The Social Issue and Ethical Values of Euthanasia free essay sample

A current event or contemporary social issue that involves ethical values would be the debate about Euthanasia and weather it is ethically right or wrong. â€Å"The term Euthanasia originated from the Greek word ‘good death’ (Dictionary). † It is the act or practice of ending the life of a person either by lethal injection or the suspension of medical treatment. There are three different types of Euthanasia, voluntary Euthanasia, involuntary Euthanasia, and active Euthanasia. Some of the different types may seem more ethical and socially acceptable than the others. Voluntary Euthanasia is when a competent person makes a voluntary and enduring request to be helped to die. â€Å"I can agree with lots of Professor David Richmond’s assertions about social issues and age but he seems to miss the main point of voluntary euthanasia- it is for terminally ill, or those suffering an irreversible and unbearable condition (SundayStar). † This type of Euthanasia, unlike the other two, seems much more ethical and socially acceptable because the person is actually alert and aware of their disease and aware of their own quality of life. We will write a custom essay sample on The Social Issue and Ethical Values of Euthanasia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Reasons for an individual to make this decision could be that they are in extreme pain or their quality of life is low. Others beg to differ; some believe that a person should not make these decisions especially most religious individuals because they believe that the decision is solely up to a higher power rather than oneself. Involuntary Euthanasia is to end a person’s life without their knowledge or consent which seems to be rather unethical, and morally wrong. However, in this case, the individual is more than likely unable to make this decision because they are connected to breathing machines and life support keeping them alive. In some cases, these types of individuals could completely turn around and recover without life support keeping them alive, unfortunately that is not always the case for many. So, a decision must be made by the family members and doctors caring for them. Active euthanasia is to end a person’s life by use of drugs, whether by oneself or with the aid of a physician. In this case, the individual may have a terminal illness and makes the decision of a lethal injection since the quality of life is so low. â€Å"A well-known example of active euthanasia was the death of a terminally ill patient in Michigan. Dr. Kevorkian videotaped himself administering a lethal medication to him and was found guilty of second-degree murder and went to prison (Dictionary). † This case caused so much controversy since the man was terminally ill and made the decision to end his pain. In the newspaper article from â€Å"The Gazette,† released information about how there would only be very few doctors willing to assist in active euthanasia. â€Å"Only one in five doctors surveyed by the Canadian Medical Association said they would be willing to perform euthanasia if the practice were legalized in this country. Twice as many -42 percent- said they would refuse to do so (The Gazette). † The social issue and ethical outlook on euthanasia has a lot in common with the ethical theory of Utilitarianism. John Stuart Mill is mainly associated with this theory. â€Å"The theory of Utilitarianism holds that the right action ethically is the one that will go the farthest toward increasing happiness for the community as a whole† (South University). It seems that euthanasia goes hand in hand with this ethical theory because the overall decision is based soley on what makes the individual happier, laying in bed with absolutely no quality of life, or choosing to end the pain and misery. In contrast, the ethical theory of Deontology has no similarities to the topic of euthanasia since Deontology focuses more on the duty of an individual. â€Å"For example, if a person were suicidal, the Golden Rule would tell other people to kill people because that is what the suicidal person would like them to do to him or her. However, the categorical imperative tells us that the maxim of such an action is logically untenable because everyone would end up dead and there would be no moral beings left at all

