Biomedical ethics Essay Example | Topics and Well Written Essays - 750 words

Biomedical ethics - Essay Example In the U.S. 36 states ban late term abortions, however Alaska has no such ban. Where do we draw the line, or do we? In the early 1960's there was a sleeping tranquilizer/morning sickness agent given to women containing thalidomide; a drug with harmful teratogenic effects producing serious birth defects during the early gestational development period. Thousands of babies were born without limbs, as well as other birth defects. Once research revealed the disaster, the U.S. immediately removed it from the market; however the damage was already done. One such mother, Mrs. Sherri Finkbine, had been abroad with her husband been given the drug. When she discovered the potential for birth defects, she decided to abort her five month fetus. In Arizona, it required three doctors to state that an abortion was necessary. She had the medical opinion; however because of the explosion of thalidomide cases, she was required to go to court to get legal permission to abort; permission denied, requirin g her to go to Europe to have the procedure done. Upon her return, she faced social castigation, losing her job. There were also serious implications for her husband, a professor. Many magazines gave graphic coverage of the story, including Life, The New York Times, The Saturday Evening Post, and numerous others. Thus began the abortion on demand dilemma that has been discussed and theorized for the last fifty years. According to the Free Dictionary Online, abortion is defined as the "expulsion from the uterus of the products of conception before the fetus is viable." Spontaneous abortion is when the pregnancy terminates itself naturally. Therapeutic abortion is when the abortion is medically induced out of concern for the health of the mother or fetus, a form of artificial abortion, not occurring naturally. Partial birth abortion is when labor is induced and the infant is delivered except for the head, which is then opened at the base of the skull and a suction catheter removes the brain, killing the infant. The legal definition of abortion was determined in the famous Roe vs. Wade Supreme Court decision on January 22, 1973(410 U.S. 113), as the termination of pregnancy, by any means, before the fetus is able to sustain life independently from the womb. This famous court case set a precedence for abortion in the U.S. by prohibiting any state from preventing a woman to choose whether or not to terminate her pregnancy in the first trimester, making it a question of medical necessity to prevent abortion in the second trimester, and, requiring the health of the mother to be preserved above the life of the fetus in the third trimester. The main stipulation was that it should be done by a licensed physician, in order to protect the life of the woman. On the same day, the Supreme Court ruled on another case, Doe vs. Bolton (410 U.S. 179), that supported a woman's right to have an abortion by limiting the ways in which she is counseled so as to influence her decision . Some states have required teenage girls to have parental permission to submit to the procedure; such a signature is required for any medical procedure on a minor. According to Warren, a human being isn't a person until it is a part of the moral

Criminal Justice 2 Essay Example | Topics and Well Written Essays - 1250 words

Criminal Justice 2 - Essay Example   The elite in the society are treated well despite their involvement in crimes this because they have money and hence can afford good lawyers who will defend them. The police will not tort the elite, in the fear of law, but the non-elite are treated unfair and nobody worries about them because they do not have the capability. In Texas, crimes are classified into felonies and misdemeanors. According to the Texas penal code-section 12.03 misdeamor are classified into three categories  in relation to their seriousness. While felonies are classified into   five categories, capital felonies, felonies of first degree, of the second degree, felonies of the third degree and lastly the state jail felonies. An individual found guilty of a class A misdemeanor is fined not more than $4000, confinement in jail not for more than a year or both. A person guilty of class B misdemeanor is fined not to beyond $2000, confinement in jail for not more than 180 days or both. While class C misdemeanor, can be fined but not to exceed $500. A person found guilty of capital felony is punished by life imprisonment without parole or death. First degree felony one is subjected to life imprisonment or a jail term not less than 5years and not more than 99years. In addition, he can be fined not to exceed $10000. Second degree felonies can be imprisoned for not more than 20years or less than 2 years. In addition a fine not to exceed $10000. A third degree felony is imprisoned for not more than 10 years and a minimum of 2 years and an addition fine of not more than $10000. A state jail felony   can be punished by a jail sentence of approximately two years and not less than 180 days. A juvenile gang is an association of peers that has a name, recognizable symbols, identifiable leadership, a territory, a regular meeting pattern and collective actions of illegal activities. Mainly the gangs are youths aged 12 to 24. Many of the youths may involve in aging when they are

