The Character Development Between These Books, Mission Impossible By Peter Barsocchini And Punching The Air By Ibi Zoboi Free Essay

Character development is a vital aspect of storytelling, providing readers with a deeper understanding of the protagonist’s growth and transformation. This comparative essay will explore the contrasting paths of character development in captivating books: “Mission Impossible” by Peter Barsocchini and “punching the Air” by Ibi Zoboi. After being falsely convicted of treason, the American agent in Mission: impossible must uncover the real spy on how own. Ethan Hunt and his I.M.F team must go undercover to bring down the N.O.C list, which contains the identities of every agent and spy in the organization. In Punching the Air, a narrative of a teenage poet and artist Amal Shahid is given. One heated argument on a fateful night leads to his conviction for a violent crime and his subsequent imprisonment. The rest of the story reveals how he manages, specifically, how he uses painting as a means of self-expression and, ultimately, healing. The books dig into the complexity of human nature and the power of self-discovery by studying the journeys, struggles and effects experienced by the two different protagonists.

In Mission Impossible, the protagonist, Ethan Hunt, undergoes a significant transformation throughout the narrative; initially portrayed as a skilled yet emotionally detached agent, Ethan gradually evolves into amore introspective and compassionate individual. Barsocchini captures this growth through Ethan’s interactions with his team members, particularly when he expresses empathy and solidarity. As Ethan remarks, “We’re a ream. We look out for each other” (Barsocchini 78). This quote showcases Ethan growing realization of the importance of human connection and teamwork, signifying a shift in his character. Ethan is also represented by challenging situations that become catalysts for his growth. The loss of a team member deeply affects him, causing him to question how won values and motivations. As he reflects, “I have to make things right. Not just for him, but fro all of us” (Barsocchini 124). Ethan’s determination to learn from past mistakes, take responsibility, and prioritize the well-being of his team, is seen in Mission Impossible, which marks a significant turning point in his character development.

Similarly, in Punching the Air, the main character Amal Shaw faces a different kind of transformation. A talented artist wrongfully convicted of a crime, Amal navigates the complexities of criminal justice and incarceration. Throughout the book, Amal’s poetic expressions serve as a means of reclaiming his identity and finding solace amidst adversity. In one poignant moment, he asserts, “I am art. Every brushstroke, every word I write” (Zoboi and Yusef 95). This quote illuminates Amals’ recognition of his own artistic power and the impact it has on his self-worth and resilience. Amals’ journey towards self-discovery unfolds as he navigates the oppressive environment of the juvenile justice system. Through introspection and art, he finds strength and resilience within himself. As Amal declares, “I am more than what they say I am” (Zoboi and Yusef 112). This shows Amal’s refusal to accept the limitations imposed on him by others. The book represents Amal’s regaining his own agency and his will to overcome his circumstances.


Character growth is central to both “mission impossible” and “punching in the air,” and both stories’ heroes go on adventures that change them forever. While Ethan Hunt gains an appreciation for cooperation, empathy and self-improvement, Amal Shaw recovers his sense of self via creativity and fortitude. These novels emphasize the importance of self-reflection, perseverance, and the development of character in the face of adversity. Insights into human nature and the capacity for growth under pressure are revealed via the examination of these characters’ experiences.

Works Cited

Barsocchini, Peter. Mission Impossible, 1996. Retrieved from

Zoboi, Ibi, and Yusef Salaam. Punching the air. Balzer+ Bray, 2020. Retrieved from

The Complex Legacy Of GM Crops On World Agricultural Systems Sample Assignment

People have debated the benefits and drawbacks of genetically modified (GM) crops on the global agricultural scene for decades. Norman Borlaug was a well-known advocate for farming productivity known for his contributions to the “Green Revolution.” He shared his opinion on how GM crop aid can enhance African nations’ outcomes by writing a letter to The Independent newspaper. A comprehensive view is necessary when analyzing GM crop history critically.

