Creationism Vs. Evolution Essay - 1855 Words

While the theory of evolution is very commonly accepted amongst most scholars and intellectuals, when the scientific facts used to support it are closely examined, it becomes apparent that it is merely that: a theory. Inaccurate information, misguided philosophers, and in some cases, just plain ignorance, have all contributed to this scientific religion that does nothing but lead people away from the true nature of our existence, the Genesis creation. The creation story is much more than just a story, it is a scientifically provable fact, and one that should be treated as more than just a parable or story, as the Word of God is pure and the absolute truth. One of the first major pillars of the evolution theory that falls away†¦show more content†¦(Slichter) Second, the earth has a magnetic field surrounding it, which is weakening at a rate of 5% of its present total every hundred years. At the present time, the earths magnetic field is only one third as strong as it was when Jesus walked the earth. With the deterioration of that field being so relatively rapid, if the earth were actually 4 billion years old, such a field would no longer exist, and so much harmful radiation would have hit the surface that life as we know it could not exist. (Hovind) Finally, the rotation of the earth is slowing down at a rate of one thousandth of a second per day. While that doesnt seem like much, only one second per millennia, in one billion years, it adds up to one million seconds, or 227 hours. At that rate of rotation, the centrifugal force on the earth would have torn it apart. (Hovind) Another scientific method that evolutionists use to back up their theory is the use of carbon dating to determine the age of ancient fossils. Using this method, scientists place an age of millions of years on dinosaur bones and the like. However, this method, while very accurate, to a point, would have been thrown off completely be the worldwide flood that took place in the book of Genesis. The flood would have uprooted and buried pre-flood forests,Show MoreRelatedEvolution Creationism Vs. Creationism924 Words   |  4 PagesAny point of contact with the scientific world in the 21st century will eventually lead one to the one of the most hotly contested topic in American education, that of evolution versus creationism. While the creationist point of view, as well as the evolutionary perspective, hosts a great variation of opinion amongst its supporters, Christianity is brought to the center stage time after time (Vuletic, 1994). Literal interpretation of the Book of Genesis’ account of creation falls contrary to theRead More Evolution Vs. Creationism Essay1323 Words   |  6 PagesEvolution vs. Creationism Abstract In the history of science vs. religion there have been no issues more intensely debated than evolution vs. creationism. The issue is passionately debated since the majority of evidence is in favor of evolution, but the creation point of view can never be proved wrong because of religious belief. Human creation breaks down into three simple beliefs; creation theory, naturalistic evolution theory, and theistic evolution theory. The complexities of all threeRead More Creationism vs. Evolution Essays1663 Words   |  7 PagesCreationism vs. Evolution This paper will focus on the huge controversy between Creationism and Evolution. I will provide two opposing viewpoints on this subject. First, the discussion will focus on the question of why many people believe that God created the universe and all living things. On the other end of the spectrum, scientific information will be presented that substantiates the evidence against the existence of God. This creationism counter-argument known as evolution has itsRead More Evolution vs. Creationism Essay917 Words   |  4 Pages Evolution vs. Creationism The Evolution vs. Creationism controversy goes all the way back to the Publishing of Origin of Species in 1859 by Darwin laying the foundation for the evolution of life to be understood. Scientists are continuously finding more evidence to support Darwin’s conclusion; that organisms descended from a common ancestor modified by the mechanism of natural selection resulting in the evolution of species adapting to their environment. The following are the main geological topicsRead More Creationism vs. Evolution Essay1158 Words   |  5 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Where we come from is a question as old as mankind itself. There are countless numbers of religions, each with their own twist on the origins of earth and mankind, but one of the most highly visible debates would be creationism vs. evolution. Depending on where your beliefs lie, the Earth has been around somewhere in the neighborhood of 6,000 years to 4.5 billion years. One would tend to believe that this vast differe nce in time would make it impossible to have 2 â€Å"theories† thatRead MoreCreationism Vs. Evolution1130 Words   |  5 Pages Where do we come from? The creation of the world has been told through many different stories, and from a variety of religions across the world. The argument between evolution and creation has been debated back and forth for years. So how do we know which claim is correct? Has all life evolved from simple bacteria to all the species that appear today, or did life on earth begin with Gods creation of Adam from dust and his partner Eve from adam’s rib bone. As a child I grew up attending church everyRead MoreEvolution Vs. Creationism Debate1265 Words   |  6 PagesIn this paper I will be explaining two sides of the evolution vs. creationism debate. The topics I am going to write about are fossil evidence, the origin of life, and Darwin’s â€Å"theory† of natural selection. I will be presenting a view of both sides of the argument they will be on the creation side and evolution standpoint. I would suggest that you, the reader, would have a previous knowledge of all the topics so that you may get a full understanding of both sides. If there is no prior knowledgeRead MoreCreationism Vs. Evolution Essay1318 Words   |  6 Pagespublished his book On the Origin of Species by Means of Natural Selection, which proposed the theory of evolution. This book, along with others that followed, began the long dispute between evolutionist and creationist. Were we created by a supernatural Supreme Being, or did our creation occur purely by chance? First, lets look at the two conflicting theories. Common usage of the term â€Å"evolution† is that living things in our world have come into existence through unguided naturalistic processesRead MoreCreationism vs. Evolution Essay1170 Words   |  5 Pagesassumptions with empirically deduced scientific theories. The Catholic Church had a nasty habit of persecuting such ideological dissent toward creationism, calling it heresy and thereby somewhat suppressing a complete upheaval of the Scriptures. For many centuries to come, the scientific research grew and developed into theories like the Big Bang and evolution, though primarily in places where such progress was tolerated. The state of Tennessee in 1925 was not such a place. In the town of DaytonRead MoreCreationism vs. Evolution Essay1349 Words   |  6 Pages Creationism is the theory that man, the earth, and the rest of the universe was originally created rather than randomly exploding from nothingness into chance existence. We reside on the surface of a small superbly crafted, autonomous self regulating space vehicle. Together with survival, conquest and death w e bear witness to beauty, fragrances, love and music. Think about this. Mathematics, philosophy, springtime, depravity, farming, courtship, quasars, and iphones; all came from nothingness?,