The poems you have studied Essay Example for Free

The poems you have studied Essay Education for leisure; in this poem the first line suggests that there will be something to do with death as the first line is Today I am going to kill something, ,anything this suggests the person is a murderer for some kind of animal or possibly a human, in this poem that person that is talking has no feeling, I can tell its talking about them self because in the poem every single line it refers to him/her self like in line nine I am a genius. I could be anything at all there he/she refers to there self as a genius and saying that they could be anything saying they have the power, the person is acting like this because they are sick and tired of being ignored as they say at the beginning of the poem, this person has no feeling at all to go and just kill someone face to face looking in there eyes to see there pain, in the poem the person starts off killing little gold fish, then a budgie, he thinks he can do anything he wants as he said in line two to three . And today I am going to play |GOD| as he has killed a fish and a budgie he says in line seventeen there is nothing left to kill so he calls the radio and tells the man he is talking to a superstar, he says this as a last try to get attention, a despite struggle to get people to notice him, but the radio cuts him off, they he looses it, he gets a bread knife out of the draw, as the pavements glitter then he grabs someones arm. Grabbing some ones arm that is the next step, to kill a human, he is gone mental, has no emotional feelings for any one because they have no feelings for him, he doesnt get noticed, and he finally has had enough for it. Havisham by carol Ann Duffy Havisham; you can tell she loved him, but also at the same time hated him more then you possibly could because she states on the first line beloved sweetheart. That shows that she loves him for him being a sweetheart but straight after that she shouts basted this shows that he really hates him, also in the first line it says that she has ropes on the back of her hand that she could strangle with, and this is a metaphor for the tendents for the back of her hands so she wants her hand round his neck, this says to me that she will do anything to kill this one man no matter what way it is. He stood her up years ago and she wants to kill him for what he has done, in the 4th paragraph it says I stabbed a wedding cake, now give me a male corps this implies to me that she doesnt like any men for what her husband did to her years and years ago , she cant trust any men anymore, so she wants to kill most men for what one person had done to her years ago, in this poem by Duffy. Is like the first one they want to kill something because in this one she wants to kill her husband for standing her up and leaving her but she still had emotion for him she still loves him ,and in education for leisure by Duffy the person just wants to kill something kill anything in fact, just because he is being ignored, he wanted to be noticed and people to know his name but they didnt so he started to kill animals then he went to kill humans. The man he killed In the man he killed, is about two men meeting in an inn and they sit down and stare at each other, in this poem there is a line where he says I shot him dead because .. that says to me that there wasnt really a reason to shoot him dead and that he took a mans life because he said he was his foe. In comparison to education for leisure in this one the man shoots the other man, he kills him because he had to, it was either his life or his own. So he shot him dead as in education for leisure.

