Martin Luther King, Just and Unjust Essay - 1052 Words

Justice in the Eyes of Martin Luther King What is law? Law is a system of rules used to govern a society and control the behaviors of its members. In this case, Martin Luther King is charged for breaking a law. King questions the differences between just and unjust laws to justify his actions in Birmingham and the charges of breaking laws willingly. Defending his willingness to break laws, King argues, â€Å"How can you advocate breaking laws and obeying other?† He answers to accusation of his willingness to break laws with a well-written argument of what is just and unjust laws. Martin Luther King uses the definition, the categories, and the implication of the law excellently to answer the charges of breaking laws willingly. King†¦show more content†¦To further support his analysis of the law, King states a third definition of â€Å"an unjust law is a code inflicted upon a minority which that minority had no part in enacting or creating because they did not have the unhampered right to vote† (PAR 14). This definition is given to show that there are unjust laws occurring. This implies that the white people are devaluing democracy and what it stands for. He states after that, clearly, Negroes are not allowed to vote in the state of Alabama regardless if they are the minority or not. He is stating that it is unjust for Negroes not to be able to vote. Although these statements do not directly answer the charges of the clergymen, King is building up to that answer. While defining the laws, King is focusing on what he believe is wrong and its relationship with unjust laws. King uses this technique to support breaking unjust laws to obey just laws. Defending his willingness to break laws, King argues, â€Å"How can you advocate breaking laws and obeying others† (PAR 11)? King uses the strategy of answering a question with a question. King was arrested for parading without a permit in Birmingham, AL. The ordinance used against King was deemed unjust because it denies citizens the First-Amendment. King’s arrest is a prime example of breaking laws and obeying others. He accepted the charges of breaking the law, while,Show MoreRelated Civil Disobedience Martin Luther King David Thoreau LA riot Essay examples1119 Words   |  5 PagesCivil Disobedience On April 29, 1992, the City of Los Angeles was surrounded in a riot in response to the quot;not guiltyquot; verdicts in the trial of four white Los Angeles Police Department (LAPD) officers accused of unlawfully beating Rodney King. Six days later, when the fires were finally extinguished and the smoke had cleared, â€Å"estimates of the material damage done vary between about $800 million and $1 billion, 54 people had been killed, more than 2000 injured, in excess of 800 structuresRead MoreMartin Luther King Jr. and Henry David Thoreau Essay976 Words   |  4 PagesThe essays by Martin Luther King Jr., â€Å"Letters From Birmingham Jail† and Henry David Thoreau, â€Å"Civil Disobedience† show how one can be a civil person and protest against unfair, unjust laws forced upon them. Both authors are very persuasive in their letter writings. Henry David Thoreau and Martin Luther King Jr. write about the injustice of government laws, of right and wrong, and one’s mo ral and upstanding conscience of a human being. Martin Luther King Jr. is a religious, peaceful man who usesRead More Comparing Civil Disobedience by Henry David Thoreau and Martin Luther King Jr.933 Words   |  4 PagesDisobedience by Henry David Thoreau and Martin Luther King Jr.   Ã‚  Ã‚  Ã‚  Ã‚  Any one can say that a law is unfair and unjust. However, who is really willing to accept the consequences for going against an unjust law? Is breaking this law really worth the punishment? The government is the one to decide whether a law is reasonable, but what if a member of the public believes that a law is not? Should he rebel against this law? Henry David Thoreau and Martin Luther King Jr. answered yes to this question andRead MoreAnalysis Of Martin Luther King Jr s Letter From Birmingham Jail986 Words   |  4 PagesInstitutions, and Dr. Martin Luther King Jr’s Letter from Birmingham Jail are two important pieces of history. In Lincoln’s speech he speaks about the dangers of slavery in the United States and warned everybody that people who disrespected American laws could destroy the United States. On the other hand, Martin Luther King Jr. defended the strategy of nonviolent resistance to racism, and argued that people have a moral responsibi lity to break unjust laws. Based on these facts, Martin Luther King Jr does notRead MoreMartin Luther King Jr.s Letter From A Birmingham Jail And Antigone1004 Words   |  5 PagesThe â€Å"Letter from a Birmingham Jail† by Martin Luther King and the play of â€Å"Antigone†, both demonstrate ways in which civil disobedience is used to challenge unfair laws. Although Martin Luther King and Antigone both go against the unjust law, however, they go about it in different ways. For instance, Antigone acts in civil disobedience in order to accomplish a family obligation, meanwhile, Martin Luther King Jr. visions civil disobedience as a method to obtain equality for the sake of his communityRead MoreCivil Disobedience Martin Luther King David Thoreau La Riot1146 Words   |  5 PagesCivil Disobedience On April 29, 1992, the City of Los Angeles was surrounded in a riot in response to the not guilty verdicts in the trial of four white Los Angeles Police Department (LAPD) officers accused of unlawfully beating Rodney King. Six days later, when the fires were finally extinguished and the smoke had cleared, estimates of the material damage done vary between about $800 million and $1 billion, 54 people had been killed, more than 2000 injured, in excess of 800 structures wereRead MorePlato s Letter From Birmingham Jail1521 Words   |  7 Pageslaws but to also throw off such government when it is being wrong and unjust. Plato’s dialogue in the Crito shows Socrates’ views on his obligations to the government and in Martin Luther King’s â€Å"Letter from Birmingham Jail,† we see a different set of obligations depicted by King. Socrates strongly believed that his life was to be dedicated to the government under no other circumstances but on the other hand, Mart in Luther King respected his obligations as a citizen but did not hesitate to reactRead MoreThe Importance Of Disobeying The Law Can Never Be Justified1297 Words   |  6 Pageswould be likely to fail. This is how revolutions began by starting with disobyeing the law, and if the outcome of such act benefits towards human progress, than it is most indeed justifiable. Martin Luther King Jr., and Howard Zinn both demonstrate the justification that disobeying certain laws are called unjust laws. Their are certain laws that when they are disobeyed, depending on the situation, should be account justifiable if it is on the side of rightousness. While the laws created by man keepRead MoreEssay on Ethos, Pathos, Logos Kings Letter to Birmingham796 Words   |  4 Pagesinjustice as did Martin Luther King in his â€Å"Letter from Birmingham Jail.† Martin Luther King Jr. effectively crafted his counter argument by first directly addressing his audience, the clergymen, and then using logos, pathos, and ethos to refute his opponents statements and present his own perspective. After stating the general purpose of his letter, Martin Luther King Jr. specifically addressed the clergymen to set up for his logical counterargument. First Martin Luther King effectively makesRead MoreMartin Luther King Jr.s States Segregation Not Only Hurts Blacks but also Whites597 Words   |  3 PagesMartin Luther King Jr. On April 16, 1963 Martin Luther King Jr. wrote his famous Letter from Birmingham Jail, in which he responded to the Southern Clergy men’s letter appealing to the end of the demonstrations to end the demonstrations against segregation. King responded with his own letter pleading with the clergy to end segregation. In his letter he used examples of pathos, ethos, and logos to express himself to the clergymen. He also used his knowledge as a minister and a leader in his community

The Great Athenian Tragedian Euripides - 1631 Words

Chaos and disorder have been prevalent throughout all of human history, but from it has emerged a great deal of order and truth. Societies have fallen to ashes, from the biblical Sodom and Gomorrah to the Holy Roman Empire. After their immense reigns and chaotic ends, we have extracted inestimable lessons and truths. Disorder has the potency to align and place things in order once it has rattled through a period. In Greece’s history, several prominent figures have captured this theme in their writings, like the great Athenian tragedian Euripides. In Euripides’ Greek tragedy Medea, one of the pervasive themes is order out of chaos. Medea turns on her direct family for the salvation of her future husband and betrays her homeland. She perceives her repayment as being replaced in the bed of her husband with the Corinthian king’s daughter, along with being exiled from Corinth. Medea becomes an embodiment of chaos, as she is overtaken by furious hatred and passion for revenge against civic and familial order. In this paper, I will argue the chaos that ensues after Medea and her husband Jason’s disastrous breakup unintentionally reveals a moral order. Medea’s decisively drawn plan of revenge establishes the value of loyalty, as she punishes those responsible for her betrayal, and strongly establishes a woman’s role in a patriarchal society. Medea’s chaotic acts draws attention to the truth of marital values and establishes these values even before the chaos has calmed. Medea’sShow MoreRelatedThe Odyssey And Trojan Women1684 Words   |  7 Pages HOMER AND EURIPIDES DEAL WITH THE SAME THEMES BUT IN DIFFERENT WAYS INTRO: Despite difference of around 400 years between them Greek poet Homer and tragedian playwright Euripides explore many of the same themes in their works the Odyssey and Trojan Women (written by each respectively). Both works are inspired by the events of 12th Century BCE Trojan War that Homer previously explored in the Iliad. The two examine the worth of cunning over brute strength, the dangers of temptation and the role ofRead MoreEssay on The Lives of Athenian Women1880 Words   |  8 PagesWomen in classical Athens could not have had an extremely enjoyable experience, if we rely on literary sources concerning the roles of women within the Greek polis. The so-called Athenian democracy only benefited a fraction of the entire population. At least half of this population was female, yet women seem to have had very little influence and few official civic rights. `The position of women...is a subject which has provoked much controversy. (Lacey: 1968, 151). Studies concerning theRead More Oedipus the King: Unrealistic or Realistic Essay2008 Words   |  9 PagesOedipus† analyzes the protagonist of the tragedy and finds a balanced, realistic type who possesses the qualities of a king, including the human, realistic desire for more:    Oedipus is a ‘good king,’ a father of his people, an honest and great ruler, while at the same time an outstanding intellect. . . . He even shares the throne, not only with his wife who had been his predecessor’s wife, and in her quality as queen and co-regent merely adds to his own dignity and greatness. . . . He describesRead MoreGreek Tragedy And The Morality Of Greek Culture Essay2193 Words   |  9 Pageswas likely pushing their own agenda and choose playwrights that matched their ideals. This is just one example of how theater in ancient Greece was used to influence the morality of Greek culture by using the stories of tragedies, like those of Euripides. The City Dionysia Festival was a celebration of the god Dionysus’ arrival in Athens in mythical times and was usually held annually between March and April. The festival and theater performances were ways of honoring the god Dionysus, who is theRead MoreAncient Greek Theater1235 Words   |  5 PagesGreek theater, particularly Oedipus the King, embodied the spirit of innovation that fifth century BC Athens was known for. The fifth century BC in Athens, aptly known as the â€Å"Golden Age,† was a time of great achievements in art and philosophy. Sophocles and other notable Greek playwrights Euripides and Aeschylus flourished in this time period. After Greece’s victory in the Persian War in 449 BC, Athens evolved into the hub of art, culture, intellect, and freedom under its leader, Pericles, that itRead MoreEssay on Medea and Nietzsches Will to Power4275 Words   |  18 Pagesto Power When Medea kills her children, audiences react with shock and horror. Any sympathy viewers have built for the woman is, in the words of Elizabeth Vandiver, â€Å"undercut† by this act (15). Since Medea is the protagonist, we question why Euripides chose to make her a child murderer. Most scholars agree that he invented this part of the myth. He also lessened her role as witch by drawing attention to her human qualities. This only highlights the infanticide (14) because we cannot excuse herRead MoreHAMLET AND ORESTES10421 Words   |  42 Pages has observed that most learned men, sooner or later, go a little : ANNUAL SHAKESPEARE LECTURE, 4 mad on some subject or other, and that I am 1914 just about the right age to begin. My subject is the study of two great tragic characters, Hamlet and Orestes, regarded as Traditional Types. I do not compare play with play, but simply character with character, though in the course of the comparison I shall of course consider the situations in which my heroes areRead Moretheme of alienation n no where man by kamala markandeya23279 Words   |  94 Pagesheroic stature. One is committed to serving the public, and the other is led by the demands of her conscience. Minor Themes As the central conflict unfolds, Sophocles makes it known that both Creon’s and Antigone’s firm stances stem from the two great imperatives that underlie all political action: the needs of the individual versus the rights of the state. Creon is constrained to act the way he does for reasons of political expediency. He is a newly appointed ruler who has to rescue his people

