What You Need to Know about Biotechnology Colleges

We are all used to the idea that we live in the information age, that the advance in digital technologies is what makes this epoch what it is, what differentiates it from all other periods of human history. Yet it is not completely true. Although digital technologies play crucial role in modern world, they are but a part of multi-faceted scientific revolution amidst which we live. And another, probably equally important yet much less visible part of it is biotechnology. It is more than likely that in not so distant future breakthroughs in this field will change the world and the quality of human existence beyond recognition. Scientists already make tentative attempts at artificially growing individual organs and tissues, move closer and closer to determining the true meaning of DNA and understanding the mechanism of life itself. Biotechnology is at the core of these and most of the future changes in this field – and by entering a biotechnology college you may become one of the people who are going to shape the new age of human history. Host of Possibilities However, by entering a biotechnology course you do not limit your future vocation to research activities; other occupation possibilities include patent lawyer, pharmaceutical salesperson, environmental biotechnologist, research and development assistant, physician, veterinarian, biological technician, health inspector and others. You will be fully eligible for any of these career paths, and your knowledge of biotechnology, i.e., fuller and deeper understanding of how living organisms function, will probably give you an edge over those who didn’t take that course. In fact, the vast number of choices in this field may and probably will overwhelm those willing to pursue careers in this field. But all in all there are six general types of education programs: certificate, associate, bachelor’s, master’s, PhD, and dual degree programs. Certificate programs are mostly aimed at those who are willing to broaden their expertise in biotechnology without specializing in it, usually aiming at finding a job immediately after. However, this credential is only enough for a job of a lab technician or research assistant. They tend to last 2-4 full semesters. Associate programs are similar, but more in-depth and last for 2 years. They are a good choice for preparing oneself for a bachelor’s degree or getting an entry-level laboratory assistant job. Bachelor’s programs became rather rare in recent years due to increasing specialization of this field – usually one is expected to get a bachelor’s degree in a related field, such as biology or biochemistry, and then pursue a master’s degree in biotechnology. Further programs are aimed at deepening one’s knowledge, and by the time you reach them you are unlikely to need any advice as to which career to pursue. Between Specializations Biotechnology programs are interdisciplinary and include coursework in chemistry, physics, biology and engineering consisting of laboratory sessions, lectures and field work. Don’t forget that you should be prepared to entering such a course – absolute majority of them require strong background in mathematics and sciences, and for an advanced degree you will almost certainly be required to have some lab experience. For your Master’s degree you will get an opportunity to choose a specialization – in this respect biotechnology courses are different from the majority of post-baccalaureate programs – which means that by this time you should have a pretty distinct idea of what career you are going to pursue. You may get some idea of the multi-faceted nature of this discipline from this list of possible classes it may include: principles of bioprocessing, computer science, microbiology, organic chemistry, microbial genetics, biochemistry principles, molecular biology, mathematics, statistics. As a result, you get a truly multidimensional education which opens a way to a number of fascinating specializations like bioinformatics, cellular microbiology and others. Vocation of the Future Just like the end of 20th century and the beginning of 21st century will be remembered as the age of informatics, the 21st century proper is likely to make it into history as the age of biotechnology. It plays an ever-growing role in a wide array of activities: crop enhancement, diagnostics and treatment of diseases, development of waste-free technologies and so on. Biotechnology is everywhere: from food products to forensic science and astronautics. And by choosing it as your specialization you will be able to take part in shaping the future.