Free Essays on Emotional And Behavioral Disorders

Emotional and Behavioral Disorders Students with chronic or severe adjustment problems are diagnosed as having emotional or behavioral problems. These problems manifest themselves in a myriad of characteristics. Students with these problems are referred to as heterogeneous. This term refers to the fact that each problem differs from student to student. Each student possesses unique strengths, weaknesses, and needs. The five most common disorders are as follows; anxiety disorders, conduct disorders, and schizophrenia. Anxiety disorders are the most prevalent among students. These disorders are characterized by excessive fear, worry, or uneasiness and include obsessive compulsive disorders (ocd), eating disorders and post traumatic stress disorders. Mood disorders are characterized by extreme mood deviations. The student may also experience both at different times. Students with major depression may experience variations in emotion, motivation, physical well being, and thoughts. Also classified as a mood disorder is manic depressive illness or a bipolar disorder. This condition is characterized by extreme mood swings. At times they experience excited or â€Å"manic† phases. (nich) The third most common disorder is oppositional defiant disorder. This disorder is characterized by hostile and defiant behaviors. Some of the symptoms are loss of temper, irritability, vindictiveness, swearing, and misbehavior. These students may abuse drugs or alcohol. The goal in intervening is to prevent the escalation of oppositional defiant behaviors. (nich) The fourth is conduct disorder. Conduct disorder is defined as a persistent pattern of antisocial behavior that significantly interferes with school, family and social functioning. Some of the antisocial behaviors associated with conduct disorder include; fighting, stealing, sulking, using drugs or alcohol and lying just to name a few. (nich) The last disorder discussed is schi... Free Essays on Emotional And Behavioral Disorders Free Essays on Emotional And Behavioral Disorders Emotional and Behavioral Disorders Students with chronic or severe adjustment problems are diagnosed as having emotional or behavioral problems. These problems manifest themselves in a myriad of characteristics. Students with these problems are referred to as heterogeneous. This term refers to the fact that each problem differs from student to student. Each student possesses unique strengths, weaknesses, and needs. The five most common disorders are as follows; anxiety disorders, conduct disorders, and schizophrenia. Anxiety disorders are the most prevalent among students. These disorders are characterized by excessive fear, worry, or uneasiness and include obsessive compulsive disorders (ocd), eating disorders and post traumatic stress disorders. Mood disorders are characterized by extreme mood deviations. The student may also experience both at different times. Students with major depression may experience variations in emotion, motivation, physical well being, and thoughts. Also classified as a mood disorder is manic depressive illness or a bipolar disorder. This condition is characterized by extreme mood swings. At times they experience excited or â€Å"manic† phases. (nich) The third most common disorder is oppositional defiant disorder. This disorder is characterized by hostile and defiant behaviors. Some of the symptoms are loss of temper, irritability, vindictiveness, swearing, and misbehavior. These students may abuse drugs or alcohol. The goal in intervening is to prevent the escalation of oppositional defiant behaviors. (nich) The fourth is conduct disorder. Conduct disorder is defined as a persistent pattern of antisocial behavior that significantly interferes with school, family and social functioning. Some of the antisocial behaviors associated with conduct disorder include; fighting, stealing, sulking, using drugs or alcohol and lying just to name a few. (nich) The last disorder discussed is schi...