National Journal Of Hospitality Management â€Myassignmenthelp.Com

Question: Discuss About The National Journal Of Hospitality Management? Answer: Introducation Effective help desk or service desk management is a fundamental part of providing good customer service and maintaining a good customer relationship. With this as a reason, there are serious necessities of bettering the performance provided by help desks or service desks and their proper management. It would assist managers in acquiring unified internal and external performance benefits. The idea is of taking small steps towards improving service in place of simply commencing from the start and then largely investing in the dynamic method. Though, associations with consumers face problems at the time of taking small steps, as that makes the organization become more determined on the incorporation and change rather than on the eventual advantage - providing of customers with the best customer service and having the best form of relationship with them (Lucio-Nieto et al. 2012). Two most efficient aspects of a good help desk or service management are discussed below: Auditing of existing practices Before taking responsibility of any form of improvement undertakings, there is the necessity of inspecting what is already being carried out within the business that are associated with the provision of support inside the sections of help desk or service desk, clients and other departments of the organization. Characteristically, it might occur that there exists already some teams and departments that are taking up the responsibility of activities that are similar to this and there are probabilities that some of the major practices are already situated in place within the organization that can be further progressed and accepted elsewhere (Jntti, Cater-Steel Shrestha, 2012). Like for example, inside any software company and their internal IT support, principles of IT infrastructure library (ITIL) are already adopted, extracting form which the customer care team could benefit in a straightforward manner from the ITIL method for incidents, issues, release and change management in varie d areas like tracking product improvement, implementing and tracking those new products in the market for the customers (Tang Todo, 2013). Audits of the service level management by dint of service establishment that is offered by the help desk or the service desk and aligning of the IT provisions carefully with the broader needs of the business would also support. Consideration of self service solutions Self service solutions are considered by many as being the best solution if they are properly used inside the organization. They contain the capability of being tremendously profitable. The even present the profits of presenting functioning out-of-hours coverage that allows any concern the opportunity of being in attention for being measured to be handled on a precedence basis the consequent day. In many situations, the knowledge bases could be recovered by the end user for resolving their own issues. Looking from the standpoint of help desk or service desk management, these forms of coverage could be evidenced as being tremendously cost-effective, symptomatically taking away one third of the calls in the direction of the first line help desk or service desk particularly in areas such as call updates and status checking. This situation has a definite and straight influence on recruitment and staffing levels, discharging workforces in more creative areas within concern resolution. In terms of this discussion, at a lower level, self-service can act as being the most effective solution. It is extremely vital that situational risks like when the end users self-administer tremendously technical resolutions are avoided (Kokkinou Cranage, 2013). References Jntti, M., Cater-Steel, A., Shrestha, A. (2012). Towards an improved it service desk system and processes: a case study.International Journal on Advances in Systems and Measurements,5(3 4), 203-215. Kokkinou, A., Cranage, D. A. (2013). Using self-service technology to reduce customer waiting times.International Journal of Hospitality Management,33, 435-445. Lucio-Nieto, T., Colomo-Palacios, R., Soto-Acosta, P., Popa, S., Amescua-Seco, A. (2012). Implementing an IT service information management framework: The case of COTEMAR.International Journal of Information Management,32(6), 589-594. Tang, X., Todo, Y. (2013). A Study of Service Desk Setup in Implementing IT Service Management in Enterprises.

Violence on Screen Encourages Violence in Real Life free essay sample

People do not kill to imperialize, they kill simply for the fun of it, some even for no apparent reason. This can be proven through the recent mass bombing in Boston, USA, and the Sandy Hook Elementary School shooting in Connecticut. Researchers have decided to come to the bottom of this problem, and one of it is due to media influence. There are a few reasons supporting this statement, and also reasons going against it. Superhero movies have always been the public’s favorite. It is undeniably true that almost everyone enjoy watching movies based on superheroes, regardless of age. Still, heroes are violent, and they get rewarded for their violent behavior after defeating their enemies. Children viewers who still do not have a mind of their own, who are still following the idea of â€Å"monkey see, monkey do†, will then be indirectly exposed to violence. These children who are especially fond of superheroes will take them as their role models, as people whom they look up to. We will write a custom essay sample on Violence on Screen Encourages Violence in Real Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They too want to be strong enough to fight, and to be known as a hero that â€Å"saves the day†. They might not be so violent to the extend that they start killing, but these children who are exposed to violence at such a young age are more prone to getting into fights in school, and that is the baby steps toward violent behavior. Examples of superhero-based movies that contain violence include Iron Man, Batman and Captain America. In this modern era, gaming is said to be one of the main sources of entertainment to most people. Contrary to that, studies show that people who play violent games handle stress better than most people. Violent gaming is proven to be one of the greatest way of releasing anger and stress, as you an let your imaginations run free by imagining your targets to be your real life enemy. However, this also brings a long-term impact. Gamers who have spent almost their entire lives venting out their stress through violent games such as Left 4 Dead and Call of Duty will eventually have violence planted into their systems. They are so used to violent exposure th at it is almost like their nature to be violent in real life. It is said that if you are violent enough to kill in the virtual world, you are also likely to be violent enough to kill in reality. Nevertheless, there are also reasons that go against the above statement. One of it is that all the violence on screen desensitizes our awareness to it so much that it does not change our nature of being non-violent. Studies in America reveal that the typical American citizen will view more than 200,000 acts of violence even before they reach the age of 18. If everyone’s minds were so easily influenced by the media, then everyone is a murderer. Many people enjoy watching violent movies, but their own conscience and their ability to distinguish between right and wrong tells them that violence is wrong. The question of whether or not violence on screen encourages violence in real has been an on-going debate ever since media was introduced in people’s lives. Nonetheless, violence itself can be prevented if the media cuts down the acts of violence on screen. Small acts to prevent children from exposing themselves to violence are for parents to include child protection settings in their televisions, and to ensure that their video games are not violent-based. As the saying goes, prevention is better than cure. Every parent should do their part to prevent any form of violent media affecting their children’s lives before it is too late.

Artificial IntelligenceCognitive Ability of Information Processing essays

Artificial IntelligenceCognitive Ability of Information Processing essays Artificial Intelligence: Cognitive Ability or Information Processing Computers have become an integral part of our everyday lives. We rely upon these machines to perform innumerable tasks that we often take for granted. Most people realize that computers are able to perform the multitude of functions as a consequence of the programming they receive. These programs give computers a set of instructions that governs their transition from one information processing state to another. Thus, computational machines are able to respond to a certain set of inputs with a certain range of outputs. In order to comprehend programs one needs only to describe these instructions in functional terms. In this regard, computer programs are extremely similar to functional accounts of the human mind, which contend that in order to understand the mind, one must simply examine the relationship between stimulus and behavior. Consequently, the question has naturally arisen as to whether a computer which consisted of a sufficiently sophisticated program would be capable of tho ught. This question has resulted in lively debate, with one camp of people including John R. Searle emphatically denying the plausibility of Artificial Intelligence. On the other side of the debate, individuals such as Paul and Patricia Churchland have declared that although a serial machine with a program might not be able to think, Artificial Intelligence might be feasible in parallel processing computers. In Is the Brains Mind a Computer Program, John R. Searle presents an interesting argument against strong artificial intelligence proponents. Believers of strong artificial intelligence contend that a computer that can pass the Turing test is displaying cognitive ability. The Turing test basically states that if a computer can function in such a way that an expert can not distinguish its performance from that of a human who has a certain cognitive ability, such a...

