .u1a1858850bb8c69019bf782ac1b50e32:visited , .u1a1858850bb8c69019bf782ac1b50e32:active { border:0!important; } .u1a1858850bb8c69019bf782ac1b50e32 .clearfix:after { content: ""; display: table; clear: both; } .u1a1858850bb8c69019bf782ac1b50e32 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1a1858850bb8c69019bf782ac1b50e32:active , .u1a1858850bb8c69019bf782ac1b50e32:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1a1858850bb8c69019bf782ac1b50e32 .centered-text-area { width: 100%; position: relative ; } .u1a1858850bb8c69019bf782ac1b50e32 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1a1858850bb8c69019bf782ac1b50e32 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1a1858850bb8c69019bf782ac1b50e32 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1a1858850bb8c69019bf782ac1b50e32:hover .ctaButton { background-color: #34495E!important; } .u1a1858850bb8c69019bf782ac1b50e32 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1a1858850bb8c69019bf782ac1b50e32 .u1a1858850bb8c69019bf782ac1b50e32-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1a1858850bb8c69019bf782ac1b50e32:after { content: ""; display: block; clear: both; } READ: Mind over Matter Essay Emily was a headstrong woman that seemed frail and weak, but wasinstead very strong. She had the whole town convinced that she could not hurt afly, but instead she was capable of the worst of crimes, murder. Faulkners works convey a deep sense of oppression and withdrawal,yet they convey too the struggle with self and society. In the midst of defeatand despair a small center of resistance resides(Backman, p.186). Emily, in themiddle of all the alienation and isolation she felt from the residents of hertown, also found the resistance to show them she was not someone to be takenlightly. BIBLIOGRAPHYBackman, Melvin. Faulkner: The Major Years, A Critical Study. Bloomington:Indiana University Press, 1966Faulkner, William. A Rose for Emily. Literature: An Introduction to Fiction,Poetry, and Drama. Ed. X.J. Kennedy. New York: Harpers Collins, 1991. Pp. 24-31Gwin, Minrose c. The Femenine and Faulkner: Reading (Beyond) Sexual Difference. Knoxville: The University of Tennessee Press, 1990Morris, Wright. The Territory Ahead. The Macmillan Company, 1957. Category: English

The Crucible Summary Essays - Salem Witch Trials, The Crucible

The Crucible Summary The Crucible written by Arthur Miller is a play that takes place in the sixteen nineties during the famous but tragic witch trials. The entire community is in pandemonium yet certain characters are also fighting internal conflicts of their own. Miller uses three characters who manifest this internal battle ever so clearly. Such as Mary Warren who whole personality turns upside down, John Proctor who contemplates between the importance of his family and his own name and Reverend Hale who battles with himself wether to carry out his job requirements or do what he knows is right. Mary Warren is a girl who is forced with this inner turmoil throughout this play. At the outset of the play she is perceived to be a very shy girl who will never speak her mind as shown when Proctor sends her home and she responds with " I'm just going home" (21). As the play continues and as she is influenced by Abigail, Mary begins to break this self induced mold and does what she wants. Mary Warren, along with many other girls gets caught up in the hype of getting all the attention and exercising power via initiating and adamantly continuing these "witch trials". Finally John Proctor, the rationalist, shows that when people like Rebecca Nurse and Elizabeth Proctor who are the saintliest of people are accused of being witches, something must be wrong. Mary Warren has a difficult decision to make. She has realized that her whole way of life has been based on injustice. However, how can she extricate herself from Abigail and her friends, not to mention her new feelings of confidence. Mary decides to speak out against Abigail and the others for their false accusations and said that she " tried to kill me numerous times"(57). Yet as she does this heroic act of overcoming her old reality, Abigail pretends that Mary is also a witch using the poppets against her(73). Mary is now faced with yet another grueling internal conflict: to do what she knows is right and probably die for it, or to return to her old ways. Mary succumbs to Abigails "hypnosis " and accuses John Proctor of forcing her to lie. Clearly the battle which Mary faced from the very beginning was enormous. John Proctor a farmer and village commoner similarly is faced with an inner turmoil. He has committed adultery and had absolutely no intentions of joining in the witch trials unless hi pregnant wife were to also get involved. After his wife got involved and eventually was set free due to the fact that she was pregnant feels that he can't accept this. Proctor is a good and noble man and because of this he believes at first he can't be hanged and die a martyr when he has this sin blooming over him every waking moment . John later says to Elizabeth that " My honesty is broke, Elizabeth; I am no good man. Nothing's spoiled by giving them this lie that were not rotten long before"(136) and rather confess then die for something he flat out didn't do. However, as John confesses, he can not allow Danforth to make it officially documented. As Danforth asks him why John answers with a cry " because it is my name. Because I cannot have another in my life . . . How may I live without my name? Have given you my soul; leave me my name(143). John feels strongly about having a good name and not dying with a bad one. Proctor weighs both sides of his internal conflict and realizes that he must not make another mistake. He therefore, prescribes himself to death, not for his own sake, but rather for the sake of the others. As John dies Liz weeps saying " He have his goodness now. God forbid I take it away"(145). Another internal conflict is evident in Reverend Hale who initiates these problems. At first Reverend Hale is sure about his belief that there are witches and feels that he is carrying out the desires of G-D himself. Yet as the play moves on and Hale sees all these honest and good people being sentenced

