How to Make Homemade Ink in 4 Easy Recipes

How to Make Homemade Ink in 4 Easy Recipes Ink is one of the practical contributions of chemistry. Using basic materials found at craft supply stores, you can make invisible inks and tattoo inks in addition to writing and drawing inks. Although some ink recipes are closely guarded secrets, the basic principles of preparing ink are simple. All you have to do is mix pigment with a carrier (usually water). It helps to include a chemical that  will allow the ink to flow fluidly and adhere to the paper (typically gum arabic, which is sold in powdered form). Black Permanent Ink  Recipe The most popular ink, black permanent ink can be prepared at home using the following materials: 1/2 tsp lamp black (This you can buy or make yourself by holding a plate over a candle and collecting the soot, or by collecting another form of char.)1 egg yolk1 tsp gum arabic1/2 cup honey Mix together the egg yolk, gum arabic, and honey. Stir in the lamp black. This will produce a thick paste that you can store in a sealed container. To use the  ink, mix this paste with a small amount of water to achieve the desired consistency. Applying a small amount of heat may improve the consistency of the solution, but be careful- too much heat will make the ink difficult to write with. Brown Ink  Recipe Brown ink is a popular alternative to black ink and can be prepared without any char or lamp black. All you need to make it is: 4 teaspoons loose tea or 4-5 tea bags1 teaspoon gum arabic1/2 cup boiling water Pour the boiling water over the tea. Allow the tea to steep for about 15 minutes. Squeeze as much tea (tannin) as possible from the tea or teabags. Stir in the gum arabic and mix until you have a consistent solution. Strain the ink so that you are left with a thick paste and allow it to cool before bottling it. Prussian Blue Ink  Recipe An even simpler recipe, and one that produces a bold color, is this recipe for Prussian blue, which painters have been using since the early 1700s. All you need to make it is: Prussian Blue pigment (sometimes sold as laundry bluing)Water Mix the pigment into the water until you have a rich blue ink with a thick consistency. Unless you happen to have a calligraphy pen, the easiest way to use these inks is with a homemade quill or a paintbrush. Blackberry Ink Recipe Like the recipe above, this one produces a rich blue ink, but one that is darker and made entirely of natural materials. To make it, you will need: 1 cup blackberries1/2 cup water1/2 tsp gum arabic4 drops thyme oil First, heat the blackberries in the water, pressing them to release the juice. Once the mixture is dark blue and all of the juice is released, strain the mixture and stir in the gum arabic until you have produced a thick paste. Add the thyme oil and stir. Allow the ink to cool before bottling it.

