Internet and Education :: Teaching Essays

profits and EducationSince the Internet was created it has always had an effect on education. After military establishments Universities were the freshman real contributors to the Internets structure. The Internet has vastly improved education. There are so many ways that education and the Internet are connected these days. Almost all(prenominal) textbook has a corresponding Internet sight including the one for this course. http//www.scsite.com/dc2002/ Some sites like these contain valuable tools and accessories to aid in the learning process. As considerably as notes and multimedia displays, they may include things like hypertext chapters. In the future, there may not even be a need for paper textbooks. The Internet has also enabled teachers to teach a class from thousands of miles away. With video conferencing, a professor in Guam fucking teach a class in Michigan in close to real-time. Virtually all libraries are now connected over the Internet. At Lake Superior State University you can check the catalogs of almost any depository library and even check out books from nearby libraries. The Internet has made it easy for researchers to obtain information. No longer do you stimulate to travel to get antiquated documents they are now just a few clicks away.The corresponding Internet site for this textbook greatly improves the overall effect on the education of students. Students own quick access to any part of the text. They also receive visual and audio stimulation, which has been proven to increase the amount of information the student remembers. Some students are simply not strictly audio learners. Listening to a professor or teacher lecture sometimes just isnt enough for students. With the site they can review material quickly and easily and see the multimedia imagery at their own pace. Students can even take practice tests to see if they have learned the material.Perhaps one of the most impressive things that the Internet has do ne to improve education is videoconference teaching. Not only can this connect the teacher to a class thousands of miles away it can also connect a class with other groups or events such as a city counsel meeting. disparate classes can interact and discuss topics, or perhaps sit in on a discussion of experts. Some sites such as Global Nomads conference http//www.gng.org/ offer assistants to educators when it comes to videoconferences.

Women, Beauty and Self-Esteem Essay -- Body Image & Self Esteem

Ambrose Bierce (1958) once wrote, To men a man is but a mind. Who c atomic number 18s what face he carries or what he wears? But womans body is the woman. Despite the societal changes achieved since Bierces time, his statement remains true. Since the height of the feminist movement in the early 1970s, women have spent more silver than ever before on products and treatments designed to make them beautiful. Cosmetic gross revenue have increased annually to reach $18 billion in 1987 (Ignoring the economy. . . , 1989), sales of womens clothing aver be ond $103 billion per month in 1990 ( individualized communication, U.S. Bureau of Economic Analysis, 1992), dieting has become a $30-billion-per-year industry (Stoffel, 1989), and women spent $1.2 billion on enhancive surgery in 1990 (personal communication, American Society of Plastic and Reconstructive Surgeons, 1992). The importance of beauty has app arntly increased even as women are reaching for personal freedoms and economic rights undreamed of by our grandmothers. The emphasis on beauty may be a way to hold onto a feminine image turn shedding feminine roles.Attractiveness is prerequisite for femininity but not for masculinity (Freedman, 1986). The word beauty always refers to the female body. Attractive male bodies are described as handsome, a word derived from hand that refers as much to action as appearance (Freedman, 1986). Qualities of achievement and strength accompany the term handsome, much(prenominal) attributes are rarely employed in the description of attractive women and certainly do not accompany the term beauty, which refers only to a decorative quality. Men are instrumental, women are ornamental.Beauty is a most elusive commodity. Ideas of what is beautiful vary across cultures and change ... .... Journal of Behavioral Medicine, 10, 129-38. Stoffel, Jennifer. (1989, November 26). Whats new in freight control A market mushrooms as motivations change. New York Times, p. C17.Thompson, J. Kevin. (1986, April). Larger than life. Psychology Today, pp. 41-44. Walker, Alice. (1990). Beauty When the other dancer is the self. In Evelyn C. White (Ed.), The black womens wellness book Speaking for ourselves (pp. 280-87). Seattle Seal Press. Walster, Elaine, Aronson, Vera, Abrahams, Darcy, & Rottman, Leon. (1966). Importance of physical attractiveness in dating behavior. Journal of Personality and Social Psychology, 4, 508-16. Wernick, Mark, & Manaster, Guy J. (1984). Age and the perception of age and attractiveness. Gerontologist, 24, 408-14. Williams, Juanita H. (1985). Psychology of women Behavior in a biosocial context. New York Norton.

Health Promotion and Teaching as Tools for Nursing Essay -- Healthy He

Laying the Foundation for a Healthier Future Health promotion and teaching ar important tools for nursing. By promoting health and health teaching, sucks can help lay the foundation for a healthier future. Major Concepts and DefinitionsBeliefa statement of sense, state or implied, that is intellectually and/or emotionally accepted as true by a person or group.Attitudea relatively unvaried feeling, predisposition, or a set of beliefs that is directed toward an object, a person, or a situation.Valuea preference that is shared and transmitted within a community. behavioral diagnosisthe delineation of the specific health actions that are most likely to effect a health outcome.Health Belief Modela figure used to predict and explain health behavior that is based on value-expectancy theory.Perceivehow one views oneselfs health.Expectanciesoutcomes and evaluation of how behavior is determined. Divided into three types.environmental cuessubconcept of expecta ncies, beliefs how events are connected.Outcome expectationsubconcept of expectancies, consequences of ones own actions.Efficacy expectationsubconcept of expectancies, ones own competence to perform the behavior requisite to influence outcomes.Incentives value of a particular object or outcome.Domains of learninginformation, skills, and attitudes needed to be taught to reach the appropriate level of learning.Cognitive domainsubconcept, maturement of new facts or concepts, building on or applying past knowledge to new situations.Psychomotor learningsubconcept, development of physical skills from simple to complex actions.emotive learningrecognition of values, religious and spiritual beliefs, family interaction patterns and relationships and personal attitudes that affect decisions and problem-solving progress.Teachinga planned and purposeful activity that nurses use to increase the likeliness that individuals will learn. Major Assumptions Major assumptions are taken from Rosenstocks (1966) Health Belief Model, Banduras (1986) Social Cognitive Theory (Edleman & Mandle, 1998), and the teaching process (Boyd, Graham, Gleit, & Whitman, 1998). concord to Leddy & Pepper (1993), assumptions from the Health Belief Model include the following aspects 1. Perceived susceptibility, the clients ... ... and the Social Cognitive Theory can help the nurse to analyze factors that contribute to mans perceived state of health. Working with the client in the proper domain of learning, the nurse will be subject to assist the client to achieve the optimal level of functioning. This standard can also be used with chronically ill patients. Again, the goal for the client is to achieve the optimal level of functioning. Difficulties in application to nursing practice would be the comatose patient or the terminally ill patient with no cognitive skills. Health promotion and teaching are valuable nursing tools but only if applied properly so the client is able to mak e sinewy behavior changes with the goal being to achieve his or her optimal level of functioning. References Boyd, M. D., Graham, B. A., Gleit, C. J., & Whitman, N. I. (1998). Health teaching in nursing practice A professional model (3rd ed.). Stamford, CT Appleton & Lange. Edleman, C. L., & Mandle, C. L. (1998). Health promotion throughout the lifespan (4th ed.). St Louis, MO Mosby, Inc. Leddy, S., & Pepper, J. M. (1993). Conceptual bases of professional nursing (3rd ed.). Philadelphia J. B. Lippincott.

When Pigs Heads Talk :: essays research papers

What are you doing out here solely al i? Arent you afraid ofme? asks a pigs head on a stick, cover in flies. But its more that,its an entity, which is hidden within the depths of the book,concealed for the reader to discover. The book Lord of the Flies byWilliam Golding contains symbolism all throughout the text, eachsymbol to be interpreted in its own way.The main symbol in Lord of the Flies is quite obviously, the Lordof the Flies, which as aforementioned, is a pigs head on a stick,covered in flies. The symbol represents the evil within the boys thatreside on the island. Each one corrupt in his own, fearing whatresides within them. Jack with his macho attitude, while he is aleader, has actually took part in killing someone, but then again, sohas every boy there. This evil could also be interpreted as a loss ofinnocence, in which the boys spiral from helpless little tykes tovoracious savages, funding only to kill.Another symbol, is just the flies residing upon the sows head. They seem to represent people that cling to evil, as though it wouldtheir only chance of survival. An modelling of that would be a cannibal,whose own desires have led him to feast upon flesh, and then, evenwhen he knows that what he has done is wrong, he continues to do ituntil his disgusting gorging has ended with his fix andpunishment. Oddly enough, the flies are feeding on rotting flesh aswell.Simon, the boy murdered by his peers, can be viewed as aChrist figure. While some may say it is Ralph, Simon seems more likea savior. He comes down from the mountain, bearing news of theboys salvation from the beast that torments him and he is persecutedby them, each one taking part in the frenzy of his death. He alsoseems to be knowledgeable about things the boys cant comprehend. He is always off in his own little world, pondering something thatmost boys wouldnt even consider thinking about.Yet another symbol in Lord of the Flies would the conch, whichRalph clings to so dearly. All of the bo ys see that as the upholding oforder, until Jack claims it not so. With the shattering of the conch,Ralph seems to plummet into a slight depression, wherein he hasnothing to cue of the upright and strict ways of his home. Withoutit he is nearly lost in a sea of his thoughts, buses as an example.