What freedoms does literacy offer in a globalized society Essay Example

What freedoms does literacy offer in a globalized society Essay Example What freedoms does literacy offer in a globalized society Essay What freedoms does literacy offer in a globalized society Essay What freedoms does literacy offer in a globalized society? Name: Course: Institution: Instructor: Date: What freedoms does literacy offer in a globalized society? Within globalized societies, the main agenda is the expansion of the actual liberties that people enjoy. Literacy is one of the instruments that most people use in the expression of freedom. The use of written communication in today’s world follows economic and socio-political systems as well as operations at domestic, national and global heights. Literacy provides institutions and other individuals with opportunities for learning new elements. The wide variety of literacy methods and practices used by people and communities in different contexts display the randomness through which literacy is acquired or used. Firstly, the more scholars study the process through which literacy is set in, the better the chances of the global community to view literacy as an actual instrument of freedom. Literacy bears many qualities of freedom as it is embedded in social relationships and change. Contributions on literacy by Amartya Sen analyze the value of literacy in pursuing opportunities as a means of maximizing freedoms. According to Sen, developed societies may have the freedom to decide and follow the lifestyle that people deem as valuable (Raley Preyer 2012, p. 214). In such situations, the individual’s actions are shaped by the environment and they determine the social context (Robinson-Pant 2003, p. 355). Secondly, negative aspects of denial of freedom such as child mortality, insecurity and unemployment are created and shaped by the society. Sen states that different communities possess different freedoms and consequently, different limits for organizing social transformation (Raley Preyer 2012, p. 217). Freedom forms the foundation for development within a society. According to Sen, a social structure such as the state are qualified subjects for studying freedom and links it to support for expanding people’s freedoms. The need for this support cannot be any clearer than in literacy. Lack of literacy illustrates a lack of freedom or as Sen puts it â€Å"unfreedom† (Raley Preyer 2012, p. 232). In addition, the fast pace of globalization in an already largely literate society exists amid 700 million individuals who lack the information to improve their lives, and play an increased role in politics and economic activities. Literacy carries certain advantages from political to economic. This is because acquisition of literacy improves an individual’s confidence and sense of worth. Such knowledge provides a way to increased civic participation with better knowledge on family planning and education matters. Data on literacy is however difficult to obtain as very little research has been done on the subject (Raley Preyer 2012, p. 223). Based on the latest researches, most reports place the number of illiterate adults at 774 million. That represents about 18% of the total world adult population. The majority of adults with little or no literacy are situated in sub-Saharan Africa, South and West Asia and the Pacific. In terms of gender, women represent about 64% of the total illiterate population (Horsman 2005, p. 167). Most of this percentage of the illiterate population resides in fifteen countries. South Asia has the lowest literacy levels mainly because of Bangladesh and Pakistan that have 47% and 50% respectively. Lower literacy levels are synonymous with low poverty levels. An example is in Ethiopia, Bangladesh and India where over 80% of the population lives below $2 a day. In these societies, the literacy levels are below 63% and the number of illiterate individuals stands at about 4 million people (Horsman 2005, p. 168). Literacy levels also tend to be lower in rural areas, among indigenous people and minorities. EFA goals currently set the bar for countries to achieve a 50% increase in adult literacy levels before 2015 particularly for women. These standards were unachievable, as some countries have already achieved over 60% literacy levels (Agnaou 2004, p. 123). Contemporary assessments of literacy do not encapsulate the political and academic debates that have occurred in the recent past. The definition of literacy has however grown to include human resource skills and socio-cultural as well as political change. From the 1960s, functional literacy developed alongside social change as a tool of development and consequently, development (Rajak 2007, p. 123). In addition, certain freedoms are realized from literacy in a direct manner while others are benefits accrued because of literacy within the society. Basic political rights such as freedom of speech, freedom of action and freedom of life are given by the mere acknowledgement of literacy. The slave owners in South America convinced legislators to prohibit slaves from reading. Islam societies similarly treat their women as virtual slaves as they are banned from attending school to keep them ignorant and illiterate. These two instances of denying certain sections of the society the privilege of a proper education signify the power of literacy. For an individual to be able to enjoy their individual freedoms they have to be able to read (Hung, Yoong, Brown 2012, p. 27). Intellectual empowerment is the starting point for individual freedom. Scholars have proved there is a direct relation between literacy, prosperity and improved living standards. These capabilities accrued from literacy such as increased incomes, civil liberties and health are assumed the means through which an individual can achieve certain freedoms. This argument is slightly different from the conventional one that claims that education and health are the means to achieving the final product that is income. According to Sen, income is just but one aspect that combines with other aspects to provide an individual and