Biography of Field Marshal Sir Harold Alexander

Biography of Field Marshal Sir Harold Alexander Born December 10, 1891, Harold Alexander was the third son of Earl of Caledon and Lady Elizabeth Graham Toler. Initially educated at Hawtreys Preparatory School, he entered Harrow in 1904. Departing four years later, Alexander sought to pursue a military career and gained admission to the Royal Military College at Sandhurst. Completing his studies in 1911, he received a commission as a second lieutenant in the Irish Guards that September. Alexander was with the regiment in 1914 when World War I began and deployed to the Continent with Field Marshal Sir John Frenchs British Expeditionary Force. In late August, he took part in the retreat from Mons and in September fought at the First Battle of the Marne. Wounded at the First Battle of Ypres that fall, Alexander was invalided to Britain. World War I Promoted to captain on February 7, 1915, Alexander returned to the Western Front. That fall, he took part in the Battle of Loos where he briefly led the 1st Battalion, Irish Guards as an acting major. For his service in the fighting, Alexander was awarded the Military Cross. The following year, Alexander saw action during the Battle of the Somme. Engaged in heavy combat that September, he received the Distinguished Service Order and the French LÃ ©gion dhonneur. Elevated to the permanent rank of major on August 1, 1917, Alexander was made an acting lieutenant colonel shortly thereafter and led the 2nd Battalion, Irish Guards at the Battle of Passchendaele that fall. Wounded in the fighting, he quickly returned to command his men at the Battle of Cambrai in November. In March 1918, Alexander found himself in command of the 4th Guards Brigade as British troops fell back during the German Spring Offensives. Returning to his battalion in April, he led it at Hazebrouck where it sustained heavy casualties. Interwar Years Shortly thereafter, Alexanders battalion was withdrawn from the front and in October he assumed command of an infantry school. With the end of the war, he received an appointment to the Allied Control Commission in Poland. Given command of a force of German Landeswehr, Alexander aided the Latvians against the Red Army in 1919 and 1920. Returning to Britain later that year, he resumed service with the Irish Guards and in May 1922 received a promotion to lieutenant colonel. The next several years saw Alexander move through postings in Turkey and Britain as well as attend the Staff College. Promoted to colonel in 1928 (backdated to 1926), he took command of the Irish Guards Regimental District before attending the Imperial Defense College two years later. After moving through various staff assignment, Alexander returned to the field in 1934 when he received a temporary promotion to brigadier and assumed command of the Nowshera Brigade in India. In 1935, Alexander was made a Companion of the Order of the Star of India and was mentioned in despatches for his operations against the Pathans in Malakand. A commander who led from the front, he continued to perform well and in March 1937 received an appointment as an aide-de-camp to King George VI. After taking part in the Kings coronation, he briefly returned to India before being promoted to major general that October. The youngest (age 45) to hold the rank in the British Army, he assumed command of the 1st Infantry Division in February 1938. With the outbreak of World War II in September 1939, Alexander prepared his men for combat and soon deployed to France as part of General Lord Gorts British Expeditionary Force. A Rapid Ascent With the rapid defeat of Allied forces during the Battle of France in May 1940, Gort tasked Alexander with overseeing the BEFs rearguard as it withdrew toward Dunkirk. Reaching the port, he played a key role in holding off the Germans while British troops were evacuated. Assigned to lead I Corps during the fighting, Alexander was one of the last to leave French soil. Arriving back in Britain, I Corps assumed a position to defend the Yorkshire coast. Elevated to acting lieutenant general in July, Alexander took over Southern Command as the Battle of Britain raged in the skies above. Confirmed in his rank in December, he remained with Southern Command through 1941. In January 1942, Alexander was knighted and the following month was dispatched to India with the rank of general. Tasked with halting the Japanese invasion of Burma, he spent the first half of the year conducting a fighting withdrawal back to India. To the Mediterranean Returning to Britain, Alexander initially received orders to lead the First Army during the Operation Torch landings in North Africa. This assignment was changed in August when he instead replaced General Claude Auchinleck as Commander-in-Chief, Middle East Command in Cairo. His appointment coincided with Lieutenant General Bernard Montgomery taking command of the Eighth Army in Egypt. In his new role, Alexander oversaw Montgomerys victory at the Second Battle of El Alamein that fall. Driving across Egypt and Libya, Eighth Army converged with Anglo-American troops from the Torch landings in early 1943. In a reorganization of Allied forces, Alexander assumed control of all troops in North Africa under the umbrella of the 18th Army Group in February. This new command reported to General Dwight D. Eisenhower who served as Supreme Allied Commander in the Mediterranean at the Allied Forces Headquarters. In this new role, Alexander oversaw the Tunisia