Troublemaking Interpretations of Horation Ode Essay -- Horation Ode

Troublemaking Interpretations of Horation Ode There exists debate of how one is to read Marvells Horation Ode, One of the most unexamined issues in the threesome essays, yet one which seems to be a presupposition for most of the causeation that goes on between both parties, is tolerates careful caveat early in his essay that his plan is not to reveal triumphantly that what it Marvells poem really says is something quite opposed to what we have supposed it to be saying (Ode 323). For Bush, what the poem is supposed to have said is key, for his argument leave alone rest around such suppositions and commonalities, or unprejudiced readings as he might call it and among his final arguments will be that Marvells poem room what it says (348), which will be arrived at by looking at the poem in its common and natural sense(341). But Brooks is not of necessity strict in sticking to traditional interpretation, so it is intriguing he would begin with what we might call at this point an i nterpretational warning label to warrant that the reader does not misinterpret him and think that he is trying to merely find a new interpretation for an old poem. While he will later argue that the New Critic is indeed in debt to the historicist, and we might accept this initial warning as a part of that debt to proper norms (326), it is with other interests in mind that Brooks ends his Notes on the Limits ofHistory and the Limits of Criticism. Invoking Matthew Arnold, Brooks concludes his essay dealing with Leslie Fielders call to interpret literature in relation to the rest of mans concerns (qtd. in Limits 354). To this, Brooks is in hearty agreement (Limits 354), and with this ending it is clear that there are ... ...es so many of his criticisms of Brooks in terms of how he looks for desperate solutions that mould from a common sense reading of the poem. This idea that the type of critic that Brooks advocates makes trouble for the type of interpretation established by a his toric reading of the poem raises such questions as the role of the critic in a society, and whether this critic is obliged to make trouble or not, and who is to be the concenter of his troublemaking energies. Works Cited Brooks, Cleanth. Criticism and Literary History Marvells Horation Ode. Class Handout ENG 415. April 9th, 1996. Notes on the Limits ofHistory and the Limits of Criticism. Class Handout ENG 415 April 9th, 1996. Bush, Douglas. Marvells Horation Ode. Class Handout ENG 415. April 9th, 1996. Butler, Judith. Gender Trouble. New York Routledge, 1990.

Troublemaking Interpretations of Horation Ode Essay -- Horation Ode

Troublemaking Interpretations of Horation Ode There exists debate of how one is to read Marvells Horation Ode, One of the most unexamined issues in the three tastes, yet one which seems to be a presupposition for most of the telephone line that goes on between both parties, is Brookss careful caveat early in his essay that his project is not to reveal triumphantly that what it Marvells poem really says is something quite debate to what we have supposed it to be saying (Ode 323). For Bush, what the poem is supposed to have said is key, for his argument will rest around such suppositions and commonalities, or color-blind readings as he might call it and among his final arguments will be that Marvells poem means what it says (348), which will be arrived at by looking at the poem in its common and natural sense(341). But Brooks is not necessarily strict in sticking to traditional interpretation, so it is challenging he would begin with what we might call at this point an interpreta tional warning label to insure that the reader does not misinterpret him and think that he is essay to merely find a new interpretation for an old poem. While he will later argue that the New Critic is indeed in debt to the historicist, and we might accept this initial warning as a part of that debt to proper norms (326), it is with other interests in mind that Brooks ends his Notes on the Limits ofHistory and the Limits of Criticism. Invoking Matthew Arnold, Brooks concludes his essay dealing with Leslie Fielders call to interpret literature in relation to the rest of mans concerns (qtd. in Limits 354). To this, Brooks is in hearty agreement (Limits 354), and with this ending it is clear that in that respect are ... ...es so many of his noviceisms of Brooks in terms of how he looks for desperate solutions that stray from a common sense reading of the poem. This idea that the figure of critic that Brooks advocates makes trouble for the type of interpretation established by a h istorical reading of the poem raises such questions as the role of the critic in a society, and whether this critic is obliged to make trouble or not, and who is to be the focus of his troublemaking energies. Works Cited Brooks, Cleanth. Criticism and Literary History Marvells Horation Ode. Class exit ENG 415. April 9th, 1996. Notes on the Limits ofHistory and the Limits of Criticism. Class Handout ENG 415 April 9th, 1996. Bush, Douglas. Marvells Horation Ode. Class Handout ENG 415. April 9th, 1996. Butler, Judith. Gender Trouble. New York Routledge, 1990.

Henrik Ibsen’s A Doll’s House and Gustave Flaubert’s Madame Bovary Essay

Henrik Ibsens A Dolls mansion house and Gustave Flauberts Madame Bovary both portray significant female characters. Both of these whole kit and boodle show 19th Century women striving for freedom. These works reveal the problems women of this time had in trying to become equal with their male counterpart. Noras gratification is seen by dint of her time with her children while Emmas happiness is never seen as she experiences stressful relationships. The female protagonists seek their freedom through secrecy, children and relationships.Nora Helmer from A Dolls House and Emma Bovary from Madame Bovary are very secretive with their lives. Noras secrets range from the hiding of the macaroons (59) to the loan for the sake of Torvalds health (54). This shows perhaps fear Nora may have with her husband. Nora ruff shows her secrecy with the clothes she wore for the masquerade party. Emmas secretive ways stem from her union to Charles. Emma hides her affairs with Leon and Rodolphe from an unsuspecting Charles. The affairs show what Emma would do for appreciation. Dramatic badinage is expressed with the fact that Charles fails to pay offingize of Emmas affairs until after her death.Children are a nonher important issue in the womens lives. Nora shows that she really cares for her children unlike Emma. Nora buys Christmas gifts for her children and plays hide-and-seek with them (61). Nora uses money to buy things for her children rather than herself showing that she doesnt think just of herself. Nora tells her children the strange man Krogstad wont hurt Mama (62). Emma is seen as a character foil of Nora with the fact that she does not care for her child. Her hatred for her daughter for the first time emerges when she hoped to have son. Having a son would anticipate revenge for all her sooner helplessness (101).Emma felt that a woman is held back and helpless. At the sight of her newborn, Emma faints as wish for a son doesnt come true (101). Emma doesnt really c are when she shoves Berthe into a chest of drawers and causes her to cry (124). Berthe Bovary is even thought of as ugly by her mother (124). Emma spends money for her own macrocosm in Madame Bovary. This shows that she only cares herself and no one else. The holes in Berthes stockings (272) show that Emma doesnt even care for her own child. The love Emma shows for her daughter reveals her mendacity, not real affection.Relationships are a very important component in the two works. Besides the relationships with their children, the women experience relationships with their adult counterparts. Friendship is a theme expressed in both works. Nora has a few friends while Emmas actions is a rationale for her not having friends. Noras friends include Dr. Rank and Mrs. Linde. Nora, who contrasts from the two for not having an occupation, is able to observe a friendship. Emma has her dismissal of women with the reasons coming from the differences she sees. Emma also doesnt have male friend s with the fact that neither Leon nor Rodolphe really care about her while she believes they do. Women such as Madame Tuvache dislike women like Emma after witnessing her not being faithful to her husband. Tuvache even once claimed that Emma is compromising herself (104).The relationships with fathers had an impact on Nora and Emmas lives. Both women were unhappy in their relationships with their fathers. Noras relationship with her father was best pictured with her being a doll in his doll house (109). Emmas relationship with her father was not a good relationship either. Being able to leave her father was at some sense, happy for Emma until her marriage.Work is seen as an issue and also some other type of relationship with the women as well. Both womens work came in the form of being a homemaker. Noras role as a housewife seemed at times more satisfying than a role in manual labor. Emmas role of a housewife was different as she paying(a) more attention to only herself than her own family. Both women also had maids in helping to keep the household running.The love lives of Nora and Emma determine the motives each character possessed. In A Dolls House, Torvald is seen giving Nora money from time to time. Nora seems truly happy with her marriage at first but it soon changes. At first Nora refers to herself as Torvalds little squirrel (77) and shows no frustration with the marriage. Nora also uses a loan she received to take the trip with Torvald. Nora also realizes that her and Torvald have been having an unsuccessful marriage by not having serious talks (108-9).The feelings of remaining a doll-child played an important role in Noras decision (109-10). Nora hopes of the miracle (89-90, 93) never come and it results in her leaving her family. After Emmas marriage with Charles, Emma realized that she did not really love Charles to begin with. The wedding bouquet (53, 83-4) that Emma later destroys shows the disappointment in her marriage. To satisfy her needs, Emma engages in affairs with Leon. After Leons departure, sorrow turns to happiness with a new affair with Rodolphe. Emma, who couldnt accept Charles and his personality, failed to realize how he really felt about her. Emmas death was an impact on Charles later demise.Nora from A Dolls House and Emma from Madame Bovary are very strong female characters portrayed in literature. Happiness and freedom are the most important themes in both womens lives. Striving for happiness and freedom came at a costly price, with death as Emmas fate. Noras happiness lies within her miracle of a better marriage. Nora always seems to be happy when she really is frustrated and unhappy. Emma never experiences happiness as her attempts fail and result in her death. The feminine struggle continues with the failed marriages and shows a strong message. The struggle reveals that not being equal can cause monetary value to the lives of people and their surroundings.Works CitedFlaubert, Gustave. Madame Bovar y. Trans. Mildred Marmur. New York PenguinGroup, 1979.Ibsen, Henrik. A Dolls House. Four Major Plays. Trans. Rolf Fjelde. New York

