Evaluate One Philosophical Theory That Tries to Deal with Agrippa’s Trilemma.

Evaluate one philosophical theory that tries to deal with Agrippa’s Trilemma. Agrippa’s Trilemma gives us the three possibilities when trying to justify a belief. The first is that our beliefs are unsupported; the second that there is an infinite chain of justification; the third being that there is a circular chain of justification. One theory that tries to deal with this is foundationalism, which suggests the first option of Agrippa’s Trilemma is true. Throughout this essay I will argue why although one of the more popular theories, it still has its flaws.Foundationalism suggests that the first option of Agrippa’s Trilemma- that there are beliefs that can be unsupported- is correct for certain ‘foundational’ beliefs. The epistemic regress argument, as explained well Richard Fumerton, shows how this is likely to be the case. It’s best to explain this with an example. Let’s say, a man comes up to you and tells you it is going to rain tomorrow, and as evidence he says ‘because the winds are going to change direction’. You ask him why he thinks this, and he says he just ‘has a feeling’.Naturally you take this as nonsense, a poor justification for his claim, and don’t believe him. This shows us then that to be justified in believing something, P, because of E, you must be justified in believing E. However, let’s say his justification for believing E- that the winds were changing bringing rain- was that he saw it in a gypsy’s crystal ball. Though he may think this is a good justification because he believes in that sort of thing, you are sceptical and again dismiss his claim.This brings us to expand our first principle to what is known as the Principle of Inferential Justification (PIJ): ‘To have justification for believing P on the basis of E one must not only have (1) justification for believing E, but (2) justification for believing that E makes probable P . ’ (Fumerton, 2002) From the PIJ we can easily show how the epistemic regress argument unfolds. Going back to the example, if you were to believe P, there must be another proposition you could legitimately infer it to be true; E1.But, surely the only way E1 could justify you that P is true is if E1 is itself justified, and if justification is inferential then it would mean E1 would have to be legitimately inferred from another proposition; E2. As you can see this would go on and on infinitely, hence why it’s a ‘regress’ argument (Fumerton, 2002). The solution would be to reach a proposition that didn’t need any further justification, one that was noninferential- self-justifiable- and so could be a ‘foundational’ belief.One foundational belief thought up by Rene Descartes is that he existed, in his famous Cotigo Ergo Sum ‘I think, therefore I am’ meditation (Descartes, 1641). From being sure of his existence he then tried t o build more beliefs, which is how foundationalism works. The idea of his existence is, to him, infallible, and therefore it could theoretically be used as foundation on which to build more beliefs. However, even such foundations such as the existence of one’s self can be called into question. It is believed that truly infallible beliefs are very few, or arguably do not exist at all (Pritchard, 2006, 41).This is a problem because, even if a truly infallible belief or beliefs can be deduced, they would be too few and too narrow to be able to build a complex series of beliefs on top of. What I mean by this is that the path from basic foundational beliefs to derived beliefs would be very tricky to bridge. Pritchard used the example of believing 2+2=4 as infallible. How then, he argued, would he deduce from this belief that he is sitting at his desk? The problem with suggesting the foundational belief must be infallible is that it is too strict. Logical entailment’- where p logically follows a proposition q, therefore p cannot be true without q being true- is a key part of foundationalism, and so foundationalists with the belief that foundational beliefs must be truly infallible have to deal with this problem (Foundationalism, n. d. ). In response to this, Pritchard goes on to say you could argue that fallible beliefs perhaps could be used as a foundation. The reasoning for this is because infallible beliefs are too strict so perhaps the only option is to open up to such beliefs.An example would be sensory beliefs; perhaps these should be accepted as foundational beliefs. However he acknowledges that this does create another problem: that you would have to argue why you think these deserve to be foundational beliefs. Surely though, sensory beliefs such as ‘there is a book on my desk because ‘I can see it’ have some doubt, and still require justification of their own? The doubt I am referring to is you could, however unlikely, be ha llucinating the book and therefore are not fully justified in believing it is there.Your senses cannot be fully trusted. You would have to then justify, surely, ‘how do you know your eyes are seeing a book and your brain isn’t just hallucinating’, and by doing this you are proving that sensory beliefs are not fully grounded foundational beliefs. This argument is similar to the ‘evil demon argument’ and dream argument’, as they also dismiss sensory beliefs as foundational (Descartes, 1641). This shows that fallible beliefs also have their problems. Some argue that these non-inferential justified beliefs simply don’t exist.Let’s say that statement P is claimed to be a non-inferential justified belief. For subject S to be justified in believing P is true, he must have a reason. He must also therefore have a belief in which gives him this reason to justify his believing in P. But how can this be, that S relies on another belief? By b eing inferentially justified, it has just contradicted itself (Pojman, n. d). However a counter for this by some foundationalists would simply be that there needn’t be a reason for believing P but P itself, as is the definition of a ‘self-justifiable’ belief.So, I believe the argument for foundationalism is a good one because as finite beings we cannot deal with an infinite chain of justifications. There must be a bottom, such as Descartes foundational belief. I cannot, however, ignore the arguments against foundationalism. Fallible beliefs should be dismissed as they are flawed from the start, because claiming a belief that can be doubted as fully-grounded is doomed to fail from the start. The problem of moving basic beliefs on to more complex derived beliefs is harder to counter, but I’d still say that infallible foundational beliefs are still the strongest argument for foundationalism.Perhaps it is just that no philosopher has yet discovered undeniable non-inferrential foundational beliefs so far. Word count – 1140 Bibliography Descartes, R (1641) ‘Meditations on First Philosophy’, in John Cottingham (ed) ‘Meditations on First Philosophy: Cambridge University Press, 13-15, 17 Fumerton, R. (2002) ‘Conditions and Analyses of Knowing’, in Moser, P. (ed. ) The Oxford Handbook of Epistemology Oxford: OUP, 204-33. Foundationalism. (1999) [ONLINE] Available at: ]. Pojman, [ONLINE] Available at: [Accessed 18 November 12] Pritchard, D. (2006) What is this thing called knowledge? London: Routledge, 39-41

Post Traumatic Stress Disorder- the Things They Carried

Taylor Lineberger Mrs. Eddins English 3 CP December 5, 2012 Post-Traumatic Stress Disorder (PTSD) is a type of anxiety disorder. PTSD usually occurs after someone has seen or experienced a traumatic event that involved the threat of injury and death. It is commonly associated with the soldiers who have fought in wars or conflicts. All of the symptoms of PTSD are classified and categorized into three distinct groups: â€Å"reliving†, avoidance, and arousal. Some of these symptoms include flashbacks, repeated nightmares, detachment, hyper-vigilance, and being easily angered, along with many others. (PubMed Health, PTSD) (*1). According to a survey conducted by the Veteran’s Administration, some 500,000 of 3 million troops suffered from PTSD after the Vietnam War. The survey also states that rates of divorce, suicide, and alcoholism and drug addiction were higher among Vietnam veterans. † (History, Vietnam War) (*2). We may never fully know how much this disorder has truly affected our troops. Most veterans are not open about their condition, however some have accepted it and open up about it. So, how much does PTSD really affect someone? The trauma that causes PTSD is just as unique as the suffering individual themselves. Any fearful trauma can produce symptoms of PTSD. Being in the Vietnam War did not help any of this. These soldiers were torn away from the only things and the home they had ever known and dropped into a foreign place where the situation was â€Å"kill or be killed. † They had no other choice but to be exposed to the unimaginable horrors that awaited them. Cases of people with PTSD are famous for their abuse of drugs or alcohol; however, ex-soldiers have an additional addiction that often lands them in trouble, or jail: an addiction to adrenaline. The one thing that caused them to have this condition may very well be the one thing that decides their fate. Inside every person with PTSD is a time bomb. It is merely a matter of time before symptoms begin to show up. One may exhibit all manner of symptoms in nearly everything they do, and still live what appears to be a normal life. However, it doesn’t take much to bring out full-blown symptoms of a case of PTSD. Retirement and additional stress can be a catalyst to cause the occurrence of symptoms to appear sooner than they normally would. Wellness Directory MN, Post Traumatic Stress Disorder) (*3). â€Å"The war was over and there was no place in particular to go† (O’Brien, 131). Thoughts of sorrow and loss overwhelm the Vietnam veterans upon their return back home. Crushed from the horror of war, they have to come back to even bigger disappointments and sadness. Instead of the calm lives they lead before they left their country and the presence of warm and caring everyday life, most of them encounter empty beds, a cold family and overall loss. Already physically and emotionally defeated, they find betrayal instead of recuperating trust. There is nothing to nourish them; they do not find anything to rely on. Even in instances of supportive partners, the inevitable horrors of the war haunt them in sleep or come back to them in daydreaming. They all came back with multitude of disorders, mostly with a post-traumatic stress disorder with the common symptoms of recurring nightmares, hypersensitivity, avoidance behavior, and intrusive thoughts, feelings and memories-commonly found in war vets. â€Å"The Things They Carried† is a documentary novel written by Tim O’Brien, a Vietnam War veteran. There are many stories within the novel that show various examples of post-traumatic stress disorder. According to O'Brien, upon their arrival home the veterans imagine, or even hallucinate, what things would have been like if they had not suffered through the war. Examples of such occurrences exist in the stories â€Å"Speaking of Courage† and â€Å"The Man I Killed. † Norman Bowker in â€Å"Speaking of Courage† dreams and fancies of talking to his ex-girlfriend, now married to another guy, and of his dead childhood friend, Max Arnold. He lives his unfulfilled dream of having his Sally beside him and having manly conversations with Max. He cannot stop day dreaming and dwelling in the past. Unemployed and overwhelmed by inferiority and disappointment, Bowker lacks a motivating force for life. Emotionally stricken, he only finds satisfaction in driving slowly and repeatedly in circles around his old neighborhood in his father's big Chevy, â€Å"feeling safe,† and remembering how things used to be when â€Å"there has not been a war† (O’Brien, 158). These recurring events also spring memories f the beautiful lake where Norman used to spend a lot of time with his now married ex-girlfriend Sally Kramer and his high school friends. The lake invokes nostalgic and sentimental memories both of his girlfriend and his long gone – drowned – best friend, Max Arnold. Nothing fulfills Norman Bowker anymore. Instead, a terrible confusion has taken over his mind in the form of blur and chaos. He d esperately needs someone to talk to. The guys go crazy in their unsuccessful attempts to maintain healthy balance of their minds and spirits. However, even though they might not realize it, or not at least at the time, most of the veterans end up losing sanity. They act upon and laugh at the most bizarre things. In â€Å"How to Tell a True War Story,† Rat Kiley thinks of â€Å"a gore of about twenty zillion dead gook fish† as the â€Å"the funniest thing in world history† (O’Brien, 65). The result of the post traumatic experience of seeing his nineteen-year-old best friend, Curt Lemon’s, body being blown up into pieces by a grenade, is that Rat Kiley takes his anger out on a baby buffalo by shooting him pieces by pieces multiple times. He shoots the animal, until â€Å"nothing moved except the eyes, which were enormous, the pupils shiny black and dumb† at which Dave Jensen, one of the two who collected Lemon's body pieces off of the tree, gets childishly amused† (O’Brien, 76-79). Not realizing his new condition of mental imbalance, Dave Jensen goes on to make jokes and sing about the â€Å"Lemon Tree. † This is a parallel to Dave Jensen's insanity, O'Brian, even after twenty years, still gets woken up by the memories of this event: â€Å"Twenty years later I can see the sunlight on Lemon's face† (O’Brien, 80). As a consequence of PTSD, O'Brien both despises and values the war. Even though Tim O'Brien might not sound very convincing with the credibility of his own memories as a narrative, the post-traumatic stress disorder remains a scientific certainty. The results of the trauma soldiers suffered in the war, along with the emotional baggage, (grief, terror, love, and longing) show of all of the veterans' post-war turmoil and heartache.Sources:*1: Vorvick, Linda J. and Timothy Rogge. â€Å"Post-traumatic Stress Disorder (PTSD). † PubMed Health. N. p. , 13 Feb. 2012. Web. 5 Dec. 2012. . *2: â€Å"Vietnam War. † History. N. p. , 2003. Web. 5 Dec. 2012. . *3: â€Å"Post Traumatic Stress Disorder. † Wellness Directory MN. N. p. , 2006. Web. 5 Dec. 2012. .