society with greater freedom (Raley Preyer 2012, p. 229). The use of literacy however depends on the society and the context in which it used (Juceviciene, Merkys Reinert 2002, p. 134). Particular countries such as China, South Korea and Taiwan have made great economic and political achievements that have translated into increased freedoms for their citizens. The rationale given behind their rapid economic development might be given as strategic exploitation of the global economy. However, basic education has played a major role in these developments. The case of China was particularly helped by its increased investment in the education sector. Under Mao Tse-tung, the basic education policies that were adopted in China made the country have an upper hand in benefiting from the global economy. Education, in this case, expanded the capabilities of the Chinese people that results in various types of rewards (Eisenberg, Lowe Spitzer 2004, p. 232). When people are illiterate, they are less likely to comprehend their legal rights and to protect them when required. This serves as a major setback in a scenario where on e party violates the rights of others. This problem mainly affects the poor populations as their rights are often violated due to a high level of illiteracy. As was mentioned earlier, women are more affected by illiteracy and as a result, they enjoy fewer freedoms. Women nit being able to read or write exposes them to violation in property rights and expression of other freedoms as they are unfairly treated. Implementing a strong sense of law within the society will not be beneficial, as people cannot take advantage of the laws if they cannot read them (Horsman 2005, p. 97). Illiteracy can lead to denial of political freedoms within a society. The reverse is true in more developed communities such as those in North America and parts of Europe. Literacy provides the members of a society with the opportunity to exercise their political rights such as voting in area representatives or providing opinion on policies. Literacy gives an individual the ability to decipher political jargon and at the same time, deliver politically relevant declarations. This is very important in the expression of demands to the state. Political freedoms are by far the most abused in countries having the highest rates of illiteracy. In such countries, the inequality in distribution of resources by the government leads to poverty in certain areas followed by illiteracy that completes the circle of muffled freedoms (Brayman Hackel Kelly 2008, p. 175). Studies done by Sen elaborate on different aspects of human security as part of the freedoms enjoyed in globalized societies. According to Sen, human security is achieved when the voice of the citizen is strengthened through increased literacy (Raley Preyer 2012, p. 237). An instance of food insecurity as suppression of the right to food and a denial of the freedom of choice on what to consume as an individual and a society will suffice to elaborate the relationship between literacy, political expression and realization of freedoms. Within established democracies, cases of food shortages are not recorded as people in these states are give political voice. This is because criticism of the failed government channeled by the free press will force the government to act swiftly to mitigate the effects of food shortage (Agnaou 2004, p. 121). Finally, the development of women and girls in most underdeveloped countries has been pegged on their ability to maintain autonomous incomes, possess ownership rights, literate and education. Literacy is solely responsible for the empowerment of women across the world. Although all these factors affecting women may seem diverse and unrelated, they cumulatively combine to suppress women’s freedoms. Social problems such as overpopulation have been found to reduce or even disappear because of an increase in literacy and education among women. In conclusion, literacy has had an important role in shaping some of the major events in the world that have later benefited the societies that embraced it. Literacy has played a major role in colonialism as it was considered the channel through which civilization could be spread within Asia and Africa. Among Christians and British soldiers in Uganda for example, the ability to read was assumed to bring about other skills such as reflection and increased reasoning (Daniell Mortensen 2007, p. 187). After independence, literacy also played a big role in building the new nations. Literacy was seen as an underlying factor to modernization that would ensure increased freedoms for the citizens. Literacy can also be considered as a form of power. To the illiterate person living in abject poverty, gaining literacy and education presents them with limitless power to transform their immediate surroundings. References Agnaou, F 2004, Gender, literacy, and empowerment in Morocco, Routledge, New York. Brayman Hackel, H Kelly, CE 2008, Reading women: Literacy, authorship, and culture in the Atlantic world, 1500-1800, University of Pennsylvania Press, Philadelphia. Daniell, B Mortensen, P 2007, Women and literacy: Local and global inquiries for a new century, Lawrence Erlbaum Associates, New York. Eisenberg, MB, Lowe, CA Spitzer, KL 2004, Information Literacy: Essential Skills for the. Information Age, Libraries Unlimited, Westport. Horsman, J 2005, Too scared to learn women, violence, and education, McGilligan Books/Mahwah, Toronto. Hung, AJ, Yoong, J Brown, E 2012, â€Å"Empowering. Women Through Financial Awareness and Education†, OECD Working Papers on Finance, Insurance and Private Pensions, no. 14, OECD Publishing, pp. 1-42. Juceviciene, P, Merkys, G, Reinert, GB 2002, Towards the Learning Society: Educational Issues. Lang, Frankfurt. Rajak, MP 2007, Literacy for equality and empowerment of women, Man and Life, vol. 33, no, 4, pp. 121-124. Raley, Y Preyer, G, 2010, Philosophy of education in the era of globalization, Routledge, New York. Robinson-Pant, A 2000, ‘Women and literacy: a Nepal Perspective’, International Journal of Educational Development, Vol. 20, pp 349-364.