Ready to Quit Smoking? Essay

Tobacco is the most preventable cause of death in the United States. An estimated 443,000 people prematurely die from dope cigarettes. It also causes serious illnesses, such as Coronary heart disease, lung thunder mugcer, and oral cancer. 46.6 million Americans continue to smoke despite their knowledge of these risks (CDC). How hard is it to start out sess? Nicotine is in fact one of the most addicting substances in society. Some people say it is extremely difficult. There are many different elbow rooms to quit smoke. The most effect yet, most difficult way is complete abstinence from hummer. Other alternatives include, nicotine gum or patches, medication and e-cigarettes.In order to quit smoking one must understand addiction of nicotine and how it affects the body. The human brain has tiny neurotransmitters called dopamine. Dopamine is the brains primary motivation neurotransmitter (Polito). For example, when you are hungry or thirsty and you finally find time to eat or quen ch your thirst, that overwhelming, satisfactory sensation is caused by the flow of dopamine released from the brain. Nicotine is an external chemical that passes through and through the blood/brain barrier that stimulates dopamine. Once there is that chemical dependency on nicotine in order for your brain to release dopamine, it becomes and addiction. There are 4 steps in this addiction cycle. First, a persons blood nicotine level falls. Second, the brain generates a craving by building up and curb the flow of dopamine. Third, one inhales new nicotine. Fourth, the brain releases dopamine and the cycle continues. Now that one can fully understand the effects of nicotine, the next step can be taken.Cold Turkey, the common term used by smokers, means complete abstinence from smoking. To start the quitting process one must first round a date to quit. One should remove all tobacco products from their persona, house, and vehicle. Then they should tell their friends and family that they arequitting. Also, it is wise to inform their smoking buddies to not smoke near them or offer them any cigarettes. This completes the start process. In the first five days of not smoking, the number of cravings can reach up to 8 cravings. It is tough-minded to military force through. However, there is hope. There is something called, The 5 Ds to Quitting Smoking. The first is Delay (CoxHealth). Cravings only last to a maximum number of three transactions per craving. If the smoker can set a timer and wait three minutes the craving will, in fact, go away. However, it will probably feel kindred the longest three minutes of their life. The second is ,Distract yourself (CoxHealth).If the smoker can direct their attention to something else during their craving, they will have a greater chance of rubbish their withdrawals. Perhaps playing a sport, running, or watching television can help distract them from their mental obsession. The third D is, Drink water (CoxHealth). Staying hy drous is essential to fight cravings. Water is good for the body and helps ease the physical withdrawals. The fourth is, Deep breathes (CoxHealth). This refers to meditation and breathing exercises, such as circular breathing. round breathing is where one inhales for three seconds, holds their breath for 3 seconds, exhales for three seconds, and then holding that for 3 seconds before inhaling again. The last D is, Discuss your feelings (CoxHealth). These are the primordial principles to quitting smoking dusty turkey. However, there are other ways to quit smoking.Nicotine gum and nicotine patches seem to work just as well as cold turkey. It is a substitute, but it does help stop the habit of inhaling harmful smoke into the lungs. When prescribed these, Crutches, there is a set of instructions that the smoker should follow. They start at a high milligram dosage, then every week the doses become smaller and smaller. It is effective but extremely high-ticket(prenominal).Medication can also be prescribed buy doctors. Scientists have come up with a special pill that makes a person sick from smoking a cigarette. Its a form of negative reinforcement that makes a person not want to smoke because it makes them sick. This is probably not the best way to quit because is extremely costly. Quitting this way does not yield a long-term effect. Itis only a temporary means to all told quit smoking. Electronic cigarettes are not as expensive but it is still a substitute. These e-cigarettes do tend to break easily and the cartridges need to be replaced every so often, which may become expensive over a long period of time. There is an atomizer in their products the shoot liquid nicotine into the lungs via water vapor. This is not very harmful yet the nicotine addiction remains.When smoking these e-cigarettes there is no real plan to quit. Instead it is just to maintain a healthier lifestyle. Smoking is by far the worst and hardest habit to stop. It is expensive and creates harmful repercussions. Cold turkey is probably the best way to quit due to the fact that it is natural and inexpensive. However, it is not the only way to stop smoking. Alternatives homogeneous nicotine gum and patches, medication, and electronic cigarettes effectively stop the habit of smoking. In retrospect these seem to be temporary unless following a solid plan to completely stop. There can be no definite way to stop smoking. The choice is still always up to the person who wants to quit smoking, where will power plays an important role to smashing this horrible habit completely.Work CitedCDC. Tobacco Use. Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, 16 Nov. 2012. Web. 22 Feb. 2014. CoxHealth. The 5 Ds to Quitting Smoking. CoxHealth. CoxHealth, n.d. Web. Polito, John R. Tobacco Company Deception Aboutchemical Addiction to Nicotine.Nicotine Addiction 101. Nicotine Cessation Educator, n.d. Web. 18 Feb. 2014. Using the Nicotine Patch, Nico tine Gum, Nicotine Nasal Spray or Nicotine Inhaler. American Family Physician. N.p., 1 June 2001. Web. 24 Feb. 2014. Nordqvist, Christian. Electronic Cigarettes Can Harm The Lungs. Medical News Today. MediLexicon International, 3 Sept. 2012. Web. 23 Feb. 2014.

Hypatia and the Role of Women in Hellenistic Society Essay

From Ancient Greece to the traditions of Hellenistical society, gender stereotypes have been considered as unmatched of the main characteristics present within these civilizations. virtually probatively for Hellenistic society, it was the rule of patriarchs that best described the gender orientation of their society. In fact, the design of patriarchs or males were very much emphasized in philosophic arguments, much(prenominal) as Sirachs Jewish apocryphal literature stating, There is wrath and impudence and great disgrace when a wife supports her husband (Sirach 21-23 cited in Sawyer 40).As far as Hellenistic society was concerned, the procedures of women were limited to being wives who provide services to men, home manager, and the weak gender. The perspectives of Hellenism considered pistillates as subordinates to men, which somehow raised(a) mens role in the society in the pedestal considering that females were deprived with the opportunity to learn and to gain knowledg e from subjects like science and philosophy. However, this social stereotype was thwarted by Hypatia (370 415 C. E.) who initiated her efforts to learn the subjects that were previously exclusive to men al unrivalled.She became one of the most regarded female scholars in the history of Greece, specifically in Alexandria. Hypatia was one of the earliest gender rights petitioners who foc apply mainly on learning and learning. Within the account, the discussion provides significant emphasis on the life of Hypatia and the various encounters she had during her struggle for her education. With this, the tuition covers the role of women within the Hellenistic society and the means these women thrive with men.Furthermore, a critical argument between gender roles of the earlier periods of Hellenistic era is corporate within the study in order to provide substantial evidence on womens social significance back in the Hellenistic society. The study also considers the implications and con tributions made by Hypatia towards the feminine roles in the society. Discussion Overview on Hypatia Hypatia was born in Alexandria where she spent most of her childhood and adolescence that functiond her identity.According to scholars, the archaeozoic education of Hypatia came from her experience within the Museums of Alexandria. She was able to convince her father to let her obtain her primary education in Athens where she obtained an award of laurel wreath for her not bad(p) scholastic performances. According to OGrady (2005), Hypatia was noted to possess a dynamic personality that was legendary and a riveting, ultimately tragic, biography (235). Hypatia of Alexandria was considered the first fair sex mathematician who obtained compulsory inclinations in the subjects of philosophy and mathematics.Considering Hypatias father, Theon, was also a well-respected mathematician and astronomer of their time, Hypatia must have acquired her significant skills in numbers through her p atriarchal lineage. However, Hypatia was not solely limited in these subjects, but she also expanded her reach within the context of philosophy and astronomical studies. The fundamental high-mindednesss that greatly influenced her perspectives were the ideas from Hellenism and Neo-Platonism. From the book of Anderson, Katz and Wilson (2004), they pointed Suidas and Socrates description towards Hypatias physical features.According to them, Hypatia possessed a body of rare beauty and grace (47). Ogilvie (1986) mentioned in her book that according to Socrates Scholasticus, Hypatia was not only famed because of her soul and skill, but also with her beauty, which captivated Synesius, later bishop of Prolemais (104). However, there is a complete agreement between historians that Hypatia never marry during her lifetime. Aside from her physique, her intellectual capacity obtained light from various fields of sciences. At about 400 A.D, Hypatia became the head of the Platonist school of Alexandria where she taught her expertise, mathematics and philosophy (OGrady 235). Her Neo-Platonist philosophy was influenced by classical Greek logic and idealism from Plato that was merged with the concepts of Oriental mysticism, which she obtained after she studied at Egypt. Hence, the philosophical teachings of Hypatia revolved in an intensive reasoning through Neo-Platonist perspective. With the vast diversity of culture and phantasmal backgrounds present in Alexandria, the complexities of the political and economic climate did not stop the philosophical ideations of Hypatia.On the other hand, one of the most controversial points in Hypatias legacy was her death, which became the point of arguments on whether it contributed to the end of Hellenistic society or triggered the disruption of patriarchal domination (Anderson, Katz and Wilson 48). There had been different theories that explain the death of Hypatia, such as her conflict with Cyril, Alexandrians stampede, etc. Howev er, Hypatias death can be considered worthwhile due to her contribution to the feminine society.Role of Women in Hellenistic Society Within the patriarchal context of Greeces city-states and colonies during the Hellenistic era, women had indeed experienced diversity in their roles and views towards their society. Significantly, the women of their time considered being more furnish and subordinate in their existence before men. Added by Witherington (1990), by Hellenistic and Roman times these views were still in existence, though less strongly held because of the liberalizing influence of Macedonian and Roman occupations (11).Despite of their weak presence within the Hellenistic society, women were still treated with respect and regards from the male society. Although, their fate as wives or married Hellenistic women was not viewed entirely appropriate. The primary roles of women during this era were either for being the males wives or concubines. Athenian-citizen women were marrie d usually at fifteen or sixteen long time of age, and from this time, their under defending and coherence of the world and their surroundings was not yet established.After the marriage, these women were separated through a guarded chamber, but their freedom was always retained. During this era, concubines were the least feminine class looked upon between legal wives and prostitutes. The role of concubines was even recognized by Athenian law, which comprised the legitimacy and freedom of lineage produced through her. However, with a clear picture, the Athenian law towards these concubines was much more inclined to the benefits of patriarchal society by having their sexual needs filled (Witherington 11).Despite of these limited atmosphere and role diversion provided by the male society to the females, these women were still able to foster their interest in expanding their capacity and placement within the society. In the Hellenistic sense, one of the most historically significant even ts brought by the feminine gender was their interest for liberation. As supported by Swidler (1979), the conditions of women greatly improved to the point where a woman could in general marry and divorce on her own initiative and even choose her own name (18).From this point, the placement of women exceeded their previous condition of their societal function. They even attained significant minor roles within the realm of education and political affairs. Hellenistic period marked the era of feminine role elaborateness wherein various opportunities within the society became improvementable for them. With the opportunity to study and educate themselves, the profession that became the greatest threat to male poetic body was women poets.During the Hellenistic period, women, such as Hypatia, obtained honorary recognition for their skills in expressing their thoughts and opinions through poetry. Most of the time, the contents of their literature were related to their desire to possess eq ual outlook on both genders. The presence of Hellenistic monarchies provided the new outlook played by monarchical wives the Hellenistic queens. The upper-class women society enjoyed the vast newly opened opportunities since they were the ones who can avail the new places in society, such as education, political career, etc.Spielgovel (2005) mentioned that there had been documents indicating the increased numbers of women involved in managing slaves, selling property, and making loans (93). The immense expansion of womens role did not only consider careers and personal developments, but rather, they were also given the chance to acquire ownership of their own lands, wealth and significant placement within the quarters of men. However, the expansion did not consider full equality for both genders but only the increase of feminine roles. Hypatia and her Contribution the Hellenistic RegimeHypatia of Alexandria was an example of a pre-historic figure that fought the societys stereoty pe for gender discrimination. From her biography, she was able to surpass even the best scholars of her time, a woman of legendary Athene-like beauty and virtue, and a woman who possessed distinct features of martyrdom. Hypatia can be considered as one of the famed personalities in Alexandria during the Hellenistic era. Her contribution to the society surface an example of feminine capacity to acquire development in the fields of education.She was considered as one of the famed Alexandrian poets that contributed to the modern sense of literature. Despite of her femininity and societys stereotypes against feminine gender, she was still able to make substantial contributions in the fields of philosophy, mathematics and astronomy. In the fields of science, she was able to discover the early forms of astrolabe and hydrometer although, this was not taken in regards by the male scientific society and regarded it as lacking of scientific studies (Anderson, Katz and Wilson 387).He provide d her commentaries with Diophantuss Arithmetica, on Apolloniuss Conics, and on Ptolemys works but all of her works was lost in time. IN the fields of philosophy, she was able to merge the concept of oriental perspectives to Platonistic views. One of her commendable disciples to this teaching was Synesius who moved within the context of religious philosophy (Kahlos 40). She was able to prove to the patriarchal society that females can also stand their ground and contribute to the societys welfare if only they can obtain the sense of rightful placement.Her philosophical views under the teachings of Neo-Platonist were considered by the Christian Orthodox as an opposition to their beliefs. The Christian society branded her teachings as Paganistic and even considered her as the Pagan martyr. According to Forrest (2001), the Christian orthodox had seen the influence of her philosophical views and, since this threatens the Christianity of Alexandrian society, Hypatia was murdered by an ang ry Christian mob, which ended the teachings of her neo-platonic views (127).The roles of women within the Hellenistic society expanded giving them various opportunities to acquire proper placement in the society however, this did not eliminate the gender discrimination and inferior sense towards feminine society. The trademark of Hellenistic era did open the new quarters for female society, but still, the last opinion came from the patriarchal society hence, limiting the expansion of feminine career and roles in the society. ConclusionIn the conclusion of the study, the life of Hypatia was used in order to analyze the systems and the social conditions of feminine roles during the Hellenistic era. Indeed, the functionalities and placement of women expanded during this era, although it did not consider full equality between the two genders. Females were given the chance of education, political participation, material and wealth possession, and significant position in the fields of phi losophy and sciences.Hypatia portrayed the Hellenistic woman of their time wherein she established a remarkable educational background and contribution to the fields of sciences and philosophy. However, most of these were either hindered or rejected by the male society. Hypatia was a victim of societys stigma against Christian Orthodox in which she somehow contradicted with he Neo-Platonic teachings hence, she was murdered in order to end her influence. Still, with Hypatias life portrayal, the Hellenistic women did achieve role expansion but still under societal limitations brought by male society.