Campaign which ended in May 1943 with the surrender of over 230,000 Axis soldiers. With victory in North Africa, Eisenhower began planning the invasion of Sicily. For the operation, Alexander was given command of the 15th Army Group consisting of Montgomerys Eighth Army and Lieutenant General George S. Pattons US Seventh Army. Landing on the night of July 9/10, Allied forces secured the island after five weeks of fighting. With the fall of Sicily, Eisenhower and Alexander rapidly began planning for the invasion of Italy. Dubbed Operation Avalanche, it saw Pattons US Seventh Army headquarters replaced with Lieutenant General Mark Clarks US Fifth Army. Moving forward in September, Montgomerys forces began landing in Calabria on the 3rd while Clarks troops fought their way ashore at Salerno on the 9th. In Italy Consolidating their position ashore, Allied forces commenced advancing up the Peninsula. Due to the Apennine Mountains, which run the length of Italy, Alexanders forces pushed forward on two fronts with Clark in the east and Montgomery in the west. Allied efforts were slowed by poor weather, rough terrain, and a tenacious German defense. Slowly falling back through the fall, the Germans sought to buy time to complete the Winter Line south of Rome. Though the British succeeded in penetrating the line and capturing Ortona in late December, heavy snows prevented them from pushing east along Route 5 to reach Rome. On Clarks front, the advance bogged down in the Liri Valley near the town of Cassino. In early 1944, Eisenhower departed to oversee planning of the invasion of Normandy. Arriving in Britain, Eisenhower initially requested that Alexander serve as the ground forces commander for the operation as he had been easy to work with during earlier campaigns and had promoted cooperation a mong Allied forces. This assignment was blocked by Field Marshal Sir Alan Brooke, Chief of the Imperial General Staff, who felt that Alexander was unintelligent. He was supported in this opposition by Prime Minister Winston Churchill who thought the Allied cause to be best served by having Alexander continue to direct operations in Italy. Thwarted, Eisenhower gave the post to Montgomery who had turned Eighth Army over to Lieutenant General Oliver Leese in December 1943. Leading the newly re-named Allied Armies in Italy, Alexander continued to seek a way to break the Winter Line. Checked at Cassino, Alexander, at Churchills suggestion, launched an amphibious landing at Anzio on January 22, 1944. This operation was quickly contained by the Germans and the situation along the Winter Line did not change. On February 15, Alexander controversially ordered the bombing of the historic Monte Cassino abbey which some Allied leaders believe was being used as an observation post by the Germans. Finally breaking through at Cassino in mid-May, Allied forces surged forward and pushed Field Marshal Albert Kesselring and the German Tenth Army back to the Hitler Line. Breaking through the Hitler Line days later, Alexander sought to trap the 10th Army by using forces advancing from the Anzio beachhead. Both assaults proved successful and his plan was coming together when Clark shockingly ordered the Anzio forces to turn northwest for Rome. As a result, the German Tenth Army was able to escape north. Though Rome fell on June 4, Alexander was furious that the opportunity to crush the enemy had been lost. As Allied forces landed in Normandy two days later, the Italian front quickly became of secondary importance. Despite this, Alexander continued pushing up the peninsula during the summer of 1944 and breached the Trasimene Line before capturing Florence. Reaching the Gothic Line, Alexander commenced Operation Olive on August 25. Though both Fifth and Eighth Armies were able to break through, their efforts were soon contained by the Germans. Fighting continued during the fall as Churchill hoped for a breakthrough which would allow for a drive towards Vienna with the goal of halting Soviet advances in Eastern Europe. On December 12, Alexander was promoted to field marshal (backdated to June 4) and elevated to Supreme Commander of the Allied Forces Headquarters with responsibility for all operations in the Mediterranean. He was replaced Clark as leader of the Allied Armies in Italy. In the spring of 1945, Alexander directed Clark as Allied forces launched their final offensives in the theater. By the end of April, Axis forces in Italy had been shattered. Left with little choice, they surrendered to Alexander on April 29. Postwar With the end of the conflict, King George VI elevated Alexander to the peerage, as Viscount Alexander of Tunis, in recognition of his wartime contributions. Though considered for the post of Chief of the Imperial General Staff, Alexander received an invitation from Canadian Prime Minister William Lyon Mackenzie King to become Governor-General of Canada. Accepting, he assumed the post on April 12, 1946. Remaining in the position for five years, he proved popular with Canadians who appreciated his military and communication skills. Returning to Britain in 1952, Alexander accepted the post of Minister of Defense under Churchill and was elevated to Earl Alexander of Tunis. Serving for two years, he retired in 1954. Frequently visiting Canada during his retirement, Alexander died on June 16, 1969. Following a funeral at Windsor Castle, he was buried at Ridge, Hertfordshire. Selected Sources History of War: Harold AlexanderWorld War II Database: Harold Alexander