Bioethics of Euthanasia

Therefore, the family is also an institution which generates the same attachment to objectivity that encourages a certain set of goals. Ultimately though, it is one’s subjective experience that has it’s own social, physical, mental, and spiritual habits and attachments that cause the mind and body to perform and exist in a particular way. The overarching illegality of euthanasia across North America is supported by religious institutions which act as the sole moral platform for questioning the professional conduct of medical practitioners. The hegemonic belief that is fostered views euthanasia as a breach of non-maleficence, though doctors have and will likely continue to comply with life-ending aid in North America, regardless of recent deliberation regarding legislation. A legalization of euthanasia could ease tensions for physicians and patients dealing with chronic fatal health conditions, but would require specific criteria for legality. The debilitating suffering from a terminal illness should be the first criteria, as well as an autonomous request made by the sufficiently competent patient. Those who advocate for the legalization of euthanasia are part of a particular morality that sees beyond the mystical value of medical non-maleficence and opposes overarching institutional moralities that forbid life-ending decisions. Also of concern is the slippery slope argument, whereby any level of legal euthanasia would likely incite requests for more flexible criteria, publicly bringing into question the intangible value of human life. A central notion of biomedical ethics that stands as a major contender against the legalization of euthanasia is non-maleficence. To generally adhere to the principles of non-maleficence, physicians should not provide ineffective treatments to patients as these offer risk with no possibility of benefit and thus have a chance of harming patients. In addition, physicians must not do anything that would purposely harm patients without the action being balanced by proportional benefit (Beauchamp, 155). This benefit is not necessarily beneficial to the terminally ill individual who has requested euthanasia. The benefit referred to in the medical field is generally an extension of life and a restoration of health, which is not a reality for the terminally ill, rather a benefit might be an end to incurable suffering. Because many medications, procedures, and interventions cause harm in addition to benefit, the principle of non-maleficence provides little concrete guidance in the care of patients, and acts as a fairly weak argument against euthanasia. A helpful distinction when debating the validity of physician assisted suicide is that of ‘killing’ and ‘allowing to die’. If a patient is too frail to undergo restorative treatment, it can be said that the withholding of that treatment is allowing the patient to die. On the other hand, ‘killing’ entails taking action that would hasten the onset of death. There is considerable overlap between these two concepts, to the point that a clear distinction is not readily discernible (Beauchamp, 172). The prima facie nature of allowing a patient to die, as expressed by Beauchamp is acceptable under certain conditions whereby a medical technology is considered futile, or ineffectual, or a patient and/or surrogate decision maker has validly denied a medical technology (173). In the case that a patient is suffering unnecessarily, and has denied or been denied the opportunity for treatment due to severity of illness, should euthanasia not be an acceptable option? This action would undoubtedly fall under the category of ‘killing’, but if the nearest solution is the imminent death of a terminally ill patient, the concept of non-maleficence should not apply to a deliberate hastening of the patients’ biological shutdown. It can also be argued that fading to death in palliative care with little to no cognition is of little value, and coming from a strictly utilitarian perspective, in some cases, may be unnecessary. If an elderly patient has no immediate family, and is in the final stages of a degenerative disease, the option of the patient to deny extended care and hasten the imminence of death should ot be considered immoral. The approval of certain cases such as the example above would definitely introduce a ‘slippery slope’ argument whereby the notions and parameters of conducting euthanasia would be challenged, inflated, and publicly scorned. The infamous example of Dr. Kevorkian is indicative of the demand for physican-assisted suicide, and the flexible moralities of perhaps many physicians who are faced with the challenge of allowing a patient to pursue a hastened death. Michigan doctor Jack Kevorkian was convicted of second-degree murder for delivering a lethal injection to a 52-year-old man suffering from Lou Gehrig’s disease. It was the first time in five trials that Kevorkian was found guilty of a crime after participating in, by his count, at least 130 assisted suicides. Likened to â€Å"a medical hit man† by the prosecution, Kevorkian compared himself to Martin Luther King and told the court he was no more culpable than an executioner. The 70-year-old doctor had dared prosecutors to charge him and threatened a hunger strike if convicted. â€Å"Suicide†). The case of Kevorkian’s assisted suicides shows that public hegemonic belief places all burden on the physician involved, for it is technically legal to carry out or attempt suicide, but not with the aid of any other person, especially a clinician. These laws tend to make sense in every realm except the medical world, where euthanasia is an issue that arises with the terminally ill, and particular moralities strongly advocate for the right to die under certain circumstances, as illustrated by Kevorkian’s rash threats of a hunger strike if convicted. Obviously viewing himself as a liberator, Kevorkian’s particular morality quickly earned him a reputation, and having participated in over one hundred assisted suicides, he stands not as a reputable opposition to hegemony, but rather a moral pariah. Kevorkian’s comparison of his ‘moral fallacy’ with the conduct of an executioner is an interesting philosophical idea, and also illustrates the exclusivity of moral professionalism within the medical world. This is mostly apparent in the United States where there is a domination of privatized health care, and plenty of capital punishment. The application of morality is varied when it comes to death and dying, in a society where a 20 year old can be put to death for committing murder, and in the same society, a terminally ill, suffering patient cannot decidedly seek a peaceful death without moral intervention. In both cases, strong moral impositions are made, and guide the fate of both individuals. The convict has a chance at rehabilitation, and renewing his moral adherence and contribution to society, but is not rewarded the chance because his actions stripped him of his dignity. On the other hand, the dying patient is not permitted to seek assistance in death because common morality forbids it, much like the same common morality denies the convict a second chance. The patient is denied euthanasia because the hegemonic function of the medical field is to avoid non-maleficence, so according to the same morality, the criminal is denied rehabilitation and put to death because the function of the law is to appropriately punish offenders. This paradox shows how two distinct versions of the same common morality are stamped like a ‘cookie cutter’, yielding the anticipated results of the societal function: the patient can’t die because medicine is designed to keep him alive, and the criminal can’t live because capital punishment is designed to eliminate him. Therefore, it is not unreasonable to suggest that the application of euthanasia in the medical field should be acceptable in certain circumstances, and that exclusive clinical moralities should allow deliberation on the subject, and not continue to function in a ‘cookie cutter’ fashion. In Canada and the United States, laws distinguishing ‘active’ and ‘passive’ categories of euthanasia are divided into four sections: â€Å"deliberately killing persons who wish to die or assisting them in suicide (active voluntary euthanasia and assisted suicide), deliberately killing persons whose wishes are unknown or opposed to such treatment (active involuntary euthanasia), withholding or withdrawing life-preserving means from those who do not want them used (forgoing treatment of competent individuals), and letting persons die by withholding or withdrawing life-preserving means when their wishes are unknown or when they want, or would tolerate, such means to be applied or maintained (forgoing treatment of incompetent individuals)† (Dickens, 136). According to these legal parameters, it would seem that active and passive euthanasia should only occur when indicated by the patient, living will, or a surrogate, such as active voluntary euthanasia, an d the forgoing of treatment to competent individuals. These two forms provide the patient with the moral decision to adopt the institutional values of their choice and affect their course of longevity and suffering. In the cases of active involuntary euthanasia, and the withholding of treatment from incompetent patients it can be said that, morally, the physician has no right to change the course of the patient’s treatment without clearance from a living will or surrogate. To conduct active involuntary euthanasia, or withhold treatment for no apparent reason indicated by the patient or surrogate, negligence would necessarily apply and represent the justified fault of the attending physician. Dealing with death is a subjective experience that generates fear, and causes humans to seek comfort in institutional beliefs, whether that be family, religion, other forms of spirituality, or modern medicine itself. Death reminds humans of their biological capacities and fleeting opportunities for experience in life, and generates a desire to medicalize suicide. â€Å"We want physicians to provide the means to end life in an antiseptically acceptable fashion. Knives, guns, ropes, and bridges tend to be messy. We seek a more aesthetically pleasing way of terminating life, one that leaves the patient looking dead, but not disgusting. For this, as in so much else in the 20th-century quest for happiness, we turn to the physician† (Paris, 33). Much like we seek aesthetic modifications from plastic surgeons, and mental stability from psychologists, we turn again to professional doctors for a method of dealing with the harsh reality of death. Though euthanasia may be an acceptable option for some people in certain sets of dire circumstances, it is the fear of death generated by the triumphs of medicine that provide the illusion that death and suffering are something a physician can cure. Medicinal miracles and the rise of technological medicine give people the impression that old losses are new triumphs, at least insofar as one can be kept alive for longer with chronic diseases. This notion sparks the fear of suffering before death, and that morbidity will be extended instead of compressed. Essentially then, it is the physician who bears all weight of the laws pertaining to euthanasia, which seems unjust when there is little more that medicine can do for a terminally ill patient than aid in their peaceful departure from life. The argument that legalized euthanasia would initiate the slippery slope, and â€Å"hospitals would become cruel and dehumanized places† are refuted by the suggestion and observation of the exact opposite (Schafer). As Schafer suggests, â€Å"experience has shown that what happened was exactly the opposite of what was predicted by the naysayers: Doctors and hospitals have become kinder and gentler, patients’ wishes are better respected than previously and society has come to accept the importance of individual autonomy at the end of life† (3). Clearly, the legalization of euthanasia would not entirely disrupt the nature of medical care in Canada, and with current debates indicating the possibility of change, society may undergo a change of ideas in the near future. The idea that euthanasia may provide a patient with more dignity at death than what is often referred to as ‘sedation to unconsciousness’ is becoming more common, and should not be deemed unacceptable next to palliative care. With the right safeguards in place, euthanasia should be one of many life-ending options available to Canadians near the end of their life, with palliative care being a morally adjacent decision. The subjective experience of death is one’s own, and even familial institution can only do so much to comfort the process of being terminally ill. Therefore it should be a decision of the patient to seek medical help, either in the form of sedation and longevity, or immediate