Identifying the Authors Purpose on a Standardized Test

Identifying the Author's Purpose on a Standardized Test Knowing what authors purpose questions look like is one thing. Finding it is quite another! On a standardized test, youll have answer choices to help you figure it out, but distractor questions will often confuse you. On a short answer test, youll have nothing but your own brain to figure it out, and sometimes it isnt as easy at it seems. It may be helpful to practice these types of questions while preparing for standardized tests. Look For Clue Words Figuring out why an author wrote a particular passage can be as easy (or as difficult) as looking at clues inside the passage. Ive mentioned in the What is the Authors Purpose article several different reasons an author would have to write a passage of text, and what those reasons mean. Below, youll find those reasons, with the clue words associated with them. Compare: Author wanted to show similarities between ideasClue Words: both, similarly, in the same way, like, just asContrast: Author wanted to show differences between ideasClue Words: however, but, dissimilarly, on the other handCriticize: Author wanted to give a negative opinion of an ideaClue Words: Look for words that show the authors negative opinion. Judgment words like bad, wasteful, and poor all demonstrate negative opinions. Describe/Illustrate: Author wanted to paint a picture of an ideaClue Words: Look for words that provide descriptive detail. Adjectives like red, lusty, morose, striped, sparkling, and crestfallen are all illustrative.Explain: Author wanted to break down an idea into simpler termsClue Words: Look for words that turn a complicated process into simple language. A descriptive text will use more adjectives. An explanatory text will usually be used with a complicated idea.Identify/List: Author wanted to tell the reader about an idea or series of ideasClue Word s: Text that identifies or lists, will name an idea or series of ideas without providing much description or opinion. Intensify: Author wanted to make an idea greaterClue Words: Text that intensifies will add more specific details to the idea. Look for superlative adjectives and bigger concepts. A baby sadly crying is descriptive, but a baby mournfully howling red-cheeked for 30 minutes is more intense.Suggest: Author wanted to propose an ideaClue Words: Suggest answers are usually positive opinions and try to sway the reader to believe. The author will provide a point, then use details to prove it.​ Underline the Clue Words It helps to use that pencil in your hand when youre reading if youre unsure what the authors purpose is. As you read, underline the clue words in the text to help you get a better idea. Then, either compose a sentence using the key words (compare, explain, illustrate) to show why the author wrote the piece or select the best answer from the choices given.

Unfunded Educational Mandates and how they creat Non-Market Failures Research Paper

Unfunded Educational Mandates and how they creat Non-Market Failures - Research Paper Example Over the years, significant mandates have been put forth in relation to employment, persons with disabilities, water and air pollution, and equal opportunities in education. The debate on mandates have been long-standing historically primarily due to the implied fiscal responsibilities impinged on local districts. Redistribution of state funds becomes necessary to allocate budget for federal mandates. There are other non-fiscal consequences of mandates as well. With federal mandates, a generic solution is provided for highly sensitive issues underplaying the diversity factor in each state or locality. â€Å"The initiative of state and local governments to pioneer innovative approaches is undermined as a result† (Posner, 1998, p. 6). However, despite these continuing issues, mandates have proven resilient since inception, and policy makers [i.e. Congress] remain positive on their position in creating federal mandates. The first major wave of federal mandates happened between 1960’s and 1970’s which included essential issues such as environment, civil rights, and education (Posner, 1998). Specifically, in the mid-1960’s, the state government increased its authority and intervention in education. As pointed out by Fusarelli (2009), â€Å"a crucial reason for a fundamental shift in the state education role is the widespread loss of confidence in local educators and their communities† (p. ix). In 1983, the loss of confidence in local education revolved around children with special needs. In recent times, the No Child Left Behind Policy (NCLB) became the driving force behind an increase in the state-mandated laws in education. Perhaps one of the more formidable issues emphasized by individuals advocating against state-mandated laws, especially in education, is funding. Most, if not all, mandates come with price tags that become additional budgetary burdens for local districts. Sink (2010) borrows the

Basic difference between Behavior therapy and Psychoanalysis Essay

Basic difference between Behavior therapy and Psychoanalysis - Essay Example The therapist (psychoanalyst) helps the client "uncover" unconscious motivations, unresolved problems from childhood and early patterns to resolve issues and to become aware of how those motivations influence present actions and feelings. Once the Behavior therapist enquires Jack about himself and few formal questions, Behavior therapist will ask some more specific questions related to his way of treatment. The questions would be regarding Jack's interests, motivations, Friends, Academics, fantasies, strengths, goals, ambitions, aspirations, happy moments, distractions, weaknesses, other phobias (if any), disinterests, irritations, cultural values, relaxation techniques etc., Once Behavior therapist finds the reason behind the phobia, he will try to motivate the Jack to encounter the phobia on face, but with suitable rewards. Say Jack is interested in Sports, then the Behavior therapist will offer him a pair sport shoes for every encounter Jack faces with the phobia. This will make the situation into a competition rather than problem. Once this competition attitude sets in, Jack will unknowingly transfer his 'energy of phobia' into competitive spirit. And this is what Behavior therapist would like to achieve. Jack's treatment is properly scheduled with/without medication