5 Job Interview Tips for Shy People

5 Job Interview Tips for Shy People Got the interview? Great! But now you are so nervous you don’t think you can make it through the ordeal without hyperventilating. Your palms are already sweating. And your heart rate? Through the roof. Preparation is key. Make sure you have reviewed these tough interview questions and be ready for any questions. Here are 5 job interview tips for shy people so you can get through it. So sit back, take a deep breath, and get started.1. Bring propsHave any great visuals? Charts or graphs that track your progress or success in a previous position? Have a dossier of praise letters and awards? Bring them with. If you find yourself tongue-tied you can always hand one over to buy yourself some time.2. Make yourself a cheat sheetNothing says an interview can’t be an open book affair. Make a one-sheet of your top 10 professional achievements and keep it on hand during the interview. If you draw a blank, you’ll be back on track with one glance down into your documents. They ’ll never know you’re cribbing, particularly if you rehearse referring to these bullet points in practice interviews.3. Plan on how you’ll stallFigure out a signature phrase for yourself to buy a little time. â€Å"That’s a great question, would you mind if I took a moment to give you a more thorough answer?† is one option. Find what’s most comfortable for you.4. Get helpThere are tons of resources out there. If you can’t afford a career coach, an interview prep personal trainer, if you will, then ask a friend whose business savvy you respect to mock interview with you. Try videotaping yourself answering some standard questions and practice until it doesn’t terrify you anymore. Remember: the actual interview can’t be as bad as watching yourself on camera.5. Prepare  questions in advanceThe number one most terrifying question in an interview: â€Å"Do you have any questions for us?† Everybody freezes up a little in this moment. Come prepared. Make a list of 5 to 10  questions for every single interview, specific to those jobs. In doing so, you’ll also be doing good research into the particulars of the company and the job, and you won’t be caught with your pants down at the crucial moment. You can simply call one to mind, smile, and fire it off with confidence.

