010 Transitions and MLA Professor Ramos Blog

010 Transitions and MLA The Other Side is not Dumb Quick Write What was your favorite reading so far? What was your least favorite? What do you think has been the best class lesson so far? Why? The Other Side is not Dumb In groups, come up with two to three takeaways/lessons from the article that we can use in our own writing. Chapter 8  Ã¢â‚¬Å"As a Result†: Connecting the Parts Chapter 8 covers what to do when connecting the parts of your essay together. They explain that creating connections between sentences and ideas increases sentence variety and helps construct a more convincing argument. Consider transitions both  within  a paragraph and  between  paragraphs. Look at  pages 108-109  for transition words. They give four principles: Using transition terms (like â€Å"therefore† and â€Å"as a result†) Adding pointing words (like â€Å"this† and â€Å"such†) Developing a set of key terms and phrases for each text you write Repeating yourself, but with a difference Let’s come up with a list of transition words to use in our essays. What words do you use to transition? MLA Sample page Dean, Cornelia. Executive on a Mission: Saving the Planet.  The New York Times, 22 May 2007, nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 12 May 2016. Ebert, Roger. Review of  An Inconvenient Truth, directed by Davis Guggenheim.  rogerebert.com, 1 June 2006, rogerebert.com/reviews/an-inconvenient-truth-2006. Accessed 15 June 2016. Gowdy, John. Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of Sustainability.  International Journal of Sustainable Development and World Ecology,  vol. 14, no. 1, 2007, pp. 27-36. ETC. Effective Images Mass Incarceration in the USA Grading Criteria Report Use of Sources and Research Organization MLA and Sources Title and Images Word Count, Word Choice, Grammar