Conventional High Rise Buildings in Hong Kong Free Essays

string(68) " the school in order to plan a corresponding campus for the school\." Introduction Modernism ever emphasize that the signifier of infinite to be developed based on the nonsubjective conditions of the external environment, the architectural signifier can be to the full reflected as a consequence of its map, nevertheless, such type of architectural signifier which dominated by functionalism was progressively being questioned in modern times, some of the designers attempt to happen new waies from the abstract philosophical idea, and developed the alleged deconstruction. The Godhead of the theory of deconstruction was Jacques Derrida, he was a philosopher who questioned against the tightness of Manichaean thought in Western idea, and stressed the uncertainness of the text in ideological looks, he thought a deconstructive reading can analyse the binary resistances in metaphysics, and a new construction can besides be generated though the dismantlement processes. The Hung Hom Bay Campus of Hong Kong Community College is situated at the junction of Hung Lok Road and Hung Lai Road, Hung Hom, Hong Kong. We will write a custom essay sample on Conventional High Rise Buildings in Hong Kong or any similar topic only for you Order Now The edifice is developed on a brown field site which was antecedently utilized by KCRC as a workshop. The adjacent edifices of the premises is the Royal Peninsula residential belongings in the North of the site ( near Hung Hom South Road ) and the Hung Hom Peninsula residential belongings in the sou’-east ( near Hung Lok Road ) . The designer of Hung Hom Bay Campus ( HKCC ) attempted to reflect upon the development of the urbanism of Hong Kong while the construct was in development phase in order to look for new possibilities. Attempted to research the function of deconstruction theory though analysis of the edifices in the metropolis. In Hong Kong, a metropolis with a high edifice denseness, institutional edifices are nevertheless usually low-rise. The Hong Kong Community College ( Hung Hom Bay Campus ) introduced a new alone construct in high-rise institutional tower typology, solid and null beat was applied in the high tower ; it besides introduced a new manner for learning and larning by spacial agreements of the edifice and provided gardens in the air, to supply a big figure of common infinites for sharing and interaction of the instructors and pupils. Background Conventional high rise edifice in Hong Kong With the growing of architecture design and edifice engineering, the skyscrapers are built higher and higher. Hong Kong, as the richest and fast working velocity metropolis in the universe, covers 1000s of skyscrapers and high-rise edifices in its limited land. In Hong Kong, the designers used to utilize light steel to build the edifices. And the exterior wall is covered by glass drape. This sort of design is beautiful and modern, but has some possible restrictions. Some analysis of the architecture exterior lift design in the universe reveals that the glass drape wall introduces successful solutions for the modern issue in the modern-day architecture. Yet, at the degree of architecture individuality and metropolis image, concrete exterior wall was non popular in the architecture design. Some inventive but frankly chilling signifiers of utmost urbanism were emerging as engineers invent constructs for of all time larger and more dumbly populated metropoliss like Hong Kong, but their signifier was merely for visual aspect and could non semiotically represent it ‘s map. With the building engineering developed, glass drape wall has become a necessary architecture design in the universe. Particularly the high-rise edifice and skyscraper all prefer to utilize the glass drape as the exterior wall. In Hong Kong, there are more than two thousand edifices that use the glass drape wall. However, there are some jobs to this architecture design particularly the light pollution which affects human life. The ornament of glass drape wall is like a elephantine glass mirror standing beside the street. This architecture design is really modern and beautiful, it could promote the city’s value and set it to a higher place. Some celebrated skyscrapers like International Finance Center, Central Plaza, Bank of China, The Center, Nina Tower etc. topographic point Hong Kong among the first metropoliss. But as the Hong Kong occupants mentioned, they do non prefer the edifice decorated with the glass drape wall merely, it is non healthy and causes many problems for the people who live inside and outside. The designer of Hung Hum Bay Campus attempted to dispute these conventional high rise edifices in Hong Kong, and to develop a new typology of high rise tower by interrupting down the elements in skyscrapers through deconstruction and reorganise it by his analysis, alternatively of merely utilizing glass drape walls to finish the design. The typical â€Å"Millennium† schools Hong Kong was holding a bound of land, most of the land was in a incline and merely little figure of them are level. The population in Hong Kong requires a batch of institutional installations, therefore, it was wasteful and non easy to plan every school campus unambiguously. In the twelvemonth of 2000, most of the building of Hong Kong ‘s public schools were harmonizing to the authorities ‘s standard design, those campus called the criterion â€Å" millenary † schools, and this â€Å" criterion † besides reflects the changing of clip, turning of the importance of societal instruction. A typical â€Å" millenary † campus occupies six thousand square metres, with a sum of 30 criterion schoolrooms and 16 particular suites. in add-on to common music room or art room, the campuses besides provide information and engineering acquisition centres, linguistic communication acquisition room, etc. The pupil resort areas are at the land floor, staff suites are at the top ( 7th floor ) , and the criterion schoolrooms are separated separately. Although the installations of the â€Å" millenary † campus were doubtless more comprehensive than in the yesteryear, it ‘s basically was still a â€Å" shaped â€Å" design, it reflected the inflexibleness of â€Å" shaped â€Å" instruction in Hong Kong. Mr. Patrick Lau, the caput of Hong Kong architectural, appraising and urban Planning section who has been involved in a figure of international schools edifices, said that an designer should understand the demand of infinite, educational doctrine and learning methods of the school in order to plan a corresponding campus for the school. You read "Conventional High Rise Buildings in Hong Kong" in category "Essay examples" The designer of Hung Hom Bay Campus of Hong Kong Community College had questioned about the ground of utilizing â€Å" millenary † design. Since the authorities said it was convenience, and it can accommodate every schools. But it had really affected the instruction policy which both the building of the campus and the survey classs are â€Å" shaped â€Å" . Although the standard â€Å" millenary † campus allowed School patronizing organic structures to affect in the design, the result were still stereotyped, and the designs did n’t let pupils to interact since the resort areas, schoolrooms, activities suites and staff suites are seperated. So the designer of Hung Hom Bay Campus ( HKCC ) broke down and reorganized the points and maps of the traditional â€Å"Millennium† campus and worked out the new design. Polytechnic University Semiotics Hong Kong Community College is a subdivision of Hong Kong Polytechnic University, to analyze how the Hung Hom Bay Campus ( HKCC ) to be semiotically acknowledging and stand foring Polytechnic University, this paper surveies the semiologies of other campus of Polytechnic University. MAIN CAMPUS: img alt="C:UsersYukHinArchitectureUnisaContemporaryAssignment" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1284777.001.jpg"img alt="C:UsersYukHinArchitectureUnisaContemporaryAssignment" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1284777.002.jpg"/ The chief campus was the earliest reinforced campus of Polytechnic University, it was situated in the denseness metropolis of Hong Kong, the series of edifices were designed in simple regular forms and cylinders, no curves or irregular form was in the signifier of the edifices. They are all appeared in ruddy bricks lift, it was an alone and representative acknowledgment for Polytechnic University. Stripe patterns besides appeared on it ‘s facade design as a acknowledgment. West Kowloon Campus ( HKCC ) : West Kowloon Campus was another campus of Hong Kong Community College, both Hung Hom bay campus and it were designed in simple rectangular boxes faculties and applied solid and nothingness in the design while West Kowloon Campus was seting rectangular blocks together, and Hung Hom bay campus was undermining rectangular nothingnesss out ; they were both seting the gardens in the air which exposed to the lifts. Discussion Deconstruction means anti-structure, to defuse the nucleus of the construction ; which is characterized by anti-centrality, anti-dualistic resistance and anti-authority. The design of the Hung Hom Bay Campus of Hong Kong Community College had semiotically defused the definition of a high rise tower, there was no Manichaean resistance significances between the plan of the design, different installations can be connected to portion. The designer had understood the educational doctrine and learning method of the Hong Kong Community College before the beginning of the design, he studied and referenced the learning methods in American instruction, which accent on unfastened look, esteeming the pupil ‘s thoughts, and to mix with the relationship of instructor and pupils. The design of the campus besides provided more infinites for pupils to sit down to chew the fat with the instructors. This paper will discourse the significance of it ‘s spacial agreement, the semiotic of it ‘s lifts and the signifier, the representation and semiotical significance of it ‘s material, in order to happen out how the edifice still be able to understand as a campus, and stand foring Hong Kong Polytechnic University through deconstruction. It can be perceived from the exterior