Timeline 1800-1859 African American History and Women

[Previous] [Next] 1800 1801 1802 †¢ Ohio Constitution adopted, outlawing slavery and prohibiting free blacks from voting †¢ James Callendar accused Thomas Jefferson of keeping as his concubine, one of his own slaves -- Sally Hemings. The accusation was first published in the Richmond Recorder. †¢ (February 11) Lydia Maria Child born (abolitionist, writer) 1803 †¢ (September 3) Prudence Crandall born (educator) 1804 †¢ (January 5) Ohio passed black laws restricting rights of free blacks 1805 †¢ Angelina Emily Grimke Weld born (abolitionist, womens rights proponent, sister of Sarah Moore Grimke) 1806 †¢ (July 25) Maria Weston Chapman born (abolitionist) †¢Ã‚  (September 9)  Sarah Mapps Douglass  born (abolitionist, educator) 1807 †¢ New Jersey passes legislation restricts the right to vote to  free, white, male citizens, removing the vote from all African Americans and women, some of whom had voted before the change 1808 †¢ (January 1) importing slaves to the United States became illegal; about 250,000 more Africans were imported as slaves to the United States after slave imports became illegal 1809 †¢ New York began recognizing marriages of African Americans †¢ African Female Benevolent Society of Newport, Rhode Island, founded †¢ Fanny Kemble born (wrote about slavery) 1810 †¢ The Congress bans employment by the U.S. Postal Service of any African Americans 1811 †¢ (June 14) Harriet Beecher Stowe born (writer, author of Uncle Toms Cabin) 1812 †¢ Boston incorporates African American schools into the citys public school system 1813 1814 1815 †¢ (November 12) Elizabeth Cady Stanton born (antislavery and womens rights activist) 1816 1817 1818 †¢ Lucy Stone born (editor, abolitionist, womens rights advocate) 1819 1820 †¢ (about 1820) Harriet Tubman born a slave in Maryland (Underground Railroad conductor, abolitionist, womens rights advocate, soldier, spy, lecturer) †¢ (February 15) Susan B. Anthony born (reformer, abolitionist, womens rights advocate, lecturer) 1821 †¢ New York state abolishes property qualifications for white male voters but keeps such qualifications for African American male voters; women are not included in the franchise †¢ Missouri removes the right to vote from African Americans 1822 †¢ Rhode Island removes the right to vote from African Americans 1823 †¢ (October 9) Mary Ann Shadd Cary born (journalist, teacher, abolitionist, activist) 1824 1825 †¢ Frances Wright purchased land near Memphis and founded Nashoba plantation, buying slaves who would work to buy their freedom, become educated, and then when free move outside the United States †¢ (September 24) Frances Ellen Watkins Harper born in Maryland to free black parents (writer, abolitionist) 1826 †¢ Sarah Parker Remond born (anti-slavery lecturer whose British lectures probably helped keep the British from entering the American Civil War on the side of the Confederacy) 1827 †¢ New York State abolishes slavery 1828 1829 †¢ (1829-1830) when Frances Wrights Nashoba plantation project failed, amid scandal, Wright took the remaining slaves to freedom in Haiti †¢ race riots in Cincinnati resulted in more than half the African Americans in the city being forced out of town †¢ the first permanent order of African American Catholic nuns is founded, the Oblate Sisters of Providence, in Maryland 1830 1831 †¢ (September) men and women of the slave ship Amistad demand that the US recognize their freedom †¢ (-1861) Underground Railroad helped thousands of African American men, women, and children to freedom in the Northern states and Canada †¢ Jarena Lee publishes her autobiography, the first by an African American woman †¢ North Carolina bans the teaching of any slaves to read and write †¢ Alabama bans preaching by any African Americans, free or enslaved 1832 †¢Ã‚  Maria W. Stewart  begins series of four public lectures on religion and justice, advocating for racial equality, racial unity and standing up for rights among African Americans. †¢ Female Anti-Slavery Society was founded in Salem, Massachusetts, by and for African American women †¢ Oberlin College founded in Ohio, admitting women and African Americans as students along with white men 1833 †¢Ã‚  Lydia Maria Child  published  An Appeal in Favor of the Class of Americans Called Africans †¢ American Anti-Slavery Society (AASS) founded, with four women attending,  Lucretia Mott  spoke †¢Ã‚  Lucretia Mott  and others founded the Philadelphia Female Anti-Slavery Society †¢ Oberlin Collegiate Institute opened, the first coeducational college and the first to accept African American students (later renamed Oberlin College) †¢Ã‚  Sarah Mapps Douglass  founded a school for African American girls in Philadelphia †¢ in Connecticut, Prudence Crandall admitted an African American student to her girls school, reacted to disapproval by dismissing the white students in February and, in April, reopened it as a school for African American Girls †¢ (May 24) Connecticut passed a law forbidding the enrollment of black students from outside the state without the permission of the local legislature, under which Prudence Crandall was jailed for one night †¢ (August 23) Prudence Crandalls trial began (see May 24). The defense used a constitutionality argument that free African Americans had rights in all states. The judgment went against Crandall (July 1834) but the Connecticut Supreme Court reversed the lower courts decision, though not on Constitutional grounds. 