peace. Bioethics of Euthanasia Therefore, the family is also an institution which generates the same attachment to objectivity that encourages a certain set of goals. Ultimately though, it is one’s subjective experience that has it’s own social, physical, mental, and spiritual habits and attachments that cause the mind and body to perform and exist in a particular way. The overarching illegality of euthanasia across North America is supported by religious institutions which act as the sole moral platform for questioning the professional conduct of medical practitioners. The hegemonic belief that is fostered views euthanasia as a breach of non-maleficence, though doctors have and will likely continue to comply with life-ending aid in North America, regardless of recent deliberation regarding legislation. A legalization of euthanasia could ease tensions for physicians and patients dealing with chronic fatal health conditions, but would require specific criteria for legality. The debilitating suffering from a terminal illness should be the first criteria, as well as an autonomous request made by the sufficiently competent patient. Those who advocate for the legalization of euthanasia are part of a particular morality that sees beyond the mystical value of medical non-maleficence and opposes overarching institutional moralities that forbid life-ending decisions. Also of concern is the slippery slope argument, whereby any level of legal euthanasia would likely incite requests for more flexible criteria, publicly bringing into question the intangible value of human life. A central notion of biomedical ethics that stands as a major contender against the legalization of euthanasia is non-maleficence. To generally adhere to the principles of non-maleficence, physicians should not provide ineffective treatments to patients as these offer risk with no possibility of benefit and thus have a chance of harming patients. In addition, physicians must not do anything that would purposely harm patients without the action being balanced by proportional benefit (Beauchamp, 155). This benefit is not necessarily beneficial to the terminally ill individual who has requested euthanasia. The benefit referred to in the medical field is generally an extension of life and a restoration of health, which is not a reality for the terminally ill, rather a benefit might be an end to incurable suffering. Because many medications, procedures, and interventions cause harm in addition to benefit, the principle of non-maleficence provides little concrete guidance in the care of patients, and acts as a fairly weak argument against euthanasia. A helpful distinction when debating the validity of physician assisted suicide is that of ‘killing’ and ‘allowing to die’. If a patient is too frail to undergo restorative treatment, it can be said that the withholding of that treatment is allowing the patient to die. On the other hand, ‘killing’ entails taking action that would hasten the onset of death. There is considerable overlap between these two concepts, to the point that a clear distinction is not readily discernible (Beauchamp, 172). The prima facie nature of allowing a patient to die, as expressed by Beauchamp is acceptable under certain conditions whereby a medical technology is considered futile, or ineffectual, or a patient and/or surrogate decision maker has validly denied a medical technology (173). In the case that a patient is suffering unnecessarily, and has denied or been denied the opportunity for treatment due to severity of illness, should euthanasia not be an acceptable option? This action would undoubtedly fall under the category of ‘killing’, but if the nearest solution is the imminent death of a terminally ill patient, the concept of non-maleficence should not apply to a deliberate hastening of the patients’ biological shutdown. It can also be argued that fading to death in palliative care with little to no cognition is of little value, and coming from a strictly utilitarian perspective, in some cases, may be unnecessary. If an elderly patient has no immediate family, and is in the final stages of a degenerative disease, the option of the patient to deny extended care and hasten the imminence of death should ot be considered immoral. The approval of certain cases such as the example above would definitely introduce a ‘slippery slope’ argument whereby the notions and parameters of conducting euthanasia would be challenged, inflated, and publicly scorned. The infamous example of Dr. Kevorkian is indicative of the demand for physican-assisted suicide, and the flexible moralities of perhaps many physicians who are faced with the challenge of allowing a patient to pursue a hastened death. Michigan doctor Jack Kevorkian was convicted of second-degree murder for delivering a lethal injection to a 52-year-old man suffering from Lou Gehrig’s disease. It was the first time in five trials that Kevorkian was found guilty of a crime after participating in, by his count, at least 130 assisted suicides. Likened to â€Å"a medical hit man† by the prosecution, Kevorkian compared himself to Martin Luther King and told the court he was no more culpable than an executioner. The 70-year-old doctor had dared prosecutors to charge him and threatened a hunger strike if convicted. â€Å"Suicide†). The case of Kevorkian’s assisted suicides shows that public hegemonic belief places all burden on the physician involved, for it is technically legal to carry out or attempt suicide, but not with the aid of any other person, especially a clinician. These laws tend to make sense in every realm except the medical world, where euthanasia is an issue that arises with the terminally ill, and particular moralities strongly advocate for the right to die under certain circumstances, as illustrated by Kevorkian’s rash threats of a hunger strike if convicted. Obviously viewing himself as a liberator, Kevorkian’s particular morality quickly earned him a reputation, and having participated in over one hundred assisted suicides, he stands not as a reputable opposition to hegemony, but rather a moral pariah. Kevorkian’s comparison of his ‘moral fallacy’ with the conduct of an executioner is an interesting philosophical idea, and also illustrates the exclusivity of moral professionalism within the medical world. This is mostly apparent in the United States where there is a domination of privatized health care, and plenty of capital punishment. The application of morality is varied when it comes to death and dying, in a society where a 20 year old can be put to death for committing murder, and in the same society, a terminally ill, suffering patient cannot decidedly seek a peaceful death without moral intervention. In both cases, strong moral impositions are made, and guide the fate of both individuals. The convict has a chance at rehabilitation, and renewing his moral adherence and contribution to society, but is not rewarded the chance because his actions stripped him of his dignity. On the other hand, the dying patient is not permitted to seek assistance in death because common morality forbids it, much like the same common morality denies the convict a second chance. The patient is denied euthanasia because the hegemonic function of the medical field is to avoid non-maleficence, so according to the same morality, the criminal is denied rehabilitation and put to death because the function of the law is to appropriately punish offenders. This paradox shows how two distinct versions of the same common morality are stamped like a ‘cookie cutter’, yielding the anticipated results of the societal function: the patient can’t die because medicine is designed to keep him alive, and the criminal can’t live because capital punishment is designed to eliminate him. Therefore, it is not unreasonable to suggest that the application of euthanasia in the medical field should be acceptable in certain circumstances, and that exclusive clinical moralities should allow deliberation on the subject, and not continue to function in a ‘cookie cutter’ fashion. In Canada and the United States, laws distinguishing ‘active’ and ‘passive’ categories of euthanasia are divided into four sections: â€Å"deliberately killing persons who wish to die or assisting them in suicide (active voluntary euthanasia and assisted suicide), deliberately killing persons whose wishes are unknown or opposed to such treatment (active involuntary euthanasia), withholding or withdrawing life-preserving means from those who do not want them used (forgoing treatment of competent individuals), and letting persons die by withholding or withdrawing life-preserving means when their wishes are unknown or when they want, or would tolerate, such means to be applied or maintained (forgoing treatment of incompetent individuals)† (Dickens, 136). According to these legal parameters, it would seem that active and passive euthanasia should only occur when indicated by the patient, living will, or a surrogate, such as active voluntary euthanasia, an d the forgoing of treatment to competent individuals. These two forms provide the patient with the moral decision to adopt the institutional values of their choice and affect their course of longevity and suffering. In the cases of active involuntary euthanasia, and the withholding of treatment from incompetent patients it can be said that, morally, the physician has no right to change the course of the patient’s treatment without clearance from a living will or surrogate. To conduct active involuntary euthanasia, or withhold treatment for no apparent reason indicated by the patient or surrogate, negligence would necessarily apply and represent the justified fault of the attending physician. Dealing with death is a subjective experience that generates fear, and causes humans to seek comfort in institutional beliefs, whether that be family, religion, other forms of spirituality, or modern medicine itself. Death reminds humans of their biological capacities and fleeting opportunities for experience in life, and generates a desire to medicalize suicide. â€Å"We want physicians to provide the means to end life in an antiseptically acceptable fashion. Knives, guns, ropes, and bridges tend to be messy. We seek a more aesthetically pleasing way of terminating life, one that leaves the patient looking dead, but not disgusting. For this, as in so much else in the 20th-century quest for happiness, we turn to the physician† (Paris, 33). Much like we seek aesthetic modifications from plastic surgeons, and mental stability from psychologists, we turn again to professional doctors for a method of dealing with the harsh reality of death. Though euthanasia may be an acceptable option for some people in certain sets of dire circumstances, it is the fear of death generated by the triumphs of medicine that provide the illusion that death and suffering are something a physician can cure. Medicinal miracles and the rise of technological medicine give people the impression that old losses are new triumphs, at least insofar as one can be kept alive for longer with chronic diseases. This notion sparks the fear of suffering before death, and that morbidity will be extended instead of compressed. Essentially then, it is the physician who bears all weight of the laws pertaining to euthanasia, which seems unjust when there is little more that medicine can do for a terminally ill patient than aid in their peaceful departure from life. The argument that legalized euthanasia would initiate the slippery slope, and â€Å"hospitals would become cruel and dehumanized places† are refuted by the suggestion and observation of the exact opposite (Schafer). As Schafer suggests, â€Å"experience has shown that what happened was exactly the opposite of what was predicted by the naysayers: Doctors and hospitals have become kinder and gentler, patients’ wishes are better respected than previously and society has come to accept the importance of individual autonomy at the end of life† (3). Clearly, the legalization of euthanasia would not entirely disrupt the nature of medical care in Canada, and with current debates indicating the possibility of change, society may undergo a change of ideas in the near future. The idea that euthanasia may provide a patient with more dignity at death than what is often referred to as ‘sedation to unconsciousness’ is becoming more common, and should not be deemed unacceptable next to palliative care. With the right safeguards in place, euthanasia should be one of many life-ending options available to Canadians near the end of their life, with palliative care being a morally adjacent decision. The subjective experience of death is one’s own, and even familial institution can only do so much to comfort the process of being terminally ill. Therefore it should be a decision of the patient to seek medical help, either in the form of sedation and longevity, or immediate peace.