The Foundations Of Roman Empire’s Success

During the ancient times, imperialism was not a very uncommon phenomenon. Those were the days wherein bloodsheds happened al some everydaythose were the days wherein land conquests were the emerging trend and helmets, shields and heavy armoury are considered as distinct fashion statements. Although fear and anxiety crippled the lives of many individuals, it send packingnot be denied that imperialism is one of those unforgettable events that readily shaped and moved the fount of history. Generally speaking, the word empire originated from the Latin expression imperium (Howe 13). Imperium, in return, translates to exercising s all overeignty and authority. In the meantime, emperor is the title habituated to empire rulers. However, it is important to acknowledge that emperors go beyond being a political figure. More often than not, an emperor is viewed as someone who has the sk sorrows and influence of a army person. One of the most celebrated empires that have ever existed on thi s planet is the papist empire. It is known for its wide scope and reach. Long before sea explorers have circumnavigated the world, the popish Empire has already contained the Western horizon.For the founders of these regimes, the act of observing authority and sovereignty translates to two core concepts. First, to achieve authority, more than lands should be conquered, thus waging or creating state of wars is a must. Second, in order to ensure sovereignty, laws should be established and fully implemented. The supremacy of the Roman Empire is and so a far-famed one. Its major accomplishments remained unmatched and it had certainly contributed to the foot of civilizations main pillars.Despite of the fact that the empire suffered from an ill-fated decline, it cannot be denied that its victory came closely because of successful law implementations, efficient leaders and of course, a complex and highly organized military system wherein defeat was close to being non-existent. Ro man Empire A Brief Overview From 509 BC to 264 BC, it would be too hard to imagine that capital of Italy was actually plagued by different threats and invasion attacks (Spielgovel 75). It never occurred to anyone that this great empire was once belittled by those who attempted to conquer it.However, instead of perishing into oblivion, the darkest times of the Roman Empire worked well to its advantage. The scourge that almost annihilated it, turned out to be its greatest blessing. Instead of accepting its ill fate, the Roman Empire decided to strengthen their military force. The empire knew that if it has the strength and the necessary skills, it would not only defend its territories, it can as well as conquer other(a) domains and therefore exercise its power and authority. The Roman Republic played an important role in the empires growth.Once and for all, the institution permitted the fusion of the authorities and the military rule (Spielvogel 76). In this case, the military, si nce it has a political function can participate on how to embark on their missions rather than waiting for the rulers permission (Spielvogel 76). This set-up as well as allowed capital of Italy to further develop their armys strengths and skills. These efforts did not go in vain. By the time 266 BC came, Rome has finally taken over the whole Italian peninsula (Roman Empire). Yet, the empires strength was further highlighted when it was able to conquer Carthage (Spielvogel 79).Carthage is an important domain for the empire. Aside from the fact that it controlled tidy sum in the Mediterranean, it was likewise a strategic location (Spielvogel 79). Even though Hannibal, a renowned Carthage general was popular for his military skill and prowess, he has no matched for the newly reformed Roman army (Spielvogel 79). Carthages unfortunate loss meant that Spain, Sicily and North Africa would soon become Romes provinces (Roman Empire). Soon, Romes territory extended to Asia Minor, Syria, Ju dea, Greece and modern France (Roman Empire).The Pillars of Success One of the main reasons behind the formidable success of the Roman Empire can be attributed to its seemingly invincible army (Whittock 14). More than anything else, it is the empires military that is responsible for its glory and prestige. Even in recent years, the elite Roman Army symbolizes the bastion of highly remarkable skills in combat and warfare. If Roman politics did contribute, this is simply secondary to what the army did. As Christopher Mackay described, the Roman Empires political triumph was primarily based on militarism (p. 59).In land conquests, it is the army that ensures the defeat of the empires enemy. This is something that cannot be readily accomplished by the ruling politicians of Rome. In addition to that, defending the empire from unexpected counter-attacks was also performed by the military. It is for this reason that the Roman army can be described as one of Romes main pillars and foundatio ns. The Roman Army readily reflected its Greek influences (Whittock 14). However, one of the striking differences was that it was more organized and it continued to improve as the empire invaded more lands or territories.In the beginning, military men were ranked according to their respective social classes (Whittock 14). Those who have the means have the privilege of vesture armored suits that can protect them throughout the battle (Whittock 14). However, the lower classes had to purchase their own battle gears (Whittock 14). On a critical perspective, this situation was really raw to those who are at the bottom of the economic hierarchy. To risk their lives in war wherein there is uncertainty of whether they will go home alive or not, cannot be really described as a noble activity. Therefore, loyalty in this case cannot be assured (The Roman Army).Later on, joining the military became a profitable source of income for those who wanted to take part in the group (Whittock 14). Bas ically, the discrepancies based on social class slowly disappeared. Being a military man became a profession (Whittock 14). Those who were enlisted were given gold coins and a piece of land upon there retirement (Whittock 14). This particular reform appealed to many. On a much closer examination, soldiers often have to worry not only about the injuries that they may suffer in the war. They are also worried about leaving their families behind.More than anyone else, they need security. The gold coins and the piece of land gave these individuals the assurance that they have something to come back for. In a sense, this also served as a motivational force for them to continue fighting and win wars (The Roman Army). It was also this reform that paved the way for the Roman Empires notable legion (Whittock 14). On the other hand, it was not only the benefits of being a military man that inspired the Roman Army to win. According to Whittock, the army was also very strict and highly disciplin ed when it comes to their training (p. 15).As a matter of fact, the group even built practice camps so that they can finagle their opponents very well (Whittock 15). Relatively, as the army subdued more lands, the size of the army became bigger and bigger and as the old saying goes, there is indeed strength in numbers. There was an overflowing supply of soldiers needed to win the battle. There were also craftsmen, engineers and swordsmen, ready to build the necessary infrastructures to build the city of Rome and the weapons that they need in the war. Rome indeed suffered during the early years, but still they emerged as the victorious one in the end.As Roberts described it Rome normally lost its first battle but always won the last (p. 306). Aside from the military strength that the empire once possessed, another reason for its success can be attributed to the emperors efficient leadership. This is most especially true as for the case of Augustus (Potter xiii). Under his rule, Rom e was still at the onset of recovering from the ravages of war and series of political upheaval (Roman Empire). It is also important to note that Augustus replaced Caesar who was then assassinated (Roman Empire). In this case, civil ferment was indeed, inevitable.However, the moment that he was put on power, he made various political reforms, which are primarily patterned on strengthening family relationships, thus devising the empire more united (Potter xiii). As Sheffer mentioned, Augustus represents the innovative leadership (p. 26). It was under his rule that Pax Romana was basically achieved, thus giving the empire a more stable and dependable government (Roman Empire). He reconstructed the Senate (Roman Empire) and it was also under his regime that land grants and retirement benefits were given to the military (Wells 18).Consequently, the foundations established by Augustus gave the succeeding emperors a framework wherein they can efficiently rule the government. Good leader ship did not only bring stability, it also garnered the support and loyalty of the Roman public. Given this situation at hand, the next rulers of Rome simply needed to continue what Augustus started. Lastly it cannot be denied that the creation of a legal system (Saxonhouse) sustained the success of the Roman Empire. If there is a government, then it follows that a set of rules should be applied.This will ensure that the decisions made by politicians would be of service of the whole populace. In addition to that, the legal system assured that the people are systematically governed, thus preventing total anarchy. Conclusion Indeed, without the military, the Roman Empire would never be established. However, if not for its strong leader such as Augustus, for example, managing Rome and its colonies would soon turn into a disaster. Moreover, the legal system ensured that the interests of the legal age shall overcome the interests of the few.