Franz von Hipper in World War I

Franz von Hipper in World War I Franz von Hipper - Early Life Career: Born in Weilheim in Oberbayern, Bavaria on September 13, 1863, Franz Hipper was the son of shopkeeper Anton Hipper and his wife Anna. Losing his father at age three, Hipper commenced his education in 1868 at school in Munich before moving to a gymnasium five years later. Completing his education in 1879, he entered the military as a volunteer officer. Later in the year, Hipper elected to pursue a career in the Kaiserliche Marine and traveled to Kiel. Passing the required exams, he began his training. Made a probationary sea cadet on April 12, 1881, Hipper spent the summer on the frigate SMS Niobe. Returning to the Naval Cadet School in September, he graduated in March 1882. After attending gunnery school, Hipper commenced training at sea with time aboard the training ship SMS Friedrich Carl and a world cruise aboard SMS Leipzig. Franz von Hipper - Young Officer: Returning to Kiel in October 1884, Hipper spent the winter attending the Naval Officer School before being appointed to oversee the training of recruits in the First Naval Battalion. The following fall, he passed through the Executive Officer School. After spending a year with a coastal artillery unit, Hipper received an appointment at sea as an officer aboard Friedrich Carl. Over the next three years, he moved through several ships including the armored frigate SMS Friedrich der Grosse. Hipper returned to the ship in October 1891 after completing the Torpedo Officer Course aboard SMS Blà ¼cher. After additional assignments afloat and ashore, he became senior watch officer aboard the new battleship SMS Wà ¶rth in 1894. Serving under Prince Heinrich, Hipper was promoted to senior lieutenant and awarded the Bavarian National Defense Service Medal the following year. In September 1895, he took command of the Second Torpedo-boat Reserve Division. Franz von Hipper - Rising Star: Ordered to SMS Kurfà ¼rst Friedrich Wilhelm in October 1898, Hipper remained on board for nearly a year before landing a choice assignment aboard the royal yacht SMY Hohenzollern. In this role, he attended Queen Victorias funeral in 1901 and received a number of ceremonial decorations. Promoted to lieutenant commander on June 16, 1901, Hipper assumed command of the Second Torpedo Unit the following year and flew his flag from the new cruiser SMS Niobe. Made a commander on April 5, 1905, he attended the Cruiser and Battleship Gunnery Schools in early 1906. Briefly taking command of the cruiser SMS Leipzig in April, Hipper then shifted to the new cruiser SMS Friedrich Carl in September. Turning his vessel into a crack ship, Friedrich Carl won the Kaisers Prize for best shooting in the fleet in 1907. Promoted to captain on April 6, 1907, Hipper was dubbed an Imperial Captain by Kaiser Wilhelm II. In March 1908, he assumed command of the new cruiser SMS Gneisenau and oversaw its shakedown cruise and training of the crew prior to its departure to join the German East Asia Squadron in China. Leaving the ship later in the year, Hipper returned to Kiel and spent three years overseeing the training of torpedo boat crews. Returning to sea in October 1911, he became captain of the cruiser SMS Yorck four months before being appointed chief of staff to Rear Admiral Gustav von Bachmann, the Deputy Flag Officer, Reconnaissance Forces. On January 27, 1912, following von Bachmanns promotion to command of the High Seas Fleets scouting forces, Hipper was promoted to rear admiral and made deputy commander. Franz von Hipper - World War I Begins: When Bachmann departed for the Baltic in 1913, Hipper assumed command of I Scouting Group on October 1. Containing the High Sea Fleets battlecruisers, this force possessed a mix of power and speed. Hipper was in this post when World War I began in August 1914. On the 28th of that month, he sortied with part of his force to support German vessels during the Battle of Heligoland Bight but arrived too late to take part in the action. In early November, Hipper was directed by High Seas Fleet commander Admiral Friedrich von Ingenohl to take three battlecruisers, a cruiser, and four light cruisers to bombard Great Yarmouth. Attacking on November 3, he shelled the port before withdrawing back to the German base in the Jade Estuary. Franz von Hipper - Battling the Royal Navy: Due to the success of the operation, a