Phases of Child Development

Phases of Child Development Joanne Boyden Children are individual and unique; however most will follow a similar pattern of development with some variation in reaching of milestones. Child development can be divided into five different, but very much interlinking areas. Physical development looks at how children develop physically. This can be split into fine motor skills such as drawing, writing, gross motor skills such as kicking a ball and locomotive skills i.e. walking, running. Between the ages of 0-3 years is a period of rapid physical development. Newborns are governed by reflexes until by the age of three, children are moving, crawling walking and have the fine motor skill to manipulate toys and feed themselves. Between the ages 3-7 years movements are more coordinated, confidence is growing and fine motor skills are more refined e.g. cutting, writing, drawing. Gross motor skills such as running, kicking a ball are more confidently achieved. Between the ages of 7-12 years children often take part in hobbies and interests and this enhances their skills e.g. dance. Fine motor skills are controlled for drawing, playing instruments and sewing. These are influenced by environment and opportunity. Girls at this age can start to show signs of puber ty and therefore care should be shown for example when getting change for PE. 12-16 years is a time when children are growing in both height and strength. Cognitive development looks as how a child develops intellectually, it covers the basic principles of how children think and learn. This is dependent upon the experiences and opportunities that the child is given from an early age. Between the ages 0-3 children look at the world around them enjoy repetitive activities with the prediction of outcome. Children start from the beginnings of object manipulation to imaginative play and jigsaw completion. 3-7 years children are becoming more skilled at number and writing and learn how to read. 7-11 years children start to develop their own ideas and show preference. They enjoy simple puzzles and problem solving. 12-16 years children have very specific ideas and preference. They need support to feel good about themselves and that they belong. Communication Development focuses on the way children communicate and covers things such as speech, non verbal communications, reading, and writing. Early experience is vital to the development of communication. Between the ages 0-3 years stimulation is of great importance. Children go from crying to communicate to smiles, babbling and towards the end of 2/3 using words and simple sentences. 3-7 years children ask lots of questions and can talk about past and futures tense with more confidence. By about the age of five communication becomes key to friendship development and children enjoy telling jokes. 7-12 years children are fluent speakers and can think about and discuss ideas in more abstract ways. Social and emotional development looks at how children develop relationships both with others and themselves. Children need confidence to become independent of adults. Between 0-3 years children form very strong attachments to their primary carer. 3-7 years children play together but need strong guidance and boundaries. 7—12 years is often thought of as ‘the calm before the storm’ and children tend to be quite settled and have strong groups of friends. 12-16 years is an age where confidence and esteem is most fragile. Children bodies are changing and peer pressure is paramount. Children need to be supported and guided in a loving and sensitive way. Good positive role models are key at this age when peer pressure is at its highest. Moral Development encompasses the decisions made by children and is linked to social and emotional development. The environment a child is in strongly effects how they develop socially and morally. Between the ages of two and three children begin to understand the word No and need constant support to guide them in the right direction. 3-5 years children can follow simple rules and need good consistent boundaries to follow. Praise and reinforcement of behaviour is key. Between 5-7 years children enjoy games with rules. For example a child may start to enjoy football as they can follow rules and kick the ball showing the link between physical and moral development as well and having the social skills to communicate. 7-9 years children enjoy being given some responsibility. At school this may take the form for example of paint monitor. By the ages of 9-11 children begin to become a lot more aware of the feelings of others around them until their teens when children should have a very go od understanding of what is right and wrong and also how their behaviours and actions affect other people. Many theorists have attempted to explain how children develop in particular how they develop cognitively. One of the most influential is that of Albert Bandura and the Social Learning theory. His theory is based upon the assumption that children learn through modelling the behaviour of others. This covers both positive and negative behaviour. For example if a child sees their parents fighting they will take on this aggressive behaviour thus impacting on their social and emotional development. Jean Piaget suggested that children develop cognitively by going through a series of set stages. This implies that all children go through the same processes at the same age and develop at the same rate. Piaget states that learning is based upon experience. Len Vygotsky extended this to state that adults must support and scaffold a child’s learning experience and devised the theory of Zone of proximal development. A child who is not provided with this scaffold and support will not reach their full potential developmentally. Another very influential theory is that of BF Skinner and Positive reinforcment. This theory states that children will repeat behaviour that is rewarded and cease behaviour that is ignored. This can be seen in schools with the likes of sticker rewards. Many factors both personal and external can influence a child development. Personal factors are those which occur through nature or a person’s genetics and include pregnancy and birth problems, health issues and disabilities. For example a child may be born with a specific genetic disability such as Down’s syndrome. â€Å"Downs syndrome is a genetic condition caused by the presence of an extra chromosome 21 in the body’s cells† Around one in every 1000 babies born in the UK will have Down’s syndrome. www.downs-syndrome.org.uk . Down’s syndrome affects all areas of development including physical, social and cognitive. Children’s development can be effected during their time in the womb, for example if the mother smokes or drinks. One of the big problems is that of Foetal Alcohol syndrome (FAS) â€Å"foetal Alcohol syndrome is the leading known cause of intellectual disability† www.drinkaware.co.uk Children with FAS are born with many distinctive features for example small and narrow eyes a smooth area between the nose and the lips as well as hearing and ear problems, weakened immune system and a variety of other issues. Thus a child with FAS may suffer both physically and cognitively. â€Å"The WHO quotes a 2005 US study which estimates that one in every 1000 children are born with FAS† www.drinkaware.co.uk. Similar