A Study on the Problems Faced by Teachers in a Mixed Essay

A Study on the Problems faced by Teachers in a interracial-ability Class. P. Karthi, Assistant Professor, Department of English, Gobi Arts & Science College, Gobichettipalayam. Mixed ability as used in ELT usu any t darkenedy refers to the differences that exist in a group in terms of different levels of language proficiency. This might be a result of simply the amount of time they have spent for learning, their different language learning abilities or learning style preferences. Almost every groups are heterogeneous-ability.The world of English language teaching (ELT) presents a great number of ideas and concepts, expounding a vast assortment of styles, models and techniques, but often begins a general assumption on the make-up of actual classes in which much(prenominal) teaching methods are to be employed. In an perfect teaching environment, we might all wish for energetic, highly-motivated and able students coupled with a limitless supply of time and resources, but the real ity that many of us have to face is far from the ideal situation.For a variety of restrictive reasons thither is a need for teachers to make the best use of what is available and to do so in the most fur-bearing way that ones personal teaching methodology might allow. Teaching students with mixed ability mass pose a unique suffice of challenges. Diversity in language, culture, confidence and ability buttocks all come into play for teachers in the schoolroomWorking with students, sending them down different paths in order to derive at a similar goal can be one of the most challenging things for teachers of all backgrounds.However with patience, respect and hard work all the seemingly grand problems can be overcome to the benefit of all. As such, it is our intention to present a brief, basic summary of what we believe to be a sound starting methodology for approaching classes with students of mixed abilities. As a first step in managing the diversity of student ability in the cl assroom, there inescapably to be an analysis of the needs of the students. With this analysis the teacher will gain much ground in the effort to determine and support the needs of every student.This analysis will raise an opportunity for the students to reflect on their ability and style and prepare them for the fact that the class will not be managed in the traditional manner. While this action seems to add work for the instructor on the front end of things we think we can easily liken it to the old adage an ounce of prevention is worth a pound of cure. Upon determination of the individual student needs the teacher can strive to align the students into functional learning groups base on their skills and learning pace.The construction of focus groups allows the instructor to proactively increase the effectiveness of the lesson plan and provide realistic and achievable assignments to the students. The groups can work together based on their skill level or at that time the instruc tor can intermingle the weaker with the advanced, which will also fall in to creating variety in the class. This method allows for all students to advance toward a mutual goal at an appropriate pace for their capacity and avoids putting them off with actual that is outside of their aptitude.Provided the instructor has established focus groups based on ability or learning pace the next step is to consider the curriculum to be utilized. The instructor should prepare a collection of authentic information and materials that can be used with varying requirements for the class. These materials can be utilized in the classroom to provide different tasks for the unique skill levels so as to achieve conformity in the exercise, while utilizing realistic expectations of what can be accomplished based on individual groups.To this end the instructor can include several different versions of the same homework task in order to align with transaction levels and maximize the benefit to all the st udents. Ultimately in this very limited summary we feel that we need to consider the psychology of the students, the effects of this methodology on them and how to work to benefit each and every student. If caution is not taken to include all students fully the weaker students will potentially not achieve and hence experience the natural reaction of avoiding the activities they are not successful in.Because of this reaction the achievement gap will only be widened rather than narrowed. To this end, instructors must make an effort to make the classes inclusive while differentiating in order to ensure student achievement across the board and not just with the better playacting students. While there are so many different facets in managing a class of students with mixed abilities, by taking some basic measures teachers can manage the challenge effectively for the benefit of all. We can be certain hat we have only begun to scratch the surface of the issues faced by teachers of classes with mixed ability students, but we hope we have provided some basic building blocks for individual instructors to start with. As instructors we have the responsibility to show respect and provide reasonable attention to all students and we feel strongly that utilizing the previously stated methodology is a start down a path to achieve such ends. Differentiating Instruction for Advanced Learners in the Mixed-Ability Classroom.

Odyssey Illiad Devine Comedy Metamorphoses Aeneid

The illiad book 1 Who is the king of the Achaens Who is the best warriar Where are they making war What was the rationality for this war Who were the prices for achiles and Agamemnon (the girls) Who is chryses Why was there a plague? Who is archilles mom what is she the immortal of and what favor doeshe ask of her Odyssey book one and 2 Who is Poseidon why is he sore at odyssey Who is hermes What is the favor Athena ask poseidon Where is odyssey trapped and by whom? Wha does her name mean How does Penelope trick the suitors into marrying him Why does Athena dress up as mentes and who is telemechasHow does Athena protect telemachas and what journey does Telemachus go on Whaat does the two eagles mean that zeus brings down Aeneid book1 Y is juno mad at aeneas (two reasons) what does juno do for revenge who is god of wind who is the queen f carthage how does venus protect aeneas from juno book 1 bok 2 book 4 of metamorphoses what des metamorphoses mean wha does cupid do to Apollo, w ho does he run into in love with and what does she transform into what does apoll do that represents he will be with her forever which character did juno sleep with and what was the character turn into and for what reason?What did mercury do to argus and what? What was his transformation and who turn him into ir Difference between magpies story and muses who won? Why were the perdies turned into mag pies. What were the mag pie stories about as wellspring as the muses Who is Diana the goddess of The devine comedy What r the three real msdanes travel through As dante climbs the hill towards the light wha kind of animal blocks it? What are the other two animals he encounters? Who is the ghost that he encountersWhy does the ghost tell dante to come with him Where is dantes homeland What is a canticle Whatsa stanza Why is it called a comedy( 3 reasons) Who translated dantes work and year Who does dantes compare himself to? Who is Beatrice Dantes mien with words whatdoes he compare him self to? The thousand and one nights. Who is the king of india Who is the king of shamarkand What is the vizier What is the reason for th eking of india to keep killing woman How did the vizier protect his daughter from getting her .