Company law assignment Essay Example | Topics and Well Written Essays - 3000 words

Company law assignment - Essay Example Memorandum is therefore a document of great importance in relation to the proposal company (Palmer â€Å"Company Law (20th ed.)P.56. It is infact a charter of a company. â€Å"The memorandum defines the limitations of the powers of the company†¦it contains in it, both that which is affirmative and that which is negative. It states affirmatively the ambit and extent of vitality and powers which by law are given to the corporation, and it states negatively, if it is necessary to state, that nothing shall be done beyond that ambit. â€Å"It sets out the constitution of the company, it is so to speak the charter of the company, and provides on which the structure of the company is built. The importance of the memorandum lies in the fact that it defines the scope of companies’ activities as well as its relation with the outside world. Its purpose is to enable the shareholders, creditors and those who deal with the company to know what its permited range of its enterprise. The Articles of Association of a company are the internal regulations which govern the management of the internal affairs of a company. The articles are meant to regulate the internal affairs of a company. The members have full control and may by resolution alter them as they think fit so long as they do not exceed the limits defined by the memorandum or the Companies Act. The Companies Act defines Articles of Association as: â€Å"Articles means the articles of association of a company as

Environmental issues Essay Example | Topics and Well Written Essays - 500 words

Environmental issues - Essay Example There are many underlying causes for the raise in the chemical wastes which has led to the search for methods to dispose this waste. The population around the globe has increased at alarming levels and with increased number of people; the amount of the production of chemical wastes has also increased. Another vital reason for this increase in the chemical wastes is the movement of the people to urban localities and with increased urbanization there has been increased waste production. The industries across the globe have also increased and with greater production in the industries, greater amount of waste is generated. New technologies have led to the production of even more toxic substances. This includes nuclear power which leads to the production of toxic waste products and their disposal leads to the production of hazardous substances for the environment. Chemical wastes are also generated from coal mines as well as hospitals and research organizations (Geophysics Research Forum 1984; Murray et al 1982). There have been many proposed solutions to the subject of chemical waste. A very good method was presented by the Geophysics Study Committee which was deep burial.

PCM Theory and Audio Reduction Codecs and Techniques Research Paper

PCM Theory and Audio Reduction Codecs and Techniques - Research Paper Example Instead, compressed PCM variants are normally employed. However, numerous Blu-ray format movies use the uncompressed the PCM for audio. Frequently, PCM encoding enables digital transmission from a point to another (in a certain system, or geographically) in a serial form.   However, due to the computer and digital network communications advancements, a lot of information or data is transmitted using the pulse wave modulation technique. Pulse wave modulation may be used to transmit analog audio signal or information with a particular rate to sample analog signal - this rate is what is called the transmission rate. On the receiver, the delivered signal is demodulated by the Pulse-code modulation (PCM) demodulator to recuperate the original continuous analog signal wave. Generally, PCM can be classified as a pulse amplitude modulation (PAM), pulse position modulation (PPM), pulse code modulation (PCM), and pulse width modulation (PWM). PAM, PPM, and PWM modulations are affiliated to a nalog modulation while the PCM modulation is affiliated to digital modulation. It is important to take note that PCM modulation is a real digital signal which can be processed and digitally stored by a computer. However, PPM, PWM, and PAM modulations are similar to PM, FM, and AM modulations, respectively (Aksoy & DeNardis, 2007, p. 112). For all pulse wave modulation, before the modulation, the original continuous form signal has to be sampled and the sampling rate for the sampling signal must not below, otherwise, the recovered signal will bring about distortion. The sampling rate is subject to the sampling theorem, whereby the sampling theorem states that: for a pulse wave modulation system, in the condition that the sampling rate excesses the double or more maximum frequency times of the signal, then distortion level of data recovery on the receiver will be its minimum. For instance, the frequency range of the audio signal is about 40 Hz ~ 4 kHz, the pulse wave modulation sampli ng signal frequency must be no less than 8 kHz, hence, the sampling error is reduced to the minimum (Maes & Vercammen, 2012, p. 67). During transmission, it is hard for the PCM signal to avoid noise distortion. Therefore, before the PCM signal sends to the PCM demodulator, a comparator is used to recover the PCM signal to its original level. The signal is a pulse wave signal series, so, before demodulating, the pulse wave signal series will be converted to a parallel digital signal by aid of a serial to a parallel converter After that, the signal passes through n-bits decoder (which should be D/A converter) for recovery of the digital signal to its original quantization value. However, in this quantization value includes not only the original audio signal alone, but also many high-frequency harmonics, hence; a low-pass filter is used to remove the undesirable signal at the final fragment. MPEG varieties The MPEG standards comprise of different Parts.  