lifts of the campus, a uninterrupted spiral concatenation of communal sky gardens along the tower block fringe was widening from the lower land floor to the seventeenth floor, they created loosen uping and pleasant infinites, which can be semiotically understood as a topographic point for larning. Alternatively of those, the agreement of the sky gardens besides re-interpretated the designer ‘s apprehension of out-of-door acquisition infinites and public infinites. Growthing workss on the sky gardens can be used as afforestation and enhanced sunlight acquiring in, a batch of afforestation embodies greening consequence and on the other manus brought out a feeling of daze and wonderful. Meaning of Space Throughout the deconstruction took topographic point in the design procedure, the Hung Hom Bay Campus of Hong Kong Community College provided new significances to the institutional edifice by spacial agreements. The designers of Hung Hom Bay Campus ( HKCC ) , AD+RG ( Architecture Design and Research Group ) , had created a modular planning design for the edifice, they developed a flexible â€Å"modular system of spacial combination† in the design, it was capable of future transmutation to ease the demand of adaptability or flexibleness. The premises target to provide of all time altering learning demands in hereafter every bit good as developing engineerings. In order to use a upper limit of available infinites above a limited country of land, Hung Hom Bay Campus ( HKCC ) had designed a new spacial layout, it broke down the conventional resort areas or gardens on the land floor, and put them onto the tower to do it go sky gardens. Then insert popular assemblage activities adjacent to the gardens such as canteen, Student Union installations, etc. , in order to convey the popularity together to the upper steps of the campus efficaciously, which could follow the architectural design construct of perpendicular development. In add-on, the sky gardens on the edifice was non merely for making an ideal environment for the campus, it encouraged pupils to be inaugural to larn, besides heighten the pupil ‘s sense of belonging, and even made it a good topographic point for pupils treatment and to interchange their cognition. The campus design had made good usage of spacial layout, it used high rise building for perpendicular development, roof gardens was set nearby the populace installations such as schoolrooms, canteen, coffeehouse and library, unlike the criterion â€Å" millenary † campuses which the installations were separated without any connexions and interactions, it provided a new visual aspect for higher instruction establishments. In order to forestall congestions and holds occurs at the lift anterooms and chief entrywaies in this multi storey high rise campus at the extremum times, therefore, the spacial agreement, distribution and place of lifts, and escalators had item considerated when planing the edifice. All major talk suites were located at the lower block beside the platform, it can assist pupils get away efficaciously. Classrooms and installations for staffs was situated environing the public infinites, it means the designers encourage the communicating between instructors and pupils. Two big places were peculiar featured on the land floor and 4th floor as chief outdoor activities infinites, with the talk theatres, pupil brotherhood activity Centre, and providing countries environing, increased the Cohesiveness of the place. Elevation semiologies The coiling communal infinite organisation in the modular lift design was articulated by square shaped be aftering faculties to fit the communal infinite organisation and enhance air flow across the edifice mass. The design had integrated verdure into the lifts, characteristic trees and thenars were located at the semi unfastened communal infinites to heighten natural airing and besides as a focal point to make a alone landmark for orientation. The frontage design besides complied the semiotic characteristics of the chief campus of Polytechnic University, which stripe forms was applied to the exterior lift design of the solid parts as a acknowledgment of campus of the university. img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1284777.003.png"/ Semioticss of Form Unlike other modern-day high rise edifices or skyscrapers, the signifier of the Hung Hom Bay Campus ( HKCC ) was non merely designed for overdone or unnatural to pull attendings, it composes of assorted learning blocks stacked spirally in the air, which are separated with sky gardens at different degrees. The uninterrupted spiral concatenation of communal sky gardens could be perceived along the tower block fringe widening from the lower-ground floor to the upper-most floors. The gardens enrich the edifice lift with a natural, pleasant environment and aid to make a different unfastened acquisition and communal environment. In order to do good usage of all available infinites within a limited land, the Hung Hom Bay Campus ( HKCC ) was composted with a lower platform and a high rise tower connecting by lifts at the centre of the edifice, it provided the natural airing and allowed adequate sunshine or daytime traveling into interior on the one manus, it could besides forestall the next edifices barricading the position of the architecture. The indoor garden without glass drape wall enhanced the interior position and permeableness. By seting sky gardens into different floors and places, beside supplying public acquisition infinites for pupils and instructors of the college, the semi unfastened sky gardens besides made the campus semiotically became an alone landmark in the metropolis. The public green place located at land floor and 4th floor were the nodes of the campus, achieved the organic combination of both unreal afforestation and natural ecology. The workss growing on the sky gardens were non merely for afforestation, in add-on, they were allowing Sun visible radiations get into the inside and supplying a natural and peaceable ambiance for survey. It had complied greening consequence to the perpendicular development of institutional edifice, provided much fresh air to the inside, and even provided a comfy ocular enjoyment for pupils, instructors, and other users. Material representation The material choice of the Hung Hom Bay Campus ( HKCC ) had been through a careful consideration, in order to accomplish a entity and crystalline ocular contrast between the solid and nothingnesss of the campus. The lift attempted to utilize two different stuffs, high transparence glass walls and the extremely entity traditional ruby colored bricks of Polytechnic University, which did non merely created different transparences, but besides benefits to command the strength of sunlight entries alternatively of merely utilizing â€Å" beautiful and modern † drape walls. Decision It was concluded that the Hung Hom Bay Campus of Hong Kong Community College can be semiotically understood as a new type of high rise institutional tower through deconstruction, and it can be easy recognized as a campus of Polytechnic University in consequence. The design broke down the elements of modern-day skyscrapers and high rise edifices and the conventional standard typical â€Å" millenary â€Å" schools campuses which was popular in Hong Kong through deconstruction. After analysis and reorganise those elements, the signifier of the edifice can still pull attendings from public, but it was in a simple manner but non in exaggerate or unnatural irregular forms ; schoolroom, staff room, gardens and resort areas still exists in the new campus, but became everyplace and synergistic, it provides a pleasant ambiance for both the users and the edifice lifts, which made the edifice semiotically understood as a campus for acquisition ; the traditional ruby colored bricks of Polytechnic University and the modern glass drape walls had still used, but they were looking in matching places, it enhanced the entity and crystalline ocular contrast between the solid and nothingnesss in add-on. The chief construct of Hung Hom Bay Campus of Hong Kong Community college was to bring forth an alone landmark of green edifice and present a new type of high rise institutional edifice through deconstruction, it was to the full demonstrated that a high rise building can still be successfully integrated with the elements of natural environment in a metropolis with extremist denseness. The campus shows the multiple benefits of a high rise green tower. This design non merely heighten the public presentation of the edifice and bettering the environmental comfort, on the other manus it provided a greening consequence as an oasis to the complex urban environment in Hong Kong. The advanced design uniting with the environmental mark of the undertaking was effectual and resulted as a favourable consequence. As a public architecture, the semi unfastened sky gardens and green place provided an Significant, impressive and gratifying green infinite in the metropolis. Bibliography Kate Nesbitt. Speculating a New Agenda for Architecture: An Anthology of Architectural Theory 1965 – 1995. Princeton Architectural Press. 1 Mar 1996 Mallgrave, Harry Francis. An Introduction to Architectural Theory: 1968 to the Present. Wiley-Blackwell. 2011 What is post-modernism Website, hypertext transfer protocol: //home.educities.edu.tw/tsuiyh/go/ depo01007.html ( Sourced 5th October, 2014 ) Peter Chow.Green Building Case Study.( 2011 ) BEAM Society: Hong Kong Bernard V. Lim JP.The Hong Kong Community College.( 2009 ) The Hong Kong Institute of Facility Management: Hong Kong Lin Yunfeng.Urbanism and Architecture| Works of design.( 2009 ) AD+AG Ltd. : Hong Kong Liu Wen Tao.Compare the difference of architecture design in Hong Kong and Penang.( 2014 ) University sains Malaysia: Penang Zhang Weiping.City in Extreme—As the Prototype of † Asiatic Congestion Culture †.( 2007 ) World Architecture AD+AG Website, hypertext transfer protocol: //www.adrg.com.hk/magamedia.html ( Sourced 7th October, 2014 ) College of Professionals and Continuing Educations Website, hypertext transfer protocol: //www.cpce – polyu.edu.hk/cpce/content.php? cms=905 ( Sourced 7th October, 2014 ) How to cite Conventional High Rise Buildings in Hong Kong, Essay examples