Impact of culture on globalization strategies Essay - 2

Impact of culture on globalization strategies - Essay Example ly discussed the extent of corporate obligations of MNCs through a presentation of traditional theories popularized by Adam Smith (Theory of Moral Sentiments), Bentham and Mill (concept of utilitarianism), Smith’s ethical nature of political economy, and Milton Friedman’s minimalist approach to corporate obligations. According the Friedman, the only social responsibility of a business is to enhance the wealth of the firms stockholders (1962). However, Cobb concluded that â€Å"while there is no firm agreement on the extent of corporate responsibility, most discussions move beyond this minimalist approach† (2000, 2). The model which examines corporate responsibility is the stakeholder model which was defined as â€Å"firm managers must recognize the legitimate rights of the firms claimants in making decisions. The claimants include not only stockholders and employees but also others who can influence or are influenced by the decisions of a firm (Pearce & Robinson, 1982). Claimants commonly include customers, suppliers, governments, financial institutions, unions, competitors, local communities, and the general public.† (Cobb, 2000, 3) As stakeholders increase in number and become more diverse due to globalization, the more those cultural and ethical norms should be incorporated in international transactions. A discussion on the moral philosophy delved into identifying its three parts: value, the good and duty; and different societies view moral philosophy differently. Likewise, Cobb emphasized that â€Å"cultures are constantly evolving and the ethical and cultural norms of a society will change over time† (2000, 4). Trade, on the other hand, has an effect in adapting the cultural and ethical norms of MNCs. Cobb clearly explained that â€Å"when there is a long history of peaceful coexistence between countries, social interaction will develop, and some cultural norms of the countries will be accepted by the other country. Along with the acceptance of the cultural

Econ 1500 Assignment Example | Topics and Well Written Essays - 250 words

Econ 1500 - Assignment Example It originated from the classical economists, but later adopted by modern Marxist economics, i.e. Karl Marx. Value exists in three different concepts i.e. utility, use value, and exchange value. In classical economist’s viewpoint, labor input determines the value of a good or service. On the other hand, marginalists believe that a buyer of a good determines its utility, and this fluctuates with consumption patterns. Therefore, the major transition involves labor as the cornerstone of valuation of a product to utility as the form of valuation of a product (Hartwick and Peet 1). Which economists/philosophers derived economic information and theories on â€Å"utility†, the â€Å"equi-marginal principle†, and â€Å"opportunity cost† principles in economics that we use in today’s economic analysis? Identify the concepts and economists, and then briefly explain these three economic principles. Paul Samuelson derived the theory of utility. The concept of utility describes the tastes and preferences associated with consumer’s consumption patterns. This comes from the dual side analysis of value and price i.e. demand and supply sides. Herbert Simon invented the concept of opportunity cost. This is the cost of an activity measured against the foregone value of the next best alternative, i.e. the sacrifice in relation to the next best choice taken among mutually exclusive choices. The principle of equi-marginal utility was the brainchild of Hermann Heinrich Gossen. This concept is an extension of diminishing marginal utility law as it explains how a consumer behaves while distributing his or her limited income between various services and goods. This law dictates that a consumer will allocate his money income among several goods in order to derive maximum