second attack was planned for early December with the bulk of the High Seas Fleet sailing in support. Striking Scarborough, Hartlepool, and Whitby on December 16, Hippers squadron, which had been augmented by the new battlecruiser Derfflinger, bombarded the three towns and inflicted numerous civilian casualties earning the admiral the sobriquet baby killer. Having broken the German naval codes, the Royal Navy dispatched Vice Admiral Sir David Beatty with four battlecruisers and six battleships to intercept Hipper on his return voyage to Germany. Though Beattys ships arrived in position to trap the enemy, signaling errors prevented the plan from being executed and Hipper was able to escape. In January 1915, Ingenohl directed Hipper to take his force to clear British vessels from the area around Dogger Bank. Alerted to German intentions by signals intelligence, Beatty again attempted to destroy Hippers ships. In the Battle of Dogger Bank on January 24, the two sides engaged in a running battle as the German commander attempted to escape back to base. In the fighting, Hipper saw Blà ¼cher sunk and his flagship, SMS Seydlitz severely damaged. Blame for the defeat fell to Ingenohl rather than Hipper and he was replaced by Admiral Hugo von Pohl the following month. Falling ill, Pohl in turn was replaced by Vice Admiral Reinhard Scheer in January 1916. Two months later, Hipper, suffering from exhaustion, requested sick leave. This was granted and he remained away from his command until May 12. Franz von Hipper - Battle of Jutland: At the end of the month, Scheer sortied with bulk of the High Seas Fleet in the hope of luring out and destroying part of the British Grand Fleet. Aware of Scheers intentions via radio intercepts, Admiral Sir John Jellicoe sailed south from Scapa Flow with the Grand Fleet while Beattys battlecruisers, augmented by four battleships, steamed in advance. On May 31, Hipper and Beattys forces met in the opening phases of the Battle of Jutland. Turning southeast to lure British battlecruiser towards the guns of the High Seas Fleet, Hipper engaged in a running battle. In the fighting, his command sank the battlecruisers HMS Indefatigable and HMS Queen Mary. Spotting the danger posed by Scheers approaching battleships, Beatty reversed course. In the fighting, the British inflicted severe damage on Hippers ships but failed to score any kills. As the battle continued, the German battlecruisers sank HMS Invincible. As the main fleets engaged, critical damage to his flagship, SMS Là ¼tzow, forced Hipper to transfer his flag to the battlecruiser Moltke. Attempting to maintain his forces station for the remainder of the battle, Hipper saw his badly damaged battlecruisers compelled to limp back to Germany after Scheer was able to evade the enemy during the night. For his performance at Jutland he was awarded the Pour le Mà ©rite on June 5. With his squadron crippled, Hipper received command of large detachment of the High Seas Fleet following the battle. Over the next two years, the High Seas Fleet remained largely inactive as it lacked the numbers to challenge the British. When Scheer ascended to become Chief of the Naval Staff on August 12, 1918, Hipper took command of the fleet. Franz von Hipper - Later Career: With German forces on the Western Front reeling, Scheer and Hipper planned a final effort for the High Seas Fleet in October 1918. After mounting attacks on the Thames Estuary and Flanders, the fleet would engage the Grand Fleet. As ships were concentrating at Wilhelmshaven hundreds of sailors began to desert. This was followed by several mutinies beginning on October 29. With the fleet in open revolt, Scheer and Hipper had no choice but to cancel the operation. Going ashore on November 9, he watched as the fleet departed for internment at Scapa Flow later that month. With the end of the war, Hipper asked to be placed on the inactive list on December 2 before retiring eleven days later. After evading German revolutionaries in 1919, Hipper retired to a quiet life in Altona, Germany. Unlike many of his contemporaries, he elected not to write a memoir of the war and later died on May 25, 1932. Cremated, Hippers remains were buried in Weilheim in Oberbayern. The Nazi-era Kriegsmarine later named a cruiser Admiral Hipper in his honor. Selected Sources First World War I: Franz von HipperFranz Ritter von Hipper History Today: Franz von Hipper