Aggregate supply and demand Term Paper Example | Topics and Well Written Essays - 1250 words

Aggregate supply and demand - Term Paper Example The resources that the world is endowed with are limited As a result the net profit increases. Answer 1: Resource Allocation Resource Allocation is the method in which the limited resources of an economy are distributed among the alternative uses that satisfy the wants of the users. The process of decision making by which it is determined which want is to be fulfilled and which is not is part of the allocation process. Scarcity This concept in economics means that the human needs cannot be completely satisfied because an economy does not have the sufficient resources that can contribute to production. The scarce resources include the factors of production, i.e. land, labor, capital and organization. For example, the amount of land that can be used for productive purposes is limited. This means that land is a scarce resource and the supply is limited (Schiller, 2010). Competitive Advantage A country X has a competitive advantage over another country Y if the country X has abundant res ources that are required to produce a good in the country and thereby enjoys a price advantage over the other country. For example, a country may be labor abundant compared to another country that is labor is available at a cheaper rate compared to the first country. Thus it reduces the cost of production for that country. Hence the first country has a competitive advantage over the second country in the supply of labor force.... Role of Supply and demand The market forces of demand and supply are instrumental in determining the price and quantity at which the trade between the buyers and sellers would take place. The market equilibrium will be achieved at the point where the quantity demanded will be equal to the quantity supplied (Pindyck and Rubinfeld, 2001). In the above figure the downward sloping graph depicts the demand for a good in the economy and the upward rising curve is the supply curve. At the equilibrium point the price at which the good is supplied is P* and the quantity demanded is Q*. Answer 2 The Laissez-faire theory has come from this concept in which there is opportunity for free entry and exit and the government does not impose any restriction on the functioning of the markets. On the other hand in the mixed economy the ownership of the means of production is shared between the government and the private players. In such economies the government has significant control over the economic variables though the capital accumulation is done mainly by the private sector (Conklin, 1991). The socialist economies are almost contradictory to these economic systems. In such a kind of economy the ownership of the factors of production remains with the general public. Such a kind of economic system is a planned one and the decision of allocation of the resources remain with the government. So the demand and supple forces are less significant in case of the socialist economies. Answer 3 If a particular business has abundant resources that it needs for its production them the company would be able to make huge profits compared to the other companies. For example, suppose a company that produces cloth has greater access

Physics134 week7 Coursework Example | Topics and Well Written Essays - 250 words

Physics134 week7 - Coursework Example The functions of the NERC include working with the stakeholders to establish reliability standards for power systems, enforcing and monitors those standards, providing training and educational resources as part of an accreditation program, and assessing adequacy of the resources to ensure operators of the power system are proficient and efficient. NERC analyzes causes of power disturbances to help avoid future disruptions. Long distance power transmission is sent on high voltage wires because power is roughly the product of current and voltage. It means that when sending a lot of power, high voltage and high current must be used. High voltage wires are used because high current leads to the loss of power due to the wire resistance. With high voltage wires, the current is small and, therefore, much power reaches the destination. When using high voltage transmission line where one is twice the voltage of another, each of them has advantages and disadvantages. Very high voltage transmission lines are beneficial in that they can transmit power underground and above the ground from power companies to households and individual businesses. The high voltage lines can also run long distances and maintain the electric power. They are more advantageous to utility companies because they fetch more power. They are also more efficient due to minimal loss of energy. However, they have an increase danger because of high voltage. Low voltage transmission lines are lee dangerous but fetch minimal power due to energy loss. The Grid, DOE Office of Electricity Delivery and Energy Reliability. http://www.oe.energy.gov/SmartGridIntroduction.htm http://www1.eere.energy.gov/tribalenergy/guide/electricity_grid_basics.html

Acid Rain in China Essay Example | Topics and Well Written Essays - 3000 words

Acid Rain in China - Essay Example The report further points out the ways in which production or business activities affect the natural environment. Additionally, it focuses on â€Å"Green Marketing† as an Environmental Management tool that business companies in China should apply in order to reduce the negative effects of acid rain on the environment. Kahn & Yardley report that pollution problem in China has shattered all precedents the same way the scale and speed of her rise as an economic power lacks a clear parallel in history. Environmental degradation in China is now so severe with such stark repercussions domestically and internationally. They cite the Ministry of Health in China having said that public health is reeling and pollution has made cancer the leading death cause in China – they attribute hundreds of thousands of deaths that China experience each year to ambient air pollution alone. They also give a report that often, Chinese cities appear wrapped in a toxic gray shroud with only one percent of her five hundred and sixty million city dwellers breathing air that the European Union considers safe. Environmental wretchedness that some countries might consider catastrophic can seem ordinary in China including industrial cities where people seldom see the sun; children sickened or killed by local pollution forms such as lead poisoning or an algal red tides-swamped coastline that large ocean sections no longer sustain marine life. According to Kahn & Yardley, China is choking on its own accomplishment and although her economy is posting double-digit growth rates succession, the growth derives from a wobbling expansion of heavy urbanization and industry, which requires massive energy inputs, of which it obtains almost all from coal, which is the most readily available and dirtiest source. Acid rain involves the acidification of rain by airborne acids.

History of Bareilly Essay Example for Free

History of Bareilly Essay The region has, also, acted as a mint for a major part of its history. From archaeological point of view the district of Bareilly is very rich. The extensive remains of Ahichhatra, the Capital town of Northern Panchala have been discovered near Ramnagar village of Aonla Tehsil in the district. It was during the first excavations at Ahichhatra (1940–44) that the painted grey ware, associated with the advent of the Aryans in Ganga Yamuna Valley, was recognised for the first time in the earliest levels of the site. Nearly five thousand coins belonging to periods earlier than that of Guptas have been yielded from Ahichhatra. It has also been one of the richest sites in India from the point of view of the total yield of terracotta. Some of the masterpieces of Indian terracotta art are from Ahichhatra. In fact the classification made of the terracotta human figurines from Ahichhatra on grounds of style and to some extent stratigraphy became a model for determining the stratigraphy of subsequent excavations at other sites in the Ganga Valley. On the basis of the existing material, the archaeology of the region helps us to get an idea of the cultural sequence from the beginning of the 2nd millennium BC up to the 11th c. AD. Some ancient mounds in the district have also been discovered by the Deptt. of Ancient History and culture, Rohilkhand University, at Tihar-Khera (Fatehganj West), Pachaumi, Rahtuia, Kadarganj and Sainthal. [2]