to FAS is Foetal Alcohol Spectrum Disorder which is thought to affect one in every 100 babies. Rather like autistic spectrum this is an umbrella term to cover babies who are born with some of the symptoms of FAS and symptoms vary from child to child. Another condition that effects a Childs development is Coeliac Disease. â€Å"Coleiac Disease is a lifelong autoimmune disease caused by intolerance to gluten†. www.coeliac.org.uk Symptoms include failure to thrive, diarrhoea muscle wasting, mood and emotional distress. A child suffering from Colieac Disease may need time off school and may have to miss out on a variety of school experiences such as PE dependent upon the severity thus impacting on their physical and social and emotional development. â€Å"Sickle Cell Disease is an inherited blood disorder that occurs when protein call haemoglobin is defective† www.childrenshospital.org. Children suffering may need to dress up warmly and avoid extremes in temperatures. They may need to stay in at playtime and dinner thus missing out in social experience and may have to be given other activities during PE again effecting their physical and social development. As with many of the disorders the child may miss school due to illness. â€Å"Turners Syndrome (TS) is a medical disorder that affects about one in every 2500 girls.† www.kidshealth.org They are usually short in height although this can be treated with hormones, TS effects the girls sexually development and if untreated they would not go through the changes associated with puberty. This would have a detrimental effect on the child both physically and socially and emotionally as they compare their self to others. They can also suffer learning difficulties with maths and activities such as map reading and visual organisation. Another health concern is glue ear. Glue ear effects a child’s hearing and therefore if untreated can have a significant effect on a child’s speech and language development. Approx 1 in 5 children up to the age of two will suffer from some degree of glue ear www.nhs.uk and this is a significant time developmentally for speech and language acquisition. There are also many external factors that can effect a child’s development. For example a child’s financial situation will effect where they live, their diet etc. They may not be given the same opportunities for play though clubs etc and as mentioned before this support their physical, social and moral development. Diet is key to development. A poor diet has been linked to problems such as ADHD. Lack of vitamins and minerals has been linked to many disorders for example lack of iron can lead to anaemia which would leave the child tired and lethargic and even short of breath. Lack of vitamin C can lead to scurvy which was thought to be unheard of in developed countries. However it is becoming more prevalent with a diet lacking fresh fruit and vegetables. All has an impact on the child’s physical development. A big influence on many areas of a child’s development is stress. Stress will hold a child back in all areas. In today’s society a child is under many stressful situations one of the big ones being parental divorce and separation. One area that is coming to light more that effects a child development is that of a child becoming a child carer. It is estimated that in 2011, 175000 children under the age of 18 will be classed as a child carer. www.banardos.com Looking after someone at a young age will affect many areas of development including social as the child has less time to build friendships. The choices a child makes themselves can affect their development. Children are under great peer pressure to conform and this may push them into negative habits such as alcohol and drugs. The role models around the child have a significant impact both positively and negatively. There are many reasons why children’s development may not follow the expected pattern. Social influences may effect a child’s development. As mentioned earlier life experiences such as divorce and parental difficulties can cause significant stress to the child which then impacts their development. The family set up can be stressful for example if the child is a carer. Often parents are poor in areas and this can result in the child being poor. If a parent struggles to read they will struggle to support their child’s literacy skills thus impacting on their communication development. The kind of experiences given at home can impact significantly on development. Parents may not play and converse with their child in a supportive way. They may not attend clubs/ social situations outside the home. The area a child is brought up in can influence their development. The influences around them may be poor. If a child is brought up in a home surrounded by drugs and alcohol, they may chose to do this also. Life experience is critical to many areas of development in p articular cognitive. If a child is not given valuable positive experiences their development may be delayed. Physical problems can effect development as mentioned above, for example glue ear can affect speech and language, tuners syndrome can effect physical development. A child needs to have their very basic needs met for example food, warmth safety before they can begin to develop appropriately. Culture plays an important part in a child’s development. For example parents in western cultures are advised to lay children on their backs to prevent SIDS. However this can sometimes delay their crawling and rolling over. In some cultures for example among travellers gender plays an important role as an education is not seen as important for females as they are encouraged to become home makers. Children who move to new counties can suffer from a delay in development due to their language barrier; however they do tend to catch up with appropriate support. If delays are suspected early intervention is key to the child’s well being and planning for the future. Without intervention a child can become frustrated and have significantly reduced self esteem and confidence. Children have a health check at around two years to review their development. This reviews how a child is developing physical skills as well as communication and cogntive skills. Any areas for concern can be highlighted. For example a child may need speech and language support at this stage. The earlier an intervention is made the more chance that child has of reaching their full developmental potential. Early years settings are crucial at highlighting any areas for concern and putting support into place as needed. Looking at the example of Turners syndrome if support is not put in place be it emotional and medical the child may suffer severe lack of confidence in their physical appearance. A child with speech and language issues that is not supported very early will miss out on those vital early years of acquisition and may never catch up. Interventions and support take the form of many types dependent upon the type of delay and severity of the delay. References: Burnham Louise, (2008), The Teaching Assistants Handbook, Essex, Heinemann. Beith Kate (2008), Children’s care learning and Development, Essex, Heinemann. www.downs-syndrome.org.uk www.drinkaware.co.uk www.childrenshospital.org. www.kidshealth.org www.nhs.uk www.banardos.com www.wellatschool.org www.coeliac.org.uk