1834 †¢ (September 10) Prudence Crandall closed her school for African American girls in the face of harassment †¢ Maria Weston Chapman began her work as an abolitionist -- shes known for her work with the Boston Female Anti-Slavery Society †¢ New York absorbs African American schools into the public school system †¢ South Carolina bans teaching any African Americans in the state, free or enslaved 1835 1836 †¢ Angelina Grimkà © published her antislavery letter, Appeal to the Christian Women of the South and her sister  Sarah Moore Grimkà ©Ã‚  published her anti-slavery letter, Epistle to the Clergy of the Southern States †¢Ã‚  Lydia Maria Child  published her  Anti-Slavery Catechism †¢ Maria Weston Chapman published  Songs of the Free, and Hymns of Christian Freedom †¢ (-1840) Maria Weston Chapman edited the Boston Female Anti-Slavery Society annual reports, titled  Right and Wrong in Boston †¢ Fannie Jackson Coppin born (educator) 1837 †¢ William Lloyd Garrison and others won the right of women to join the American Anti-Slavery Society, and for the Grimke sisters and other women to speak to mixed (male and female) audiences †¢ Anti-Slavery Convention of American Women held in New York †¢Ã‚  Angelina Grimke  published her Appeal to the Women of the Nominally Free States †¢Ã‚  Charlotte Forten  born (educator, diarist) 1838 †¢ Angelina Grimke spoke to the Massachusetts legislature, the first woman to address an American legislature †¢ Grimke sisters published  American Slavery as It Is: Testimony of a Thousand Witnesses †¢Ã‚  Helen Pitts  born (later, the second wife of Frederick Douglass)   †¢ (and 1839) Philadelphia Anti-Slavery Convention of American Women met in Philadelphia 1839 †¢ (-1846) Maria Weston Chapman published  Liberty Bell †¢ (-1842) Maria Weston Chapman helped edit  The Liberator  and  Non-Resistant, abolitionist publications †¢ women permitted to vote for the first time at an annual convention of the American Anti-Slavery Society (AASS) 1840 †¢Ã‚  Lucretia Mott,  Lydia Maria Child, and Maria Weston Chapman were the executive committee of the Boston Female Anti-Slavery Society †¢ World Anti-Slavery Convention in London would not seat women or allow them to speak;  Lucretia Mott  and  Elizabeth Cady Stanton  met over this issue and their reaction led directly to organizing, in 1848, the first womans rights convention in Seneca Falls, New York †¢ Abby Kelleys new leadership role in the American Anti-Slavery Society (AASS) led some members to secede over womens participation †¢ (-1844)  Lydia Maria Child  and David Child edited  Anti-Slavery Standard 1841 1842 †¢ Josephine St. Pierre Ruffin born (journalist, activist, lecturer) †¢ Maria Weston Chapman organized the Anti-Slavery Fair in Boston 1843 †¢Ã‚  Sojourner Truth  began her abolitionist work, changing her name from Isabella Van Wagener †¢ or 1845 (July 4 or 14)  Edmonia Lewis  born 1844 †¢ Maria Chapman became an editor on  National Anti-Slavery Standard †¢ Edmonia Highgate born (fundraiser, after the Civil War, for the Freedmans Association and the American Missionary Society, for educating freed slaves) 1845 †¢ or 1843 (July 4 or 14)  Edmonia Lewis  born 1846 †¢ Rebecca Cole born (second African American woman to graduate from medical school, worked with  Elizabeth Blackwell  in New York) 1847 1848 †¢ (July 19-20) Womans Rights Convention in Seneca Falls, New York, included among its attendees Frederick Douglass and other male and female antislavery activists; 68 women and 32 men signed the  Declaration of Sentiments †¢ (July)  Harriet Tubman  escaped from slavery, returning repeatedly to free more than 300 slaves 1849 1850 †¢ (around 1850) Johanna July born (cowgirl) †¢ Fugitive Slave Act passed by Congress †¢ (January 13)  Charlotte Ray  born (first African American woman lawyer in the United States and the first woman admitted to the bar in the District of Columbia) †¢Ã‚  Hallie Quinn Brown  born (educator, lecturer, clubwoman, reformer, Harlem Renaissance figure) †¢Ã‚  Mary Ann Shadd  and her family, free blacks, moved to Canada to avoid capture and enslavement under new US policies and laws †¢ Lucy Stanton graduated from Oberlin Collegiate Institute (now Oberlin College), the fist African American woman to graduate from college †¢ (1850-1852)  Uncle Toms Cabin  by  Harriet Beecher Stowe  ran as a serial in  National Era 1851 †¢Ã‚  Sojourner Truth  gave her Aint I A Woman speech to a womens rights convention in Akron, Ohio, in reaction to male hecklers †¢Ã‚  Harriet Tubman  made her first trip back to the South to help members of her family to freedom; she made a total of 19 trips back to help slaves escape 1852 †¢ (March 20)  Uncle Toms Cabin  by  Harriet Beecher Stowe  published, in book form, in Boston, selling more than 300,000 copies the first year -- the books success in highlighting the evils of slavery prompted Abraham Lincoln later to say of Stowe, So this is the little lady who made this great war. †¢ Frances Wright died (writer about slavery) 1853 †¢ Mary Ann Shadd Cary began publishing a weekly,  The Provincial Freeman,  from her exile in Canada †¢ Sarah Parker Remond tried to integrate a Boston theater and was hurt when a policeman pushed