Emotional Intelligence and Global Leadership Essay - 1

Emotional Intelligence and Global Leadership - Essay Example Leaders now have to deal with different cultures in achieving business strategies and goals. Emotional intelligence is a concept developed by Peter Salovey and John Mayer. They talked about a politician who is both smart and dumb (Goleman, 1998 cited in Robertson, 2007, p.15). They argued that IQ is not enough to make a person truly â€Å"smart,† and they coined emotional intelligence or EQ (Robertson, 2007, p.15). For the next fifteen years, from being a virtually non-studied concept, EQ has received significant academic attention and applications in the development of numerous fields, such as leadership, communication, self-improvement, child raising, education, health care, and corporate development (e.g., Caruso & Salovey, 2004 cited in Robertson, 2007, p.15). EQ has become critical to developing effective leaders. Even with development in literature, there is no single definition of EQ, particularly since it is still a budding concept with different measures and with dive rse validity test results (Pat & Groves, 2006; Matthews, Roberts, & Zeidner, 2004). Many scholars agree that EQ pertains to the ability to distinguish, understand, and control one’s emotions and the emotions of others, and to use these emotions in successfully managing interpersonal relationships (Salovey & Sluyter, 1990, cited in Robertson, 2007, p.15). Emotional intelligence is also emphasized as vital in understanding the tacit messages that are decisive to interpreting the entire message of the speaker and will also advance how the listener will react to the communication process. Emotional intelligence affects global leadership  through enhancing soft skills in strategic management (Marques et al., 2008). In the article â€Å"Linking quality management and emotional intelligence to workplace spirituality,† Marques et al. (2008) linked the concepts of quality management, emotional intelligence, and workplace spirituality.  

Project Management Essay Example | Topics and Well Written Essays - 2250 words

Project Management - Essay Example We will look at two real projects that the mentioned have discussed in comparison to project management theories. Many of the world's famous events, structures and facilities have been completed with rigorous and scientific project management. No large scale project has ever been successfully delivered without the use of management tools and strategic planning. Project management therefore is a very essential field, not only in terms of carrying out world renown events such as the Olympics but in ushering technological developments that countries are so much in need of. The purpose of this paper is to move a notch higher from the classroom theories of project management into a look at and examination of real-world projects where we can dig valuable lessons in project management. How we go about this endeavor necessitates the minds of two management experts, Mr. Jon Smith and Mr. Terry Williams whose decades of expertise make them worthy of our inquiry. Particularly, we look at the projects that the two speakers have provided as an example. These projects are real world examples and therefore take into accounts variables that theories may have failed to account for. This makes the study more interesting, but down-to-earth. The main body is composed of the following: the background of the projects, the people (client/contractor, supporters, stakeholders) involved in the project, the selection of the project team, the stages within the project life cycle, the definition of the success of the projects, the planning phase, the problems met and how they were overcame, the project management tools and methodologies employed and lastly, the characteristics that made the projects different, exciting and challenging. The analysis also contains comparison and contrast of the two projects, particularly highlighting their strengths and weaknesses. In the end, I will discuss the three important learnings relating to project management. II. Main Body i. Project synopses (very brief overview of the projects) The first project discussed is the design of a telecom equipment when Jon Smith has worked for Teltrend in 1999 (Smith, 2010). To provide us a background of the products, "Teltrend Inc. designs, manufactures and markets products that interpret and translate translation signals. These products are used by telephone companies to provide voice and data services over the telephone network. The products can be categorized into high capacity products, channelized products and conversion products" (Business.com, Inc. , 2010). Smith worked as a technical director in which the primary roles are to take the technology forward and sort out the project management (Smith, 2010). The project was done in a small company of around 60 people. This particular projects is made possible by technology opportunity, especially with the advancement in communication. These projects were primarily carried out for business purposes. The second featured project is the Eurotunnel. The idea of this project can be traced to as early as 1802, when Albert Mathiue, a French mining engineer introduced