Doctrine of Judicial Precedent Essay Example for Free

Doctrine of Judicial Precedent Essay Introduction Statutes and case law are two significant sources of the UK law. In the convention of common law, the law applied to a case is decided through judicial precedent and statutory interpretation. There can be effectiveness of judicial precedent and statutory interpretation in separation as well as when they are combined in the development of law. To what extend can a judge develop the law through the operation of doctrine of judicial precedent and application to the rules of statutory interpretation will be discussed in this assignment. In the first place, this assignment will give an introduction to judicial precedent and statutory interpretation. In the second place, how can judicial precedent and statutory interpretation develop the law will be analysed and evaluated. Eventually, the conclusion of this assignment will be given. Judicial precedent, a procedure whereby judges follow previous case with sufficiently similar facts, regulates case law, which is crucial to protect law stability. As MacCormick said: â€Å"to understand case law†¦ is to understand how it is that particular decisions by particular judges concerning particular parties to particular cases can be used in the construction of general rules applying to the actions and transactions of persons at large.† (James, 2010) Judicial precedent applies to the doctrine of stare decisis. That is to not disturb the decisions that are settled. For instance, through the stare decisis, the House of Lords held that the manufacturers owed a duty of care to their ultimate consumers of their goods in the case of Donoghue v Stevenson (1932), creating a binding precedent followed in Grant v Australian Knitting Mills (1936) in respects of duty of care and neighbor principle. The binding precedent is a legal principle formed by the ratio decidendi, the reason for the decision. This means that the ratio decidendi must be followed with the recognition of the legal reason for the decision in the previous case (Jacqueline, 2010). The remainder of a judgment is Obiter dicta. It is a statement made by the way, which though is not binding but can be persuasive in the future cases. Statutory interpretation is the process of how the statutes interpreted and applied by a judge. There are four approaches developed to deal with the task of interpretation, including literal rule, golden rule, mischief rule and purposive rule. When literal rule is applied, the words in the statutes are given their dictionary, original or everyday meaning, with the respect to the will of Parliament. For instance, in Whitley v Chappell (1868), with the application to literal rule, the court held that the defendant was not guilty since a dead person is not, in the literal meaning of the word, ‘entitled to vote’. Golden rule was defined in Grey v. Pearson4 (1857), â€Å"the ordinary sense of the words is to be adhered to, unless it would lead to absurdity, when the ordinary sense may be modified to avoid the absurdity but no further.† One of the illustrated cases is Re Sigsworth (1935). A son murdered his mother entitled to nothing since the court applied golden rule to modification to prevent repugnancy and absurdity. Instead of determining what the Parliament said, the Mischief rule is applied to what Parliament meant. The Mischief rule was applied in Smith v Hughes (1871). Lord Parker CJ held that the activities of prostitution were in a â€Å"street or public place† for the intension of the Act to prevent the mischief of the impact of solicitation on the passers by. With a wider application, purposive rule is aimed to give promotion to the general legislative purpose emphasizing the provisions. Lord Denning stated â€Å"we sit here to find out the intention of Parliament and of ministers and carry it out, and we do this better by filling in the gaps and making sense of the enactment by opening it up to destructive analysis†. In Cutter v Eagle Star (1998), instead of literal rule, purposive rule is applied, holding that car park was a road, which underlies the Road Traffic Act (1988). Also, a purposive approach is now often applicable as a result of European Law. (James, 2010) Examples and evaluations of development The judicial precedent is regarded as the backbone of the common law whereas approaches of statutory interpretation have developed as significant tools in interpreting the statutes. Furthermore, there has been a notable synergy between judicial precedent and statutory interpretation in the development of law. First of all, the development of law can be achieved by applying a suitable decision from previous cases with similar materials. In the case of Shaw v DPP (1962) the House of Lords held that a crime of conspiracy to corrupt public morals existed. The conspiracy to corrupt public morals consisted of an agreement to corrupt public morals by means of the magazine, and the defendants had been rightly convicted. This was followed in Knuller v DPP (1973), being held that an agreement to publish adverts to facilitate the commission of homosexual acts between adult males in private was a conspiracy to corrupt public morals (E- lawresources, N/D). Therefore, with the application to doctrine of judicial precedent, the decision in a previous case can be applied to similar cases in the future, which then can contribute to the development of law in terms of quantity, certainty and stability. In addition, since consistent decisions are provided, the law is more possible to ensure fairness, and the citizens can be more willing to trust the law with confidence of being treated fairly. On the other hand, it is said that the doctrine of judicial precedent can be too rigid, as there seems to be a tendency that the binding precedent will be strictly applied in the decisions of cases. Also, since there are no uniform cases, the operation of the doctrine of judicial precedent may lead to a certain degree of injustice, leaving limited space for the development of law. However, the rigidity of judicial precedent can be avoided in practice through the exceptions of decisions including application of overrule and distinguishing (James, 2010). As Posner (1990) claimed: â€Å" judges follow the previous decisions of their court when they agree with them or when they deem legal stability more important in the circumstances than getting the law right. But a precedents analogical significance means simply that the precedent contains information relevant to the decision of the present case.† (Richard, 1990) Despite following the precedent strictly, judges are able to change the decisions in cooperation with facts. The Practice Statement was made by Lord Gardiner in1966, allowing the House of Lord to change its previous decision when it appears â€Å"right to do so† in an attempt to achieve justice (Jacqueline, 2010). To illustrate, in Miliangos v George Frank (Textile) Ltd (1976), the House of Lord overruled Re United Railways. In the case of Re United Railways (1961), it had been held that all debts were to be paid in sterling in an English civil case. In the case of Miliangos v George Frank (Textile) Ltd, the House of Lords held that damages could be awarded in any other foreign currency in the contract, due to the changes in conditions of foreign exchange (Vaughan, 2010). This was stated as â€Å" the existing reason ceased now for a rule† by Lord Denning (Michael, 2004). Distinguishing is another technique used by judges in order to avoid a previous binding decision that may cause inconvenient or unsuitable results. The case Balfour v Balfour (1919) is often cited in conjunction with Merritt v Merritt (1970) by way of illustration of how distinguishing works. In both of the cases, a wife sued her husband for breach of contract. In Balfour v Balfour, based on the fact that the parties had not yet been divorced when the agreement was formed, the court held that there was no enforceable agreement, owing to a rebuttable presumption against intention to create a legally domestic agreement. In the case of Merritt v Merritt, however, the claim was successful. The court was able to distinguish the material difference between two cases. Lord Denning stated that â€Å"When †¦ husband and wife, at arm’s length, decide to separate and the husband promises to pay a sum as maintenance to the wife during the separation, the court does, as a rule, impute to them an intention to create legal relations.† (Zander, 2004) As a result, the appeal from the husband in this case was dismissed. The exceptions of decisions enable the judges to be more flexible in relation of following or refusing earlier decisions from similar cases, which seems to extend the power of the law lords to create law and the space for the development of law. However, it may decrease the level of law certainty and predictability. Regardless of the role statutory interpretation plays in helping judges deal with the task of interpreting statutes, the application and development among the four rules of statutory interpretation can promote law to adapt to changing needs. In practice, judges are continually applying the existing rules to new fact situations and thus being able to keep pace with the changes of society. Firstly, approaches to statutory interpretation can attribute to the creativity and flexibility of law. Applying purposive rule, the court of the case of Royal College of Nursing v DHSS (1981) held that the Abortion Act 1967 aimed at preventing the mischief of ‘back-street abortions’ where no medical care was provided. Therefore, with the advancement of medical technology, abortion became legal to be administered by nurses. (James, 2010) In addition, rules of statutory interpretation can ensure the willing of Parliament. Judges cannot make law, which is the role of Parliament, however, they can and do try to give effect to Parliament’s intentions by using statutory interpretation. For instance, in the case of R v Registrar General ex parte Smith (1991), purposive rule was applied instead of literal rule due to the fact that the applicant was confirmed to be dangerous to his natural mother by a psychiatrist and ‘Parliament could never have intended to promote such serious crime.’ Consequently, the applicant was failed to obtain his birth certificate (Jacqueline, 2010). Approaches to statutory interpretation provide opportunities for judges to apply to different rules flexibly based upon the facts and the intention of Parliament. However, increases of flexibility and creativity of law may cause decreases of certainty and consistency. Last but not least, as two major aspects of the UK law, the interrelationship of the doctrine of judicial precedent and the rules of statutory interpretation are significant to the development of law. For example, in Pharmaceutical Society of Great Britain v Boots Ltd (1953), there is a technical legal meaning of â€Å"offer for sale†. With the application to literal rule, the display of goods in a store shelf was held as an invitation to treat but not an offer to sell. This decision was followed in Fisher v Bell (1961). The court held that the display of product in a shop window was an invitation to treat and thus there was no violation of the Act. (James, 2010) Conclusion As a consequence, with doctrine of judicial precedent, previous cases can be applied to cases with similar facts in the future, whereas with statutory interpretation, different decisions can be made with choices of different rules depending on different facts. The synergy between these two aspects produces certainty, elasticity and appropriate space for the gradual development of law. In conclusion, although a degree of rigidity and instability might occur in the progress of law development. Judicial precedent and statutory interpretation in combination can attribute to an increased level of certainty, consistency, flexibility, and elasticity of the law, creating an appropriate space for a gradual development of law. Bibliography: 1.James, H., 2010, Learning Legal Rules 2.Jacqueline, M., 2010, Unlocking The English Legal System 3.E-lawresources, N/D, [Internet] Available from http://www.e-lawresources.co.uk [Accessed 11 /11/ 2012]†¬Ã¢â‚¬ ¬Ã¢â‚¬ ¬ 4.Richard, A, P., 1990, The Problems of Jurisprudence 5.Vaughan, B., 2010, Foreign Currency Claims in the Conflict of Laws 6. Michael, Z., 2004, The Law-Making Process

Essay --

The company before 2000 is referred as ‘Old Monsanto†, and today the company is known as â€Å"New Monsanto† Monsanto’s GM seeds have not been accepted everywhere. For example European Union has banned Monsanto’s crops except for one variety of corn. Monsanto’s products have generated two main concerns regarding safety of GM food and environmental effects of genetic modification. Concerns about the Safety of GM food’ The consequences of genetically transforming our food and environment are unpredictable and irreversible, and will affect all future generations of species on this planet. For many of reasons, the corporate media has been all but silent about this transformation. Although most Americans are unconscious of it, more than 60% of the food we are eating is genetically modified. These days, genetically modified (GM) corn, soybeans, and canola are added to much of our processed foods, starting from breakfast cereals to corn chips to soft drinks. Even fresh vegetables are genetically altered. Genetically, the modified crops are created when scientists would take genes from one organism and insert them into another. Usually genes are transferred from plants, animals, insects, bacteria or viruses and then introduced into crops with the intention of developing a particular characteristic. For instance, scientists have taken a gene with anti-freeze trait from an arctic fish to a tomato. While the goal was to make the tomato more frost resistant, the gene transfer brought with it unpredicted side effects: the tomatoes changed its natural color easily and consumers not liked their ‘metallic’ taste. The recent introduction of GM crops is not the predictable outcome of scientific progress. Relatively, GM crops have been pushed into ... ... in its customers’ confidence on the company. Misrepresentation of essential information and lack of preventive measures result in penalties and disrupt the company's operations. Furthermore, distortion of information negatively affects the shareholders’ confidence, the profitability and credit rating of the company in the long run (Monsanto Company SWOT Analysis., 2013, p. 6). References Landsman J. (August 09, 2013) Monsanto and GMO lies revealed, Retrieved November 22, 2013 and available at: http://www.naturalnews.com/041559_Monsanto_GMOs_lies.html Monsanto Company SWOT Analysis. (2013). Monsanto Company SWOT Analysis, p.6 Unknown (June/ July 2001), Continuing the Green Revolution: The corporate assault on the security of the global food supply, Volume 13, Number 4, Retrieved November 22, 2013 and available at: http://www.mit.edu/~thistle/v13/4/food.html

Effects of Discriminatory Practice Essay

Negative behaviour is being aggressive and violent towards a person or a thing. For example if someone is getting discriminated for any reason such as age, culture, sex, appearance or many more their behaviour may become negative towards themselves or others. This is a potential effect of discrimination because they may feel that they have had enough of being discriminated and become aggressive towards the person who is discriminating against them. When a person has negative behaviours because of discrimination they may feel angry and feel that everyone is being discriminative towards them and may feel that they need to do something to stop people from discriminating them. For example in the questionnaires I collected my information from a person was discriminated about their race in a setting which made them upset and angry so they became violent and aggressive towards the person that was discriminating them. This is a clear example of negative behaviours. Low self esteem Low self-esteem is when a person is pushed out and feels unwanted. Self-esteem is a term in psychology to reflect a person’s overall evaluation or appraisal of her or his own worth. When a person has low self-esteem they can feed off each other in a vicious circle; the more depressed or anxious they become the lower their opinion of their self and their abilities. Things that can lower people’s self-esteem are if people discriminate them about their appearance or if they are unhappy with their self-image. For example in the questionnaires I collected  my information from, a person was discriminated