The Role Of Hybridization In Speciation Biology Essay

The Role Of Hybridization In Speciation Biology Essay Charles Darwin had published, The origin of species by natural selection, using his lifes discoveries and analysis to define what a species is and how species originate follow through as a contentious debate especially in the study of evolutionary biology. The study of evolution helps us to understand what species are by loosely idealizing it as alien till one feeds on their hunger to gain knowledge about what has created the world and the extant and extinct varieties that have claimed it, including man. Many different species are discussed and debated continuously, with each one being weighed by pros and cons which can also be seen as the strong point to either validate the concept or a short -fall to nullify it. The most accepted definition of current is Mayrs biological species concept, according to Coyne Orr (2004) who have accepted nine species concepts (Claridge et al, 1997). Mayrss biological species concept places the evolution of complete reproductive isolation as the focal point of the process and nature of speciation (Mayr, 2002), the biological species concept was the solid basis of which he based his belief in gene flow being absent in some species, a decreased fitness level to certain hybrids. It is believed that the emergent species would infrequently form from the process in question according to Mayr (2002). Hybrid speciation implies that hybridization has had a principal role in the origin of a new species, hybrid species that have doubled their chromosome number (Mallet, 2007), the definition applies: 50% contributions from each derived species initially contain exactly one genome from each parent, although, in older polyploids, recombination and gene conversion may eventually lead to unequal contributions (Mallet, 2007). The factor which is critical in hybrid speciation is due to being reproductively isolated with a decreased fitness-level; therefore these progeny formed are of transitional then it is more likely to be more weakly reproductively isolated. Speciation can also be influenced by hybridization by the factor of reinforcement, this means that obstacles in reference to mating because of unfit hybrids being chosen, even-though progeny from this relationship does not form from the courtship, the scenario is questionable as to whether reinforcement can be looked at as hybrid spe ciation. An example of this that can be discussed is the diploid or triploid frog Rana esculenta which is complete heterozygous for Rana lessonae and Rana ridibunda genomes (Mallet, 2007; TunnerNopp, 1979). Poly-, Allopoly- and Homoploidy, is it all just about how you do It? Plants use the means of polyploid evolution; these species are reproductively isolated due to the process of mating with diploid mates which give rise to uneven ploidies of progeny like triploids. These progeny may be able to reproduce but these progeny would cease to exist due aneuploidy (Stebbins, 1971; Grant, 1981; Ramsey Schemske, 2002) polyploidy is a simple way of creating speciation. Bisexually polypoid speciation is highly prevalent in plants as compared to animals due to: plants usually have indeterminate growth and somatic chromosome doubling can lead to germline polyploidy, germline refers to the sex cells that an organism contains which is sperm, egg and pollen in plants. Plants are often perennial or temporarily clonal which allow multigenerational persistence of hybrid cells within which polyploid mutations occur; plants are more often hermaphrodites, in rare polyploids self-fertilization allows a means of sexual reproduction (Mallet, 2007). Gene flow is weaker in pla nts as compared to animals with local populations which have unusual ploidy ( Bullini, 1994; OttoWhitton, 2000; Astaurov, 1969). Speciation can occur by the process of duplication of chromosomes within a species or duplication of hybrids (Mallet, 2005) between an autopolyploidy and allopolyploidy, respectively. Allopolyploid speciation follows self-fertilization and gives rise to a tetraploid; this can be seen from studies on Primula kewensis which was a result of Primula verticillata and Primula floribunda which had cultivated diploid hybrids. Speculation had lead to the belief that fusion of unreduced gametes had caused this due to the failure in reduction divisions during meiosis. A triploid species, known to be sterile, may add to the production of tetraploids by progeny being back-crossing triploid gametes; this was used to produce the first bisexual self-sustaining animal in a laboratory which was a polypoid strain hybrid between silk moths: Bombyx mori and Bombyx mandarina (Astaurov.B.L, 1969; Mallet.J, 2005). Homoploid hybrid speciation is well known to angiosperms, also known as flowering plants. Speciation occurs by mean of sympatry, a hybridization which requires gene flow. This is hybrids need to overcome challenges such as chromosome and gene incompatabilies with the lack of reproductive isolation, this often renders the process unlikely. There are approximately twenty plant species which are known for being a good example of homoploids however, this plant is hardly detected due to prevalence. Helianthus anomalus, Helianthus deserticola and Helianthis paradoxus are the best documented desert sunflowers which come from hybrids between mesic-adapted Helianthus annuus and Helianthus petiolaris (Buerkle et al, 2000; Gross Rieseberg, 2005; Mallet, 2007). Synthetic hybrid populations are re-created; being similar to those of wild species due to selection continuously favors combinations of compatible chromosomal rearrangements. In Helianthus recombinant genotypes and spatial separation hav e enabled the hybrids to flourish where their parents are absent (Mallet, 2005). In animals, bisexual polyploids are often excluded, the homoploid hybrids are less prominent in animals yet there is no given reason. The number in animals is growing rapidly (Dowling Secor, 1997; Gross Rieseberg, 2005). A recent example is the invasive sculpin, a hybrid fish derived from the Scheldt River (compare Cottus perifretum) and upper tributaries of the Rhine (compare Cottus rhenanum) (Mallet, 2007). Upper river tributaries of Europe have normal conditions of clear, cold waters, which make them oxygen-rich, for Sculpins. Earlier canal building became connected and these are a result of The Rhine and Scheldt rivers, but invasive sculpins appeared in the warmer water and muddier lower Rhine only in the past fifteen years. Morphologically the invasive sculpin is intermediate and its mitochondrial DNA, as well as nuclear single nucleotide polymorphisms and microsatellites, are characteristic of b oth Scheldt and Rhine forms (Mallet, 2007; Nolte et al., 2005). This provides evidence of adaptive hybrid origin hence communicating that hybrids are displaying positive selective pressure. Hybrid speciation in the animal kingdom results thus far by data based on the respective genome. The disadvantages is that many homoploid hybrids fail to be present in the parent, secondly a decreased level of being reproductively isolated, however, contributing to maintaining or expanding ecologically with latest forms (Mallet, 2007). Importance of a future Innumerable discussions and journals of speciation have stressed the importance of reproductive compatabilities and isolation that occur due to physical and geological barriers; from this essay one can see that polyploidy is more dominant in plants but found to be rare in animals. Furthermore, at the root of many animal and plant groups ancient polyploidy has been found. Genome duplications probably facilitated the evolution of complex organisms (although this is debated) (Mallet, 2007; Otto Whitton, 2000), and we can infer that successful genome duplications were mostly allopolyploid, provided that limited plant community data are reliable (Grant, 1981; Brochman et al., 2004; Mallet, 2007). In my opinion, hybridization can be viewed as an effective catalyst for speciation to occur as it creates variation as in the case of the liger, apart from mutations, which according to the Molecular Clock hypothesis, occurs at a constant rate over time. The process of natural selection includes the need for gene variety which can then be complemented with hybridization also, the compatibility of species more suitably in more noticeably growing groups; suggesting that enough suspected animal homoploid hybrid species exist. A need for in depth genomic analyses is required, it is already possible for hybrid species, like the Helianthus, which can be developed and made accessible via the laboratory or grown naturally, making it hard to find another speciation mode documented historically and can be used experimentally easily. If hybrid species can adapt to survive, showing positive selection pressure, regardless of the challenges which are faced and to survive in competition with the parent organisms by completely new adaptations then will hybridization truly demonstrate the power of evolution through the years, starting a completely new train of thought which will spark more questions hence more research into this wide unknown. The ability of hybrid species to invade hitherto unoccupied niches also means that hybridization can contribute to adaptive radiations such as African cichlid fish and Darwins finches (Mallet, 2007). Humans have come up with uses of genetically modified crops and other ways in which to manipulate the gene and species of not only plants but animals too, therefore it can be said that Homo sapiens are in fact the invaders of Earth, not hybridization of species.

Advances in Research on Plant Genetic Resources of Mexico :: Ecology Ecological Nature Mexico Essays

Advances in Research on Plant Genetic Resources of Mexico We read in this book that in Mexico can be found 30,000 of the 250,000 species of higher plants so far described. Between 5,000 to 7,000 of Mexican species are deemed to be of economic use, and of these, 1,000 to 1,500 are edible. According to a conservative estimate cited here, 10% of genera and 52% of species found in Mexico are endemic. This makes Mexico, a country that ranks 14th globally in terms of territorial extension, the fourth country in terms of biodiversity. It is therefore evident that an understanding of Mexican flora, in conjunction with effective strategies for use and preservation, is of first importance for our plant-dependant, agricultural world. Contributors to this work argue for this and more: 1) the urgency of halting degradation of biological and cultural environments that are closely tied to the use and preservation of many important ecotypes, 2) the significance of social issues that affect the viability of ways of life that have created, and that maintain, important stores of the world's genetic diversity, 3) the need for coordinated strategies and action between national initiatives and those of international germplasm agencies. It is satisfying to see Mexican scientists earnestly wrestling with such issues. The book consists of the proceedings of the third meeting on Mexican biodiversity (8-9 February, 1990), organized jointly by the Mexican Society of Plant Genetics (SOMEFI) and the Botanical Garden of Mexico's national university (UNAM). Strongly represented are top researchers from UNAM's Biology department, from the agricultural university of Chapingo, from the national agricultural research agency (INIFAP), and from the PostGraduate College, Mexico's premiere institutions for the study of ecological and agricultural sciences. Significantly, the book is dedicated to one of the foremost authorities on Mexican flora and traditional farming systems, Efraim Hernà ¡ndez Xolocotzi, who was to die a year after presenting the lead paper at this conference. The proceedings have been well edited for book format. Text is in Spanish, with a summary provided for each chapter in Spanish and excellent English. The book is organized into six major sections, including papers on the general philosophy of biodiversity preservation, regional studies, basic studies, the policies of international preservation societies, and a succinct summary of the discussions of the symposium. However, the pith of the book is the third section, consisting of depth reviews of current germplasm status for several major species of useful Mexican plants, including: Zea, Phaseolus, Amaranthus, Capsicum, Cucurbita, Physalis, Sechium, Persea, Crataegus, Agave, and several medicinal species.

Irony in The Story of an Hour by Kate Chopin Essay -- American Literat

In "The Story of an Hour" by Kate Chopin, there are many moments when Chopin's craft of writing feeds the irony of the story. One perfect example, "assure himself of its truth by a second telegram" (772). This sentence subdued me into believing that Mrs. Mallard's husband was dead, when in fact, we learn that he never died. In addition, Mrs. Mallard is a woman with a strong sense of passion and detest. In the end, she dies by the nature of story. Chopin brings a style of writing that has irony. In the beginning of the story, Chopin's introduces you to the heart trouble that afflicts Mrs. Mallard. Her condition is significant later because this ailment drives the story. However, the notion of this heart condition can be overlooked as being meaningless. Many readers could argue that this heart condition foreshadowed the climax of the story instantaneously but it does not. In the end of the story, we realize the significance of her sickness. It was a clever way to secretly introduce the weakness that ends Mrs. Mallard's life. Another, well deceptive measure used by Chopin'...

The Road to Happiness - Original Writing :: Happiness Essays

My name is Bob Thomas. My life has been one hell of a roller coaster, with enough ups and downs to make anyone nauseas. I guess I shouldn’t complain, because that is a common lifestyle for most people. It all started when I was a teenager and it is a familiar fact that every teenager has their fair amount of rows, with there parents. However, one argument was just one to many for me. It was actually quite pathetic; I look back and laugh at what I was arguing about. This sounds silly but I was quarrelling, with my mum, on whether I could wear my suede boots to school. It all ended up with me storming out of the door saying that I was deprived of my freedom and opinion. I could remember hearing my dad in the background, shouting at the top of his lungs, that I shouldn’t dare step foot out of the house. But I did. I was confused and angry, so I just wanted to be as far away from home as possible. Using the money I had on me, I took a train to London without even realizing or noticing how dim-witted I was being. At that point all I wanted to see was that lousy excuse for a mother, dead. The area I picked in London was an awful mistake. I was living on the streets with no money, no job, nothing. And to add to that, these unpleasant people would come up to me and stare. And then there were the occasional perverts hanging around, but I kept myself hidden when I saw them lurking about. I tried to make life work, by scavenging for anything I could get my hands on. I couldn’t think of asking my parents for help, it was just out of the question. I had been gone to long, I could imagine the angry looks on their faces, describing the pain I had put them through. What if they didn’t even want me back? They seemed quite content with my sister. They had probably forgotten