her. She sued the officer and won a $500 judgment. †¢ Elizabeth Taylor Greenfield appeared at the Metropolitan Opera, New York, and later that year performed before Queen Victoria 1854 †¢Ã‚  Francis Ellen Watkins Harper  published  Poems on Miscellaneous Subjects  which included an anti-slavery poem, Bury Me in a Free Land †¢ Katy Ferguson died (educator; ran school in New York City for poor children) †¢Ã‚  Sarah Emlen Cresson and John Miller Dickey, a married couple, found Ashmun Institute, to educate African American men; this later becomes Lincoln University 1855 †¢ Maria Weston Chapman published  How Can I Help to Abolish Slavery 1856 †¢ Sarah Parker Remond hired as a lecturer for the American Anti-Slavery Society 1857 †¢ Dred Scott decision of the Supreme Court declared that African Americans were not US citizens 1859 †¢Ã‚  Our Nig; Or Sketches from the Life of a Free Black  by Harriet Wilson published, the first novel by an African American †¢ (June) Sarah Parker Remond began lecturing in England, Scotland, and Ireland for the American Anti-Slavery Society. Her lectures on slavery probably helped keep the British from actively entering the American Civil War on the side of the Confederacy. †¢ (October 26)  Lydia Maria Child  wrote to Governor Wise of Virginia, regretting the action of John Brown but asking for admission to nurse the prisoner. Published in the newspaper, this led to a correspondence that was also published. †¢ (December 17)  Lydia Maria Childs response to a Mrs. Mason, who had defended the Souths caring attitude towards slaves, included the famous line, I have never known an instance where the pangs of maternity did not meet with requisite assistance; and here at the North, after we have helped the mothers, we do not sell the babies. [Previous] [Next] [1492-1699] [1700-1799] [1800-1859] [1860-1869] [1870-1899] [1900-1919] [1920-1929] [1930-1939] [1940-1949] [1950-1959] [1960-1969] [1970-1979] [1980-1989] [1990-1999] [2000-]

Facing the Effects of the Civil War Free Essays

After the Civil War, it became evident that changes in the South had to be made. The old way had certainly not worked, and it was time for variation. Therefore, there was much political, economic, and social reforms introduced in the South between 1864 and 1877. We will write a custom essay sample on Facing the Effects of the Civil War or any similar topic only for you Order Now After 1877, many of the changes stayed with the exception of Civil Rights. In 1865, the Freedmen†s Bureau was introduced in Congess. It was formed because the government realized that it could not longer meet the needs of Southerners. It was created to look after freed slaves as well as refugees and abandoned land. Groups of people soon received new rights. Congress passed the Civil Rights Act. It gave black Americans full citizenship and guaranteed them equal treatment. Also, it passed the Fourteenth Amendment to make sure that the Supreme Court couldn†t declare the Civil Rights Act unconstitutional. The amendment made blacks citizens of the United States and the states in which they lived. Also, states were forbidden to deprive blacks of life, liberty, or property without due process. Additionally, blacks could not be discriminated by the law. If a state would deprive blacks of their rights as citizens, it†s number of congressional representatives would be reduced. The Civil Rights Act as well as the Fourteenth Amendment affected both the North and the South. Additionally, the Fifteenth Amendment guaranteed blacks the right to vote, but the South found ways to get around this amendment. Reconstruction government made many changes. It strengthened public education and made it available to black children. It strengthened public education and made it available to black children. It also helped the position of women by expanding legal rights for women. Also, they eradicated incarceration for debt. Lastly, They legalized laws which made unjustified forclosures of homes and farms illegal. Many plantations, at one time he trademark of the South, were broken up. Tenant farming and sharecropping became prevalent. Alabama and Virginia instituted agricultural colleges. Also, although cotton was still vastly important, refined farming methods led to the heightened production of tobacco, rice, sugar, corn, and other conventional crops. Much money from farming went to the production of industry. The South built factories, mines, steel mills, and railroads, to name a few. Mills were created by groups of people in abundance. After the Compromise of 1877, most of these plans remained the same, with the exception of the position of blacks. After this date, the states severely limited the rights of blacks to vote as well as their position in society. In conclusion, there were many political, economic, and social reforms that were introduced in the South between 1865 and 1877. Most of them survived the Compromise of 1877. These reforms continue to remain until today. How to cite Facing the Effects of the Civil War, Papers

Gender Identity free essay sample