The Emotional Effects of “Euthanasia” Among Healthcare Providers and Patients free essay sample

The proposition of euthanasia has been, and still is a large debate between various groups of people throughout the world. Many factors contribute to how euthanasia affects society as a whole, but everyday patient and caregivers (physicians, nurses) are manipulated and influenced by the pressures and contributing influences of Euthanasia, which not only affects their jobs but their personal lives as well. A lot of research and time has been put towards the underlying factors of euthanasia and the pressure that it creates among people emotionally which is impacting the healthcare profession altogether. Many of the research studies that have been done regarding euthanasia have been accumulated by using anonymous questionnaires concerning patients and physicians in various cultures, random surveys on physicians and nurses, research on a numerous amount of euthanasia and physician-assisted suicide cases and the physicians report on the case, and how the depression stage in the 5 stages of grief model alters a patients perception and judgment on euthanasia. The substantial amount of research that has been conducted has been very helpful for understanding things regarding euthanasia, but it has also brought about additional questions that acutely concern people. For example, is postponing death the right thing to do or should a patient with a terminally ill disease have the right to make the decision to end their life? Much of the research that has been manipulated has proven the importance of the patient and the caregiver’s relationship and how the outcome of many cases regarding terminally ill patients is affected by euthanasia. The Emotional Effects of â€Å"Euthanasia† Among Healthcare Providers and Patients Euthanasia is a very emotional subject and has garnered debate within the healthcare profession. Research has shown that one of the main factors of choosing euthanasia is depression. Often times, patients with terminally ill diseases become depressed at some point before they die. Depression alters their perception, therefore affecting their ability to think rationally. When physicians begin to recognize a change in their patient’s behavior, this is when it is crucial for the physician to be able to become aware of the certain warning signs of depression. Because of this, physicians need to stay highly alert of their patient’s emotional state, provide a therapeutic relationship, and take precautions to prevent their patient from committing suicide (Taffard, 2011). People throughout their lives aren’t taught how to psychologically handle how to take care of someone that unexpectedly is about to die, so when physician’s are put in situations with a patient that has a terminally ill disease, many uncertain emotions arise complicating the physician’s professional duty and the patient’s sensitivity. Other research that has been analyzed has shown that a large number of physicians and nurses have experienced patients with some sort of terminally ill disease that has expressed feelings towards their caregiver about euthanasia or physician-assisted suicide. These healthcare professionals explained that the main things they noticed about their relationships with these terminally ill patients included there being communication barriers, judgments and thoughts about suicide, unresolved grief, emotions, inadequate knowledge, and justifications for euthanasia (Valente, 2011). The causes creating these circumstances between the patient and caregiver can create overbearing emotions. The intense emotions of the patient suffering and being depressed and the caregiver having immense feelings for the patient potentially leads the patient and the caregiver to believe that euthanasia is an acceptable alternative. End of Life Sensitivity of Different Physicians, Patients, and Family Members Since euthanasia and physician-assisted suicide is such a perplex topic, many interventions and surveys have been done. Some of the interventions that are administered at the end of someone’s life in specific cases like terminally ill patients include withdrawal of futile life-sustaining treatment, active pain control, withholding of life-sustaining measures, and active euthanasia and physician-assisted suicide (Yun amp; Han, 2011). Withdrawal of futile life-sustaining treatment has to do with when a physician doesn’t have the â€Å"ethically† continue to treat a patient that they believe is not being benefited by their treatment. Active pain control is when a patient with a chronic and terminally ill disease is continuously being treated for the severe pain they are in through the use of study pain medications. Lastly, withholding of life-sustaining measures is also known as life support and is when a patient is continuously treated to prolong their life but with no cure or treatment that will reverse the medical condition. All of those interventions have to do with the end of a patient’s life which alternatively, in most cases, leads to euthanasia or physician-assisted suicide. In other words, most interventions involving end of life patients relate to euthanasia and physician-assisted suicide. A study was administered to four different groups of people about their attitudes towards these specific end of life medical interventions and the study included 3,840 individuals that consisted of 1,242 of the participants being cancer patients, 1,289 of the participants being family members, 303 of the participants being physicians, and 1,006 of the participants being just within the general population of the area. Doing a research study like this one, is a proficient way to show how people really feel about euthanasia and physician-assisted suicide because they are categorized into separate groups depending on how they are related to the topic of euthanasia. To begin the study, each participant was administered a questionnaire about the different interventions regarding the end of life of a person. All of the questionnaires were later collected and then compared by multivariable analyses’ in order to compare the different attitudes of the people and also to identify socio-demographic characteristics that were associated with these specific attitudes. The results within the four different groups varied depending on what intervention was being asked about. One of the most interesting things that the survey indicated about the attitudes of all of the participants within the survey was that almost all of them have positive attitudes toward the withdrawal of futile life-sustaining treatment and the practice of pain control (Yun amp; Han, 2011). This evidence therefore shows that emotionally all of the individuals, including the random subjects that were not related to the other three groups, are pro the concept â€Å"death with dignity† and are against â€Å"bad† ways of dying. The results also demonstrated that all of the participants agreed that patients at the end of their life shouldn’t have to suffer and should therefore be allowed to request high dosages of medication to avoid any type of pain. The other results showed variance in attitudes towards the other interventions, depending upon what â€Å"group† the individuals were associated with. The cancer patient group and the general public group had a good bit of similar attitudes that supported patient autonomy and speeding up the death process. Controversially, the physicians and the family members had negative attitudes towards the questions on euthanasia, physician-assisted suicide, and anything else that had to do with ways of speeding up the death process of patients. Another intriguing thing that the study showed was that many of people’s attitudes towards euthanasia and physician-assisted suicide were associated with age. The participants that were older in age showed a lot more positive attitudes towards euthanasia and physician-assisted suicide then the participants that were younger in age. Overall, this study highlights the pressures that a physician faces when deciding whether to perform euthanasia. The study proved that people’s emotions highly affect their attitudes and why they make some of the decisions they do when it comes to the end of someone’s life. Above all, one main conclusion was that everyone, no matter if you were the one suffering from cancer or if you were perfectly healthy, agreed with each other when it came to the interventions on active pain control and withdrawal of futile life-sustaining treatment. Therefore this concludes that everyone agrees that there is no reason to prolong a patient to continue suffering and that they should be allowed to â€Å"end their life†. Conversely, when euthanasia was brought into the picture, there was a split in the attitudes of the participants. The general population and the cancer patients were in favor of euthanasia and this is most likely because of two things. The cancer patients were the ones that were suffering and new that they only had a certain amount of time left to live, so therefore this emotionally affected how they felt about ending their life early so they wouldn’t have to suffer. The general population wasn’t related to the terminally ill cancer patients in any way, so therefore they continued to agree that there is no need to prolong the suffering of patients that have a terminally ill disease. The other two groups’ attitudes, for the most part, had a different perspective of euthanasia. The physicians were emotionally distressed by the idea of it for a number of reasons including that they may be uncertain about the prognosis, religious beliefs, legal circumstances, and mainly because they feared of putting pressure upon the vulnerable patients. The family members were against the idea of it for emotionally reasons as well, but for differential reasons. They didn’t want to lose someone that they loved and especially didn’t want to feel as if they had anything to do with the death of their loved one. They didn’t realize how much physical pain their family member was in because they were influenced by all of their own emotions, and contritely the patient didn’t realize how much misery their family was in because the physical pain they were suffering through was altering their ability to think proficiently. This study is a conclusive illustration of how terminally ill diseases emotionally affect patients, physicians, and family members in complete different ways, and why euthanasia can be such an overwhelming decision for any of these person to have to make. How Euthanasia Affects the Patient When one is diagnosed with a terminally ill disease, there are no words to describe how that person is feeling. Trying to understand how someone feels that has been told that they only have a few months to live is incomprehensible. A terminally ill disease is one from which there is no expectation of recovery. Once someone is told that they have a disease that is incurable and that they only have a certain amount of time left to live, their whole world has been flipped upside down instantly. This can be very hard on a person physically as well as emotionally and this is when the â€Å"5 stages of grieving† comes into play. The normal phases that someone goes through during an illness is the before diagnosis phase, the acute phase, and the recovery phase. After the recovery phase, the patient is healthy again and continues going about their life like nothing ever happened. The stage’s a patient goes through with a terminally ill disease is nothing like that unfortunately. There is no recovery phase for these patients. The disease they have acquired is chronic so therefore instead of getting better, they continue to get worse. As there health continues to decline the patients know that every minute that passes by, is a minute closer to when they are going to die. There is no positive outlook on terminally ill diseases like there is for acute diseases because someone with a chronic disease knows there isn’t a chance for them to get better, only for them to get worse and die. It is a life-changing situation, not only for the patient but for the patient’s family and friends as well, and can trigger mixed emotions and can be a very confusing matter for someone to understand. In many cases, patients in these situations become extremely depressed alternatively provoking them to start having thoughts of suicide. Most patients don’t realize that they are depressed and believe that committing suicide is the only way out. Statistics today show that nearly 90% of patients that are suffering from terminal illnesses who attempt suicide are depressed (Taffard, 2011). Overall, cancer patients have statistically been shown to be effected by depression more than people with other diseases because patients that have been diagnosed with some sort of cancer have a higher chance that the disease is terminal (Yun amp; Han, 2011). Depression is a serious illness that can corrupt and affect someone’s ability to properly think and make decisions, and this is why patients that are depressed chose to take their own life instead of going through the grieving process of death. The five stages a patient goes through that has been diagnosed with a terminally ill disease are denial, anger, bargaining, depression, and acceptance. These stages are better known as the â€Å"five stages of grief†. These five stages have been developed in order to establish a healthy process of emotions that one goes through before they die. Once a patient has accepted the terms with their illness, they can then come to peace with themselves and can continue the rest of their life being happy by surrounding themselves with people and commodities that they love. Unfortunately because of the rapid growing awareness of euthanasia and assisted suicide, the† grieving process† isn’t as effective as it used to be on patients. Once someone undergoes the depression stage, a lot of the times it is hard for them to get out of it. A lot of these patients feel as if they are a burden to society and their family. They see themselves as basically just a waste of society’s medical and financial resources which therefore summons them to believe that they might as well just commit suicide or have their physician do it for them. The patient is very emotionally unstable and has feelings of intense sadness, hopelessness, emptiness, and exhaustion (Taffard, 2011). Caregivers seeing their patients this depressed and in so much pain can emotionally exhaust them as well. This generally is what contributes and influences caregivers to help their patients go through with death so that they don’t have to suffer anymore. Legalization of Euthanasia and the Illusions of Safeguards and Controls In today’s society, with people’s growing awareness of euthanasia and physician-assisted suicide, the concept of it is rapidly becoming thought of as an acceptable alternative for terminally ill patients (Taffard, 2011). A small number of countries and even a few states in the United States have legalized euthanasia. As of today the Netherlands, Belgium, and Luxembourg have legalized euthanasia. In the United States, Oregon and Washington have legalized euthanasia respectively, mandating it to the extent that a terminal illness with a prognosis of less than 6 months to live has to be present before there are even thoughts about euthanasia being taken place. As for the rest of the United States, euthanasia still remains completely illegal. As goes for all other mandated laws, there are rules and regulations that have been created in order to prevent euthanasia and physician-assisted suicide practices from being abused and misused. Laws, safeguards, and prevention measures that have been placed upon legalization of euthanasia include that the requesting person must provide an explicit written consent and must be competent at the time the request is made, it has to be voluntary, it has to be well-considered and informed, there must be mandatory reporting of all cases, administration can be done only by physicians, and there must be consultations by a second physician (Lofmark amp; Nilsun, 2008). Unfortunately, in many cases these laws and safeguards are abused and are regularly ignored. Research shows that a huge factor that influences why these laws are likely to be abused is because many of the cases are simply not even reported so therefore no one is prosecuted of doing anything wrong. A study showed that about 900 people annually were administered lethal substances without given explicit consent, and in on jurisdiction, almost 50% of the cases of euthanasia were not reported (Pereira, 2011). Another concern that has been addressed is the involvement of nurses within the practice of euthanasia because all the jurisdictions require that the acts of euthanasia be performed only by physicians. A recent study though showed that 120 nurses reported having cared for a patient who received life-ending drugs without explicit request (Pereira, 2011). A lot of these cases, the physicians were reported to not even be present. Clinical depression regarding patients with terminally ill disease has created an additional problem with the legalization of euthanasia. A recent study in Oregon demonstrated that 1 in 6 patients with a terminally ill disease had clinical depression and still received a prescription for a lethal drug. Clearly, there are a lot of issues that need to be addressed regarding the legalization of euthanasia and the jurisdiction laws that are required to be followed during the administrative process. Since people’s awareness and knowledge on the subject matter of euthanasia is growing so rapidly these days, many more people are beginning to create publicity regarding legalizing it. Based on recent studies on euthanasia throughout different countries, many of the safeguards, protocols, and laws drastically need to be changed and more strictly enforced. Conclusion An extensive amount of research has been done regarding euthanasia, and a lot of it shows how the effects of it in general drastically take an emotional toll upon not only the sick patient, but the healthcare professionals as well. Depression clearly is a main factor that contributing to the downfall of a terminally ill patient. Explicitly, many physicians struggle emotionally as they watch their patient as they suffer. These deep emotions intertwined together, lead to euthanasia being the only resort in which the physician believes they can help their patient and the patient being able to not have to suffer anymore.