How English Language Has Brought Change to Urdu Language

As my group and I interviewed Amjad Islam Amjad we got to know several reasons for the changes that English has brought to the Urdu language over the period of time. The two I will be discussing are: * Differences in schooling. * Government role in making English as an official language. However these two reasons are interlinked. At sir Amjad’s time English was taught like a foreign language in schools, after the 5th or 6th grade and now it is taught since prep. In fact when a child is taken for an admission he/she is interviewed in English language and is expected to answer in English as well. Before people could easily and fluently interact in Urdu language and children could speak in Urdu without any code mixing and code switching. They had a command over their mother language but today translations into Urdu are even more difficult than English and are understood by even fewer people. Especially, children and young people find it easier to use English. The current generation believes that Urdu language brings orthodoxy and limits their scope and vision. To date, when a child enters the learning stage, he is taught words and things in English. Indeed parents try to use as much English vocabulary as they can so that their child learns and speaks the higher language of the society. Analysing the government’s part in bringing a change in the Urdu language, we see that it has played a vital role by declaring English as the official language. It should not be so; people have actually become confused about their mother language, first language and the second language. The Advisory Board of Education in its first meeting in 1948 had resolved that the mother tongue should be the medium of instruction at the primary stage. Also, a number of institutions were established or supported by the State to do basic work in Urdu: from coining new terms, to translations, to developing new tools and techniques to speed up its adoption as an official language. The Sharif Commission, formed in 1959, had recommended that both Urdu be used as a medium of instruction from Class VI onward and in this way, in about fifteen years, Urdu would reach a point of development where it would become the medium of instruction at the university level. The Commission clearly stated that until Urdu was ready to replace English, English should continue to be used for advanced study and research. Now, this statement served a purpose. It allowed confusion to take root in terms of how and when and by whom it would be determined that Urdu was ready to replace English. This was a convenient method of maintaining the status quo and English was given a fifteen-year lease. The 1973 Constitution of the Republic was propagated with Article 251 stating: (1) The National language of Pakistan is Urdu, and arrangements shall be made for its being used for official and other purposes within fifteen years from the commencing day. 2) Subject to clause (1), the English language may be used for official purposes until arrangements are made for its replacement by Urdu. The timing of the Constitution coincides with the lapse of the fifteen year lease given to English by the Sharif Commission and hence refreshes that lease for another fifteen years. The contradiction that emerged in Bhutto’s era was that on the one hand, he propagated a socialist ideology, nationalized industry and education, and stood for the rights of the po or. On the other hand, he did not make any effort to change the official language to include the poor in decision making. The elected governments of Benazir and Nawaz Sharif continued with parallel education systems and encouraged private sector English medium schools and higher educational institutions. One step that Benazir’s first government took was the introduction of English as a compulsory subject from Class I in all government schools on the plea that it would enhance opportunities for poor children. The implementation remained weak because there was no quality teaching available. In all parts of Pakistan, more public and private institutions are coming up and promoting the use of English. The recently held national education conference in Islamabad, attended by both the President and the Prime Minister, saw no single change in the government’s policy on language education and the medium of instruction. The primary issue is not the choice of a medium or various mediums of instruction. It is the language in which the affairs of the state are managed, legislation is drafted and decisions are made.

Maya Angelou Essays - I Know Why The Caged Bird Sings, Maya Angelou

Maya Angelou Essays - I Know Why The Caged Bird Sings, Maya Angelou Maya Angelou A poet, an author, a play-write, an actress, a mother, a civil-rights activists, historian and most important a survivor. Perhaps Maya Angelou, award winning author of many books is one of the most influential African Americans in American history. I believe that she rates at the top of the list of American authors, with Hemingway, Hawthorne, and Voight. I believe through my research and reading of Maya Angelou that she should be among the members of The American Authors Hall of Fame. Maya was born on, April 4th, 1928 as Marguerite Johnson, in St. Louis Missouri. She was raised in Stamps Arkansas, by her Grandmother Annie Henderson and Her Uncle Willie. Stamps was a rural segregated community. However, it was tight knit between the African Americans. Maya grew up during a very difficult time period in American history. They were just recovering from the Great Depression, and learning how to deal with different races of people. Maya knew this and made it clear in her writing. "It was awful to be Negro and have no control over my life. It was brutal to be young and already trained to sit quietly and listen to charges brought against my color with no chance of defense. We should be dead. I thought I should like to see us all dead, one on top of each other. A pyramid of flesh with the whit folks on the bottom, . . . and then the Negro's." (Angelou Caged Bird 153) "If growing up was painful for the Southern Black Girl, being aware of her displacement is the rust on the razor that threatens the throat." (Angelou, Caged Bird) Page 2 Grandma Henderson was a very religious person, and a key factor in Maya's upbringing. as with the rest of the people of Stamps. Maya and her brother Baily were punished as necessary. She kept Baily and Maya out of trouble and on the right track. "A devout woman Grandmother Henderson led her family in prayer each day at 4:00am." (Aging and Human Development 181) When Maya was about six, she and Baily moved to St. Louis to live with her mother, and her boyfriend, Mr. Freeman. While staying in St. Louis, she was raped by Mr. Freeman. Afterwards, Mr. Freeman was killed. Maya was certain that her voice had the power to kill, after all, she was the one that told on him, so Maya became mute for the next two years. After returning to Stamps, a woman by the name of Bertha Flowers brought Maya out of her mute. "Mrs. Flowers she had the grace of control to appear warm in the coldest of weather... she acted just as refined as the white folks." (Angelou, Caged Bird 76-78) Mrs. Flowers brought the works of Shakespeare, Hawthorne, and many others to Maya. Mrs. Flowers made her read and recite the verses. Maya was about 11, Grandma Baxter moved her and Baily to San Francisco, California to escape to racial fights in the south. Maya was just as mystified with her mother now as when she first meets her in St. Louis. Maya would go to see her father every so often, until one summer he asked Maya to live with him for the summer. Maya's father often took trips to Mexico on the weekend. Maya went with him on one, just to find herself driving her drunken father home. When Maya returned home, she got into an awful fight with her father's girlfriend. Maya then ran away, became homeless, and lived in a junkyard. One year after Maya became homeless, she returned home with her mother. Maya Page 3 attended secondary school, and found herself a job being the first black conductorette on the San Francisco street cars. This was a great accomplishment in Maya's mind, she had done something that no one else has ever done. Maya was now about 16 years of age, and curious about sex. She thought that maybe she was lesbian, so to find out, she had sex with a friend, and ended up pregnant. Maya was only 16 years old. She was now the Mother of Guy Johnson. Maya moved to West Africa, and took up the job as a professor at The University of Ghana.

Misplaced Modifiers

Misplaced Modifiers Misplaced Modifiers Misplaced Modifiers By Mark Nichol Misplaced modifiers- words or phrases that provide additional information to the main idea of a sentence but create confusing or at least awkward phrasing because of where they are placed within the sentence’s syntax- abound in writing. As explained below in the discussion of revision of sentences burdened by this problem, the solution is often simply relocating the modifier as a subordinate clause that precedes the main clause. 1. A Bill Cosby Show actress claims the comedian raped her in a new lawsuit. The sentence literally states that the rape occurred in a lawsuit. But the point is that the lawsuit states that the rape occurred, so the sentence should begin with the context: â€Å"In a new lawsuit, a Bill Cosby Show actress claims the comedian raped her.† Another option is to parenthesize â€Å"in a new lawsuit† between the subject, â€Å"A Bill Cosby Show actress,† and the predicate, â€Å"claims the comedian raped her.† (The parenthesis can also follow the verb.) 2. The attorney said that he was confident that justice would be served as he stood on the courthouse steps. Just as in the first example, this sentence features a distracting misstatement. The attorney did not claim that during the time he was standing on the courthouse steps, justice would be served, but that’s what the sentence implies. To clarify that the reference to the courthouse steps is tangential to his pronouncement, it should be moved to the beginning of the sentence as a subordinate clause: â€Å"As he stood on the courthouse steps, the attorney said that he was confident that justice would be served.† As in the previous example, the modifier can be inserted in the middle of the sentence, either before or after said. 3. The property belonged to Lance Benson twice, who lost the land in a divorce settlement and then bought it back in 2012. The antecedent, or prior reference, to who- the name Lance Benson- must appear immediately before the pronoun, with no intervening words, so twice must be relocated: â€Å"The property twice belonged to Lance Benson, who lost the land in a divorce settlement and then bought it back in 2012.† Twice could also begin the sentence, but the statement flows more smoothly when it follows the subject. 4. North Korea’s government says its military tested a bomb to widespread skepticism. This sentence suggests that widespread skepticism was an intended result of the bomb test; it appears as if a verb such as garner is missing from before â€Å"widespread skepticism.† To explicitly note that the skepticism was independent of the bomb test, the result should be introduced as a subordinate clause before the main clause: â€Å"To widespread skepticism, North Korea’s government says its military tested a bomb.† (Again, the modifier can be inserted before or after the verb instead.) Better yet, however, the result could be described with a verb inserted before it and the entire phrase set off from the main clause by a comma: â€Å"North Korea’s government says its military tested a bomb, prompting widespread skepticism.† 5. The rocks appeared to be the size of small cars in pictures posted by the National Park Service. This sentence, read literally, compares the size of the rocks to the size of small cars featured in photographs posted by the National Park Service. To clarify that the photos show rocks the size of small cars, not small cars themselves, the phrase describing the photos should precede the main clause as an introductory subordinate clause: â€Å"In pictures posted by the National Park Service, the rocks appeared to be the size of small cars.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:75 Contronyms (Words with Contradictory Meanings)Italicizing Foreign WordsUses of the Past Participle

In what ways, if any, were women better off in 1901 than they had been Essay

In what ways, if any, were women better off in 1901 than they had been in 1837 - Essay Example The ideology of separate spheres was a cultural philosophy of the separation of female and male roles. The line of demarcation was relatively simple. The public sphere was the domain of men and the domestic sphere was the domain of women. While this separation was not absolute, women had to contend with the cultural implications as well as the legal ramifications of having no real legal standing within the public sector. This meant without a male representative who could stand in her place to support her cause, and without that male having standing over her person, she was at the mercy of society and without much recourse to right wrongs committed against her. This ideology was not conducive to the needs of women as change began to roll through a variety of aspects of life. These changes begin to emerge during the reign of Queen Victoria and mark her reign with the advancement of society within Britain. In 1837 Queen Victoria became queen of England when her uncle, King William IV di ed. Queen Victoria was eighteen at the time of his death meaning that she was eligible to take the throne without a regent, which put her in the role as sovereign at a very young age. Her reign lasted for 63 years and seven months, during which time the world changed dramatically. A great number of advances occurred in industry, science, society, and military areas which helped civilization to move forward into a time of betterment for the citizens of England. However, it was the women’s movement that caused some of the larges changes during her reign than any other, despite the slow simmer that it held in the background of all of the other advancements. Women moved from being merely extensions of the males in their lives to full legal entities, capable of creating change within their personal circumstances through legal action. A woman became a full individual, no longer the possession of her husband, but the embodiment of her own ownership. During the early part of the 19th century, English women took up the cause of the abolishment of slavery, their voices ringing with American voices in the cause to free all men and women from ownership. During the course of this movement, a metaphor for female oppression began to emerge through the cause of slavery (Hall, Rendall, and McClelland 2000, p. 123). Eventually, the metaphor dropped away, leaving a women’s suffrage movement that was active in trying to gain roads towards allowing women the legal standing within society that would allow women to have more than the good graces of the males in their life through which to support their lives. Hall, Rendall, and McClelland (2000), state that â€Å"it was not†¦the drudgery of hard labour for women which constituted slavery for women, but the effects of long standing patriarchal oppression and its shaping of the submissive - or slavish - character of women† (p. 124). In 1846, the Westminster Review published an article that discussed the †˜fictions’ about the way in which literature was