Developing Solutions :: essays research papers

Developing and Selecting Solutions Graham Parker’s Structured Problem Solving Guide describes the problem solving process in four phases, one of which is Developing and Selecting Solutions (Phase 4). The other phases are not summarized here, however, it is noteworthy to mention that Phase 4 is the entering into solution development, whereas during the first three Phases of the process, specific problems of study have already been defined, a selection process is undertaken to decide which problems to address, and finally the problem to be studied is characterized by the collection and analysis of the data to be studied. We then pick up the process of developing solutions for addressing the problems identified in the previous phases, as we enter Phase 4. This particular stage of the Creative Problem Solving process is regarded as the primary decision-making stage. The function of implementing solutions hinges on two basic ideas: (1) consideration of the possible solutions by studying the results of the previous stages and the ideas they generated; and (2) development of evaluation criteria. A simplified approach to solution development is the "in-house" search for solutions on the presumption that there are no new problems, only unsolved ones. This simply suggests the research team ask, "has anyone else had this problem?" Consideration would be given to a problem of similar circumstances, how they solved the problem previously, if the solution was successful, and if any disadvantages resulted from the solutions implemented. This method simply uses history to our advantage so that don’t find ourselves re-creating a solution that perhaps has already been developed that would serve current needs. A second consideration would be to find out if anyone else is looking at the same, or a similar, problem. We could determine what, if anything, they have learned to date, determine if we can be of help to each other, and perhaps pool resources to broaden the prospects of ideas and solutions. In-house efforts can quickly bring solutions to common problems, that are frequently dealt with which minimizes effort in coming to a successful solution. Parker explains that sometimes solutions can be found simply by restating the problem, so by examining other problems/solutions with a view toward solving current problems, a solution from previous events, can potentially be redesigned to fit an existing event. When causes of particular problems have been identified, the problem solving process can be directed in several directions, but we concern ourselves with elimination of causes.

Ronald Takakis Iron Cages: Race and Culture in 19th-Century America Es

Ronald Takaki's Iron Cages: Race and Culture in 19th-Century America After America declared its independence from British rule, the founding fathers faced a conundrum: How to build and maintain a successful republican government that was ultimately dependent upon the passions and character of its people. Their solution was to propose the construction of what historians have called "iron cages," which were ideological devices intended to deter the corruption and folly that might consume a free people, and instead promoterational and virtuous American citizens. Ronald Takaki expands upon this concept in his historical analysis, Iron Cages: Race and Culture in 19th-Century America, explaining that these constructs functioned specifically to separate the white man from blacks and Native Americans, who were believed to be devoid of the civility required to build a democratic nation. As patriot leaders attempted to resolve the exclusiveness of American identity to Anglo-Saxon peoples, rhetoric and reality merged to form ideology: In a land where "all men are created equal," race was constructed as a justification for why all men would not be treated equal. Takaki's book illustrates how literature came to play a vital role in the creation and reification of these racial ideologies. He states that, "What white men in power thought and did mightily affected what everyone thought and did." Americans viewed the founding fathers as interpreters of both law and society. These same men, whom Takaki names "culture makers," not only shouldered the task of explaining society, but were also instrumental in its conception. Takaki explainsthat their ideas were disseminated, and American mores were subsequently shaped through writing. Hi... ... finds America imprisoned behind a fourth "iron cage," that which acts as an amalgamation of the republican, the corporate and the demonic. He explains that, "Like the republicans of the American Revolution, we continue to insist on our right of and capacity for being self-governing individuals. But we find ourselves again under the rule of a king - an authority exterior to the self. This time, however, we cannot as easily identify the king and declare our independence." Despite the prejudice, hate and violence that seem to be so deeply entrenched in America's multiracial culture and history of imperialism, Takaki does offer us hope. Just as literature has the power to construct racial systems, so it also has the power to refute and transcend them†¦ The pen is in our hands. Works Consulted: Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America