Dwecks Growth Mindset to Close the Achievement Gap

Dweck's Growth Mindset to Close the Achievement Gap Teachers often use words of praise to motivate their students. But saying â€Å"Great job!† or â€Å"You must be smart at this!† may not have the positive effect that teachers hope to communicate. Research shows that there are forms of praise that may reinforce a student’s belief that he or she is either â€Å"smart† or â€Å"dumb†. That belief in a fixed or static intelligence may prevent a student from trying or persisting at a task. A student may either think â€Å"If I am already smart, I don’t need to work hard,† or â€Å"If I am dumb, I won’t be able to learn.† So, how can teachers intentionally change the ways students think about their own intelligence? Teachers can encourage students, even low-performing, high-needs students, to engage and achieve by helping them to develop a growth mindset. Carol Dwecks Growth Mindset Research The concept of a growth mindset was first suggested by Carol Dweck, a  Lewis and Virginia Eaton Professor of Psychology at Stanford University. Her book, Mindset: The New Psychology of Success  (2007) is based on her research with students that suggests that teachers can help develop what is called a growth mindset in order to improve student academic performance. In multiple studies, Dweck noticed the difference in a students performance when they believed that their intelligence was static versus students who believed that their intelligence could be developed. If students believed in a static intelligence, they exhibited such a strong desire to look smart that they tried to avoid challenges. They would give up easily, and they ignored helpful criticism. These students also tended not to expend efforts on tasks they saw as fruitless. Finally, these students felt threatened by the success of other students. In contrast, students who felt that intelligence can be developed exhibited a desire to embrace challenges and to demonstrate persistence. These students accepted helpful criticism and learned from advice. They also were inspired by the success of others. Praising Students Dwecks research saw teachers as agents of change in having students move from fixed to growth mindsets. She advocated that teachers work intentionally to move students from a belief that they are â€Å"smart† or â€Å"dumb† to being motivated instead to â€Å"work hard† and â€Å"show effort. As simple as it sounds, the way teachers praise students can be critical in helping students make this transition.   Before Dweck, for example, standard phrases of praise that teachers might use with their students would sound like, I told you that you were smart, or You are such a good student! With Dwecks research, teachers who want students to develop a growth mindset should praise student efforts using a variety of different phrases or questions. These are suggested phrases or questions that can allow students to feel accomplished at any point in a task or assignment: You kept working and concentratedHow did you do that?You studied and your improvement shows this!What do you plan to do next?Are you pleased with what you did? Teachers can contact parents to provide them information to support a students growth mindset. This communication (report cards, notes home, e-mail, etc.) can give parents a better understanding of the attitudes that students should have  as they develop a growth mindset. This information can alert a parent to a students curiosity, optimism, persistence, or social intelligence as it relates to academic performance. For example, teachers can update parents using statements such as: Student completed what she began Student tried very hard despite some initial failure Student stayed motivated, even when things didn’t go wellStudent approached new tasks with excitement and energyStudent asked questions that showed he or she had a desire to learn  Student adapted to changing social situations Growth Mindsets and the Achievement Gap Improving academic performance of high needs students is a common goal for schools and districts. The U.S. Department of Education defines high needs students as those who are at risk of educational failure or otherwise in need of special assistance and support. The criteria for high needs (any one or combination of the following) include students who: Are living in povertyAttend high-minority schools (as defined in the Race to the Top application)Are far below grade levelHave left school before receiving a regular high school diplomaAre at risk of not graduating with a diploma on timeAre homelessAre in foster careHave been incarceratedHave disabilitiesAre English learners High-needs students in a school or district are often placed in a demographic subgroup for purposes of comparing their academic performance with those of other students. Standardized tests used by states and districts can measure  the differences in the performance between a high needs subgroup within a school and the statewide average performance or a states highest achieving subgroups, especially in the subject areas of reading/language arts and mathematics. The standardized assessments required by each state are used to evaluate school and district performance. Any difference in the average score between student groups, such as regular education students and high needs students, measured by standardized assessments is used to identify what is called the achievement gap in a school or district. Comparing the data on student performance for regular education and subgroups allows schools and districts a way to determine if they are meeting the needs of all students. In meeting these needs, a targeted strategy of helping students to develop a growth mindset  may minimize the achievement gap. Growth Mindset in Secondary Schools Starting to develop a students growth mindset early in a students academic career, during pre-school, kindergarten, and the elementary school grades ​can have long-lasting effects. But using the growth mindset approach within the structure of secondary schools (grades 7-12) may be more complicated. Many secondary schools are structured in ways that may isolate students into different academic levels. For already high performing students, many middle and high schools may offer  pre-advanced placement, honors, and advanced placement (AP) courses. There may be international  baccalaureate (IB) courses or other early college credit experiences. These offerings may inadvertently contribute to what Dweck discovered in her research, that students have already adopted a fixed mindset - the belief that they are either â€Å"smart† and able to take high-level coursework or they are â€Å"dumb† and there is no way to change their academic path. There are also some secondary schools that may engage in tracking, a practice that intentionally separates students by academic ability. In tracking students may be separated in all subjects or in a few classes using classifications such as above average, normal, or below average. High needs students may fall disproportionately in the lower ability classes. To counter the effects of tracking, teachers can try employing growth mindset strategies to motivate all students, including high needs students, to take on challenges and persist in what may seem difficult tasks. Moving students from a belief in the limits of intelligence can counter the argument for tracking by increasing academic achievement for all students, including high needs subgroups.   Manipulating Ideas on Intelligence Teachers who encourage students to take academic risks may find themselves listening to students more as students express their frustrations and their successes in meeting academic challenges. Questions such as Tell me about it or Show me more and Let’s see what you did can be used to encourage students to see efforts as a path to achievement and also give them a sense of control.   Developing a growth mindset can happen at any grade level, as Dweck’s research has shown that student ideas about intelligence can be manipulated in schools by educators in order to have a positive impact on academic achievement.