How to Overcome Ethnocentrism

How to Overcome Ethnocentrism Ethnocentrism is when one tends to judge other ethnic or cultural groups according to the dominant, or superior, culture in which they belong. This judgment places special concern on behavior, customs, language, and religion. To overcome ethnocentrism through communication, one must first have an open mind in order to develop cultural awareness and sensitivity to others. To even the most highly motivated individuals wanting to reduce or eliminate their ethnocentrism, this is not an easy task. Efforts must be made to increase knowledge about cultural differences and similarities in order to have a better understanding of the need for a diverse population and to help overcome any prejudices. You may need to change lifelong beliefs about yourself and your culture. Moreover, recent research suggests that people often have beliefs and biases that theyre not even consciously aware of and that may even conflict with the beliefs they think they have. (Thill and Bovà ©e, 2008, pg 75) Some ways in which to learn about other cultures would be to read foreign books, learn a foreign language, browse foreign internet sites, watch foreign movies or television, attend services from another religion, travel or study abroad, learn to appreciate cultural music, or join cultural clubs to cultivate friendships. A degree of ethnocentrism is natural when being introduced to a different culture. Fortunately these cross-cultural barriers can be overcome through exposure. In my life experiences, prejudices have simply been nothing other than fear of the unknown. Explain the eight main types of cultural differences. Provide an example of each (5 points). When communicating in a diverse world, one must recognize and accommodate cultural differences to avoid the chance of any misunderstandings. There are eight main types of cultural differences: contextual, legal and ethical, social, nonverbal signals, age, gender, religion, and ability. Any attempt at communicating, cultural context plays a role in. Cultural context is the pattern of physical cues, environmental stimuli, and implicit understanding that conveys meaning between two members of the same culture. (Thill and Bovà ©e, 2008, pg 76) There are two types of cultural context, high-context and low-context. As an example, in a high-context culture, ones position and status is valued more highly than their competence, whereas in a low-context culture, ones competence, position and status are valued equally. Cultural context also affects legal and ethical differences. In a high-context culture, verbal agreements are viewed as more important than written agreements, and in a low-context culture, a written agreement is binding, with little to no value placed on a verbal agreement. The nature of social behavior differs between cultures, and at times, quite markedly. A good example of this difference is in a high-context culture, time is often seen as more flexible, meaning late schedules or appointments are overlooked in order to maintain relationships, whereas in a low-context culture, schedules, appointments, and deadlines have rigid requirements. Being late might be seen as disrespectful, lazy, or incompetent, and normally unacceptable. Nonverbal differences could be grouped along with social differences as they are both a type of behavior, but can also differ quite markedly between cultures. Examples of these differences can include greetings such as a handshake, possible intrusion of personal space, facial expressions, eye contact or posture. The remaining four differences, I believe could be grouped together, as each one, age, gender, and ability are things that one cannot change in themselves. Even though I feel religion should be a choice, in some cultures that it not allowed. All four of these differences have the potential to bring about controversy while communicating. Some cultures give the most respect, power, and freedom to their elders, while other cultures believe that the younger generation can bring fresh ideas and creativity to the table. Some cultures allow more women to hold executive positions, while others still believe men should hold the positions of authority. While some cultures find people with impaired abilities a significant disadvantage and may not give them equal opportunities, other cultures recognize these individuals as an opportunity to help them with tasks that they find difficult or almost impossible to perform, and can possibly lead to finding new inventions in which to aid these individu als. Some cultures believe they should be allowed to express their religious beliefs in any environment, while others do not believe in openly expressing themselves so as to avoid friction between individuals. In todays economy, anyone who can make a contribution that has a positive impact on society should be allowed, but we all must learn to see past our cultural differences. List and discuss the important components of successful intercultural communications (5 points). Intercultural communication is difficult and in order to communicate successfully, there are barriers we must work through. Important components of communicating successfully are to research and study other cultures and languages, learn to respect preferences for communication styles, learn to write and speak clearly and listen carefully, and help others adapt to your culture. Learning just the basics of