Human cloning Essay Example for Free

Human cloning Essay If there was one technology that the world never accepted, then it will be the cloning of humans. Just 30 hours after the news of a cloned lamb hit the streets, movements against human cloning already started forming (Pence 1998, p. 1). 90 days after the study, a law against human cloning was already being pushed. People claimed that there is no good reason to clone humans, and yet, how can this be known when there wasn’t enough time to discuss it? When the scientific community did not even have time to prove its advantages? Most of the arguments against cloning are philosophical in nature. It is not about â€Å"scientific facts but about ethics, human nature and public policy† (Pence 1998, p. 3). If we look at human cloning in an objective point of view we will realize that there are certain merits to this technology. Certainly, there are disadvantages too, but whether the disadvantages outweigh the advantages is still a question unresolved today. Advantages of Human Cloning Human cloning becomes a good prospect when we talk about the issue of infertility and genetic illnesses. In an article published by ScienceRay (Whatani 2008), it was mentioned that only half of the population of females are capable of gestation. Estimates show that current infertility treatments are only 10% effective (Benefits of Cloning n. d) hence, there are many couples who end up getting frustrated because of their inability to have children. With human cloning, there is no need for the egg to be fertilized, and there is no need to find a mate, and only one parent is needed to create a child (Teacher’s Domain 2010). Researches show that an average person carries 8 defective genes (Benefits of Cloning n. d). In some cases, these genes are recessive and no symptoms will appear, but there are also instances when the genes are inherited by the children and they become dominant traits. Down’s syndrome and Tay Sach’s disease are just two genetic illnesses which can be inherited if reproduction is left to natural means. Though human cloning, parents can choose which genes their children will inherit, thereby allowing them to get rid of the defective genes. Another advantage of cloning is that it is now possible to create organs which can be used for transplants (The Advantages of Cloning n. d). People with liver and kidney trouble no longer need to wait for a donor to get a transplant. People suffering from leukemia can get cloned marrow. Scientists will be able to produce effective therapy for cystic fibrosis if only they are allowed to test the technology for human cloning. Lastly, cloning will allow medical professionals to understand how cells differentiate and become cancer cells, thereby allowing the creation of a cure for the disease. Disadvantages of Sexual Reproduction In several researches conducted (Science Daily 2006; Treisman 1976; Williams and Mitton 1973) it was discovered that sexual reproduction allows populations to adapt to their environment better because they are able to resist harmful mutations. Yet, sexually transmitted diseases are already so widespread that sex has become risky. Also, sexual reproduction has its costs wherein the female carry most of the burden, a situation called as the two-fold costs of sex (Science Daily 2006). In his study, Ricardo Azevedo says that in order to overcome the two-fold cost of sex, two things must be true ‘The production rate of harmful mutations must be relatively high, such that each individual acquires on average one or more harmful germline mutations not inherited from its parents. The second is that these harmful mutations must interact in a special way, called negative epistasis, such that adding more and more harmful mutations makes you progressively worse off (Science Daily 2006). This means that in order for genetic illnesses and harmful mutations to become extinct, these two conditions must take place. Needless to say, there are no studies which show how prevalent negative epistasis is in nature, hence the extinction of genetic illnesses and mutations are purely by chance. With the world becoming even more chaotic because of the discovery of new incurable diseases and the rapidly degrading environment, there is a big possibility that the survival of humankind may need to rely with artificial means. With human cloning, it is now possible to create a healthier, if not a better race of individuals who are more resistant to mutations and have lesser diseases to endure (Phil for Humanity n. d).