The Concept of Idealism in the International Relations Spectrum Essay Sample free essay sample

Idealism allegedly dominated the survey of international dealingss from the terminal of the First World War until the late thirtiess. Idealists are out of touch with current believing. they put moral rules before practical or prudential considerations. and are naive about the universe around them. They are futurists who seek a perfect universe. It is non surprising. so. that it was the self-proclaimed realists who coined the term to depict the broad internationalism of the interwar old ages. Whether it deserves such a label is problematic. Recent research indicates that the dreamer minds of the period were non every bit â€Å"other-worldly† as many realists suggested. R. N. Berki pointed out that idealism in the international position â€Å"signifies an effort to simplify political world with a position to deriving a unitary. apparently consistent image ; this enterprise involves the necessity of abstracting from political world. and besides the inclination to stay arrested i n one’s ain abstraction. We will write a custom essay sample on The Concept of Idealism in the International Relations Spectrum Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page reading this as the whole† ( Berki. 228 ) . Alternatively of utilizing and explicating term â€Å"idealism. † Carr systematically used â€Å"utopianism. † Indeed. on the few occasions Carr did utilize the term â€Å"idealism† he had in head philosophical idealism -the philosophy that upholds. approximately talking. that world is a merchandise of the head – instead than political idealism ( Carr. 20. 115 ) . In contrast the early postwar American realists – Morgenthau. Wolfers. and Herz – used the term â€Å"idealism† instead than â€Å"utopianism† . From the critical position. the two footings have been used interchangeably. By and large talking. the dreamers shared a belief in advancement and were of the position that the processs of parliamentary democracy and deliberation under the regulation of jurisprudence could be steadfastly established in international diplomatic negotiations. This is why they placed so much importance on the League of Nations and on beef uping i nternational jurisprudence. A cardinal feature of idealism is the belief that what unites human existences is more of import than what divides them. The dreamers rejected communitarian and realist statements that the province is itself a beginning of moral value for human existences. Alternatively. they defended a cosmopolite moralss and sought to educate persons about the demand to reform the international system. Bing addressed by many philosophers and politicians earlier in the history. in the beginning of the 19th century the construct of international idealism has been formulated and shaped by the philosophical system of Hegel. Harmonizing to Hegel. the province is itself an person that demands acknowledgment and achieves it by battle. and that undergoes a procedure of moral development towards full uneasiness of itself as free and independent. Like the single individual. the sovereignty of the province must possess self-certainty and exists â€Å"only as subjectivity† . The truth of subjectiveness and of personality can be realized merely as a topic and individual. The individualism of the province is manifest in the single individual of the constitutional sovereign ( Hegel. Doctrine of Right.  §279 ) . A province must undergo a procedure whereby it attains its rational uneasiness of being-for-itself. Hegel contends that in order to go free and self-determining all states must se e the rough subject of subservience. The illustrations he gives are those of Athens and Rome. which had to travel through periods of subjugation before come oning to their ain uneasiness of individualism. Quite logically. the standard of behavior which states observe in their dealingss with other provinces are. like the internal fundamental law of a province. historically developing. Hegel posed that there must be a household of provinces like that which had come into being in modern Europe. This system of provinces. although politically fragmented. constituted one people. Within this system a balance of power was maintained to protect any one of them from â€Å"the force of the powerful† . and a diplomatic negotiations emerged â€Å"in which all the members of the great European system. nevertheless distant. felt an involvement in that which happened to any one of them† ( Hegel. Doctrine of History. 430-2 ) . European provinces constrain each other non merely in the declaration of war. but besides in its behavior one time war has been declared. One may detect that being an dreamer. Hegel had a great trade of religion in the regulative capacity of usage in international dealingss. It is non a widely distributed ideal or rule that impresses itself upon the single European provinces to move humanely in their dealingss with each other. but chiefly their ain national imposts universalized. It is these. and non international jurisprudence as such. that constitute â€Å"the cosmopolitan facet of behavior which is preserved under all circumstances† ( Hegel. Doctrine of Right.  §339 ) . Between 1818. when France took its topographic point alongside Russia. Britain. Austria. and Prussia in the Concert of Europe. and the clip of Hegel’s decease in 1831. the great powers orchestrated the care of the system by agencies of holding to. or assenting in. corporate intercession in the domestic issues outside their formal legal power. The interventionism which the Gallic Revolution sanctioned provided a convenient practical rule for quashing radical activities against bing provinces. In the Americas settlements were arising against imperium. In 1823 the United States promulgated the Monroe Doctrine. which declared that in future the states of the American continent were non to be viewed as possible settlements for European powers. Furthermore. any effort to win back the freshly established South American democracies would be viewed by the United States as a menace to its peace and security. Modern international dealingss theory has late taken a normative bend and begun earnestly to research the topographic point of moralss in the dealingss among provinces. Such theoreticians at one time reject what was the dominant aspiration in assorted pretenses in the subject. viz. the hunt for nonsubjective account. and deny the Realist contention that talk of morality and ethical rules disguises the implicit in motives. viz. power and security. If ethical rules are to play a function in international dealingss. they must hold some footing of justification. A figure of theoreticians have sought to place the beginning of the rules of international moralss in either cosmopolitanism or communitarianism. while keeping at the same clip that these two classs adequately conceptualize normative thought in international dealingss since the clip of Kant. There are. of class. different types of cosmopolitanism. and likewise. communitarianism comes in different pretenses. but Hegel is exemplified as its chief advocate. Simultaneously. Marx’s cosmopolitanism is typically identified as one of its chief discrepancies along with utilitarianism and Kantianism. When we use the classs of cosmopolitanism and communitarianism to research the theories of international dealingss of Hegel and Marx we find that the states-based international system of Hegel. with its accent upon individualism. acknowledgment and international right. bases in pronounced contrast to Marx’s accent upon a homeless international community in which disaffection. development. and alienation are overcome in a cosmopolitan moral community. Harmonizing to Marx. human existences are constituted by the societal dealingss of production and international moralss. and the international system itself is a map of the manner of production. Marx’s version of cosm opolitanism is one in which the cosmopolitan moral community has little or no topographic point until the terminal of a procedure well enhanced and facilitated by the particularistic fortunes of capitalist economy. The constructs of idealism. in its assorted signifiers ( cosmopolitanism. communitarianism. etc ) exhibit farther logical development in early 20th century. and had been by and large referred as inter-war idealism. In an influential article John Herz equated idealism with an amazing array of other â€Å"isms† : universalism ; cosmopolitanism ; humanitarianism ; optimism ; liberalism ; socialism ; pacificism ; anarchism ; internationalism ; ‘idealist nationalism’ ; and millenarianism ( Herz. 157-80 ) . Uncertainty as to the nature and range of idealism as a class of idea is matched by uncertainness as to who the dreamers really were. Few of the commentaries on the period name more than two or three single dreamers. a singular fact given the extent to which they are said to hold dominated inter-war thought. Mention is made. of class. to Woodrow Wilson and his Fourteen Points. Norman Angell and Alfred Zimmern. Practically. the figure of political authors and publicizers who devoted themselves to international inquiries during the inter-war period was huge. This does non. of class. come as any great surprise given the grade to which the period was dominated by international jobs and crises of one sort or another. In his book. Carr provided a brief outline of inter-war idealism. placing the undermentioned as Utopian. hence idealistic: programs for an international constabulary force ; corporate security ; general disarming ; the thought of criminalizing war ; proposals for a â€Å"United States of Europe† ; the claim that national self-government automatically leads to peace ; the differentiation between â€Å"justiciable† and â€Å"non-justiciable† differences ; â€Å"visions of universe federation† ; and â€Å"blue-prints of a more perfect League of Nations. † If assessed critically the creative activity and farther development of the latter became the culmination of the international idealism philosophy. Whilst seeking to avoid dogmatic attachment to broad ideals. such politicians as Woodrow Wilson and Zimmern hoped to utilize these rules to modify the bing constructions of the international system. This attack emerged most clearly in their treatments of the organisation of the League of Nations after the First World War and analysis of postwar developments. Zimmern’s thought was that the organisation should be based on a series of regular conferences of states. â€Å"The cardinal rule of the League† . he wrote. â€Å"would be that it is a meeting of Governments with Governments. each Government continuing its ain independency and being responsible to its ain people† ( Zimmern. 203 ) . Such a conference would be a sort of executive commission managed by the great powers on behalf of the international organic structure of autonomous provinces. This thought contrasts with that of the broad left and socialists who argued for an international authorities with more extended powers and a attendant decrease in national crowned head powers. These proposals did much to counter Woodrow Wilson’s more ambitious thoughts and to restrict the League’s function to one where it was more of an institutionalization of the nineteenth-century impression of a Concert of Europe ( Winkler. 253-4 ) . Zimmern has been peculiarly enthusiastic about international cooperation through instruction. He was particularly critical of those who saw the League of Nations as a Panacea. for it was â€Å"only by courtesy† that the Supreme Council of the League could be described as a Concert of Europe. This Concert was a delicate construction which was. even by 1922. â€Å"visibly giving out as the memory of the great common battle grows dim† . It besides suffered from the fact that it was non based on a clear policy or mentality ( Zimmern. 49 ) . It was. hence. â€Å"little more than a ego righteous soporific† to prophesy that the League could be the solution to international struggle. Simultaneously. Zimmern remain ed a strong advocator of the ideals of the Commonwealth piece at the same clip being critical of the position that the Commonwealth entirely could move as a decisive force for universe peace. From the critical point of view. the thought that the Commonwealth could be a theoretical account for internationalism has been partially converting since the Commonwealth did non hold a good success rate on the handling of interracial personal businesss. peculiarly sing the issue of Asiatic in-migration into Australia or South Africa. Ideal scholarship on international dealingss in the inter-war period. while varied in its ain ways. evidenced at least three common togss: an overruling concern with international organisation as a supplier of security in international dealingss ; state-centrism ; and a normative though non needfully Utopian involvement in the turning away of war. In academic scholarship the predominant common concern was the League of Nations or. more by and large. the importance and hereafter of international organisation as mechanisms of corporate security and international order as a whole. The survey of international organisation was ab initio dominated by the Hagiographas of international attorneies and those that wrote in the legal parlance. concentrating about entirely on the formal. that is. constitutional construction of the League. The practical and normative facet of international theory is exemplified by the subjects of the International Studies Conferences that were sponsored by the International Institute of Intellectual Cooperation during the 1930s. The first of the conferences in 1931 addressed the turning planetary economic crisis. Two subsequent conferences addressed. severally. corporate security and peaceable alteration. Both were held in the shadow of the quickly deteriorating international state of affairs and the at hand diminution and autumn of the League as an effectual corporate security system. in the face of events in Manchuria. the Spanish Civil War and the Italian appropriation of Ethiopia. Each of the conferences addressed their replies to provinces. both individually and jointly in the League. and were explicitly intended to be fora for treatment of possible solutions to existent and perceived international crises. For case. the conference on peaceable alteration glided over the complexnes ss of the nature of peaceable alteration and alternatively straight addressed the concrete. immediate inquiry of alteration in the international system at the clip: that is. the alteration of the Versailles Treaty and the efforts to suit the claims of the alleged revisionist states. Germany. Italy. and Japan. Whatever the short-run effects of idealism on the international idealism were. its long-run results are now regarded as positive and strategic. In the essay. â€Å"The Neoidealist Moment. † Kegley specify â€Å"the most valid properties† of the dreamer traditions. and redefined â€Å"refashioned† realist paradigm â€Å"inspired by Wilsonian idealism† ( Kegley. 142 ) . Implicit in Kegley’s statement are four claims associating to what he sees as the renewed relevancy of Woodrow Wilson’s attack to universe political relations. First. he contends that the post-Cold War universe may be a â€Å"far more inviting place for the rules Wilson advocated to steer international conduct’ than the universe after the First World War or during the Cold War. Second. and closely connected. he suggests that Wilson’s thoughts â€Å"now appear less unrealistic and more compelling† . and that they may be thoughts whose clip has eventually com e ( Kegley. 134 ) . Third. he observes that the â€Å"issues that have risen to the top of the docket in theoretical and policy discourse† are really similar to those Wilson sought to lucubrate in his â€Å"Fourteen Points† ( Kegley. 135 ) . Finally. he suggests that regardless of new paradigms. theories. and other such scholarly artefacts. the universe may be really going more like the one Wilson envisaged – recent developments suggest that the post-Cold War universe may be cast more in the dreamer than the realist image ( Kegley. 139 ) . Foremost. the international idealism impacted the construct of human rights. In modern-day â€Å"domestic† and international political relations the entreaty to cosmopolitan rights has achieved unprecedented prominence. Governments are often brought to task for their human rights maltreatments. The United Nations. modified version of the League. and a great many non-governmental organisations monitor human rights throughout the universe. and instances are brought against authoritiess in the assorted international tribunals by persons who claim their human rights are being violated. Failure of authoritiess to continue the basic rights of their citizens may be evidences for articulating them bastard. In the instance of failure to prolong subsistence rights. the deductions may be rather far-reaching because it may be that the international economic system. and non the domestic authorities. is at mistake. This gives rise to the inquiry of economic justness and the redistribution o f resources ( Beitz. 150 ) . John Rawls’s â€Å"A Theory of Justice† distinguishes strongly between the internal and external dealingss of provinces. A societal construction that gives rise to inequalities is unfair unless it can be rationally justified. In the international domain. nevertheless. inequalities of wealth do non necessitate such justifications. The ground for this is that Rawls believes society to be a concerted venture productive of a societal excess for common advantage. which is in surplus of the sum of single goods. Principles of justness have to guarantee the just distribution of these goods. The socalled universe society is a aggregation of coexistent provinces and non a co-operative venture in the same sense as a state-based society. and is hence non in demand of rules for the redistribution of wealth. The regulations of justness needed for a universe society and arrived at by agencies of a 2nd contract to which provinces are parties. are regulations of that articulated by inte rnational dreamers. viz. rules of coexistence. regard for province liberty and self-government. sovereignty. and non-interference. and conventions of war. Bibliography Berki. R. N.On Political Realism. London. J. M. Dent A ; Sons. 1981 Carr. E. H.The Twenty Years’ Crisis. London. Macmillan. 1946 Hegel G. W. F.Reason in History. trans. Robert S. Hartman. Indianapolis. Bobbs-Merril. 1953 Hegel G. W. F.The Philosophy of Right. Chicago. Benton. 1952. Beitz C. .Political Theory and International Relations. Princeton. Princeton University Press. 1979 ) . 150. Herz J. . â€Å"Idealist Internationalism and the Security Dilemma† .World Politicss. 2 /2 ( 1950 ) . 157-80 Zimmern A. .Europe in Convalescence. London. 1922 Zimmern A. .The League of Nations and the Rule of Law. London. 1936 Winkler H. .The League of Nations Movement in Great Britain. 1914-1919. New Jersey. 1967 Kegley C. W. â€Å"The Neoidealist Moment in International Studies? Realist Myths and the New International Realities† .International Studies Quarterly. 37/ 2 ( 1993 ) . 131-46 Beitz C. .Political Theory and International Relations. Princeton. Princeton University Press. 1979.