any culture, even common phrases, can help get you through everyday situations. There are many ways of researching and studying other cultures and their languages from reading books, to watching movies, traveling to another country, or even taking classes to learn a second language. Knowing the communication style of a culture is particularly important in effectively communicating, whether it be verbally, or nonverbal. Learning other communication style also shows that you respect their culture. Writing and speaking clearly and listening carefully are also a part of effective communication. If youre in a meeting, making a presentation, or listening to a presentation, in order to give or get appropriate and realistic feedback, you must be an effective writer, speaker, and listener. One word can have different meanings to different cultures. When helping others adapt to your culture, both can learn which forms of communicating are easier for each culture w ritten or oral. Since successful communication plays such a vital role in todays society, it is imperative that any stumbling blocks be overcome so there can be a win-win situation for everyone involved. List the seven components of writing and speaking clearly. Provide an example of each (5 points). In learning to write and speak clearly, it is recommended one follow these seven components: 1) Use simple and precise language; 2) Be brief; 3) Use transitional elements; 4) Address international correspondence properly; 5) Cite numbers and dates carefully; 6) Avoid slang, idiomatic phrases, and business jargon; and 7) Avoid humor and other references to popular culture. Listed here are samples for each component: 1) the word run, used as a verb or noun, would have over 40 distinct meanings, where the word taxi, which may differ slightly in spelling would tend to be recognized as the same meaning; 2) organize your thoughts and materials to eliminate any redundancy so your information can be conveyed in the shortest and simplest way possible, and if need be, break information into smaller sections to help readers capture your message; 3) using transitional words and phrases such as even though, furthermore, because of all this helps readers understand what they are reading; 4) be sure you correctly use all address elements for a country, e.g. (city + hyphen + postcode), and another country may use (city + state (abbrev.) + postcode); 5) a date written as 1/2/03, in one country may mean the first of February, 2003, but in another country mean the second of January, 2003; 6) such idiomatic phrases as its on the tip of my tongue should be avoided as your audience may not have any idea what you mean; and 7) what is funny to one person can be entirely different from what the next person thinks. Lets say making a joke about a popular entertainer like why was Lady Gaga carried on stage in an eggshell and dressed like a newborn. This would most likely be completely alien to your audience. So unless you are familiar with your audience, it is best to avoid humor altogether. When communicating in intercultural conversations, whether speaking or writing, remember to become familiar with their communication style and adapt accordingly, and to follow the seven components of writing and speaking clearly. On page 94 of your text, do exercise 3.1 (Intercultural Sensitivity: Recognizing Variations). Be sure to provide a rationale for your answer and use citations or references to the text or other materials to support your answer. You may find it helpful to visit your textbook Web site and go to the Featured Web Sites section for Chapter 3, then visit the Executive Planet Web site for some additional information about communicating in a business setting with specific countries. (10 points) A Canadian toy company representative, Ms. McGraw, is in a first negotiations business meeting with Mr. Morioka, a manufacturer of miniature truck wheels in Osaka, Japan. Ms. McGraw has just finished explaining her companys expectations for the design process, the materials procurement, and aggressively emphasizing their willingness to close the deal by laying their contract out on the table. Mr. Morioka is increasingly vague in his response to accept the contract by saying softly, perhaps that will be difficult, shows little interest in the negotiations, and Ms McGraw doesnt understand why. One possibility of a cultural difference that could be affecting their communication is the fact that women still dont play a prominent role in business, and woman executives who visit those countries may find that theyre not taken seriously as businesspeople. (Thill and Bovà ©e, 2008, pg 78) Age difference could also have an effect because in the Japanese business culture, elders are valued for their wisdom and experience they bring to the company. Another possibility could be in nonverbal communication such as how they are greeted or if there is a lot of direct and frequent eye contact. The Japanese traditionally prefer a slight bow of the head and eye contact can be considered aggressive. (Thill and Bovà ©e, 2008, pg 80) All aspects of Japanese life, especially business relations, are governed by strict rules of etiquette. A foreign business person who is either ignorant of, or insensitive to, Japanese customs and etiquette needlessly jeopardizes his companys prospects in this country. (Japanese Customs, Etiquette, and Culture, http://www.buyusa.gov/japan/en/customs.html)