Presidential Commission in 1991 and the Uniform Determination of Death Research Paper

Presidential Commission in 1991 and the Uniform Determination of Death Act - Research Paper Example The Presidential Commission and the UDDA came up with two concepts related to the definition of death. On one hand, the first whole-brain concept asserts that death occurs when the lungs, heart and the brain undergo an irremediable functional breakdown (Ascension Health, 2012). These organs are closely correlated to each other. Therefore, if one of the organs stops functioning, the others cannot function. On the other hand, the second whole-brain definition of death points out that the functioning of the entire brain is the hallmark of existence. This is because the brain is the regulator of bodily activities. Therefore, when the brain does not function an individual is considered dead (Cohen, Rubenstein, & Jackson, 2006). The President’s Commission highlighted that the brain-death criterion was not a new way of defining death (Cohen, Rubenstein, & Jackson, 2006). This commission involved a group of medical consultants who came up with the brain-death concept. Furthermore, the criterion of brain death can be confused with various conditions including metabolic intoxication, hypothermia and drug intoxication. Therefore, the medical unit is usually advised to be extremely cautious when dealing with the young children and individuals in shock. Contrarily, the Presidential Commission did not include the Uniform Determination of Death Act in the diagnosis of brain death. Recent studies prove that most states around the world have already adopted the brain death concept and criterion. However, the determination of brain death varies in most countries, based on certain cultural and religious views. In the past, human beings usually died from apnea after severe head injuries. However, emergency health care can allow them to be placed on lifesaving machines in order to reverse the action (Ascension Health, 2012). In this context, the criteria used for brain death includes the absence of motor responses, corneal reflexes,

Discovery Of The World Essay Example | Topics and Well Written Essays - 250 words - 109

Discovery Of The World - Essay Example Initial education on world tours captures the role of Columbus as a first explorer, which is not accurate because of the existence of data suggesting there were other voyagers before him who explored the world and discovered most of the places he is credited for. The involvement of Columbus in Hispaniola indicates the cruel nature of his approach. The killing of the inhabitants of the area was a genocide event because it led to suffering to the people of Hispaniola. The direct involvement of his men in the death of the locals indicates criminal liability of Columbus. In addition, the action taken by Columbus and his voyages in the area can be charged in the modern world as the violation of human rights. Columbus is a villain and not a hero because he is credited for what he did not achieve. Likewise, he is involved in actions and events that are not related to heroism. The involvement in battles in order to claim the lands and wealth of others is an indication of the challenge of res pect for humans.  