Demand & Supply Essay Example | Topics and Well Written Essays - 500 words

Demand & Supply - Essay Example Law of supply, on the other hand, proposes that firms would supply more of a good at a higher price than they would at a lower price. Again all other factors, notably scarcity of the good, are held constant. This results in an upward sloping supply curve. The market equilibrium is attained at a point where the demand and supply curves intersect giving us the equilibrium price. In this analysis the impact of an increase in consumer income is shown by a shift in demand curve outside. On this demand curve the consumer demands more of the good at the same price. Similarly a specific choice pattern of consumer would result in a differing demand curve. For instance take the example of a consumer who is collector of paintings from a particular historic period. This consumer can pay any price for a desired painting up to a certain point and his demand curve may be shaped accordingly. Whereas the supplier would continue to be governed by the basic law of supply.

Will new background checks on gun purchases assist with decreasing gun Research Paper

Will new background checks on gun purchases assist with decreasing gun violence - Research Paper Example This gives rise to organized gangs and illegal trades, which heighten conflicts, thus necessitate the use of the guns in harming others (Kemshall 12). It is therefore with the knowledge that the American streets have more informal guns than the formally accounted guns thus explaining the high crime rates that the government formulated new background check on gun purchases. This policy seeks to review the current laws governing the purchase and ownership of guns thus improving more accountability. The efficacy of such a policy depends on its implementation to regulate the rising crime rates in the countries major cities. The crimes in the cities have an effective pattern that thrives on the formation of organized gangs. Such gangs operate on illegal businesses such as the trade of drugs; drug peddling is the greatest cause of street violence in the country. The illegal trade is worth billions of dollars an amount that requires security to manage. With weaker guns management policies, drug peddlers gain access to guns with which they secure their trades. The heightened rate of conflicts among such guns reciprocates in the use of the very guns in causing harms to other opposing gang members and other innocent citizens. Siegel (19) explains that another group of potential source of gun violence is robbery. Robbery and violent attacks is more prevalent in the American streets all of which are executed by the use of guns. Robbers need force to scare their victims before stealing from them, the most perfect source of scare to most of the people are guns, this therefore necessitate the frequency with which robbers use guns and violence in their robberies. Additionally, guns aid the robbers thwart resistance from their victims. The other type of gun use arises from the unregulated licensing of gun users, in a country with more people officially owning guns, every frustration and conflict attracts the use of guns thus causing more casualties from very light feuds. It is with this understanding that the government formulated the new background check on the purchase of guns in a bid to regulate the private ownership of guns. This in a way seeks to curb the rising crime rates. This new policy is an improvement to the Brady Handgun Violence prevention Act of 1993which required the federal firearms licensees to analyze every prospective firearms buyer and determine their suitability to purchase the arms. This new policy makes this analysis more stringent by dictating that just a single state organ have the ability to dispense guns to the public. With a single dispenser, it becomes to investigate every illegal gun in the street and determine its origin. Furthermore, such a single outsourcer provides effective documentation of the guns and their buyers to ease federal investigations in case of a crime. The legislation further dictate that the gun dispenser share its database with the federal bureau of investigation and any other state investigation body t o fast track investigation processes of any case involving the use of illegal guns (Kemshall 41). This law further requires that the licensing body investigate the mental state of the gun buyers. In doing this, the federal body determines the suitability of the gun buyer to use the firearm responsively without causing intentional arm to the society. The gun purchase further requires the establishment of the need for the gun, the government laws permit top government officials to own guns. Such officials include government secretaries, judges, magistrates, attorneys and other top ranking civil servants. These people attract public attention towards themselves and they conflict with a number of people in the dispensation of their