Enlightened and Romntic Views of God

Essay I During the sixteenth and seventeenth centuries in Europe, change was always constant, and two different movements that were brought about by this change were the Enlightenment and the Romantic movements. These two different schools of thought had both things in common as well as differing opinions. An example of how this is applied is when the matter of God and religion is discussed.These two different views encompass a lot of similarities with regards to theological matters, but the main difference between the Enlightened and Romantic views of God is that Enlightenment does not put as much focus and emphasis on such matters as Romantic thinking does. The Enlightenment era was brought about during the time of scientific inquisition and governmental criticism. During this time, philosophers were writing sociological doctrines about how man is best governed, and scientists were pushing the boundaries and frontiers of their respective fields even farther.During this time, which also included such events as the French Revolution, religious affairs took a back seat to issues that were of a secular nature. As opposed to times before, where religious persecution was encouraged, thinkers of the Enlightenment period highly promoted religious toleration, and it was a more common policy during the Enlightenment than any time before that. There was a higher abundance of different religions and denominations because religion was not seen as imperative as it was before because there were many new things to learn that did not involve the church.One similarity between romanticism and the enlightenment is that each movement held an unconventional way of seeing God. Each movement valued an individual relationship with God, rather than the conventional way of congregationalism. Each movement was disdainful towards formal church groupings and the imposition of religious doctrines upon the individual. The Romantic Movement was similar to the Enlightenment in several ways. T hey were both influential events that were quite impactful, and they stressed unconventional methodology.These movements differed as well, and a main difference was that the enlightenment emphasized things that were within rationality, reason, and could be proved. Romanticism tended not to focus on such things, because it investigated the realms of human emotion, while the enlightenment was based on intellectual and logical principles. Hence, Romanticism held more of an interest of the relationship between God and the individual, because it had a lot to do with human emotion and things that were considered to be beyond human comprehension and reason.The enlightenment shied away from religious topics in order to focus on such fields as science and government. The Enlightenment and Romanticism both held things in common as well as significantly differed. The enlightened mind was more inclined to think about science, and the romantic mind was more prone to theological thoughts. Each we re similar in the fact that they believed in the individual discovering the truth about God rather than blindly listening to a group’s opinion. In general, each movement saw God in a similar way with different details.

Genetic Engineering Technology, Equipment, And...

Imagine if you were to see a young, newlywed couple sitting down on their sofa and flicking through a catalogue, browsing at the variety of different options available. They are daydreaming about all these different options that could potentially be a part of their future. Is this catalogue for houses? Or the latest and greatest furniture? No, this catalogue contains all the traits possibly available, phenotype and genotype that this couple wants their baby to have. This includes the gender, physical appearance, personality traits and talents that they want their baby to have. This catalogue is basically a way for parents to design their own babies by picking and choosing the traits that they want the baby to have and not have. Imagining this doesn’t seem realistic in this day and age, but this is what our world is heading towards due to enhancements in scientific knowledge, technology, equipment and experimentation. This enables these scientists to undergo the delicate proces s used to enhance the characteristics of the individual. This process is known as genetic engineering. The aim of genetic engineering is to add new genes that have not been found in the individual. This could involve changing a base pair A-T or C-G in the DNA. In order to do this, scientists need to alter an existing gene in an organism s genome to make it express at a higher level. The genome is the full set of DNA, including all of the genes that the organism originally has. Each genome containsShow MoreRelatedRecent Developments In Gene Editing, Concerning The Modification1447 Words   |  6 Pagesof the recent developments with iPS cells, is the genetic modification of human embryos justified?†. New gene editing software CRISPR has created cheaper and more accurate modification, making the editing of an embryo a possibility. 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