buy custom Innovative Strategies for Students with ADHD essay

buy custom Innovative Strategies for Students with ADHD essay Introduction to the Problem The perplexing question for educators and parents over the years has been to find suitable strategies that could help them in handling students with attention deficit hyperactivity disorder (ADHD). ADHD involves the display of developmentally inappropriate levels of inattention, impulsivity, and overactivity resulting in functional impairment across two or more settings (American Psychiatric Association [APA], 1994). ADHD affects about 3 to 7 percent of the school-age population (APA, 1994). This number represents about two million students of the United States school systems (Snead, 2005). ADHD occurs much more often in boys than in girls. Traditionally, females tend to be at lower risk of ADHD than males; however, studies have indicated that young females also may be at increased risk of remaining undetected and untreated (Bussing, Gary, 2001).One commonly offered explanation for lower rates of detection and treatment females is that ADHDmay be less obvious to parents and is therefore, less likely to prompt help-seeking behavior (Lahey et al., 1988). Students with ADHD are at a higher than average risk for academic underachievement, conduct problems, and social relationship difficulties, as a function of the core symptoms of ADHD (Barkley, DuPaul, McMurray, 1990). The disorder is chronic for most individuals and requires long-term treatment (Weiss Hechtman,1993). The Diagnostic and Statistical Manual of Mental Disorders (APA, 2000) explained that in ADHD, the essential feature is a persistent pattern of inattention and/or hyperactivityimpulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development (p. 78). Background of the Study ADHD affects about 3 to 7 percent of the school-age population (APA, 2000). Small strategies and simple interventions do not meet the needs of students challenged by ADHD. A deeper understanding of the symptoms posed by a students ADHD must be understood in order to better treat and thus help the student to overcome the effects of ADHD. Various approaches are available for meeting the educational needs of ADHD students who exhibit a wide spectrum of behaviors. Understanding best practices is imperative for educators in order to better addresseach students needs. The role of the public school system in the process of recognition and treatment of ADHD merits special reflection. Schools operate under several legal mandates potentially applicable to students with ADHD. Educators in public schools are required under Section 504 of the 1973 Rehabilitation Act to detect and provide appropriate accommodation services to students with functional impairments in major life activities such as learning (Reid Katsiyannis, 1995). Although the interpretation of Section 504 is left to the discretion of individual states, this law has been applied increasinglyto students with ADHD (Reid Katsiyannis, 1995). Furthermore, students with ADHD may qualify for special education services if they have learning disabilities (Office of Special Education, 1992). The No Child Left BehindAct provides the conceptual framework for identifying intervention strategies for students with ADHD. One factor thatcontributes to the urgency of understanding successful intervention strategies for students with ADHD is within the laws of NCLB. Snead (2005) citedfour basic principles of concentration of NCLB: (a) stronger accountability for results; (b) increased flexibility and local control; (c) expanded options for parents; and (d) an emphasis on teaching methods that have been proven to work. Snead concentrated on the fourth principle as it relates directly to teaching methods that are potentially helpful for students with ADHD. In this study best practices and strategies that are effective for the students with ADHD without losing their interest were examined. ADHD is not a new phenomenon. The ADHD acronym has been the common label used to describe students with a specified symptom cluster (Anastopoulous Shelton, 2001). Anastopoulos and Shelton stated that the first published cases of students with symptom clusters similar to those used in the ADHD diagnostic categories appeared in the middle 1800s. Still (1902) reported that students whose behaviors included overactivity and inattention in childhood and persisted over time were significantly developmentally different from their age-appropriate peers. ADHD students have volitional inhibitions that result in behavioral deficits as well as defects in moral control, which likely result from neurological difficulties (Anastopoulos Shelton, 2001, p. 341). The DSM-I did not list any developmentally significant guidelines to distinguish ADHD or its symptoms, whereas the DSM-II did include a section titled Behavior Disorders of Childhood and Adolescence, which listed the criteria for Hyperkinetic Reaction of Childhood (Anastopoulos Shelton, 2001, 341). The DSM-III labeled a cluster of symptoms as Attention Deficit Disorder with Hyperactivity, thus inserting the change in focus to inattention as the hallmark feature of this newly emerging disorder at the time. Another profound change in the DSM-III was that it identified impulsivity as a major component in the disorder as it is noted alongside inattention and hyperactivity for the first time (Anastopoulos Shelton, 2001). The DSM-IV has many new features in the identification of ADHD sym ptoms, including 18 symptom descriptors, with nine inattention symptoms and nine in the hyperactivity-impulsivity component (Anastopoulos Shelton, 2001). The literature suggestedthat middle childhood is a period when students have the most difficulty managing ADHD (Carroll et al., 2006). For instance, students with ADHD hav symptoms of inattention, hyperactivity, and impulsivity (Sutcliffe, Bishop, Houghton, 2006). Moreover, if ADHD goes untreated between the ages of 6 and 12, more serious problems such as low-self-esteem, depression, oppositional defiant disorder, mood disorder, and conduct disorder may develop (Parker, 2005, p. 25). Teachers should knowthe signs and symptoms of ADHD so they can make appropriate referrals. Early interventions may save the student and family from much hardship and frustration in the future. About80%of students with ADHD continue symptoms of over activity, inattention, and impulsivity, into their teenage years (Parker, 2005, p. 26). Alexander-Roberts (2006) added that some adolescents who were hyperactive as students became hypoactive (spacey or lethargic) as teenagers. Some of them also developed a need for immediate gratification, were easily distracted, had poor peer relationships, and had low self-esteem (Alexander-Roberts, 2006). Furthermore, adolescents with ADHD showed higher rates of substance abuse issues compared to their non-ADHD peers (Parker, 2005). Again, if elementary school teachers would refer students appropriately for ADHD screening in the early years, then students might receive services during childhood to help manage ADHD throughout childhood, adolescence, and adulthood. ADHD affects students in myriad ways. Not only is it troublesome for the individual student diagnosed with the disorder, but it may also cause a disruption for other students in the classroom as well. Students with ADHD often have low self-esteem, are labileemotionally and prone to temper outbursts, and have low frustration tolerance (Alexander-Roberts, 2006, p. 12). ADHD affects a childs behavioral, emotional, academic, and social skills (DuPaul Weyandt, 2006). Furthermore, students with ADHD often display elevated rates of gross motor activity and fidgeting, negative verbalizations, and various other off-task behaviors different from students without ADHD (DuPaul Weyandt, 2006, p. 293), which can be disruptive to classmates. ADHD affects the student at home, in school, in peer relationships, and in virtually all aspects of life. Students diagnosed with ADHD not only lack in social skills, but also suffer academic performance as well. They have higher dropout rates, increased frequency of failing grades, and poor academic outcomes compared to youth without ADHD (Barron, Evans, Baranik, Serpell, Buvinger, 2006, p. 137). According to Parker (2005), students with some type of mental health disorder, such as ADHD, have difficulty making and keeping friends, withdrawal from social activities, and are often late to or absent from school (p. 189). Furthermore, youth with ADHD often exhibit co-morbid behaviors such as depression, anxiety, oppositional defiant disorders, and compulsive behaviors (Reid, Trout, Schartz, 2005, p. 361). In fact, more than half of all students with ADHD display significant symptoms of oppositional defiant disorder (ODD) and conduct disorder (DuPaul Weyandt, 2006). Conduct disorders might make it difficult for teachers to recognize the signs and symptoms of ADHD, but ODD and conduct disorders also make it more important to be able to distinguish between ADHD and other childhood disorders. It is a challenge for some students with ADHD to pay attention in class, follow rules, exert self-control, think about consequences before acting, interact appropriately in games and sports, and develop meaningful relationships with others (Parker, 2005). ADHD affects each individual differently (Alexander-Roberts, 2006) and interventions should apply according to each childs specific needs. Teachers play a pivotal role in the lives of many students. They teach and manage them every day, often identify them as in need of further assistance, and become involved in monitoring and treatment plans (Lauth, Heubeck, Mackowiak, 2006, p. 386). Teachers may also be the first to recognize students with ADHD because of the increased demand of concentration in the classroom as well as being able to compare students with each other (Lauth et al., 2006). It may be likely that a teacher is the first person to recognize symptoms of ADHD and thus need to discuss the symptoms with the family. A student diagnosed with ADHD may not only have difficulties in the classroom with inattention, hyperactivity, and impulsivity, but these symptoms are often associated with troublesome interpersonal relationships with family members as well (Holmberg Hjern, 2006, p. 664). The behavioral outcomes from these symptoms cause marital disturbances, conflict between siblings, and parents to feel depressed , blame themselves, and feel socially isolated (Alexander-Roberts, 2006). An estimated 4.4 million students in the United States have ADHD (Centers for Disease Control and Prevention [CDC], 2005). Of those, 2.5 million take stimulant medication in order to help manage the disorder (CDC. 2005). Each year, health insurance providers in the United States spend about $3.3 billion dollars on health-care costs associated with ADHD (Parker, 2005). Furthermore, Doherty, Frankenberger, Fuhrer, and Snider(2000) found, There had been a nearly 700% increase in the methylphenidate (Ritalin) production over the time period from 1990 to 1997 (p. 39). Moreover, 90% of the Ritalin was being consumed in the United States for the treatment of ADHD (Doherty et al., 2000, p. 39). Overall, ADHD either directly or indirectly affects individuals, families, and communities. Not only do students with ADHD lag behind their peers in a variety of ways, but it also puts an emotional and financial burden on families as well as impacting our society. The literature revealed a variety of interventions thatmight help students with ADHD, their families, teachers, and their classmates. The literature suggested assorted types of interventionsmight be effective when professionals work with individuals with ADHD. The most well known approach in helping students manage ADHD is the use of stimulant medication (Reid et al., 2005). According to Parker (2005), there have been more than 200 controlled double-blind studies of stimulant use in students with ADHD, [and] the findings are well documented that these medicines improve attention span, self-control, behavior, fine motor control, and social functioning (p. 59). On the other hand, researchers documentedthat medication alone is not the most effective intervention in treating ADHD, but when combined with behavior management and educational accommodations medication can be effective (Reid et al., 2005). Doherty et al. (2000) conducted a survey of middle/junior high and high school students who took stimulant medication in order to manage ADHD. Of the 925 students questioned, all reported themedication helped them with social and behavioral aspects, but were less sure if it helped them academically (p. 51). Another study found that pharmacological interventions produced beneficial effects for some individuals with ADHD; however, psycho-stimulant medications, the class of drugs most frequently used, have not been demonstrated to enhance the academic productivity for many students with ADHD (Gureasko-Moore, DuPaul, White, 2006, p. 160). Moreover, students reported that they took their medication because they felt that their parents and peers liked them better when they were on medication, even though they experienced some side effects such as appetite reduction and insomnia (Doherty et al., 2000; Gureasko-Moore et al., 2006).Other side effects students reported included headaches, fatigue, and developing some type of tic (Doherty et al., 2000). Much controversy surrounds using stimulant medication in the treatment of ADHD, especially on youth. In fewer than two decades, there has been a nearly 700% increase in methylphenidate (Ritalin) production, the psychostimulant most often prescribed for treatment of ADHD in the U.S. (Doherty et al., 2000; Rafalovich, 2005). One aspect of this problem that needs further study is to explore attitudes and beliefs among elementary school teachers regarding the use of stimulant medication in the treatment of ADHD. Self-Monitoring and Recording Students who are diagnosed with ADHD may find it beneficial to use self-monitoring and recording in order to help manage symptoms of inattention, hyperactivity, and impulsivity. Self-monitoring can be used alone or in addition to stimulant medication. According to Reid et al. (2005), self-regulation is defined as a number of methods used by students to manage, monitor, record, and/or assess their behavior or academic achievement (p. 362). Such interventions can create meaningful advancements in student-on-task behavior, academic productivity and accuracy, and reduction of inappropriate or disruptive behaviors, Reid et al. explained (p. 373). According to Reid et al. (2005), ADHD is not a disorder of knowing what to do, but of doing what one knows (p. 362); therefore, a combination of medication, behavior modification, school accommodations, and ancillary services (p. 362) can be effective in the treatment of ADHD. Another purpose of this research is to explore what accommodations school teachers have used and will continue to use in the treatment of ADHD. Teachers can play a vital role as resource persons for students with ADHD and their families (Parker, 2005). For instance, they can refer families to therapists and doctors who may be able to diagnose and/or treat their child for ADHD, as well as give families information about ADHD. In addition, teachers can educate themselves on how to include a student with ADHD in the classroom and intervene not only on the microlevel (individual), but on the mezzolevel (classroom) as well. Contingency management is one of the most common behavioral interventions for students with ADHD (Harlacher, Roberts, Merrell, 2006). Contingency management is a reward system that clearly states expectations and identifies reinforces for not only the student with ADHD, but also every student in the class (Harlacher et al., 2006). Therapy balls are also becoming popular in elementary schools. They give students opportunities to move around as well as strengthen their back and abdominal muscles (Harlacher et al., 2006). Lastly, it is extremely important for teachers to choose interesting and engaging lesson plans so that students who have difficulty paying attention can benefit from the instruction (Harlacher et al., 2006). It is also helpful if teachers make contracts for students to sign so that students might aim to complete their homework on time. Along with choosing interesting and engaging lesson plans, teachers can implement a peer-tutoring program (Harlacher et al., 2006). Students who teach often learn and retain information better compared to students who do not teach or tutor. Additionally, students who are on the receiving end of the teaching have a chance to give feedback to their peers. This intervention is especially beneficial for students with ADHD, not only for academic purposes but for developing appropriate social skills as well (Harlacher et al., 2006). Teachers can set up a peer-mentoring program in their school. The teacher should ask for volunteers from a variety of classrooms and match them with students who have ADHD. The teacher should clarify the expectations and guidelines of the program and continually check in with all students to make sure each pair is benefiting from the program. A peer-mentoring program may raise childrens self-esteem and self-confidence and improve their social skills (Harlacher et al., 2006). Buy custom Innovative Strategies for Students with ADHD essay