Exercise 6-1 Remote Power Mower System Assignment

Exercise 6-1 Remote Power Mower System - Assignment Example They can be used electromagnetically and the relay can only be used a number of specified times before the cycle fails. Relay allows low power light duty switch to actuate the starter circuit without using directly to the starter (Scwalbe 144). If the mower start circuit does not contain a relay, heavy duty wiring will have to be wired to the start switch, or it would potentially pose a fatal shock hazard and also prone to electrical arcing. It also includes embodiments to provide use in all seasons, including a spreader, wagon, detaches, trimmer, and a slow blade. The remote control mower allows the operator to stay far away for the sake of injury prevention. The deliverable in a work breakdown structure is divided into tasks and components put together to achieve it. In our case, the project is made up of two main parts which are the Remote Control Unit and the Vehicle Unit. These two units are found at the first level and the breakdown of the units goes into the second and third levels. Moreover, there are other such units which are the core of the project and cannot be placed in the second or third level (Scwalbe 154). Level two is made up of deliverables that are clearly tangible and recognizable. The other levels consist of activities and tasks that build up on the project. The remote control unit is used in controlling the Remote Power Motor System (RPM) through the use of different components. The key project milestones are put together in level two of the project. In this case, we put together the following sections: Training, Budget Control, Data Management and Project Management. These sections must be implemented using a bottom up approach. The Project Manager is responsible for the control and overall supervision of the project. Therefore, he/she is in charge of project management which is placed at level two of the project. Other essential services that should be placed at level two include data management, budget control and training.

School Education Essay Example | Topics and Well Written Essays - 500 words

School Education - Essay Example The first article, ‘Against School’, illustrates how school is a tool that is formulated to fulfill an objective, rather than create a concept that is essential, as well as enjoyable, for students. ‘Against school’ provides the aspect of the problems that ails the school system and its effects on students. The second article is ‘Boredom is a common condition for schoolteachers’; this paper demonstrates a major problem with school education (167). The methods used to teach are tedious and can affect how individuals will learn concepts and ideologies that relate to various topics and subjects. This highlights that teacher get tired of teaching, and from time to time, they are unable to teach students in accordance to expectations. It brings the idea of taking children to school into question, because they do not normally enjoy their experience in school. Students are more likely to resent school, and hate education in general. (170) In contrast, ‘Learning to Read’ by Malcolm X provides a different perspective on education. The article describes how Malcolm X would teach himself and learn terminologies and words that he would apply on a daily basis. ‘I was so fascinated that I went on, I copied the Dictionary’s next page’. Malcolm X was pleased with the dictionary; it became his tool for learning (220). The main factor is that he was pleased with the impact of the dictionary that he made it his main learning tool. The article illustrates that learning can be an enjoyable experience when implemented under the right condition. Malcolm X proved that the nature of learning is determined by the tools and the attitude of individuals. The two articles bring into question the aspect of school education. ‘Against School’ illustrates the problems that plague the school education system, while ‘Learning to Read’ demonstrates the advantages of self-education. In general, the articles prove that the environment is a