We need varied sources of evidence to understand all aspects deeply when creating clear views on them. This essay also aims to underline both advantages and disadvantages while assessing the impact of GM crops globally. Undoubtedly Borlaug’s insight about food security problems that could be addressed through adopting this strategy holds lots of relevance, but still considering ethical implications alongside socioeconomic and environmental issues that critics have raised are equally vital.

The Main Players and Blind Spots in the GM Crop Debate

In any debate discussion identifying key players is critical as it helps decipher underlying dynamics while avoiding biased communication errors leading to cohesion and disorderly discourse. Concerning the GMO crop controversy, proponents posit potential advantages linked to global food security and improvement within agricultural yield output; scientists from prestigious institutions invested in agricultural companies and technologically proficient agriculturally focused organizations championing regulation advancement take this position.

However, such supporters perhaps need to more concisely simplify complex multidisciplinary agroecological concerns by emphasizing singular aspects – neglecting ethical considerations such as biosafety-related issues alongside socioeconomic implications — offering only partial insights into unforeseeable outcomes correlated with this new technology practice adoption process initiation scenarios.

Similarly, the opposition party presents significant concerns related to GMO crop propagation; the broad stakeholder spectrum includes environmental activists, consumer advocacy groups, and small-scale farmers, who notice the generalization of risks assessment being made independent of potential advantages that could be harnessed through structured regulation-guided dissemination processes execution.

Agreeing with Borlaug: GM Crops as a Tool for Addressing Global Food Security

Norman Borlaug’s suggestion on utilizing genetically engineered (GE) plants as support tools toward easing global food insecurity challenges, especially for Africa, aligns with current thought patterns on this subject matter. Borlaug’s GE plants’ vision promises to help bolster nutritional improvements and crop resistance to pests and diseases while elevating agricultural productivity yields.

Even though apprehension over the affirmative adoption of GE agriculture remains, numerous well-established sources point to the potential benefits that may arise from it. Studies conducted across different regions by Klümper & Qaim (2014) showcased substantial yield gains when using GM crops in farming practices, revealing its benefit across food production levels, alleviating global hunger, as opined by “Science Advances.” Furthermore, Brookes and Barfoot’s research (2018), studying the environmental and economic aspects of GM crop adoption, affirms its significant global impact—enhancing farm income rates while reducing pesticide input levels.

Disagreeing with Borlaug: Ethical, Environmental, and Socioeconomic Concerns

Acknowledging the potential benefits of GM crops ought not to distract from ethical, environmental, and socioeconomic concerns presented by critics. Protection of intellectual property rights relating to seeds tends towards corporate control. It limits diverse seed varieties available to farmers while making them reliant on corporate-controlled inputs, which are central ethical issues critics raise.

In their arguments on environmental conservation, advocates claim that genetically modified traits can negatively impact wild relatives alongside non-target organisms, resulting in loss of biodiversity if left unchecked together with resistance by pests which requires more robust management tactics (Stone, 2002). Socioeconomic implications from adoption may also cause conflicts, especially regarding equitable access between prosperous farmers who do not face financial constraints against resource-poor farmers, further leading to small-scale farming practices under siege, according to Stone (2002).

GM Crop Aid and the Parties Involved

When considering whether or not to donate genetically modified crops as an aid to other nations. Its complexity naturally involves multiple stakeholders with varying interests and uncertainties. Donating GM crops as relief can help provide essential food resources to regions suffering from severe food security issues while increasing their land productivity through technology. However, critics worry this move could create dependency on foreign technology that runs afoul of their local agricultural practices – raising persistent doubts about long-term harms being done (Stone, 2002). Multinational corporations within the production & distribution chain of GM crops could potentially gain vastly from this move by expanding their market shares while carving out a new niche for themselves by disseminating technologies beyond our borders; however, there remain concerns about dominating seed markets which deprives smallholder farmers’ choices hindering domestic agricultural self-sufficiency (Stone, 2002).

Integrating GM crop aid into the existing local agriculture framework could offer both opportunities and challenges for smallholder farmers in recipient countries; some may experience an enhanced ability to fight pest issues and higher overall net returns, but they may also encounter cost barriers due to seed scarcity or land displacement brought about by alternate farming procedures (Stone, 2002). In conclusion. Balancing pressing food insecurity needs with safeguarding long-term agricultural resilience is paramount when deciding how best to proceed regarding GM crop donations.