Just Another Paper

Course course of study College of malefactor rightness and Security CJA/394 Contemporary Issues and Futures in felonious jurist Copyright 2010 by University of Phoenix. any rights reserved. Course Description This course examines both the principle issues in contemporary deplorable jurist as well as the extrapolation of such issues toward possible hereafter tenses within the sinful justness palm. Students will focus upon pertinent research in policing, courts, and corrections that reflect key elements of current conditions and what may be expected in the years to come.Students will apply critical re debate and engage in in-depth countersign of these concepts as a basis for comprehensive understanding at local, state, national, and orbicular levels of fell justice administration. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents University policies You must be logg ed into the student website to view this document. Instructor policies This document is posted in the Course Materials forum.University policies ar subject to change. Be sure to necessitate the policies at the beginning of each section. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Muraskin, R. , & Roberts. A. R. (2009). Visions for change aversion and justice in the twenty-first century (5th ed. ). speeding Saddle River, NJ Pearson/Prentice Hall. Robinson, M. B. (2009). Justice finesse?Ideals and realities of American felon justice (3rd ed. ). Upper Saddle River, NJ Pearson/Prentice Hall. Victor, J. L. & Naughton, J. (2010). Annual editions Criminal justice. untested York, NY McGraw-Hill. Walker, S. , & Katz, C. M. (2008). The police in America An introduction (6th ed. ). New York, NY McGraw- Hill. Waller, B. N. (2009) . You decide on-going debates in criminal justice. Upper Saddle River, NJ Pearson/Prentice Hall. every(prenominal) electronic materials are available on the student website. hebdomad angiotensin converting enzyme Criminal Justice System AssessmentDetailsDuePoints Objectives1. 1Evaluate past, present, and future trends in the interface between components of the criminal justice system and criminal justice connections with surrounding society. 1. 2Assess the value of the criminal justice system in a changing society. 1. 3Examine contemporary issues currently facing the Criminal Justice System. 1. 4Identify recent and future trends and issues affecting the criminal justice system. stateingsRead Ch. 1 of Visions for Change. Read member 14 of Annual Editions Criminal Justice. Read Ch. 3 of Justice Blind? Read this weeks Electronic concord Readings. ParticipationParticipate in class discussion by post horse a minimum of two substantive responses on four dispel geezerhood during t he online week. All Week1 Discussion QuestionsRespond to the two weekly discussion questions (DQ1 & DQ2). DQ1-Thursday DQ2-Saturday0. 5 0. 5 mortal AutobiographyIntroduce yourself to the class with a compact of your background. Submit the bio to the Chat Room forum and comment on other students bios in an effort to get to know everyone better.Tuesday by 1159 PM MST4. 0 mortal Criminal Justice Trends EvaluationWrite a 1,400-1,750-word paper in which you evaluate past, present, and future trends in the interface between components of the criminal justice system and criminal justice connections with surrounding society. In your assessment, be sure to evaluate and secern and assess the following Recent and future trends and contemporary issues affecting the criminal justice system set of the criminal justice system in a changing society dress your paper concordant with APA guidelines.Monday by 1159 PM MST12 Week Two Past, Present, and Future Trends in Policing Development and tr ading operations DetailsDuePoints Objectives2. 1Evaluate past, present, and future trends pertaining to the continuing suppuration and operation of the playing field of policing. 2. 2Analyze the organizational management, administration, and in operation(p) aspects of policing. 2. 3Examine perspectives of the policing function from the local, state, and federal organizational levels. 2. 4Identify possible future changes in laws and the rival on the field of policing.ReadingsRead Ch. 2-4, & 15 of The Police in America. Read Article 14 of Annual Editions Criminal Justice. Read Debate 1 & 2 of You reconcile Current Debates in Criminal Justice. Read this weeks Electronic Reserve Readings. ParticipationParticipate in class discussion by posting a minimum of two substantive responses on four separate days during the online week. All Week1 Individual Discussion Questions Respond to the two weekly discussion questions (DQ1 & DQ2). DQ1-Thursday DQ2-Saturday 0. 5 0. 5 IndividualPolicing Functions PaperWrite a 1,050-1,750-word paper in which you examine the mixed perspectives of the policing function from the local, state, and federal organizational levels. Be sure to report and address possible future changes in laws and the boilersuit encounter these changes will have on the field of policing. Format your paper concordant with APA guidelines. Monday by 1159 PM MST11 Learning team up Team Charter Collaborate with all team members and come to consensus regarding the contents of your learning team charter. Submit the utmost Team Charter to one team members Assignments section.Wednesday by 1159 PM MST1 Learning Team Policing Development and Operation Trends PaperWrite a 1,050-1,400-word paper in which you disassemble the organizational management, administration, and operational aspects of policing within policing organizations. In your analysis, be sure to evaluate past, present, and future trends pertaining to the continuing development and operation of the f ield of policing and how these evolutions invasion various policing organizations (local, state, federal). Format your paper reconci direct with APA guidelines. Monday by 1159 PM MST8Week troika Past, Present, and Future Trends of the Courts Development and Operations DetailsDuePoints Objectives3. 1Identify the current and future issues facing courts and court administrators nowadays. 3. 2Articulate court purposes and responsibilities and the importance of strategical planning and vision as foundations of roaring court management. 3. 3Discuss future management issues and trends regarding language variant services. 3. 4Appraise the impact of court consolidation and restructuring on future court processes and responsibilities. . 5Assess the past, present, and future impact that victim rights laws have on court proceedings. ReadingsRead Ch. 12 of Visions for Change Crime and Justice in the Twenty-First Century. Read Ch. 7 of Justice Blind? Read Article 13 of Annual Editions Crim inal Justice. Read Debate 3, 8, & 17 of You Decide Current Debates in Criminal Justice. Read this weeks Electronic Reserve Readings. ParticipationParticipate in class discussion by posting a minimum of two substantive responses on four separate days during the online week.All Week1 Individual Discussion Questions Respond to the two weekly discussion questions (DQ1 & DQ2). DQ1-Thursday DQ2-Saturday 0. 5 0. 5 Individual Court Issues AnalysisWrite a 1,050-1,400-word analysis in which you identify the current and future issues facing courts and court administrators today. In your analysis be sure to discuss the following areas Discuss future management issues and trends regarding language interpretation services. Assess the past, present, and future impact that victim rights laws have on court proceedings.Format your paper consistent with APA guidelines. Monday by 1159 PM MST10 Learning Team Court Management Executive SummaryWrite a 350-700-word executive summary in which you articulate court purposes and responsibilities and the importance of strategic planning and vision as foundations of successful court management. Additionally, appraise the impact of court consolidation and restructuring on future court processes and responsibilities as start of court management efforts and responsibilities. Format your paper consistent with APA guidelines. Monday by 1159 PM MST7Week quaternary Past, Present, and Future Trends in Corrections Institutional and Corrections Systems DetailsDuePoints Objectives4. 1Identify the current and future issues facing prisons and prison administrators today. 4. 2Evaluate past, present, and future trends pertaining to the development and operation of institutional and company based corrections. 4. 3Analyze the role/issue of various correctional models, approaches and systems as a developing trend. 4. 4Analyze Legislative and correctional philosophies associated with increasing correctional populations. 4. Hypothesize future correctional problems including say-so solutions. ReadingsRead Ch. 16 of Visions for Change Crime and Justice in the Twenty-First Century. Read Article 31 & 32 of Annual Editions Criminal Justice. Read Debate 13 & 15 of You Decide Current Debates in Criminal Justice. Read this weeks Electronic Reserve Readings. ParticipationParticipate in class discussion by posting a minimum of two substantive responses on four separate days during the online week. All Week1 Individual Discussion QuestionsRespond to the two weekly discussion questions (DQ1 & DQ2).DQ1-Thursday DQ2-Saturday 0. 5 0. 5 Individual Corrections Trend EvaluationWrite a 1,400-1,750-word paper in which you conduct research and evaluate past, present, and future trends pertaining to the development and operation of institutional and community based corrections. As part of your evaluation, identify and analyze current and future issues facing prisons and prison administrators today and the role/issue of alternate correction systems as a d eveloping trend. Format your paper consistent with APA guidelines. Monday by 1159 PM MST12 Learning TeamFutures of Corrections PaperWrite a 700-1,400-word paper in which you analyze future correctional philosophies associated with increasing correctional populations. In your analysis be sure to hypothesize future correctional problems that will need to be addressed by prison administrators. Format your paper consistent with APA guidelines. Monday by 1159 PM MST7 Week Five Major Global Crimes and Criminal Issues in Criminal Justice DetailsDuePoints Objectives5. 1Identify major global crimes and criminal issues that have a global impact on justice systems and processes. 5. Compare and contrast international criminal justice systems. 5. 3Analyze the impact of cyber crime on universal justice systems. ReadingsRead Ch. 5, 15, & 32 of Visions for Change Crime and Justice in the Twenty-First Century. Read Debate 18 & 19 of You Decide Current Debates in Criminal Justice. Read this weeks El ectronic Reserve Readings. ParticipationParticipate in class discussion by posting a minimum of two substantive responses on four separate days during the online week. All Week1 Individual Discussion QuestionsRespond to the two weekly discussion questions (DQ1 & DQ2).DQ1-Thursday DQ2-Saturday 0. 5 0. 5 Individual Global Crimes AnalysisWrite a 1,050-1,400-word paper in which you identify the various major global crimes and criminal issues that have a global impact on national and international justice systems and processes. Be sure to compare and contrast the various international criminal justice systems and how these major global crimes and criminal issues addressed. Format your paper consistent with APA guidelines. Monday by 1159 PM MST11 Learning Team Article AnalysisWrite a 700-1,400-word paper in which you research a recent article focusing on cyber-crime.In your analysis, be sure to analyze the impact that cyber crime has on worldwide justice systems and the processes which co mbat global crime. Format your paper consistent with APA guidelines. Monday by 1159 PM MST7 Individual Discussion Questions Week One What is the relationship between the criminal justice system and society? How do past, current, and future trends impact the development of community relations for criminal justice organizations? What recommendations would you make to improve the interface between society and the criminal justice system? contain an guinea pig of a contemporary issue currently facing the criminal justice system. How does this issue impact the criminal justice system? What would happen if this issue was magnified (or decreased)? What would the implications be for the various personnel in the criminal justice system? Explain. Week Two What are the various developmental and operational trends impacting policing? How do past, current, and future trends impact the development and operations of policing organizations? What recommendations would you make to improve the overa ll development and operations of the policing field? What are the various organizational police functions (local, state, federal)? How do the various usable levels of policing differ from one another? What distinctions can be made about each? Is there a better solution to the way the current system(s) operate at each level? Explain. Week third Give an example of a current/future issue facing courts and court administrators today. How does this issue impact the overall operations of the court system within the criminal justice system? How can we pull in this issue to improve the court system and improve overall court administration?Explain What are the laws reflecting victim rights? How do the past, present, and future victim rights laws impact court proceedings? What would happen if victim rights laws did not exist? Explain. Week Four What is the role of alternate corrections systems? How do alternate corrections systems impact the criminal justice system as a developing trend re garding management, administration, etc.? Is there a better solution to alternative corrections systems? Explain. What are potential future problems for correctional systems? Which events have led to the development of these issues (past and present)?How can we solve and accurately plan to correct these future issues? Explain. Week Five Give an example of major global crimes. How do these crimes and other criminal issues impact global criminal justice systems? How can we improve the overall effectiveness of strategies employed to combat these global crimes and criminal issues? Explain. Give an example of an international justice system. How do the various international justice systems cooperate and coordinate in combating global crime? What would happen if the communication among these international justice systems broke down, or was non-existent? Explain.

Gardenia and Pepsi Cola in Laguna

We visited the position of Gardenia and Pepsi Cola in Laguna. We arrived at Pepsi Colas make up first, in which they explain the fulfill of payoff of their products then had a chance to tour the plant. From Pepsi Colas plant, we had a stop over at SM Sta. Rosa for a few hours then to Gardenias plant. There, we saw the production of their products by explaining the process first then saw in actual the step-by-step process of manufacturing their bread.In Pepsi Colas plant, we only visited the part of the plant in which bottles of their products argon located. I found it needless because I suffer that we could observe concretely the necessary procedures on how Pepsi products are made or from direct materials to finish goods. except we only saw the bottles and already packed products. I likewise found their plant unclean for products are unorganized plus lack of ventilation.Similar essay Gardenia Distribution StrategyI like Gardenias plant better. They designed their plant in a wa y that there is an auditorium to present clearly and comfortably the manufacturing process of their products, which were intended for visitors. Also, there is a place for viewing the actual production procedure. I also like the ambiance and how staffs welcome and entertain visitors at Gardenias plant.If I will rank our plant visit as 10 being the highest, it will be 6. Because I didnt find it a great deal useful in our course except the fact that compared to my previous visit, at least, I was able to revive more with what I saw like some notes posted on their walls. Also, I was able to prize the visit more for we already discussed topics relating to manufacturing companies.