Sculpture and Late Assyrian Palace Essay Example for Free

Sculpture and Late Assyrian Palace Essay Since the beginning of human imagination, we have fabricated the idea of power through imaginative creatures for protection. The origin of this idea dates back before the death of Christ with bas relief animals attached to gate walls. During the Assyrian Era, Lamassu guarded the gates of Sargon II in Bet-Nahrain. Lamassu is a Neo-Assyrian and/or Akkadian term used to designate a creature, combined of a winged lion or bull figure with a human head. As protective deities, it was a larger than life statue block that was placed on either side of a late Assyrian palace. It was usually depicted as a double-aspect figure, apparently possessing five separate legs when viewed from an oblique angle. This allowed for two simultaneous depictions. It appeared to be standing guard when viewed from the front. When viewed from the side, Lamassu appeared to be striding forward. The high relief creature was situated at adjacent sides of the gate at Khorsabad and served as a guardian to the King from all evil. Erected in 720 BC, its size is ten times as massive as humans. Each colossus was carved in the round from a single block of stone, measuring up to 5.50 m2 in size. Initially carved roughly in the quarry, each statue-block was transported to its final location, where it would be set in place and be subjected to fine carving. Lamassu was a characteristic of this late phase in the development of Assyrian art when sculpture was otherwise rare. Lamassu were powerfully evocative of strength, speed, and intelligence. It was considered by the Assyrians as a protective guardian of their houses, palaces, gateways, and cities. It also symbolized as a sign of Assyrian power which was displayed to foreign dignitaries and ambassadors. There is no historical evidence showing that Lamassu was worshipped as a god. Indeed, most of the sculptures were placed at gateways, palaces, underneath the houses, and not in the temples. Most of todays Assyrians have a sculpture of Lamassu in their house. Also many Assyrian organizations, magazines, TV programs, and Web sites use an image of Lamassu. However, present-day use of Lamassu is not for purpose of what their Assyrian ancestors used it; it is used as a sign of linkage to and identification to their ancestors. Indeed, most Assyrians do not use the name of Lamassu; they use Assyrian Guardian. However, the  name of Lamassu does appear in Assyrian poems, especially poems written by Assyrian poets from the homeland and as a name for businesses. In the past two hundred years, there have been numerous archeological discoveries in Bet-Nahrain. One result of these discoveries has been to acquire some knowledge about the cradle of civilization which was formed in Bet-Nahrain. This area of the world was dominated by different nations. Assyria was one of the most powerful and ambitious nations that dominated Bet-Nahrain for approximately 1200 years. The Assyrians also believed in many protective supernatural beings; one of them is the human-headed winged bull which the Assyrians called it Lamassu.

The Uniqueness Of The American Constitution Essay example -- essays re

The Uniqueness of the American Constitution We the People of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America. This document, written more than 200 years ago is still the backbone that allows America to be an example of freedom and righteousness to the rest of the world.   Unlike any other government doctrine, the Constitution has remained an active governing force through the changes of American society.   It allows its citizens the basic freedom of human beings and does not infringe on one's individuality.   In its uniqueness, the Constitution not only gives freedom but also protects its people economically, religiously, politically, and socially. Power is a delicate element and the Constitution is careful in defining where certain powers lie.   One of the novelties about this doctrine is that it does a clever job of dividing certain powers between the state and federal governments.   Monetary units, for example, are issued exclusively by the federal government.   This is not only more convenient for traveling purposes, but also allows for a more 'united' spirit.   People in California can easily view a commercial for a product affiliated with New York without having to translate the cost or watch the television screen ...