Benjamin O. Davis - Tuskegee Airmen - World War II

Benjamin O. Davis - Tuskegee Airmen - World War II Benjamin O. Davis, Jr. (born December 18,  1912  at Washington, DC)  earned fame as the leader of the Tuskegee Airmen during World War II. He had a decorated thirty-eight-year career before he retired from active duty. He died on July 4, 2002, and was buried at Arlington National Cemetery with much distinction. Early Years Benjamin O. Davis, Jr. was the son of Benjamin O. Davis, Sr. and his wife Elnora.  A career US Army officer, the elder Davis later became the services first African-American general in 1941. Losing his mother at age four, the younger Davis was raised on various military posts and watched as his fathers career was hampered by the US Armys segregationist policies. In 1926, Davis had his first experience with aviation when he was able to fly with a pilot from Bolling Field. After briefly attending the University of Chicago, he elected to pursue a military career with the hope of learning to fly. Seeking admission to West Point, Davis received an appointment from Congressmen Oscar DePriest, the only African-American member of the House of Representatives, in 1932. West Point Though Davis hoped that his classmates would judge him on his character and performance rather than his race, he was quickly shunned by the other cadets. In an effort to force him from the academy, the cadets subjected him to the silent treatment. Living and dining alone, Davis endured and graduated in 1936. Only the academys fourth African-American graduate, he ranked 35th in a class of 278. Though Davis had applied for admission to the Army Air Corps and possessed the requisite qualifications, he was denied as there were no all-black aviation units. As a result, he was posted to the all-black 24th Infantry Regiment. Based at Fort Benning, he commanded a service company until attending the Infantry School. Completing the course, he received orders to move to Tuskegee Institute as a Reserve Officers Training Corps instructor. Learning to Fly As Tuskegee was a traditionally African-American college, the position allowed the US Army to assign Davis somewhere where he could not command white troops. In 1941, with World War II raging overseas, President Franklin Roosevelt and Congress directed the War Department to form an all-black flying unit within the Army Air Corps. Admitted to the first training class at nearby Tuskegee Army Air Field, Davis became the first African-American pilot to solo in an Army Air Corps aircraft. Winning his wings on March 7, 1942, he was one of the first five African-American officers to graduate from the program. He would be followed by nearly 1,000 more Tuskegee Airmen. 99th Pursuit Squadron Having been promoted to lieutenant colonel in May, Davis was given command of the first all-black combat unit, the 99th Pursuit Squadron. Working up through the fall of 1942, the 99th was originally scheduled to provide air defense over Liberia but later was directed to the Mediterranean to support the campaign in North Africa. Equipped with Curtiss P-40 Warhawks, Davis command began operating from Tunis, Tunisia in June 1943 as part of the 33rd Fighter Group. Arriving, their operations were hampered by segregationist and racist actions on the part of 33rds commander, Colonel William Momyer. Ordered to a ground attack role, Davis led his squadron on its first combat mission on June 2. This saw the 99th attack the island of Pantelleria in preparation for the invasion of Sicily. Leading the 99th through the summer, Davis men performed well, though Momyer reported otherwise to the War Department and stated that African-American pilots were inferior. As the US Army Air Forces were assessing the creation of additional all-black units, US Army Chief of Staff General George C. Marshall ordered the issue studied. As a result, Davis received orders to return to Washington in September to testify before the Advisory Committee on Negro Troop Policies. Delivering impassioned testimony, he successfully defended the 99ths combat record and paved the way for the formation of new units. Given command of the new 332nd Fighter Group, Davis prepared the unit for service overseas. 332nd Fighter Group Consisting of four all-black squadrons, including the 99th, Davis new unit began operating from Ramitelli, Italy in late spring 1944. Consistent with his new command, Davis was promoted to colonel on May 29. Initially equipped with Bell P-39 Airacobras, the 332nd transitioned to the Republic P-47 Thunderbolt in June. Leading from the front, Davis personally led the 332nd on several occasions including during an escort mission which saw Consolidated B-24 Liberators strike Munich. Switching to the North American P-51 Mustang in July, the 332nd began to earn a reputation as one of the best fighter units in the theater. Known as the Red Tails due to the distinctive markings on their aircraft, Davis men compiled an impressive record through the end of the war in Europe and excelled as bomber escorts. During his time in Europe, Davis flew sixty combat missions and won the Silver Star and Distinguished Flying Cross. Postwar On July 1, 1945, Davis received orders to take command of the 477th Composite Group. Consisting of the 99th Fighter Squadron and the all-black 617th and 618th Bombardment Squadrons, Davis was tasked with preparing the group for combat. Beginning work, the war ended before the unit was ready to deploy. Remaining with the unit after the war, Davis shifted to the newly formed US Air Force in 1947. Following President Harry S. Trumans executive order, which desegregated the US military in 1948, Davis aided in integrating the US Air Force. The next summer, he attended the Air War College becoming the first African-American to graduate from an American war college. After completing his studies in 1950, he served as chief of the Air Defense Branch of Air Force operations. In 1953, with the Korean War raging, Davis received command of the 51st Fighter-Interceptor Wing. Based in Suwon, South Korea, he flew the North American F-86 Sabre. In 1954, he shifted to Japan for service with the Thirteenth Air Force (13 AF). Promoted to brigadier general that October, Davis became vice commander of 13 AF the following year. In this role, he aided in rebuilding the Nationalist Chinese air force on Taiwan. Ordered to Europe in 1957, Davis became chief of staff for the Twelfth Air Force at Ramstein Air Base in Germany. That December, he began service as chief of staff for operations, Headquarters US Air Forces in Europe. Promoted to major general in 1959, Davis returned home in 1961 and assumed the office of Director of Manpower and Organization. In April 1965, after several years of Pentagon service, Davis was promoted to lieutenant general and assigned as chief of staff for the United Nations Command and US Forces in Korea. Two years later, he moved south to take command of the Thirteenth Air Force, which was then based in the Philippines. Remaining there for twelve months, Davis became deputy commander in chief, US Strike Command in August 1968, and also served as commander-in-chief, Middle-East, Southern Asia, and Africa. On February 1, 1970, Davis ended his thirty-eight-year career and retired from active duty. Later Life Accepting a position with the US Department of Transportation, Davis became Assistant Secretary of Transportation for Environment, Safety, and Consumer Affairs in 1971. Serving for four years, he retired in 1975. In 1998, President Bill Clinton promoted Davis to general in recognition of his achievements. Suffering from Alzheimers disease, Davis died at Walter Reed Army Medical Center on July 4, 2002. Thirteen days later, he was buried at Arlington National Cemetery as a red-tailed P-51 Mustang flew overhead. Selected Sources US Air Force: General Benjamin O. Davis, Jr.Aviation History: Benjamin DavisNational Park Service: Benjamin O. Davis