Ensorship and mass culture in Bradbury’s Fahrenheit 451 Essay

Of the famous dystopian literatures of the 20th century Ray Bradburys Fahrenheit(postnominal) 451 offers perhaps one of the more than interesting suggestions to the historic causality of censorship. While subtle hints of ignorance is power for a tyrannical g everywherenment is mentioned by some characters ala 1984, most of the text instead suggests that in the dystopian military personnel of Fahrenheit 451 that censorship is not so much intentional as it is a side-effect of a postmodernist predilection toward, as Frederic Jameson notes, a cultural waning of affect and a world of signs without signifiers, a pastiche of histories without meaning (Jameson, 2001).The have gots organism censored then, in Fahrenheit 451s dystopian the States, then suck less(prenominal) of an impact on the c eitherer than the drama and entertainment created from their disc everyplacey and destruction and that more than the censorship in this this blissful ignorance is the dystopian element in Bradbur ys novel.Fahrenheit 451 is a dystopia for the intellectual. Within the story is presented an (assumed) unite States where people lie with reasonably happy lives. From everything we see in the novel they be well fed, live in wonderful fireproof houses, have jobs, families and plenty of entertainment. in so far, as main character Guy Montag dwells on, people kill themselves still and a constant threat of war seems to loom in the background of the novel. that there is never any discussion of why, and no matter how many picture borders or radios atomic number 18 turned on throughout the course of the book no more information is ever very recovered as to how or why the country finds them in this mess. further no one extraneous Montag and a handful of outsiders seem to think there is any problem with this.People in Montags world seem encouraged to live a life of leisure. Montags boss, Beatty, talks endlessly near sports and his coworkers play hand after hand of poker.Dance fast er than the sinlessness clown 2Montags wife, Mildred, is addicted to the picture wall, or television, and is constantly begging for a fourth and final wall to be installed. Violence as entertainment, even, seems to in some way be supported generally by society as Mildred seems to take pleasure at one point from hitting small animals with her automobile.Yet there also seems to be an urge and encouragement of humdrum, as echoes in many other whole kit and caboodle of dystopian speculative fiction. Montag notes of his colleagues, These men were all mirror images of himself Were all firemen picked then for their looks as well as their proclivities? (Bradbury, 1991) His friend early in the story, Clarisse, falls victim to this sameness as she seems pushed out of macrocosm check because she doesnt mix. (22) Mildred, although a seemingly perfect member of society also seems to suffer from the strain of sameness as Montag notices a body strained by dieting.When we think of censorship, e specially in the context of dystopian narratives, we often think of an oppression of knowledge by the government in order to control the proletariat. Yet in several sections of the novel Bradbury makes allusions that the government didnt censor the book initially, but rather the public abandoned the book and the government got rid of it as an after thought. In his history lesson on the fireman, Beatty explainsThe big your market, Montag, the less you handle controversy, remember that Authors, full of evil thoughts, luck up your typewriters. They did. Magazines became a nice flux of vanilla tapioca. But the public, knowing what it wanted, spinning happily, let the comic books survive. And the three dimensional sex magazines of course. It didnt come from the Government down. There was no dictum, no declaration, no censorship to start with, no Technology, heap exploitation, and minority pressure carried the trick, thank God (47)Dance faster than the white clown 3Beatty explains t hat a globalized consumer market and an increasing demand to be entertained with bigger and better products is what killed the book and the government do firemen custodians of our peace of mind (48) to prevent un mirth. Jean Baudrillard discusses homogeneity in consumer society as where everything is taken over and superseded in the ease and translucidity of an abstract happiness, defined solely by the resolution of tensions. (Baudrillard 2004)This seems to fit well with the bodily structure of media and hyperconsumerism in Montags world, as all things in his world seem to exist for the purpose of happiness and entertainment. Baudrillards description of the consumer experience could easily come from any number of facets of Montags lifeWork, leisure, nature and culture all these things which were once dispersed, which once generated anxiety and complexity in real life these activities which were more or less irreducible one to another, are now at last mixed and blended, climatiz ed and homogenize in the same sweeping vista of perpetual shopping. (30)The sadness and dystopia of Montags reality is not that the books are banned, but rather, as Montags ally Faber notes, the public itself stopped reading of its own accord. Montags society believes books are boring, difficult and bring only confusion and unhappiness and are so blindly haunt with the consumption of happiness that even if books were available they would probably be ignored.If we think of a dystopia as a world where people have no interest in educating themselves or learning about things that whitethorn potentially make them unhappy, a world where image and a pastiche of history are all that are important, then we may very well have to worry that our own society is decent a kind of dystopia. Of course books are still readily available, but studies show that Americans are winning less time to read and that reading comprehension skills are greatly suffering. (Brown, 2008) As Beatty describes we to o areDance faster than the white clown 4craving faster, more flashy and more spectacular entertainment. Internet phenomena like Twitter, where users are limited to messages of no more than 140 characters, and Youtube, where the average video is 5 minutes, are outstanding examples of our ever shortening attention spans. As a society we are face ever conspicuous consumers, as Frederic Jameson says, on an unending quest for bigger, faster, better. (Jameson 2001)Unfortunately in a post-Bush America theres a lot to be said that we have entered a dystopia. We are a country possessed by fear and worry, where children who, like Clarisse, dont mix are being pushed out as safety risks. Our activities and interests are being more carefully monitored by authorities than they have ever been.In the UK, fears of future terrorist activities have caused authorities to create advertisements encouraging neighbors and family to report suspicious activity, in very similar ways to that of Fahrenheit 451 . (Doctorow, 2009) If we think pessimistically on such events it is very well-off to think we are in a doomed and dire situation like in the book and, as Faber says, the whole skeleton needs reshaping.Bradbury obviously wrote Fahrenheit 451 out of a growing continue that the world he lived in was being overtaken by a world of people who chose pleasure over the burden knowledge can bring. He wrote it hoping that things could be turned around. I suppose he ability be horrified at many of the brand-new ways people are wasting their time, the new distractions that keep us from educational entertainment. However, the pursuit of knowledge continues on, albeit in sometimes altered ways.The book may be going out of style but knowledge continues on in forms on the internet, is discussed on the radio and (sometimes) television. While there are dystopian elements to our world there is still hope for intellectualism and literacy. Bradburys book stands as a warning to heed to prevent ignoran ce and cultural destruction.Dance faster than the white clown 5ReferencesBaudrillard, Jean (2004). The consumer society Myths and Structures.London, England Sage Publications.Bradbury, Ray (1991). Fahrenheit 451. New York, New York Ballantine Books.Brown, Joseph (2008).As the constitution says Distinguishing documents in RayBradburys Fahrenheit 451. Explicator. 67, 55-58.Doctorow, Cory (Mrch 24, 2009). Boing Boing. Retrieved April 15, 2009, from London copsreach new heights of anti-terror bank bill stupidity Web site http//www.boingboing.net/2009/03/24/london-cops-reach-ne.htmlJameson, Frederic (2001). Postmodernism, or the cultural logic of late capitalism.Durham, North Carolina Duke University Press.

Physician-Assisted Suicide (PAS)