What is gender identity Gender identity is a person’s concept of him or herself whether male or female, this can be either the same as their biological gender or it could be different (Schwartz, 2008). Most of the people out there are satisfied at being the gender they were born, though some may feel that they should be the opposite sex. Nature The debate between nature versus nurture concerning gender differences has gone on for many years. It is believed that women who believe in a social gender theory would tend to be more likely to not accept gender stereotypical characteristics including negative feminine traits than women who believed in a biological gender theory (Coleman, Hong, Jan-Mar 2008). â€Å"Biological, and certain physical conditions (chromosomes, external and internal genitalia, hormonal states and secondary sex characteristics), lead to the determination of male or female sex. † (Ohle, 2006. Para. 3). There are researchers that believe having an excess of one hormone is the cause of homosexuality though there have been no data to prove this as true or false (Schwartz, 2008). A person’s gender role is often created in a society by factors such as observed behaviors and appearances. Different environmental factors can cause sexual differentiation or gender identity disorders (Ghosh, 2009). Nurture A person’s gender as opposed to their sex is mainly a social construction and their own thoughts and feelings about their gender have a large impact on the development of their own identity. Women are the bearers of our children and as such it is tradition which gives them the title of mother. This title has an influence on the type of work women do, including their role in society (Ohle, 2006). This leads to the belief that sex is associated with biology and a man or women’s gender identity in any society is determined socially and psychologically which includes historically and culturally (Ohle, 2006). In the determination of gender identity, social and cultural perceptions of what is considered masculine and feminine traits along with roles have to be considered. It is believed that gender is a learned process through socialization and by the culture of the society involved (Ohle, 2006). Most cultures encourage boys to participate in acts associated with conceived male traits such as playing with guns and physical games such as football and baseball, while girls are encouraged to play with dolls and have tea parties while playing dress-up. This encouragement carries over into the type of discipline handed out to each gender and what types of careers they can aspire to. Most of this influence can be found in how men and women are portrayed in the media (Ohle, 2006). It is known, however, that during the gestation period, the brain of a fetus starts to produce testosterone on developing nerve cells which then become either male or female in the absence of hormones (Swaab Garcia-Falgueras, 2009). The fetus will become a male if testosterone is produced and female if it is not. Every fetus begins life as a female because of the X chromosome coming from the mother; this is the only chromosome active for the first few weeks of gestation. At the eighth week the fetus takes a chromosome from the father who can be either an X or a Y (Wickens, 2005). If the fetus takes an X chromosome it will stay a female, but if it takes a Y chromosome it begins making testosterone and other male hormones and will begin to develop as a male. These different hormones work in the brain to create the male sex organs and genitalia (Wickens, 2005). In some situations during gestation a fetus’s brain produces male hormones but the fetus still becomes a female. Other times the fetus does not produce enough testosterone for the fetus to become completely male. This is known as hermaphroditism (Ghosh, 2009). Society today calls this intersex. The greater influence Gender identity can take place as early as during gestation; an ultrasound can allow the gender of a fetus to be determined. This usually takes place during the second semester of gestation. Parents tend to use this information as a means of tailoring their parental planning, including gender-specific names, types of clothing and gender based toys (Ghosh, 2009). A parent’s aspirations pertaining to the infant can change due to the anticipated gender. They develop preformed ideas of the infant’s wants and needs prior to its birth (Ghosh, 2009). Examples of this are; if the ultrasound shows a girl, the parents may want her to become a nurse, but if it were a boy they may plan on him being a baseball player. After the child is born and doctors assign it a specific gender, the parents begin to raise the infant as either a boy or girl based on the gender of the child. This is known as the core gender identity (Dreger, 2009). Research has discovered that core gender identity takes place by age two or three, in some cases the child may be as old as five before the core gender identity is complete. It is believed that the parents create the infant’s gender role. The decisions parents make are the largest contributing factor in determining environmental influences (Dreger, 2009). The same research has proven that behavioral changes happen when parents of either sex interact with different genders (Dreger, 2009). Some examples of this are that girls are cuddled more often, and boys are encouraged to play more assertively. Sooner or later the concept of his or her gender develops (Ghosh, 2009). Parents can often become overly worried about certain behaviors, but this tends to only confuse the child even more.