Accounting Career Paper Essay

There are many jobs that require accounting. Yet, accounting has never been thought of as interesting. Accounting is instead thought of as being tedious and even boring. However, what people may not know is that FBI agents must develop a readiness for accounting to be able to fundamentally do their jobs properly. In addition to accounting, there are many requirements, tests, and processes you must go through to become an FBI agent, which makes it a difficult but worthwhile job nonetheless. FBI agents provide protection to society and also investigate into many different cases, many cases require forensic accountants to analyze and report their findings on specific things such as bank accounts and other information. In order to become an FBI agent, there are many requirements that must be fulfilled. To start, one must have a 4 year degree from a college or university â€Å"accredited by one of the regional or national institutional associations recognized by the United States Secretary of Education† (FBI) and be a United States citizen. There is also an age requirement to become an agent. One must be at least 23 years old, but younger than the age of 37. This is due to the physical strains of the profession. The strains of the tasks given to FBI agents make it harder as one continues to age to work in the field. FBI agents are typically paid around 60,000 annually. If agents are relocated to a high cost area they are given a one time extra bonus of 22,000 dollars. See more:  The Story of an Hour Literary Analysis Essay In addition to the requirements, there are many tests that you must pass in order to become an FBI agent. There are many steps that need to be fulfilled in order to apply to become an FBI agent. First you must apply online or at a designated FBI branch office. Once you are accepted, you must take a couple of tests during the application process before you can become an FBI agent. The tests are comprised of two phases. The first phase test evaluates and determines if you have the critical skills and abilities that are required to perform and handle tasks of an FBI agent. The second phase test requires you to be interviewed by a panel of three special agents to determine if you have the necessary skills in order to handle certain situations and be able to communicate as well. There are many other factors that must be looked into when special agents look at applicants, such as the  honesty and integrity of the applicant. There is also a writing portion that evaluates your writing skil ls and ability to judge and record certain situations in detail. The next test that you must take is the physical portion of the test. You must adhere to the given instructions and also complete a number of physical exercises. In addition to the tests you are required to have a extensive background check done and medical examinations. Before being accepted as an FBI agent you are to â€Å"begin your career at the FBI Academy in Quantico, Virginia for approximately 21 weeks of intensive training at one of the world’s finest law enforcement training facilities. During their time at the FBI Academy, trainees live on-campus and participate in a broad range of training activities.† (FBI.gov) With all the tests and requirements in place, It may not seem as if FBI agents require accounting in the field. But one of the five areas you must qualify for in order to be accepted into a special agent position is accounting. A type of accounting that is most commonly used in an investigation is forensic accounting. Forensic accounting â€Å"is a branch of accounting that not only requires knowledge of accounting and auditing principles but also the ability to work on investigation and litigation teams to look into illegal financial activity and assist in litigation processes.† (Gina L.). Forensic accounting is increasing in demand currently due to the recent increase of crime. This can be seen in the job postings for forensic accounting (http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspxAPath=2.21.0.0.0&job_did=JHP5SX6X761WT9HGW6N&IPat) (http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspxAPath=2.21.0.0.0&job_did=JHV3FS793TPJFYHX382&IPath=JRKV0I) To become a Forensic Accountant you must have a bachelor’s degree in accounting or a related subject. Most graduates who earn a graduate certificate or master’s degree in forensic accounting can drastically increase their employment and salary outcome. Forensic accountants are also usually required to have their Certified Public Accountant (CPA). They can also become Certified Fraud Examiners or Certified Forensic Accountants after two years of experience.