Long Term Care

What is long term care? Long-term care refers to a collection of services that are intended to meet the medical and non-medical needs of disabled or chronically ill patients. These services include social, medical/nursing, and community services. They often require assisting the patient or patients in performing day-to-day tasks like dressing, bathing and eating. Long-term care can be provided for anybody and can be performed in a nursing home, in the individual's residence or in assisted living centers.What is continuum of care services in the United States? Continuum of care is a concept involving an integrated system of care that guides and tracks patient over time through a comprehensive array of health services spanning all levels of intensity of care, providing a framework to guide day-to-day decision-making and providing a framework for delivery of optimum health care to patient populations.Basically what that means is that it allows for you as a patient to have your care mana ged effectively from basic care, like prescriptions and making appointments, to more advanced care, like in-hospital and critical care. It creates the â€Å"medical community† where the doctors and ancillary staff involved in your treatment all communicate regarding your diagnoses, procedures, treatments etc. It links all your services and avoids duplicating them. Meaning, your primary care orders tests that your specialists don't repeat.Everyone sees everything and it allows for better treatments! Why is long term care one of the greatest challenges facing the healthcare delivery system today? Why I think it has become a challenge is because a lot adults in this world rather put their parents into long term care than taking care of them, and it costs thousands of dollars to be able to pay for that kind of treatment. Some people have that kind of money and some don’t, to even consider putting their parents into a facility.Because of the great number of adults now reach ing 65 and retirement age, as well as reaching the time in life when medical problems increase. Many seniors also are living alone & may need help at home as they age. Also many children have moved away due to out of state jobs, so the seniors are alone. Some have medical problems and they will need or do need help with physical care & meals, and before there were many family members living together, but now everyone wants to be independent.Many seniors want to remain in their homes, but living on a limited income, they can no longer pay mortgages & high taxes. Does everyone really want to give up their independence, their homes, their pets, their flowerbeds, their cars and their privacy to wind up in a facility where they don't know anyone & may have to share a bedroom with someone who they may in fact don't even like? It's always better for people to be able to stay in their own homes, but how on a fixed income.

Bshs 402

Course Syllabus BSHS/402 CASE MANAGEMENT Course Start Date: 10/30/2012 Course End Date: 12/3/2012 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright  ©2009 by University of Phoenix. All rights reserved. University of Phoenix © is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.Microsoft ©, Windows ©, and Windows NT © are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix © editorial standards and practices. Course Description This course covers principles, practices, and issues in case management. The dia gnosis and treatment of developmental, psychological, and psychiatric roblems and treatment resources in the lease restrictive and most cost effective settings will be examined. Course Topics & Objectives Week One: Case Management Overview, Clientele, and Practice Models  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understand the basic definition and application of the case management function and process.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Delineate the concepts of case management as they apply to the needs of various special populations.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe the components of an integrated delivery model of case management. Week Two: Implementation of the Case Management Process   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe the role and practice framework of case management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Identify the differences and similarities of case management in the community setting and in the managed care environment. Week Three: Case Management Sk ills: Interpersonal and Information Gathering Skills, Goal Setting, Intervention, and Evaluation  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Demonstrate the interpersonal skills necessary to build rapport in the early stages of case management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understand the integration of assessment to problem identification and goal setting.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Examine the connection between intervention planning and resource utilization.Week Four: Case Management Skills: Counseling, Therapy, and Linking of Clients to Services    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Examine the personal helping interventions that can have positive effects on behavioral patterns of vulnerable clients.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understand the case manager's role in developing formal and informal linkages to benefit the client. Week Five: Case Management Skills: Reassessment, Outcome Monitoring, Advocacy, and General Case Management Problems    ·Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understand the correlation of reassessment, monitoring, and outcome evaluation to the prevention of future problems.Course Materials   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rothman, J. , ;amp; Sager, J. S. (1998). Case management: Integrating individual and community practice (2nd ed. ). Boston: Allyn and Bacon. All electronic materials are available on your student Web site. Point Values for Course Assignments  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ASSIGNMENTS| Points| Individual (75%)|   | All WeeksParticipation and Discussion Questions| 200|Week Two Individual Assignment: Special Populations Paper| 150| Week Three Individual Assignment: Textbook Quiz| 200| Week FiveIndividual Assignment: Final Examination| 200| Learning Team (25%)|   | Week TwoLearning Team Charter| 25| Week ThreeCase Manager Interview Questions| 25| Week FourLearning Team Assignment: Informal Networks Paper| 100| Week FiveLearning Team Assignment: Case Manager Interviews Presentation| 100| Total| 100| Week  One Case Management Overview, Clientele, and Practice Models   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understand the basic definition and application of the case management function and process.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Delineate the concepts of case management as they apply to the needs of various spec ial populations.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe the components of an integrated delivery model of case management. Course Assignments 1. Readings  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read the Appendix and Ch. 1, 2, ;amp; 10 of Case Management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read this week’s Electronic Reserve Readings. 2. Learning Team Instructions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Review the Week One objectives and discuss insights and questions you may have.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prepare for the Case Manager Interviews Power Point Presentation. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Create a plan for how the case manager interviews will be selected and conducted and adding any new ideas. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Discuss the areas that each of you wishes to pursue, who to contact, and how to contact likely interviewees. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Start your search NOW to find a case manager to interview for your LT project. Each student is required to interview a case manager.You cannot interview someone where you work and you cannot interview you own case manager if you have one. Your case managers must have either a BA or MA degree. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Start thinking about questions you will ask your case manager. Working with your team members, start discussing possible questions you will ask the case managers during the interview.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Information obtained from these inte rviews will combined and synthesized into a Power Point presentation in Week Five about how case managers function in the real world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Search online for articles on case management for special needs populations. Each person can choose their own population to write on for the Week Two Special Population paper; this is an exercise to help each team learn about various special populations. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Divide the various disability populations and conduct an online search for articles on each student’s specific population. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Review the articles found and focus on the similarities and differences in services to the various populations.   Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conduct a group discussion in which you review the similarities and differences in case management practices between special needs populations. 3. Discussion Questions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is a difference in goals that are set by the client, and goals that a provider may wish for the client to achieve. Compare client-driven goals and provider-given goals.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As we’ve learned from this week’s reading, there are many different forms of advocacy. Discuss the role of advocacy in case management. What are some examples of ways we as case managers can appropriately advocate for our clients?Weekly Reminders Discussion Questions Discussion question responses will not  count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Al l Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 1 Deliverables Assignment| Individual or Learning Team| Location| Due|   Participation| Individual| Main| Ongoing –  4 days per week| Bio| Individual| Chat Room| Tuesday| Check-In| Individual| Main| Wednesday| Discussion Question (DQ) #1| Individual| Main| Wednesday| DQ #2| Individual| Main| Friday|Check-In to the Learning Team | Learning Team| Learning Team| Monday| Week  Two Implementation of the Case Management Process  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe the role and practice framework of case management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Identify the differences and similarities of case management in the community setting and in the managed care environment. Course Assignments 1. Readings  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read Ch. 3 ;amp; 4 of Case Management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read this week’s Electronic Reserve Reading s. 2. Learning Team Instructions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prepare for the Textbook Quiz in Week Three by reviewing Ch. –4 of Case Management as a group. Create and Submit the Learning Team Charter to the Learning Team Forum. There is a Learning Team Charter located in the Materials Forum that should be used for this exercise.  ·      Ã‚   Diversity Issues Exercise   o  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Form dyads or triads and discuss with your teammate(s) your differences in sex, race, culture, politics, and religion. After you have completed your discussion, talk to each  other about what you found hard to discuss, what you found easy, and whether or not what you experienced relates to your work with clients.Discuss your experiences with the rest of the Learning Team. 3. Individual Assignment: Special Populations Paper  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Resource: University of Phoenix Material: Criteria for Preparing Individual Paper on Special Populations (It will say that it is due Week Four, but it is due Week Two)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Review the material gathered on your chosen special population for the Week One Learning Team discussion. The materials should include at least two scholarly sources.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Write a 3- to 5-page paper in which you explain the following:    ?What populations have you reviewed and which one have you selected? ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   How and why have you selected this population? How was this area of interest formed? ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What do you bring to the field of helping that would benefit this specific population? ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   How would you use case management to help this population? ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What limitations and strengths do you bring to this chosen field? How would you use the strengths and overcome the limitations?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Are there likely to be multicultural issues to be addressed as you work with this population? How would you address those? ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What local resources did you find in your Internet search for this population? Format your paper according to APA standard. This is a scholarly paper, requiring at least two scholarly sources, and citations of all information that is not common knowledge. Additionally, it should NOT be written in first person. Be creative! 4. Discussion Questions Discuss the importance of boundaries for both the client and practitioner in case management.Describe the role played by managed care in case management. Weekly Reminders Discussion Questions Discussion question responses will not count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 2 Deliverables Assignment| Individual or Learning Team| Location| Due|   Participation| Individual| Main| Ongoing – 4 days per week| LT Charter| Learning Team| Assignments link| Tuesday|DQ #3| Individual| Main| Wednesday| DQ #4 | Individual| Main| Friday| Special Populations Paper| Individual| A ssignments Link| Sunday| Week  Three Case Management Skills: Interpersonal and Information Gathering Skills, Goal Setting, Intervention, and Evaluation * Demonstrate the interpersonal skills necessary to build rapport in the early stages of case management. * Understand the integration of assessment to problem identification and goal setting. * Examine the connection between intervention planning and resource utilization. Course Assignments . Readings  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read Ch. 5 ;amp; 6 of Case Management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read this week’s Electronic Reserve Readings. 5. Individual Assignment: Textbook Quiz –  Ã‚  Ã‚  Ã‚   The Quiz will be posted prior to Day 1 of Week Three.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Complete the quiz on Ch. 1–4 of Case Management. 6. Learning Team Instructions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discuss progress being made toward locating appropriate interviewees for the case management i nterviews, including any difficulties anyone is facing or experiencing, and solve problems as a team to overcome the difficulties.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Working as a team, prepare 12 interview questions (2 questions for each principle) in which the following are demonstrated: ? Assessment and reassessment ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Establishing a relationship ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Fostering client participation and empowerment ? Monitoring ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Advocacy ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Evaluation (system used to prevent problems in the future) These twelve questions are the core that each team member will be asking the case managers and presenting in full for the Case Managers Interview PPT. They should be submitted in the assignment link by the due date indicated. 7. Discussion QuestionsUsing a case study provided by your instructor as an example, address one of the following two questions:    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   List the components of an intake interview. In other words, what do you need to find out?  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   List the components of assessment. Describe how you would assess the seriousness of each problem and the steps you might take to address them. Using a case study provided by your instructor as an example, address one of the following two questions:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe the process of setting goals.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describe formal and informal support systems and how you might use them for your case study.Weekly Reminders Discussion Questions Discussion question responses will not  count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 3 Deliverables Assignment| Individual or Learning Team| Location| Due|   Participation| Individua l| Main| Ongoing – 4 days per week| DQ #5| Individual| Main| Wednesday| DQ #6| Individual| Main| Friday| Textbook Quiz| Individual| Assignments Link| Sunday|Case Manager Interview Questions| Learning Team| Assignments Link| Monday| Week  Four Case Management Skills: Counseling, Therapy, and Linking of Clients to Services * Examine the personal helping interventions that can have positive effects on behavioral patterns of vulnerable clients. * Understand the case manager's role in developing formal and informal linkages to benefit the client. Course Assignments 8. Readings  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read Ch. 7 & 9 of Case Management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read this week’s Electronic Reserve Readings. 9. Learning Team Instructions   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Review textbook material as a group from Weeks One through Four in preparation for the Final Examination in Week Five.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Continue preparing f or the completion of the Case Manager Interviews Power Point Presentation due in Week Five. 10. Learning Team Assignment: Informal Networks paper ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Write a 4- to 5-page paper using the following criteria:    Research:   As a team, find two peer reviewed articles or other scholarly sources (not including the textbook) in the UOP Library related to informal support networks. Every member of the team needs to read the articles.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Use information from the articles, your personal experiences if you so choose (1-2 paragraphs only of personal experiences in the paper – not 1-2 paragraphs of personal experiences for each member of the Learning Team), and ideas from the group discussion about the special population in your article. Be sure to read and follow the rubric posted in your Materials forum. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Be sure to give a description of the special population served in the article. Include information on the race, age, economic status, culture, and family structure of the special population.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Submit your Informal Social Network assignment through the Assignment Link. * 11. Discussion Questions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Explain the difference between counseling and therapy. What do case managers do? *  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Explain the differences between empowering and enabling clients and give examples of each. * Weekly Reminders Discussion Questions Discussion question responses will not count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 4 DeliverablesAssignment| Individual or Learning Team| Location| Due| Participation| Individual| Main| Ongoing – 4 days per week| DQ #7| Individual| Main| Wednesday| DQ #8| Individual| M ain| Friday| Informal Networks Paper| Learning Team| Assignments Link| Monday| Week  Five Case Management Skills: Reassessment, Outcome Monitoring, and Advocacy, and General Case Management Problems   * Understand the correlation of reassessment, monitoring, and outcome evaluation to the prevention of future problems. Course Assignments 13. Readings  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read Ch. 8 of Case Management.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Review Ch. 1–9 of Case Management.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Read this week’s Electronic Reserve Readings. 14. Individual Assignment: Final Examination  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Complete the Final Examination. 15. Learning Team Assignment: Case Manager Interviews – Power Point Presentation    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Submit the information compiled by the team’s research and interviews on case managers in a Power Point Slide Presentation through the Assignment Link. There are NO maximum or minimum number of slides required. A word doc (. doc or docx) copy of all speaker’s notes is REQUIRED and should be entered into the assignment link separately. Failure to do so will result in a loss of points. 16.Discussion Questions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In case management, the term â€Å"monitoring† has a specific meaning. Describe its definition and purpose within this context. Be sure to include the role of client involvement in your discussion. *  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During monitoring and reassessment, clients may encounter various barriers. Describe one such barrier and what you as the case manager might do to help your client overcome it. Weekly Reminders Final Week Requirements Discussion question responses and participation  will be required during the final week of the course. Discussion question responses will not count towards the class participation requirementOnly Posts to the Main forum will count towar ds participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 5 Deliverables Assignment| Individual or Learning Team| Location| Due| Participation| Individual| Main| Ongoing – 4 days per week| DQ #9| Individual| Main| Wednesday| DQ #10| Individual| Main| Friday| Final Exam| Individual| Assignments Link| Sunday| Learning Team Evaluations| Individual| Individual| Monday| Case Manager Interviews – Power Point Presentation| Learning Team| Assignments Link| Monday|

