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. .

spec ed paper Essays - Psychiatry, Human Behavior, Free Essays

spec ed paper Essays - Psychiatry, Human Behavior, Free Essays February 27 th , 2018 Module 2 Redacted Glen Payne Special Education Part1 For this paper I have chosen to analyse the Case of Suzette, found on page 125 of the course text . The case outlines the struggle of a parent and their child, Suzette, in finding appropriate placement in a school. Suzette is identified as sixteen years old, recently expelled from her high school due to a series of violent outbursts and is seeking a new school. Suzette is a high functioning, high achieving student who, up until her teenage years when her behaviour took a violent and more consequential turn. The following analysis will explore the behavioural issues that Suzette is dealing with, a detail the most appropriate action plan, and a look at the likely outcome of her educational career. What Are the Beha vioural I ssues ? Due to Suzette's high achievement and agreeability up until her adolescent years, it is unlikely that she is experiencing negative manifestations of disorders that appear early on in a child's development . It is noted in the text that a child with this disorder may display a pattern of disruptive and violent behavior and have problems following rules. Due to Suzette's violent outbursts and accelerated ag gression, it is possible that she is suffering from Oppositional Defiant Disorder . It is not uncommon for children and teens to have behavior-related problems at some time during their development. ODD has eight characteristics for identification, and they are as follows: often loses temper; often argues with adults; often actively defies or refuses to comply with adults' requests or rules; often deliberately annoys people; often blames others for his or her mistakes or misbehavior; is often touchy or easily annoyed by ot hers; is often angry and resentful; is often spiteful and vindictive (Behavioural Issues Workshop, 2016) . Considering the fact that Suzette is only recently exhibiting dangerous symptoms that include violence, defiance, and struggles with authority, it is my best estimation to assign Oppositional Defiant Disorder to her case as the primary struggle. ODD combined with the "teenage - crazy" behaviour that her mother expressed could result in the aggressive behaviour described in her ca se. Fortunately , when treated with care and attention, individuals with ODD can experience rehabilitation and re-entry into appropriate school programming. What Support is Needed? Instructional In my experience with students who are dealing with ODD, it is most beneficial and helpful to change the language of my instruction to suit the needs of the child. Instead of using "must" driven language such as "you must complete this assignment", or "I need you to", it is better received to use inclusive language such as "when can we get this completed" or "what do you need from me to be successful?". This rhetorical shift attempts to diffuse the anger and "fight or flight" instincts associated with ODD aggression, and makes the student feel in control, while still functioning under an authority. Environmental and Assessment Any anger-fueled situation that has the potential to escalate is even more sensitive and likely for an ODD student. As such, it is important to monitor temperament and recognize the signs of escalation. Teaching the student to recognize their anger or irritability and implement coping skills is the best case scenario, but often times this is difficult, especially if you are strangers. My recommendation in these cases is to allow students to remove themselves from irritating situations using inclusive language and questions, such as: Do you feel like you need a break? Where would you like to go? How can we help you right now? Would you like me to give you space? In my experience, allowing students to choose where they would like to move to (Student Success, going for a walk, the office) has the best potential at diffusing a tense situation. In the same vein, accommodating assessment for ODD students involves compromise. In high school, students are required to complete regular assignments in order to earn their credit, but giving ODD students the tools to succeed often looks like compromised deadlines, extra help, or assignments broken up into smaller, more manageable pieces. Looking Forward With the proper support and education to