The Right to Die, and Doctor-Assisted Suicide

The Right to Die, and Doctor-Assisted Suicide: The Mission of Late Dr. Jack Kevorkian Imagine a patient in a hospital suffering from the AIDS disease. And since his diagnosis he has suffered from two bouts of pneumonia, chronic, severe sinus and skin infections, severe seizures, and extreme fatigue. Seventy percent of his vision is already lost, and the disease has gone terminal. He has requested that his doctor prescribe him medicine that would kill him thus ending his suffering. This is exactly what Dr.Jack Kevorkian has been fighting for his entire life. To shed positive light upon the controversial subject of Physician-Assisted Suicide. A little back story on Dr. Jack Kevorkian. Kevorkian was the son of Armenian refugees who came to America to escape the Turkish genocide. His early talents ranged from hand-made woodwork, linguistics, to science experiments conducted in his basement. He then became a pathologist, devoting his life to the unusual task of showing the positives and s ocial benefits from death. He did not just take on the medical establishment and the law; throughout his life he dared to challenge a taboo as old as human civilization – the taboo against death† (Nicol, Wylie 2) Kevorkian was very outspoken and intensely committed to the causes that he believed in. He also lacked the ability to lie, so much, that its said that whenever he played poker with his friends, that he never bluffed, and if he bet everyone else folded. Kevorkian built a machine where patients, through self implanted pumps, have the ability to self-control the does of pain medication that they receive.And now the amount of doctors who quietly comply with a patient's request for a lethal does of medication is slowly rising up. Kevorkian made headlines by evading countless prosecutions, but then a case came up that no one could ignore, a case where a man so deteriorated due to his illness, that he could not operate the machine properly requiring Kevorkian to perso nally inject the lethal dose of medication himself. This man's name is Tom Youk and his case made the biggest impact on Kevorkian's life. Youk was diagnosed with ALS, a neuromuscular disorder caused by the death of the motor nerve cells that control voluntary muscle movement.Youk's condition got worse and worse, making him unable to move his arms and legs, extreme difficulty in speaking, and having no control of his jaw and tongue causing Youk to choke on his own spit. Every doctor he would visit would just prescribe him a different ineffective pain medication that would do no benefit to his condition. Youk had asked several doctors to help him commit suicide but each one would not help him with his request. Then his family contacted Kevorkian, and after very careful research on Youk's medical records, Kevorkian obliged to go through with his treatment. Kevorkian would later say, ‘He just was terrified of choking to death, and he must have felt that he was on the verge of it. And I couldn't have him suffer in that kind of frame of mind because if a man is terrified, it's up to me to dispel that terror. ‘ † (Nicol, Wylie 9) Through multiple times, Kevorkian made sure that the patient had control over their death, for example, he would hook up a sedative that would go through a patient's IV, stopping the patient's heart if that patient would push a button.Youk was different, because he did not have the ability to physically activate a switch that would release a sedative that would kill him so he requested that Kevorkian would personally give the injection himself. Kevorkian's thought on this was that he would make a statement to the public after assisting Youk, win the court case, and then hopefully this would relieve the fear doctors had in doing the things that he did. Kevorkian recorded the process on tape, read a consent form to Youk, and the next following day, upon Youk's request, injected the lethal sedative into Youk's IV.After the vid eo being released to the public huge debates both medically and legally broke out. Three days later the state of Michigan charged Kevorkian for first-degree murder. When interviewed for ABC's 60 Minutes Kevorkian was portrayed as â€Å"Dr. Death† a man who caused another man to die and did not even seemed bother by it. After several trials, Jack Kevorkian was sentenced to 25 years in a maximum-security penitentiary. His health began to fail when in prison. He broke two ribs after falling in the recreation yard.He suffered from a double hernia, suffered from high blood pressure, cardiovascular disease, arthritis, adrenal insufficiency, chronic pulmonary obstruction disease, cataracts, and Hepatitis C. He was suffering the same fate as Tom Youk only this time he had no one to relieve his suffering. By 1999 Dr. Kevorkian became the poster boy for assisted suicide. Physician-Assisted suicide was made legal in the state of Oregon, and 86 percent of the country supported physician- assisted suicide to be made legal nationwide.A lot of people do not know the difference between euthanasia and physician-assisted suicide. â€Å"If a third party performs the last act that intentionally causes a patient’s death, euthanasia has occurred†¦ On the other hand, if the person who dies performs the last act, assisted suicide has taken place. † (Hamlon, Marker) There are always two sides to every argument. One who supports a cause and another that opposes the cause. A large group of people are giving their support in trying to legalize physician-assisted suicide and euthanasia nationally.Richard Ikeda, a doctor who cares for low-income elderly patients, has stated, â€Å"When cure is no longer possible, the majority of Californians, and the majority of California physicians, want dying patients to have the right to make end-of-life choices in accord with their own values and beliefs†¦ This week [October 27, 2007] completed ten years' experience with Oregon's death with dignity laws, and all studies show end-of-life care has improved for all Oregonians. † (31) More and more physicians are trying to legalize physician-assisted suicide nationally to benefit for their suffering patients.An example of where physician-assisted suicide would benefit a patient would be Percy Bridgman. Bridgman was a Nobel-Prize winning physicist suffering from terminal cancer at the age of seventy nine. He was wracked with pain and drained of hope that he mustered up the courage to pull the trigger of a gun ending his own life forcing others to the agony of discovering his bloody and mangled body. Another example would be James Poe, who is a sixty-nine year old man suffering from emphysema which suffocates him time to time as well as heart failure due to his pulmonary disease.He must be hooked up to an oxygen tank at all times and needs to take morphine