Racial Compare and Contrast

Many different cultures and races faced hardships just because they were a certain religion or nationality. They have been punished time and time again for no apparent reason. We have seen many instances of this throughout history. Specifically I will touch on the holocaust and the Japanese American internment. I am going to compare and contrast the two stories, â€Å"Night† by Elie Wiesel and â€Å"Farewell to Manzanar† by Jeanne Wakatsuki Houston. These are two stories that are very alike but still have many differences. There are some between these two stories.You could start with the fact that in both, the main character is a child whose family is forcibly moved from its home to a restricted and enclosed area due to an official government policy of discrimination against the family's ethnic group. In both stories, family members are separated, many hardships are endured, persons struggle to understand why this is happening to them and how to maintain their identity in the face of the dehumanizing conditions in which they are being held. Both stories contain many elements show the emotions of suppression and separation.In both cases, the narrator of the story survives and becomes a spokesperson for all who were in the camps in later years. There are also many differences between the two stories. The specific ethnic and religious backgrounds of the subject persons are much different. One is Japanese and the other is Jewish. Many of the Jews are killed and annihilated by the German Nazis, whereas many of the Japanese were allowed to return to life in the general society of the United States after the war was ended.The types of activities undertaken by the persons in the different camps are very different, reflecting the differing attitudes toward the camp's residents by the governments of the United States and of Germany. The oppression of people has been seen many times and history and should not be taken lightly. We have to learn from our past mistakes. We can use the perspective of these authors to learn from the mistakes of the human race. Most of the time we only see the outside of situations, but these stories let us see the interior perspective of the situation.

Death Penalty for Rapists

Even Death penalty for Rape is not good enough! Social issues by Editor ‘Rape’ the word itself sends across chills down the spine! Only a woman who has undergone such brutality understands the pain, dismay and disgrace that it beholds. Rape or forcible sexual contact is indeed the most shameful facet of humanity. It causes ultimate social and psychological dissuasion of a woman. Indian society still lacks the compassion and humanity to treat raped women with grace and sympathy.Even though women are no way guilty for the sexual offense they have gone through, neighbors, relatives and friends blame her for her circumstances. It makes their life even more unbearable. Understanding the disgraceful after-effects of an incident like ‘Rape’, women are often afraid to seek legal assistance on this matter. Instead they keep such matters under secrecy which often instigate the offenders to commit the same crime over and over again. Currently the legal punishment alloc ated to rapists is 7 years’ jail sentence.Apart from cases featuring exceptional brutality, often rapists do not face death penalty sentences. Now the death penalty debate is one of the most controversial matters being churned in India . Personally I feel rape death penalty should be implemented with strictest possible terms of logic and common sense. Following are the reasons why there should be death penalty for rape: Indeed rape is one of the most heinous crimes out there but it has become a common practice in Indian society.Nowadays, you would find at least one (sometimes more than one) crime news covering ‘rape’ every day on Television or Newspapers and crimes against women are increasing. It implies that the 7 years’ imprisonment penalty assigned for rape is not good enough to put a stop on this brutality. Generally death penalty is exercised for rarest cases in India. Rape death penalty, if implemented will ensure that people would think twice befor e committing this crime which will in turn reduce the statistics significantly.This will bring down the crime ratio and sexual harassment against women, people would certainly not take the chance. Till date death sentence is considered the most critical punishment possible. And when a woman is raped, it turns out to be social death for her. Hence the offender, who causes such destitution to the victim, should also suffer the same consequence. If death is allocated as rape penalty, it will instill the fear in people, often in rural parts of India; people use rape as a common method to settle personal scores.If they know that raping a woman might take its toll of their own lives, they might refrain themselves from committing rape. A healthy legal system should strive to provide justice to the victims of crimes. The motto of Indian constitution is to help the nation with proper verdict that will improve their condition by ending the misery. Death sentence is generally given to criminal s who have gone far away from being reformed and RAPE is one crime which implies that the convicted has lost his humanitarian qualities and turned into a brute.Hence they should be punished to death for their misdeed. DEATH SENTENCE is the strictest of all punishments given to offenders. If death penalty is assigned to rapists, it will set example for those who commit such a crime. Moreover, if a person is set free after 7 years’ confinement, he will certainly feel even more confident to commit the same crime over and over again which can cause severe threat to the entire legal system of the country.Death penalty sentences cost a lot of turmoil, questioning and solid proofs. If the country and its legal system are serious about putting an end to a raped woman’s suffering for good, it should consider assigning death penalty for rapists. Not only it will provide proper judgment for the worst and brutal crime but also it will cause significant drop in rape statistics and crimes against women in India. If you have better solutions than this then do share†¦.