Education Essays Design and Technology

Education Essays Design and Technology Can we promote more interest in Design Technology by having more relevant projects. Abstract To define Design and Technology and what students need to know in education is complex, and drawing directly on real world practices may provide educators with confidence and guidance in teaching design. This should give clear definitions and descriptions on how design works in practice, thus enabling educators to select which features of these practices can be translated into the encouragement of designer thinking and behaviour in educational contexts. This paper considers the encouragement of interest required to enhance and motivate a higher interest in Design Technology by having more relevant projects. Where realisation of concepts empowers fantasies, freeing the imaginations from reality into design. Creating the desired from the perceived. Resulting in keeping the process sharp. This paper will discuss considerations on the way a pupil perceives and processes information, for design in terms of action, reflection and appraisal and for technology in respect to solutions to technological problems through the process of invention. Evaluation will be made of performance in respect to previous research highlighting the teaching strategies used and the managing of the project. Above all, the undertaking of the project and the design process involved will set out to be a successful evaluation of teaching / learning experience. Review of Literature The work of Denton (1993) discussed the relevance of the design process in schools and whether it has merely a stylised ritual, more to do with the production of endless sheets of over decorated artwork with elaborate borders than a design tool. He discusses how the ritual of designing has arisen in education, the origins predating the National Curriculum, around the time when Craft, Design Technology was introduced into the Curriculum. Furthermore, Denton states that it appears to be centred on an incomplete understanding of the process of designing and the functions of modelling and drawing. The formal design process, as used in industry certainly does flow from initial ideas, research, questionnaires and so on, and Denton is not being overcritical of the design process as such, instead he points to the obvious primary function in design activity being the practical outcome rather than a neat visual presentation of the design activity. Commercial designers have a rough idea of the outcome before they actually start designing and they model a progression of refinements and variations in their ideas. By modelling, Denton makes reference to three types that are useful design tools:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Drawing: These range from rapid sketches of the design to externalise design ideas to formal rendered pictorial representations of the finished product, complete engineering drawings and exploded diagrams.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Models: These range from 3D lash ups to demonstrate he principles, give a better idea of proportion and, again, to externalise design ideas. The other end of the scale is the professional presentation scale model that we are familiar with.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CAD: These can also range from doodles in ProDesktop (or something similar), which enables the designer to get an idea of scale, right through to professionally produced rendered CAD designs. Most of these final coloured, rendered, anatomically correct models (and drawings) are used to communicate with clients, who will have no interest in rough sketches. It is these rough sketches and doodles that are at the heart of the design process and should be of prime importance to teachers as they are better indicators of the childs design thinking. Denton asserts that most schools prefer exquisitely finished and attractively presented work, complete with borders, in contrast with the rudimentary initial sketches of the design process. This preference is communicated to the pupils, who then spend time reworking their initial drawings, wasting time and efficiency in the process, and slowing down the exploration of fresh ideas. Much of this folder work is finished to such a standard that it is indicative of it being produced after the artefact has actually been made. In this paper, he proposes that it may be a more useful strategy to break away from the current strategy: starting at AT1: Investigating Making generating ideas, and instead start by evaluating something in order to make proposals on how it may be made better. I find that this proposal makes perfect sense, after all most designs are a redesign of an earlier design. The first cars were redesigned carriages, and subsequent cars were simply evolutionary changes, besides, one can empathise with pupils that have limited life experiences, trying to design an artefact starting with a virgin sheet of paper. Another proposal that, I think, has merit is changing the ratio of designing to making in favour of making, since it is the making that takes the most time. A disproportionate amount of time is spent doing research or more accurately, collating images. Entire lessons devoted to cutting pictures out of Argos catalogues have little merit and a minor influence on the final design. Denton suggests that efficiency and effectiveness may also be developed by the use of informal groupwork in the early stages coupled with the use of short deadlines can also promote motivation and possibly the generation of ideas (Denton, 1992). Kimbell et al explores the results derived from the APU (Assessment of Performance Unit) study of 1991, that described the capability in Design and Technology in terms of action, reflection and appraisal. He explains, in graphical terms, how boys and girls differ in the results of their coursework. According to the APU, girls consistently outperform boys right across the range of abilities, ie, high achieving girls perform better than high achieving boys and low achieving girls perform better than low achieving boys. While this study is fruitful, it doesnt explain why this should be the case. Lawler (1999) examines this disparity in results between genders by setting a group of pupils in the final year of primary school two separate tasks, recording the results and making comparisons. This age group were chosen because they had had minimal exposure to the procedural methodology imposed on them by their teachers. The paper hasevolved from research into ways of describing the process of designing. Two possible descriptors to show the effects of introducing project work have been called Big pictures and Small steps. Big pictures designing is future focussed, inspirational, and results in statements of complete ideas. Concerned with the mental process rather than the procedural, self directed, metacognitive process of design. Smallsteps designing is reflective, sequential, analytical, and descriptive. Good designing is evidenced as a combination of these two styles. Some pupils may have a preference for one approach that, if it conflicts with the way their teacher manages the project work, may restrict their progress. Raising the awareness of the teacher to the effects that the strategy that they impose on the project work has on the pupils, could be an important factor in increased student success. The study compared two different contextualised designing approaches to the presentation and management of project work. It shows the effects that each approach had on the performance of a group of seventy-five 11 year olds, and highlights the different responses of boys and girls to the same design situations. The results indicate that the strategy adopted by the teacher for the sequencing of practical project work had a greater effect on good designer boys, than it did on good designer girls and had a greater negative effect on less able girls than it did on less able boys (Lawler, 1 999) In a different attempt to relate pupils thinking styles to performance in Design and Technology, Atkinson (1995) used a test of Cognitive Style, shown to be intimately related in ideas and attitudes, to examine the performance of pupils in their GCSE coursework, utilizing a test devised by Riding and Cheema (1991) The Cognitive Style Analysis (CSA). The test was a result of over thirty methods of defining cognitive style being reviewed had it was concluded that most could be grouped within two fundamental independent cognitive style dimensions. These descriptors used in that test were seen along two axes (x, y) each subject being placed along the two continua of Wholist to Analyst (x axis) and Verbaliser to Imager (y axis). Analytic Verbaliser Imager Wholist A pupils position in the Wholist to Analytic dimension reflects whether they understand situations as a whole or see things in parts, while their position in the Verbal to Imagery dimension reflects the manner in which they represent information while thinking, either as words or mental pictures. In psychological terms analysts were defined as being field dependent, being affected by the world around them (in their perceptions) and wholists as being the opposite and field independent. By combining these two concepts, using wholist and analyst to examine pupils style of designing, new descriptors for designing styles were proposed. The CSA was produced as a computerised test that automatically calculates and plots a pupils position on both dimensions. The results reflect the way a pupil perceives and processes information. The relative speed in which a pupil answers different styles of questions, reveals their cognitive style (Riding Staley, 1998) Methodology Whilst on school placement, I noticed another teacher suggesting ideas to a year-12 pupil. Within minutes, the teacher had filled up a side of A3 with quickfire sketches and doodles. If pupils have a short time to focus their minds on quick sketches, it can be more productive than spending an entire lesson producing coloured drawings. I had an opportunity to try this approach at my last school placement when teaching a class of mixed ability Year 9s. The class were stuck, having spent the previous lesson producing 1 or 2 designs. I suggested that they all swap papers in their groups of four and improve on the original idea. After 10 minutes, the papers were swapped again, and again after another 10 minutes. This resulted in each pupil with three additional ideas to work with. From this placement experience, I have decided that the best way to establish what Key Stage 3 pupils gain from the Design Make tasks would be to revisit the two schools in which I taught whilst on teaching practice. The purpose of my visits would be as follows:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To examine the projects that are made by Key Stage 3 pupils and taking one example note the following; the tools required to make the task, the processes involved, and the amount of the pupils own design input.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Subject to approval by the head of department, ask pupils to complete my questionnaires. This will be an indication of whether the pupils have enjoyed making the project, what the pupils have learned from making the project and, if the pupil is in Year 9, whether that pupil is considering taking up Design Technology in Key Stage 4.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, I will also ask pupils if they have any suggestions that will improve the project. The purpose of undertaking design is the development of outcomes of various types. Each design project has stages of construction: these are the components of the final object, in which each stage contains action, reflection and appraisal. As an example: to build a car, there are stages of construction for the engine, transmission, wheels, bodywork, doors, windows, and interior etc. Each of these components has an initial concept, in which action, reflection and appraisal takes place for choice, material and size before it is offered into the final construction of the car, where once again action, reflection and appraisal will take place. Then once all the components are fitted and the car is complete, then reflection and appraisal takes place. Final changes are made and appraisal takes place. The car is completed. The degree of action, reflection and appraisal that each pupil with undertake is governed by the leadership of their long-term teacher, the teachers experience of design in general and knowledge of design in the real world, and most importantly their confidence and competence within their specialism. This performance of the teacher: and their use of rapid sketches, pictorial presentations and engineering assembly drawings all go towards efficient modelling techniques. The final piece may be a scaled version or may only exist on a computer screen, but regardless its value is in the development of design ideas and the extent of the pupils thinking. I will visit each school every two weeks to evaluate and discuss pupil progress. The project being set for the Design and Make task for Key Stage 3 will be in the context of control, which allows pupils to appreciate the final significance of their work. My direction will be focused towards: the efficiency effectiveness of design, and a good quality product within a short deadline. These factors I will encourage, as they are the foundation towards the promoting of motivation and the generation of ideas (Denton, 1992). My direction of evaluating for the projects research will be concise as possible, giving the pupil the high-level skill opportunity, looking for the right amount of information that allows them to realise the aim. Following completion of my evaluation, I will give verbal feedback to everyone, with a more detailed written appraisal sent within a reasonable time period. The written assessment is an important factor, for the pupils motivation and long-term progression of development for both designerly thinking and behaviour. My aim will be to make clear links between the knowledge and skills the pupils need and the sequences of learning activities they are being taught. In my preparation before the visits I will have a clear direction for the design problem: who is it for, what are their needs, where will it be used, number of units to be produced etc., and which design solution of: particular materials, technologies, or products can be identified and taught (Anning et al, 1996) During each visit I will look for the teaching of technology to be presented in a clear manner that shows a real understanding of technology can be obtained. This understanding will be of the processes of design as well as elements of technological knowledge and essential technological principles. I will look for pupil seeking solutions to technological problems through the process of invention, showing a deeper, fuller understanding of technology by result. Throughout I shall look for encouragement in the use of independent strategies, methods and principles of development, for out of this process of technological development by the pupil can be examined (Hill, 1996). During my visits, through a brief allocated period, by way of this time constraint test I will evaluate their design performance by way of the Big Picture and Small Step descriptors. I will encourage the pupils towards professional designers practices for inspiration, and seek evidence for emphasis the importance and need for the following in professional design: discussion at all stages of the design process, to continually refer back to the project aims, to continually evaluate progress, and to use sketching as visual notetaking (Hill, 1996, p.3) Throughout the allocated time for completion of the project, the pupils will be able to access their normal range of information sources made available to them. Therefore I can gain the pupils comments with regard to their depth of to investigation, discussion and resulting informed decisions on the quality, purpose and function required. On completion of the task I will ask each pupil to complete the questionnaire (see Appendix) from which the responses will be assessed. Above all, the undertaking of the project and the design process involved should be a successful teaching / learning experience for all. Results Discussions The project was to complete the design and construct a fuse tester. From the results in table1 it is clear that from the two schools visited, School A shows that there are more stages involved in designing and making the fuse tester. Pupils from School A also had greater scope for individualising their designs, although many pupils copied each other because of lack of creativity. School A School B Circuit theory Circuit theory Draw circuit using livewire Spider diagram to identify end user Solder Components into PCB Initial ideas Test Circuit Final ideas Research into hand-held devices Mark out acrylic Spider diagram to identify end user Cut out design Initial ideas Bend acrylic to shape Final ideas Stick copper tape on acrylic Make prototype from foam Solder the joins Make Mould (two halves) Test and Evaluate Vacuum form case from Moulds Test Evaluate Table 1 My aim to make clear links between the knowledge and skills the pupils needed and the sequences of learning activities was successful. With my preparation before the visits I had a clear direction for the design problem: Who is it for: General consumer What are their needs: To test general household fuses Where will it be used: In home and office Number of units produced: 250,000 Which design solution- particular materials: Plastic, technologies: True or false indicator, Circuit board and products: Connector(s), Battery On each visit, on initially addressing the class I checked with those pupils furthest away that all could hear me, and that my voice was not too quiet. I then briefly explained the task, whilst handing out extra information sheets, which I then covered in details and finished by asking for any questions. I had taken with me large print versions on the task in case there was pupil(s) present with sight difficulties. My teaching of technology was presented in a clear manner, where good listening and learning regarding the processes of design as well as elements of technological knowledge and essential technological principles took place. It was clear that individual pupils on the whole, sought solutions to the technological problems through the process of invention, where a fuller understanding of technology followed. I encourage the use of independent strategies, methods and principles of development, from which the process of technological development by the pupil could be examined. I successfully informed the pupils towards professional designers practices for inspiration at a reasonable pace, checking that all pupils understood, and emphasised the need for discussion at all stages of the design process, to make sure to continually refer back to the project aims, to continually evaluate progress, and to always use sketching as visual notetaking. All of which was successful in varying degrees. It was seen that some pupils were stronger in relating to some production concepts than others, and in using a varying degree of photographic memory in their detailed sketches whilst seeking their solutions. Not all designers in the real world are specialists in all fields, therefore it was not expected that a pupil would excel in all areas. And that was confirmed with some pupils being stronger in relating to some design and production concepts than others, a degree of photographic memory being one example where a pupil showed promise in solving a problem with a detailed sketch of a related or unrelated object as the solution. The completed questionnaire results confirmed the finding of Atkinson (1995) that showed no significant gender difference regarding the pupils perceived ability or their enjoyment of the design process. From the total sample a large number of the pupils believed that they were poor at designing and did not enjoy the task. Boys % Girls % Enjoyed and achieved Enjoyed but could not achieved Did not enjoy but achieved Did not enjoy and could not achieve Totals 100% ( ) 100% ( ) Table 2: Pupils perceived enjoyment and capability to achieve good results. As outlined in Atkinson (1995) the skill and teaching strategies used confirm a clear comparison of collaborator (School A) and interventionist mode (School B). The concept of collaborative learning brings to mind the image of a circle of learners, in which the pupils learn with each other by co-constructing knowledge. Collaboration means that people labor together to construct something that did not exist before the collaboration. From this it was seen that the input by the teacher: their personal technological capabilities; their understanding on how each idea could or could not be manufactured by the available resources; the time available; and the knowledge of the pupils manufacturing capability. Whilst the interventionist mode a faster pace is dictated, not much time was spent on the design, it was draw initial ideas and straight to manufacturing. Very few detailed sketches and their development took place, the project development took place during the manufacturing. Pupils tended to get out of their depth with their technological ability, and showed that here the pupil lost ownership of their idea to the teacher. At this point even capable pupils would be waiting for further instruction as the next step was beyond their capability, which resulted in the teacher becoming frustrated with the pupils demands. Regardless of which teaching strategy was adopted the findings confirm that of Atkinson (1995, p.40) at the projects start they both followed a similar pattern. The project was explained, then work began on the specifications and analysis of research required. It was observed that girls were at ease working in a reflective, evaluative research and analysis phase, whilst a large number of the boys were intent on looking forward, past this important design period, on to the manufacturing period ahead. In respect to the assessment of Big Pictures and Small Steps the process of control and achievement of the pupil by the teacher. Observed over the duration of the project it proves that the creative thinking and project management of Small Steps in School A was clearly passed on to the pupils, as opposed to the linear model of Big Pictures used in School B, yet on an individual level, pupils being offered a combination of both processes produced Good designing capabilities. From the undertaking of the time constrain test the results confirmed the findings of Lawler (1999) in that a large proportion of the boys achieved better results when the project was introduced through Big Picture designing, and that a large proportion of the girls achieved better results when the project was introduced through Small Step designing. It was interesting to see a confirmation of data as found by Lawler (1999, p.136) in that the boys did better with a Big Picture