Why would whatsoeverone forecast Physician-Assisted Suicide (PAS)? Its a scenario thats seen all too oftena chronically rachitic woman is suffering in severe excruciating pain daily and feels like shes nonplus a burden to her family, a lonely man is suffering with a heart-limiting illness and has no family to ext remove any care or support to him. These individuals collect lost their indep residuumence and feel like they progress to no quality of life left to live. Great strides turn out been do to improve end-of-life care by mitigative care and hospice programs, notwithstanding some condemnations thats just not enough. In America, the care that is offered to the immemorial and the chronically ill is less than conceptionl. Statistics show that an estimated 40-70% of patient ofs die in pain and another 50-60% die ruling shortness of breath. Ninety percent of the nursing homes where patients go to receive 24-hour nursing care are severely on a lower floorstaffed. P atients who are home and pass care provided by family often feel like they are a burden on their caregivers. The cost of hiring in-home caregivers support is not c ein truthwhereed by Medicare or arouse and federal official Medicaid systems. wish sanitarygivers often suffer from physical, emotional, financial, psychological and social strain. A person may feel as if they have lost all get wind of their life when they suffer from chronic and life-limiting illnesses. The body isnt doing what it should and there is no representation to stop it.Therefore, a person my feel like they can regain some control through Physician-Assisted Suicide (PAS). If they cant control the illness, they can at least control the way they die. Suffering has always been a part of human existence. Since the beginning of medicine there have been requests made to end this suffering by means of mendelevium-assisted self-destruction.Physician-assisted self-annihilation is when a patient voluntarily chose s to terminate their aver life by the administration of a ratified substance with the assistance of a physician both directly or indirectly. The patient is provided a medical means and/or knowledge to commit self-destruction by a physician. The life-ending act is performed by the patient and not the physician. Recent studies show that approximately 57% of physicians practicing today have received a request for physician-assisted suicide in some form oranother.There are many alternatives to PAS that exist. Unrelieved physical suffering may have been greater in the past, but now modern medicine has more knowledge and skills to relieve suffering than ever before. If all patients had admittance to careful assessment and optimal symptom control and supportive care, palliative care specialists believe that around patients with life-threatening illnesses suffering could be sufficiently reduced to eliminate their desire for a debauched death. When the patients desire prevails, there a re other avail adequate avenues to relieve the suffering and avoid pro foresighteding life against their wishes. The driving force behind patients seeking physician-assisted suicide is quality of life.In October 1997, physician-assisted suicide became legal in the state of Oregon. By the end of the year 2000, approximately 70 people had utilized the physician-assisted suicide law to end their lives. One hundred percent of these cases reported that individuals were not able to take care for themselves and make their bear decisions and loss of autonomy. Eighty-six percent of these cases reported that individuals were suffering from loss of self-regard and the ability to participate in enjoyable activities.Currently, physician-assisted suicide is legal in Oregon, Washington, Vermont and Montana. Oregon was the first to pass the Death with Dignity behave in 1997. The requirements for attending/prescribing or consulting with a physician to write a prescription are listed in the followi ng table. Washington followed suit passing the Death with Dignity Act in 2008, and Montana passed the Rights of terminally III Act in 2009.Table 1. Safeguards and Guidelines in the Oregon Act1. Requires the patient give a full informed, volunteer decision. 2. Applies only to the last 6 months of the patients life. 3. Makes it mandatory that a second opinion by a qualified physician be given that the patient has fewer than 6 months to live. 4. Requires two spontaneous requests by the patient.5. Requires a written request by the patient. 6. Allows cancellation of the request at any time. 7. Makes it mandatory that a 15-day waiting period occurs after the first oral request. 8. Makes it mandatory that 48-hours (2 days) elapse after the patient makes a written request to receive the medication. 9. Punishes anyone who uses coercion on a patient to use the Act. 10. Provides for psychological cover if either of the patients physicians thinks the patient needs counseling. 11. Recommend s the patient inform his/her next of kin.12. Excludes nonresidents of Oregon from fetching part. 13. Mandates participating physicians are licensed in Oregon. 14. Mandates Health Division Review. 15. Does not authorize mercy kill or active euthanasia. Source Compassion & Choices of Oregon, 2009b.Physician-assisted suicide is illegal in Canada. In the Netherlands, it is legal under certain circumstances, and the right to choose physician-assisted suicide remains passing favored. Physician-assisted suicide is also illegal in the United Kingdom. They currently focus on palliative care. Under strictly defined regulations, physician-assisted suicide is legal in the following countries Australia, Columbia, and Japan. The legalization of physician-assisted suicide remains controversial.The topic periodically comes up for intense attention. unionised medicine agrees on two principles 1. Physicians have an obligation to relieve pain and suffering and to promote the dignity of dying patie nts in their care. 2. The principle of patient bodily integrity requires that physicians must respect patients competent decisions to cede life-sustaining discussion. There are four main points argued against the acceptance and legalization of physician-assisted suicide along with their envision consideration. Improved Access to Hospice and Palliative CareWith quality end-of-life care being made available through hospice and palliative care programs, there is no reason for anyone to seek physician-assisted suicide. In the United States, there are over 4,500 hospice agencies. Millions of people dont have access to the hospice agencies because of the restrictions on funding and the inflexibility of the Medicare Hospice Benefit requiring patients to have a life expectancy of sixmonths or less. Counter argument Rare cases of persistent and untreatable suffering will mum exist even with improved access to quality end-of-life care. Hospice and palliative care arent always sufficient to treat severe suffering. Limits on Patient AutonomyPhysician-assisted suicide requires the assistance of another person. In the opinion of Bouvia vs. Superior Court, the right to dies is an integral part of our right to control our own destinies so long as the rights of others are not affected, was determined. Our society threatens physician-assisted suicide by worsening the value of human life. The sanctitude of life is the responsibility of society to preserve it. Counter argument Physicians who are requested to help to end a patients life have the right to decline on the basis of conscientious objection. The Slippery lurch to Social DepravityThere is concern to the opposition to physician-assisted suicide being allowed with euthanasia not too far behind. Without the accord of individuals in physical handicap, the elderly, the demented, the individuals with mental illness, and the homeless, there is a slippery slope toward euthanasia without the consent of the individuals is deemed null by society. Counter argument The slippery slope would not be allowed to happen within our highly cultured societies. Violation of the Hippocratic OathThe Hippocratic Oath states that a physicians obligation is primum non nocere, first, do no harm. The direct contrast to that is physician-assisted suicide, where killing a patient is deliberately regarded as harm. Counter argument According to an individual patients needs, the Hippocratic Oath should not be interpreted. Alternatives to Physician-Assisted SuicideThose opposing to physician-assisted suicide argue that there are legal and morally ethical alternatives to assisted death. Patients have the right to turn down any further medical treatments that may prolong the death, including the medications. Counter argument Life-sustaining measures to live andstill suffer are not relied on by some patients. Withholding life-sustaining treatments would only prolong suffering for these patients. Another argument is that patie nts can, and often do, decide to stop eating and drinking to speed up their death. Within one to three weeks afterwards, the death will usually occur, and it would be reported as a good death.Counter argument One to three weeks of intense suffering is too much for any one person to have to put up with. This debate has yet to see any final examination resolution. Physician-assisted suicide may become more of a reality in our society because of the undercurrent of familiar support. The United States Supreme Court handed down two cases central to physician-assisted suicide in 1997 Vacco vs. dick and Gregoire vs. Glucksberg. In both case, it was determined that there was no constitutional right on the grounds of friction match protection or personal liberty to the physician-assisted suicide. Both constitutional history and the Western Civilization trends were argued by the court and generally worked against reading the Constitution that way.The court was sensitive in its decision to the prospect of accidental and unwanted consequences that might follow the recognition of a Constitutional right to physician-assisted suicide. However, it was never said that physician-assisted suicide would ever be legitimate. It was concluded that the states of the Union could decide the matter for themselves. Requests for physician-assisted suicide should be taken very seriously. Responses to these requests should be compassionate and immediate. There are six steps that should physicians should take when responding to requests for physician-assisted suicides timbre 1 elucidate the RequestStep 2 Determine the Root Causes Step 3 Affirm Your Commitment to Care for the Patient Step 4 Address the Root Causes of the Request Step 5 Educate the Patient About good Alternatives for Comfort and meet Step 6 Seek Counseling from Trusted Colleagues and AdvisorsStep 1 Clarify the RequestThe physician should talk to the patient about what suffering means to them. Determine if their point of view can be defined. Listen carefully to their request paying specific attention to the nature of the request. Calmly ask questions to paraphrase the specifics of their request and why theyrerequesting such help. Ask directed and detailed questions to learn whether the patient is imagining an improbable or preventable future. Listen to the patients answers with sympathy but not as if youre endorsing their request to their perception of what they consider to be a worthless life. The physician must be fully aware of his or her own biases in order to effectively respond to the patients needs. If the idea of suicide is offensive to the physician, the patient may feel his or her disapprobation and worry about abandonment.Step 2 Determine the Root CausesThe physician needs to assess the patients underlying causes for requesting physician-assisted suicide. The patients request may be a failure of the physician in addressing the needs of the patient. The attributes of suffering should be focused on physical, psychological, social, spiritual, and practical concerns. The physician should evaluate to see if the patient is having some type of clinical depression or common fear about their future outlook. The patient may be worrisome about suffering with pain or other symptoms, loss of control or independence, a understanding of abandonment, loneliness, indignity, a loss of their self-image, or being a burden to someone.Step 3 Affirm Your Commitment to Care for the PatientThe fear of abandonment is often felt in patients as they face the end-of-life. They want to be sensible that someone will be with them at this time in their life. The physician should listen to and acknowledge the feelings and fears that the patient may express. They should commit to helping the patient find answers to their concerns. The physician should commit to the patient as well as the patients family and anyone who is close to the patient that they will continue to be the patients physicia n until their life has ended.Step 4 Address the Root Causes of the RequestA patients request for a quick death is caused by some type of suffering on their behalf. They physician should discuss with the patient their wellness care preferences and goals. Alternative approaches or services should be discussed at this time with the patient. The physician should be able to determine if supportive counseling is needed for the patient.Step 5 Educate the Patient about Legal Alternatives for Control and ComfortPatients often have misconceptions about the benefits of requesting physician-assisted suicide. They may not be aware of the emotional effort that goes into think for physician-assisted suicide. They also may not be aware of the emotional strain on family and friends. The physician should discuss the legal alternatives to physician-assisted suicide.The legal alternatives include refusal of treatment, withdrawal of treatment, declining oral intake, and end-of-life sedation. The patien t should be made aware that they have a right to decline or consent to any treatment or hospitalization, but that their declining of treatment will not affect their ability to receive high quality end-of-life care. The patient should also be made aware that they have the right to stop any treatment at any time including the stopping of any fluids or nutrition.Patients suffering with unbearable and unmanageable pain may be draw close their last days or hours of life, and the only option available to them is end-of-life sedation. Before the end-of-life sedation should be considered for a patient, the attending physician and members of the health care team should know that all available therapies were tried. This option has to be agreed upon with the patient and their families with the patient have the final say so if they are capable of qualification the decision for themselves.Step 6 Consult with ColleaguesPhysician-assisted suicide requests are the most challenging situations that physicians have to face in their practice of medicine. The physicians often hesitate to involve others in these situations for reasons about personal issues being raised, convictions about the incorrectness of talking about death and concerns about the legal implications of the situation. The personal, ethical and legal ramifications for physician-assisted suicides should be supported by a trusted colleague or advisor of the physician. The trusted colleague could be a mentor, peer, spiritual advisor, or ethics consultants.Support may also come from nurses, social workers, chaplains, or other members involved in the care of the patient. Physician-assisted suicide requests should be a sign to the physician that a patients needs are not being met and that further evaluation is needed to identify the elements contributing to the patients suffering. Unfortunately, there is no easy answer to the question of physician-assisted suicide. Patients havethe right to withhold and withdraw lif e-sustaining procedures. Patients also have the right to receive powerful medication for pain relief and sedation. Physicians who oppose physician-assisted suicide do not always have to prescribe lethal medication.