Ethical Issues related to the police use of force Research Paper

Ethical Issues related to the police use of force - Research Paper Example However, cases of using too much and illegalized force should decrease since there are new tactics of restricting suspects from their immoral behaviors (Safrath, 2011). In the past days of policing, the street police used force as a tactic of maintaining law and order and making their will obligatory. In the early 1960s, research shows that the police used too much force in the rebellions and disturbances caused by some people. However, the use of force by the police depends on the roles and responsibilities of the police. This means that some of the police in some departments do not exercise force in maintaining their duties since it is not ethically legal. On the other hand, some departments exercise the use of police force and it is sometimes mandatory for these departments to apply force. For instance, in case of riots and rebellion, the police needs to use force in order to maintain law and keep peace (Sagepub.com, 2008). In the United States, the police often exercise force in approximately 2 million cases per year. Each year, the police use force in over 3,600 occasions resulting to a mean of 600 people being killed (Huebsch, 2011). Police use of force is ethically justifiable for policing actions since it helps in maintaining and exercising their discretion. However, with these well-known ethical rules, the police cannot yet determine the infringement since most of them cannot be predictable by the rules. The domestic police and the military police often had common characteristics and same ethical standards. For instance, sometimes they necessitate on using excessive amount of force where required and sometimes they do not require to use force at all (Huebsch, 2011). This paper will analyze the ethical issues associated with police use of force. It will seek to establish whether it is ethically justifiable for police to use force. It is ethically justifiable for the police to exercise force in maintaining law and order. Police officers are

Hamlet Essay Example | Topics and Well Written Essays - 750 words - 5

Hamlet - Essay Example Thesis statement: In the play Hamlet, the protagonist’s initial relationship and attitude (suspiciousness) toward death undergoes transformation and tends him to realize that revenge can solve his problems and death is usual and natural process because his realization of the inevitability of this phenomenon forces him to face alienation within his private (family) and public (society) circles. Death and Hamlet: relationship and attitude Suspiciousness: In the play, the protagonist’s (say, prince Hamlet) initial relationship with his approach towards death is based on his doubt on the ghost’s words. To be specific, he did not suspect that his uncle (say, King Claudius) is his father’s murderer. In the play, the protagonist suspiciously points out to his friend on the ghost’s existence that, â€Å"Tis very strange† (I.iii.31). Besides, the protagonist does not suspect his mother because there is no solid evidence to prove her role in the conspi racy. When the ghost instilled the protagonist’s mind with suspicion, he began to consider that death is the antagonist in his life. One can see that the unexpected murder forced the prince to change his attitude. Now, he cannot imagine himself as the next ruler of his nation because his uncle is the king. Besides, he cannot act according to the words uttered by the ghost because no one will believe his words. On the other side, the protagonist realizes that he cannot trust anybody within his public domain. All these facts force the protagonist to consider that death is trying to ruin his life. For instance, he is helpless to prove the authenticity of the apparition forcing him to act against the king. The only thing that he knows is death is trying to trap him within his private circle, and he must try to break this chain. Revenge: Somehow, the protagonist manages to keep himself away from the influence of suspicious attitude because revelation of truth transforms his opinio n on death. Now, his aim is to defeat him enemies by taking apt measures. Now, he realizes that death is the real villain because the same created much more trouble in his life. Still, he does not try to attack the murderer because he does not have any solid proof to prove his theory. One can see that the protagonist is calculative because he tries to collect evidences against his uncle. This proves that the protagonist is not afraid of death. Instead, he considers himself as the agent of death. He knows that his duty is to challenge the king and to punish him with death. In the play, the protagonist states that, â€Å"There’s ne’er a villain dwelling in all Denmark† (I.v.9). On the other side, the king knows that the protagonist suspects him as the mastermind behind the murder. Still, he knows that the protagonist is helpless and he cannot act against him because he is the ultimate authority within his kingdom. So, the protagonist chooses the best possible way to deal with this problem, hiding his motive behind the fake identity of a lunatic. One can see that the urge to destroy the foes tends the protagonist to choose a strange identity. Now, he cannot go back to his real identity because his aim is to save his nation from the conspirators. To be specific, the protagonist realizes that he cannot support the murderer and lead a normal life. Realization: But planning does not help the protagonist to save his lover from the clutches of death. To be specific, the protagonist was totally immersed in revenge and he tries to avoid his lover (Ophelia). He knows that his relationship cannot help him to attain his aim. But his lover does not suspect that the protagonist is pretending as a lunatic person to fool his enemies. She considers that he lover is mad and others will not allow her to have marital relationship with him.

The Phillips Curve and the Philippines Essay Example for Free

The Phillips Curve and the Philippines Essay According to Cristeta B. Bagsic, the Phillips Curve â€Å"depicts the trade-off between inflation and unemployment rate† (â€Å"The Phillips Curve and Inflation Forecasting: The Case of the Philippines†). Nowadays, the relationship depicted by the Phillips curve is specified in the following equation: Ï€t = Ï€e – ÃŽ ³(UR – UR*) + v where Ï€t is the inflation rate, Ï€e is the expected inflation, ÃŽ ³ is a parameter, UR is the unemployment rate, UR* is the natural rate of unemployment (NRU), and v is a supply shock variable. So while the importance of the negative relationship between unemployment and inflation was obvious enough from the beginning, it is now also apparent that there are other factors that influence the behavior of the Phillips Curve. It is beyond crucial that these additional factors be understood and measured well, if they are to be used in maneuvering developing economies such as the economy of the Philippines. Perhaps the most notable addition to the basic inflation rate-unemployment relationship is the expected inflation or Ï€e. What can be taken from the equation above is that there is a positive relationship between this expected inflation and the actual inflation rate. This is because the expectations involved are those of workers who are assumed to be anticipating rises in the inflation rate. When expecting a rise in inflation rate (for whatever reason), workers tend to withdraw their labor and demand that their employers increase their wages. Assuming that their employers subsequently comply, the workers’ buying power would increase and cause aggregate demand to increase as well. This, in turn, would cause prices to increase which would trigger a rise in inflation – precisely showcasing the positive relationship that was pinpointed (Economics Help Helping to Simplify Economics ). The next factor to be considered is the so-called Natural Rate of Unemployment. Bagsic sees this rate as the long-run unemployment rate because eventually â€Å"the difference between expected inflation and actual inflation should average to zero† (â€Å"The Phillips Curve and Inflation Forecasting: The Case of the Philippines†. When neglecting the rather volatile supply shock variable, the equation specified above will look like this as a result: ÃŽ ³ UR = ÃŽ ³ UR*  or UR = UR* which indicates that the natural rate is more or less what Bagsic suspects it to be – the unemployment rate one would expect to see in the long run. This is caused by the phenomenon already described wherein the workers’ expecting inflation unwittingly react in a way that further aggravates inflation. Also notable is how the NRU is sometimes called the NAIRU or the Non-accelerating inflation rate of unemployment as when unemployment is at this specific rate the corresponding inflation has no propensity to increase (Economics Help Helping to Simplify Economics ). The last notable factor in the equation provided is the supply shock variable v which has a significant historical background. Probably the most poignant supply shock was the 1970’s oil supply shock which is commonly thought to have triggered the unusual state of â€Å"stagflation† (high inflation and high unemployment) in several countries including the US. The exact nature of this variable is, as of yet, quite unpredictable (Amadeo). At this point, what is imperative is determining whether or not the Phillips Curve – or a variation of it – can apply to countries like the Philippines. Bagsic’s findings suggest that there is truly a trade-off relationship between inflation and unemployment in the Philippine context. Her data shows that when actual employment rates are above (below) the NAIRU, they are usually accompanied by decelerating (accelerating) inflation rates. These trends are said to be relevant to investors and policymakers to aid with investment decisions and monetary/fiscal policies respectively (â€Å"The Phillips Curve and Inflation Forecasting: The Case of the Philippines†). It is important to keep in mind, however, that the Phillips Curve is not always accurate as evidenced by cases of stagflation; the information on the current trends in the Philippines must always be up-to-date in order to maximize the benefits reaped from the model.