Rape Victims :: essays research papers

Rape Victims Outside in the rain, a young man approached the house. He knew exactly where to go, he had been watching the back door. No one knows how often he had been out there, but he knew exactly where to find the hidden key. It was hidden in a woodpile behind some bushes next to the whit picked fence. He used it to let himself in the back door. He walked through the kitchen, around a corner, up the stairs, past the kids' rooms, and into Ross's bedroom. She'd been asleep for about half an hour, and the movement in the room startled her awake. Her first thought was that one of the children had come to her with a problem. Then she noticed the flashlight held by a tall figure dimly illuminated by a night-light down the hall. "Who are you? What do you want?" She demanded. "My friend is with your children, and he has a gun," the man said. "He'll kill them if you don't do what I want." Ross pleaded with him to take whatever money was there and leave. Her told her not to scream, and when she began to cry, he told her she should stop, because he said "you're a grown woman." He performed oral sex on her, and then raped her. When he had finished, he said to no one in particular, "That was awesome." Then he put a pillow over her face, told her to count to 100, and then he left the house. When she was sure he was gone, she checked the children and found the asleep and unharmed (apparently there had been no accomplice). (Grossman) This is just one of the disturbing situations where an innocent person is made into a victim. Rape is a felony crime in which a person is forced to have sexual intercourse without giving consent. Rape is traumatizing, and has a long lasting effect on how victims cope in society. While most rapes are unreported the number of cases reported in the United States more then doubled between 1970 and 1986. Rape is often motivated by extreme anger toward the victim or a need to overpower the victim. The motive is rarely sexual. Rape is intended to abuse, humiliate, and dehumanize the victim. 50% of all rapists are under the age of 25 and are most frequently with someone the victim already knows.

Migration from Mexico to united states

Migration is a subject that is studied on all levels when dealing with humanity and its idiosyncrasies. In order to understand migration we must understand the various components involved in migration, including internal migration, external migration, immigration and both refugees and Internally Displaced Persons. We must attempt to understand the reasons to migrate and how laws affect the various forms of migration and if there would be solutions to this practice of migration. The objective is to study the problems, the solutions and the reasoning behind migration as a whole. In order to understand the reasons behind migration of people we must first define the various components of migration. Migration refers to the movement of an individual from his or her home country, also known as the source country to another country as his or her destination. The two main movements are involved include immigration and emigration. Immigration would be the movement of individuals into a country. Emigration is the movement of individuals from their home country. The balance between emigration and immigration would be known as net migration and this can be either positive or negative. Positive would be when immigration exceeds emigration and negative would be the reverse of that process. (Kar, 2006, 187) There are many different influences and consequences relative to migration for anyone that moves from where they originated. Factors that would have to do with migration include the economic growth and development of the country that people are leaving, specifically GDP, the level of domestic development, and finally income and quality of life within the countries. Another two factors include how urbanized an area would be and variations in that consideration along with levels of education that would in fact be available for children across the country of origin in place of isolated areas. Occasionally, the amount of US influence on a country can either adversely or conversely affect the amount of migration. We see this today as we build walls along the US and Mexican border. We see it in the denials for migrants that are entering this country from all over the world as the numbers increase exponentially. The US has gone so far as to create the Homeland Security office to ensure that human trafficking is policed, and have created new laws to create fencing between the US and Mexican border to prevent more immigrants from entering the country illegally. An attempt at appeasement for Mexico in regard to what was known as the bill to create a guest worker program failed in gaining the necessary acceptance. (Fletcher, 2003, 343) Migration from Mexico has generated a sizeable Mexican-born population in the United States. Mexican estimates compute this population in the range of 8 to 8.5 million, of which the non-authorized component is estimated between 3 and 3.5 million. The US Census Bureau estimates that there are more than nine million Mexican immigrants living in the United States. Of these, approximately 4.7 million, or over half, are undocumented. However, about 1.6 million, or one in five Mexicans, are naturalized US citizens (MPI, 2002, 1). Regulation and policing will only go so far in slowing the amount of migration. Force rarely facilitates the ability to have residents of one country to remain in that country and there have been no recent incentives to have many of them stay in their own countries. The US may provide aid, and this may actually end up causing further migration in place of bringing a halt to it. Aid is not always the answer, unless that aid is universal in content coming from many donors in place of one. References Fletcher, R; (2003); Beliefs and Knowledge: Believing and Knowing; Howard & Price. Kar, P; (2006); History and related application of Migration; Dasgupta & Chatterjee. Migration Policy Institute (MPI). (2002) Mexico: A Crucial Crossroads. Retrieved 1/9/2007 Â  

Euthanasia Opposite Side Essay

Euthanasia is a relatively touchy subject and everyone has their own opinion on it. For me, I am pro-euthanasia and I believe that an individual’s right to autonomy and freedom of choice, euthanasia should be legalized in all the states. It is only fair to give someone that right because death is a private matter and should not be controlled by others. If a person autonomously chooses to end his or her life or have someone else assist them in doing so, it should be allowed. One should be free to do so as long as no harm is done to others. Moreland goes farther and gives an argument dealing with autonomy stating â€Å"Since biological life is not the real, moral issue, then life is not intrinsically valuable or sacred simply because it is human life.† He goes on saying that the more important aspect would be biological life, which deals with autonomy (Moreland). There are many people who are stuck in hospital beds for months, even years, wired with tubes unable to move from where they lay. They slowly die in a long painful death unable to do anything, while family members watch in agony as their loved one withers away. What an undignified way to die, a slow painful death, too sad to watch. We can prevent this if euthanasia was in place. Euthanasia can quickly and humanely end a patients suffering allowing them to die with dig nity (Euthanasia). Not only does this help patients die a more painless death, it also can help shorten the grief and suffering or the patients loved ones. Illness can take away the ability to make choices leaving people with no quality of life. Euthanasia allows that person to take back the control in deciding whether to live or to die (White). A different way to see it is to compare it to our animals. Most people would have their pets put down if they were suffering. It would be unbearable to watch your pet slowly die, rather than having a quick death. Why can’t the same thing happen with humans? It is almost like animals get a special treatment compared to us. The argument of mercy is when a person is allowed to terminate his or her life in an act of kindness (Moreland). Is it morally wrong to kill someone who is terminally ill? I will give you another scenario to think about. â€Å"A patient has disseminated cancer, cannot move in his bed for pain, cannot eat because of nausea and has difficulty breathing because of the restrictive effect of a large quantity of intra-abdominal fluid† (Gillett 62). If the man is begging to be killed, would you not? The argument of mercy would prove that this is cruel and inhumane. A quiet painless way to die from a fatal injection is better than being in pain from an affliction, also known as the golden rule (Moreland). Freedom of choice is as American as the bald eagle but yet do we all really have that type of freedom? My answer is a big no. Only three states have euthanasia in place and they are Oregon, Washington, and Montana. But even in these three states it was almost impossible to be granted for euthanasia. The requirements that had to be satisfied before a request could be granted were so steep that only 2 people a month used this to end their lives (Pro Euthanasia Arguments). Some of these conditions included: patient must be terminally ill with a life expectancy of less than six months, both doctors must confirm that the patient is capable of making this decision, both doctors must confirm that the patient does not have medical condition that impairs their judgment, and patient must self-administer the lethal medication (Pro Euthanasia Arguments). Is regulating euthanasia impossible? I must admit it would be very difficult but it is indeed possible. Again take a look at the three states t hat have euthanasia. Physical assisted suicide is usually what would happen to patients in hospitals if they cannot do it on their own. A doctor or nurse would inject the patient with a lethal dose causing them to die or some type of medication (Bourdeau). The terminally ill will get the rights they want and more control of their destiny. Euthanasia promotes the best interests of everyone concerned and violates no one’s rights (Moreland). The last thing I wanted to talk about was that euthanasia does free up scarce resources in the hospital (Pro Euthanasia Arguments). Keeping loved ones alive in hospitals uses up a lot of money as well as resources the hospital has to provide. We can direct the equipment to someone else who has a better chance of living rather than a terminally ill patient who will be stuck in the hospital. Euthanasia should be morally accepted and legalized in all states because of the freedom of choice that Americans have. The pain and suffering patients go through coupled with their loved ones seeing them in a shameful manner can all be stopped if euthanasia is passed. Regulating euthanasia should not be too much of a challenge as well since we do have a few states that already have it. The scarce resources that are used to keep the terminally ill barely alive can be used to help aid others live a better lifestyle. In general euthanasia should be looked at as a right we all have considering we are fully autonomous. If one has the right to life does one not have the right to death? Works Cited Bourdreau, Donald, MD. â€Å"Physician-Assisted Suicide and Euthanasia.† The Permanente Journal. N.p., Fall 2011. Web. 15 Nov. 2012. . â€Å"Euthanasia.† Rsrevision. N.p., 2011. Web. 15 Nov. 2012. . Gillett, Grant. â€Å"Euthanasia, Letting Die and the Pause.† JSTOR. N.p., June 1988. Web. 16 Nov. 2012. . Moreland, J. P. â€Å"Euthanasia Arguments.† CRI Euthanasia Arguments Comments. N.p., 17 Apr. 2009. Web. 16 Nov. 2012. . â€Å"Pro-Euthanasia Arguments.† BBC News. BBC, n.d. Web. 15 Nov. 2012. . Smith, Candance. â€Å"Physician-Assisted Suicide: A Topic of Growing Importance.† The Society Pages. N.p., 31 July 2012. Web. 15 Nov. 2012. . White, Hilary. â€Å"British Medical Journal Campaigns for Legalized Euthanasia.† LifeSiteNews. N.p., 18 June 2012. Web. 16 Nov. 2012. .