regularly to calm his anxiety due to his suffocation. He is mentally competent and has reques ted to commit suicide by taking physician-prescribed pills. There are countless more cases where patients would have benefited from physician-assisted suicide or euthanasia. Thomas A. Bowden, a legal analyst at the Ayn Rand Institute, states that individuals actually have the legal right to choose death. What lawmakers must grasp is that there is no rational basis upon which the government can properly prevent any individual from choosing to end his own life. When religious conservatives enact laws to enforce the idea that their God abhors suicide, they threaten the central principle on which America was founded on† (Bowden 36) The Declaration of Independence states that each individual person exists as an end for himself. This means that no one can interfere with this person's right to live or not and that no one may obstruct this person's sense of his own happiness.If happiness were to be blocked by a dreaded disease though, and the end result is a very slow and painful deat h, then why try to obstruct a person's decision to end their suffering? Society should not have to give anyone the permission to end his or her life, it is their choosing, their right. So a doctor willing to assist a completely mentally sane person to end his or her own life to end at heir suffering due to an illness that is untreatable and non-curable then that doctor should also have the right to do their bidding.Religious conservatives also have no legal right to force their beliefs upon a person if that person wants to end their life to end their suffering. Speaking of religion on the issue, actual ministers and religious people have begin to find loop holes in the text and started to try and prove that physician-assisted suicide was actually very moral. Alvaro Vargas Llosa, senior and director of the Center of Global Prosperity at the Independent Institute, has stated that the religious argument against euthanasia contradicts a Judeo-Christian tradition. The religious argument against euthanasia-that it violates the sanctity of life-contradicts the single most powerful premise of the Judeo-Christian tradition: that God gives every person free will. † (Llosa 69) It basically undermines the belief that the spirit outlives the body. These conservatives are putting mercy on the useless body rather than the everlasting soul that is suffering. A few other contradictions: Jews perishing at Masada rather than being enslaved or Christians martyring themselves rather than betray God by bowing to a Roman deity.The death of a terminally ill patient can lift off the pain and the suffering of not only the patient, but the patient's family as well. No more do they have to here their wails of pain or seeing them suffer before their eyes, just the simple fact that they know that their loved one is at peace can bring happiness through the whole family. By making a life and death situation, this person is making a choice to help someone left behind. And helping anothe r brings a higher value to a person's own existence. As Minister Kenneth W. Phifer put it, â€Å"To choose death sooner rather than later can be an act of high moral stature.Mere existence is not an absolute value. † (71) Religious conservatives may have their morals and their excuses as to why physician-assisted suicide and euthanasia may seem sinful within their eyes but these statements listed above has contradicted and proven that a person can still have strong religious beliefs, but still can take consider that physician-assisted suicide is still an acceptable way to relieve themselves of suffering a long awaited and painful death even from their own god's eyes. Today, death is more of an urgent issue due to an increase in medical knowledge and technology.Not all pain can be managed though. No one should have the right to force someone to face grievous pain because they think it is more moral. No one should deny anyone the right to end their own life to end their sufferi ng because it does not seem right in their eyes. â€Å"Furthermore, doctors cannot always be healers. Each of us will come to a point in life when no medical treatment will help us, save perhaps to relieve our pain. At that point, when our condition is terminal, what we need more than anything else is intelligent compassion. (Phifer 77) Sometimes what terminal patients need is not medication to ease their physical pain, but sometimes true compassion and knowing of what they are going through. Medication for the soul to soothe their emotional pain, to help them ease into death peacefully. A lot of doctors do this method called the â€Å"double effect† and religious communities support this. What the â€Å"double effect† is, is that it is a principle where doctors prescribe medication for pain even though they know that the level of medication will kill the patient. Even Pope John Paul II approves of the â€Å"double effect†. It is licit to relieve pain by narcot ics, even when the result decreased consciousness and a shortening of life. † (Pope John Paul II, The Gospel of Life). A lot of people argue that if physician-assisted suicide were to be made legal, that there would be an increase in suicides among disadvantaged individuals. Well according to the University of Utah, â€Å"legalizing physician-assisted suicide in Oregon and the Netherlands did not result in a disproportionate number of deaths among the elderly, poor, women, minorities, uninsured, minors, chronically ill, less educated or psychiatric patients. (130) The studies showed that within the ten study groups, only the group with AIDS infected people opted for the use of physician-assisted suicide. â€Å"Whereas modern medicine has brought great benefits to humanity, it cannot entirely solve the pain and distress of the dying process. Each person deals with death in their individual way. Which way is determined by their health, their ethics, and personal living conditi ons. † (Humphry) It just boils down to how the individual reacts to their condition. If a atient is in such unbearable pain and suffering that they want someone to end their life peacefully to relieve their pain, then so be it. No one should have to force their opinion as fact and not allow the patient to do so because of the doctor's or family's belief. It all depends on what that one individual wants. It is their life, let them be in control of it. With every group that is for a cause, there is always a group against the cause as well. And when it comes to euthanasia and physician-assisted suicide, things do not change.With a large support group behind these causes comes a large anti-group too. Trudy Chun and Marian Wallace are writers for Concerned Women for America, a conservative, pro-family, pro-life organization. â€Å"The