Transgenic Modification vs. Domestication and Hybridization

Genetic modification is a distinctive technique in creating GM crops as it diverges from traditional methods such as domestication/hybridization. Domestication requires selective breeding over many generations for desirable traits resulting in new breeds/varieties, while hybridization seeks to crossbreed distinct species/variants to obtain flecked offspring with particular traits (Stone, 2002).

Conversely, gene alteration/transgenic technology entails the insertion of specific genes between organisms allowing for non-natural characteristics to be added, making it stand out from traditional methods. Unlike traditional techniques hinging on natural genetic variation within a species, gene transfer across different species enables diverse crop characteristics via transgenic modification. However, the risk versus reward assessment through careful evaluation within regulatory frameworks constructs an integral pillar toward the possible adoption of this technique in commercial plant development contexts.

Interacting with GM Crops in a Beneficial Way

A few suggestions have been proposed to promote the responsible use of GM crops in agriculture. Firstly, considering the developmental stages of gm crops, robust regulatory frameworks are critical to ensuring safety standards through transparent and accountable testing and commercialization processes. It is essential to evaluate potential risks versus benefits while embracing long-term monitoring of environmental impacts through scientific assessments (Stone, 2002).

Secondly, promoting public engagement is integral to shaping policies governing GM crops, ensuring inclusivity by involving substantially diverse stakeholders, including farmers, consumer groups, environment conservationist communities, and indigenous communities, leading to well-rounded decision-making processes (Stone, 2002). Additionally, collaborative interdisciplinary research is vital in addressing broader implications surrounding adoption through social-Environmental Impact Assessments considering agronomic, socioeconomic, and cultural factors (Stone, 2002).

Lastly, fostering collaboration between different agricultural approaches, such as agroecological and organic farming, can help create sustainable agriculture proceedings with increased resilience. An approach that acknowledges GMOs is not the ultimate solution for food security challenges but only one aspect within many alternative solutions.


The influence of GM crops on agriculture worldwide presents an intricate narrative beyond oversimplification into a binary classification of “good” versus “bad.” Although there are reasons supporting Norman Borlaug’s view on using GM crops to address global food security problems, we must also consider examining and confronting ethical consequences and opposing voices’ environmental and socioeconomic concerns. Through thoughtful assessment of multiple perspectives backed up by evidence-based research methods, we can acknowledge GM crops’ potential benefits in enhancing agricultural productivity while remedying hunger issues. However, advocating intellectual property rights’ protectionism while simultaneously scrutinizing socioeconomically evolving realities concerning these technological advancements remains crucial for a sustained, wholesome interaction with GMO products.


Borlaug, Norman.E. (2000) Taking the GM Food Aid Debate to Africa–Are We Going Mad? April 10 Open Letter to the Editor: The Independent newspaper London, UK

Norman Borlaug saved millions of lives; would his critics prefer he had not? Alliance for Science. (2020, September 14).

Public Broadcasting Service. (n.d.). Caught up in the War on Communism: Norman Borlaug and the “Green Revolution.” PBS.

Stone, G. D. (2002). Both sides now: Fallacies in the Genetic Modification Wars, Implications for Developing Countries and Anthropological Perspectives. Current Anthropology 43(4): 611:630.

The Impact Of COVID-19 On Education: Challenges And Opportunities Free Sample


The COVID-19 pandemic has caused unheard-of changes in every sphere of society, including education. Global school closures replaced traditional classroom instruction with remote or online instruction, significantly impacting students, teachers, and parents. This paper investigates the various effects of COVID-19 on education, including learning loss, mental health issues, educational disparities, elevated dropout rates, teacher burnout, and training, disruptions in standardized testing, the effect on higher education, and the emergence of novel educational strategies.


Nations were forced to shut down schools to stop the virus’s spread, which sparked a sudden shift toward remote learning. This change for parents, teachers, and kids alike brought on many difficulties. The abrupt loss of face-to-face connection upset the established dynamics of classroom learning and forced a quick switch to online platforms.