Laplace transforms

Laplace transforms Laplace Transforms – Motivation convenience – differential eqns become algebraic eqns. – easy to handle time delays – frequency response analysis to determine how the system responds to oscillating inputs Block Diagram Algebra – doing math with pictures – arithmetic for manipulating dynamic components using boxes and arrows Laplace Transform – Review Given a function f(t) Notes f(t) defined for t from 0 to infinity f(t) suitably â€Å"well-behaved† – piecewise continuous, integrable Linearity of Laplace Transforms the Laplace transform is a linear operation we will use Laplace transforms to analyze linear dynamic systems if our models arent linear, then we will linearize Useful Laplace Transforms for Process Control We need a small library of Laplace transforms for – differentiation – step input – pulse/impulse functions – exponentials – oscillating functions because these are common functions that we will encounter in our equations Lets think about a simple linear differential equation example: with V and F as constants Library of Useful Transforms differentiation – initial conditions disappear if we use deviation variables that are zero at an in initial steady state unit step function (Heaviside fn.) Library of Transforms exponential – exponentials appear in solutions of differential equations  » a provides information about the speed of the response when the input changes. If a is a large negative number, the exponential decays to zero quickly  » What happens if a is positive? – After we have done some algebra to find a solution to our ODEs in the Laplace domain, we must invert the Laplace transform if we want to get a solution in the time domain. We sometimes use partial fraction expansion to express the Laplace expressions in a form that can be easily inverted. CSTR Example Transform Model (in deviation variables) using our library of transforms, the Laplace transform of the model is: For a step change in feed concentration at time zero starting from steady state. Tank Example Solution Solve for CA(s) If we like, we can rearrange to the form: This is the solution in the Laplace domain. To find the solution in the time domain, we must invert the Laplace transforms CSTR Example Solution inverse Laplace transform – Can be determined using a complex integral easiest approach is â€Å"table lookup† Use Table 4-1, entry 5 Maple is good at inverting Laplace transforms too The Impulse Function limit of the pulse function (with unit area) as the width goes to zero and height becomes infinite transform CSTR Impulse Response physically dump some pure A into reactor, all at once input function Transform time response Interpretation of Impulse Response dump a bag of reactant into the reactor in a very very short time we see an instantaneous jump to a new concentration due to the impulse input concentration then decays back to the original steady-state concentration Time-Shifted Functions Representation of Delays Laplace transform for function with time delay Just pre-multiply by an exponential. How could we prove this? – change of variables in integration in expression for Laplace Transform (see p. 103 of Marlin, p. 115 in first ed.) Reactor Example with Time Delay Suppose we add a long length of pipe to feed – assume plug flow – It will take a time period, q minutes, before the change in concentration reaches the tank, and begins to influence cA – delay differential equation  » difficult to solve directly in time domain  » easy to solve with Laplace transforms Tank Example with Time Delay – Solutionresponse to step input in cA0 time response Final Value Theorem An easy way to find out what happens to the output variable if we wait a long time. We dont have to invert the Laplace transform! Why is it true? – Consider the Laplace transform of a time derivative now let s approach zero provided dy/dt isnt infinite between t=0 and t ®Ã‚ ¥ (i.e y(t) is STABLE) This will be true if Y(s) is continuous for s ³0 Using the Final Value Theorem Step Response Reactor example final value after a step input What can we do with Laplace Transforms so far. Take Laplace transforms of linear ODEs (in deviation variables). Substitute Laplace transform expressions for different kinds of inputs we are interested in: – Steps, pulses, impulses (even with dead time) Solve for the output variable in terms of s. Invert the Laplace transform using Table 4.1 to get the solution in the time domain. Find the final steady state value of the output variable, for a particular input change, even without inverting the Laplace transform. Laplace transforms are mostly used by control engineers who want to determine and analyze transfer functions. compact way of expressing process dynamics relates input to output p(s), q(s) polynomials in s – q(s) will also contain exponentials if time delay is present Once we know the transfer function of the process, we can use it to find out how the process responds to different types of input changes:

Generations of Computer Essay

The development of the integrated circuit was the hallmark of the third generation of computers. Transistors were miniaturized and placed on silicon chips, called semiconductors, which drastically increased the speed and efficiency of computers. A chip is a small piece of semi conducting material(usually silicon) on which an integrated circuit is embedded. A typical chip is less than  ¼-square inches and can contain millions of electronic components(transistors). Computers consist of many chips placed on electronic boards called printed circuit boards. There are different types of chips. For example, CPU chips (also called microprocessors) contain an entire processing unit, whereas memory chips contain blank memory. Computer chips, both for CPU and memory, are composed of semiconductor materials. Semiconductors make it possible to miniaturize electronic components, such as transistors. Not only does miniaturization mean that the components take up less space, it also means that they are faster and require less energy. Instead of punched cards and printouts, users interacted with third generation computers through keyboards and monitors and interfaced with an operating system, which allowed the device to run many different applications at one time with a central program that monitored the memory. Computers for the first time became accessible to a mass audience because they were smaller and cheaper than their predecessors. Fourth Generation – 1971-Present: Microprocessors The microprocessor brought the fourth generation of computers, as thousands of integrated circuits we rebuilt onto a single silicon chip. A silicon chip that contains a CPU. In the world of personal computers, the terms microprocessor and CPU are used interchangeably. At the heart of all personal computers and most workstations sits a microprocessor. Microprocessors also control the logic of almost all digital devices, from clock radios to fuel-injection systems for automobiles. Three basic characteristics differentiate microprocessors: * Instruction Set: The set of instructions that the microprocessor can execute. * Bandwidth: The number of bits processed in a single instruction. * Clock Speed: Given in megahertz (MHz), the clock speed determines how many instructions per second the processor can execute. In both cases, the higher the value, the more powerful the CPU. For example, a 32-bit microprocessor that runs at 50MHz is more powerful than a 16-bitmicroprocessor that runs at 25MHz. The CPU is the brains of the computer. Sometimes referred to simply as the processor or central processor, the CPU is where most calculations take place. In terms of computing power, the CPU is the most important element of a computer system. On large machines, CPUs require one or more printed circuit boards. On personal computers and small workstations, the CPU is housed in a single chip called a microprocessor. Two typical components of a CPU are: * The arithmetic logic unit (ALU), which performs arithmetic and logical operations. * The control unit, which extracts instructions from memory and decodes and executes them, calling on the ALU when necessary. In 1981 IBM introduced its first computer for the home user, and in 1984 Apple introduced the Macintosh. Microprocessors also moved out of the realm of desktop computers and into many areas of life as more and more everyday products began to use microprocessors. As these small computers became more powerful, they could be linked together to form networks, which eventually led to the development of the Internet. Fourth generation computers also saw the development of GUI’s, the mouse and handheld devices. Fifth Generation – Present and Beyond: Artificial Intelligence Fifth generation computing devices, based on artificial intelligence, are still in development, though there are some applications, such as voice recognition, that are being used today. Artificial Intelligence is the branch of computer science concerned with making computers behave like humans. The term was coined in 1956 by John McCarthy at the Massachusetts Institute of Technology. Artificial intelligence includes: * Games Playing: programming computers to play games such as chess and checkers * Expert Systems: programming computers to make decisions in real-life situations (for example, some expert systems help doctors diagnose diseases based on symptoms) * Natural Language: programming computers to understand natural human languages * Neural Networks: Systems that simulate intelligence by attempting to reproduce the types of physical connections that occur in animal brains * Robotics: programming computers to see and hear and react to other sensory stimuli Currently, no computers exhibit full artificial intelligence (that is, are able to simulate human behavior). The greatest advances have occurred in the field of games playing. The best computer chess programs are now capable of beating humans. In May, 1997, an IBM super-computer called Deep Blue defeated world chess champion Gary Kasparov in a chess match. In the area of robotics, computers are now widely used in assembly plants, but they are capable only of very limited tasks. Robots have great difficulty identifying objects based on appearance or feel, and they still move and handle objects clumsily. Natural-language processing offers the greatest potential rewards because it would allow people to interact with computers without needing any specialized knowledge. You could simply walk up to a computer and talk to it. Unfortunately, programming computers to understand natural languages has proved to be more difficult than originally thought. Some rudimentary translation systems that translate from one human language to another are in existence, but they are not nearly as good as human translators. There are also voice recognition systems that can convert spoken sounds into written words, but they do not understand what they are writing; they simply take dictation. Even these systems are quite limited — you must speak slowly and distinctly. Today, the hottest area of artificial intelligence is neural networks, which are proving successful in a number of disciplines such as voice recognition and artificial intelligence.