In order to maintain the same level of education as in traditional classroom settings, the transition to remote learning presented considerable challenges. It was difficult for students to access technology, and there needed to be better internet connectivity and learning environments (Moustakas & Robrade, 2022). These variables widened the educational gap and aggravated existing educational inequalities concerning learning loss.

The disturbances brought on by the pandemic, such as social exclusion, fear, and uncertainty, have been detrimental to students’ mental health. Students’ stress, anxiety, and depression levels have increased due to the school’s lack of social connection and support structures. Addressing mental health issues is an essential component of the educational response to the pandemic.

Education gaps have been made worse through remote learning. Due to restricted access to technology, internet connectivity, and conducive learning environments, students from low-income families have encountered increased hurdles. The growing digital divide highlights the urgent need to close the gaps and give all kids equitable learning opportunities.

An alarming increase in dropout rates has been attributed to the shift to distant learning brought on by the epidemic. While some students found adjusting to the new teaching style difficult, others were forced to put other obligations ahead of their studies due to financial difficulties. This worrying trend has been made worse by the lack of personal support and direction.

With the abrupt transition to online instruction, teachers faced various new difficulties. The demands on instructors’ well-being caused by adjusting to virtual platforms, addressing various learning needs remotely, and keeping students engaged resulted in burnout. In light of these unique circumstances, many teachers needed further training to use online technologies and teaching methods effectively, emphasizing the significance of professional development.

The pandemic has affected standardized test schedules and formats, making it difficult to assess student performance effectively. This has affected the procedures for applying to colleges and the tests used to measure student progress. Teachers and legislators must rethink conventional evaluation techniques and consider new options.

Due to the epidemic, colleges and universities have seen severe disruptions, including campus closures, a switch to online learning, and restrictions on research activity. Plan modifications, adjusting to limited access to school resources, and dealing with financial challenges have all been required of students. Higher education institutions are pressured to innovate and adjust to the changing environment to maintain access to high-quality education.

The epidemic has stimulated innovation in teaching. Educators have investigated novel approaches, tools, and pedagogies to engage students digitally. The popularity of digital resources, online learning platforms, and remote collaboration tools have made it possible to reinvent the educational landscape and build inclusive and flexible learning settings.


There is little doubt that the COVID-19 pandemic has had a significant impact on schooling across the globe. Due to the sudden switch to distant learning that school closures compelled, learning was lost, educational disparities were exacerbated, and the dropout rate rose. The enormous impact on students’ mental health emphasizes how crucial it is to manage their emotional well-being. Unprecedented difficulties for teachers included fatigue and the requirement for further training in online education. The disruptions in higher education and standardized testing made the difficulties even more difficult.

Despite these difficulties, the epidemic has also spurred educational innovation. In order to engage students in fresh and inventive ways, educators have embraced new technology and pedagogical techniques. They are using online platforms, digital materials, and remote collaboration tools. These advances could promote more adaptable and inclusive learning environments even after the epidemic. Governments, educational institutions, teachers, parents, and communities must work together to address the effects of COVID-19 on education. It is essential to close the digital gap, guarantee equal access to technology, and help underprivileged kids. To help educators navigate the current educational landscape, investments in mental health resources, teacher training, and professional development are essential.

The pandemic has brought attention to the education sector’s adaptability and resilience. Reflecting on the difficulties encountered throughout this crisis, we can grow more resilient and prepared to handle future shocks. To create a more robust and inclusive educational system, it is crucial to put students’ needs first, promote collaboration and value creation. The COVID-19 pandemic’s effects on education ultimately serve as a wake-up call, highlighting the significance of funding resilient and adaptable educational institutions that can survive unforeseen difficulties while delivering high-quality education for all.


Moustakas, L., & Robrade, D. (2022). The challenges and realities of e-learning during COVID-19: The case of university sport and physical education. Challenges13(1), 9.

Moustakas, L., & Robrade, D. (2022). The challenges and realities of e-learning during COVID-19: The case of university sport and physical education. Challenges13(1), 9.