very laws once deigned to protect a person's inalienable right to life now permit the elimination of those deemed unworthy to live. And in the name of compassion, doctors trained to heal and to prolong life are shortening and even snuffing it out altogether. † (Chun, Wallace 41) Doctors swore an oath to keep a patient alive as much and as long as possible no matter what.Killing a patient on purpose goes against everything a doctor stands for, everything a doctor was trained to do. This oath is called the â€Å"Hippocratic Oath† and within this oath a physician must state, â€Å"I will give no deadly medicine, even when asked. † Physicians are healers and the inability of physicians of preventing death does not mean a physician has the right to cause death. Diane Coleman, and executive director of progress Center for Independent Living, which is a nonprofit nonresidential service and advocacy center operated by and for people with disabilities.Coleman was born with a neuromuscular disability since birth, and was given a life expectancy of twelve years. When she outlived this her diagnosis and expectancy chang ed as well. Within the next few years she began to develop respiratory problems and began to use a breathing machine at night. â€Å"I had two other friends, one in her 20's and one in her 50's, who needed the same thing. But their doctors discouraged them from it, reinforcing their fears, and either didn't know or didn't disclose what the medical journals said would happen as a result.At an early age they each went into respiratory distress, and died within a month from infections. † (Coleman 190) Doctors today are pushing ways in which to end patients lives shorter rather than prolonging their life and treating their problems to the fullest. Seventy percent of Kevorkian's â€Å"terminally ill† patients are said to have not even be terminally ill in the first place, meaning that there was still a chance in saving these individuals lives and if physicians would be allowed to kill their patients on their patients will then a treatment that could actually work may never be found.Ira Byock, director and professor of palliative care at Dartmouth Medical School, states that palliative care should be considered instead of assisted suicide. â€Å"Mortality teaches us a lot about life, if we let it. One thing it teaches is that human life in inherently spiritual, whether or not a person has a religion† (Byock 227) What hospice is, is that it is an end-of-life option. It is meant to bring comfort, dignity, and calmness in dealing with a terminally ill patient.It brings a sense of compassion and respect for the dignity of each individual patient on how he or she deals and encounters death. Instead of prematurely ending another person's life instantaneously, It makes sure the patient lives life to the very last comfortably and lovingly. It gives the patient the peace of mind that he or she has been made to feel as comfortable as possible and peace of mind to their loved ones by knowing that such care is taking place. As with the pro side of physician -assisted suicide, religion plays a huge part in the anti portion. The Christian understanding of humanity insists that we are not autonomous creatures that have the right to determine when we shall live and when we shall die† (Mohler 92) Christian's believe that it is God's duty to determine when a body lives and when a body dies and that if the body were to be slain prematurely at the hand of another person intentionally then that soul would be punished. Religion is an extremely important variable when it comes to suicide since suicide is seen to be sinful. Christians believe that life has meaning.That life is not just a course, but a gift. Life is all about experiences and experiences includes good things, happiness, compassion, love, but also experiencing â€Å"the bad too† such as pain, and suffering. In all in all religion is a very important factor since most citizens in America are Christians and with the campaign to legalize euthanasia and physician-assisted su icide continues, these supporters must convince these religious conservatives in order to legalize euthanasia and physician-assisted nationally.Again, with every big controversial topic, there will always be a pro side and an anti side. Each group will have their own very good points being made. But the key idea of physician-assisted suicide would not have been made as popular as it is today without the compassionate, influential, and controversial ideas of Dr. Jack Kevorkian. His compassion for seeking out and showing the public the truth of physician-assisted suicide and the goodness it entails is enticing. The amount of court cases he had dodged and accusations he got away from is still remarkable to this day.Though he was known as â€Å"Dr. Death† as portrayed by the media, people who really knew Kevorkian knew that he was a very humble, kind, and passionate old man just trying to help the unfortunate. And even though he has since passed, there are still plenty, upon plen ty of people out there to make it their life's work to make sure that Kevorkian's vision of a nation that accepts physician-assisted suicide as a legal and moral practice to do on suffering terminal patients comes true.

Education †School Essay

?†He who opens a school door, closes a prison. † ~ Victor Hugo The first time we are introduced to formal education is in school. The school years are the grounding years of one’s education. Schools are institutions that lay the foundation of a child’s development. They play a key role in developing children into responsible citizens and good human beings. It’s a school where young talent is recognized and nurtured. On leaving school, we are all set to soar high in life, and enter the real world in pursuit of our dreams. Education provides us with knowledge about the world. It paves the way for a good career. It helps build character. It leads to enlightenment. It lays the foundation of a stronger nation. Education makes a man complete. Kautilya, an Indian philosopher, royal adviser, and professor of economics and political science very rightly underlined the importance of education, some 2000 years ago. He has highlighted the fact that education enriches people’s understanding of themselves. He has said that education is an investment in human capital, and it can have a great impact on a nation’s growth and development. So, Why is Education Important? It Gives Knowledge â€Å"An investment in knowledge pays the best interest. † – Benjamin Franklin A direct effect of education is knowledge gain. Education gives us knowledge of the world around. It develops in us a perspective of looking at life. It helps us form opinions and develop a point of view. The information we are constantly bombarded with, cannot be converted into knowledge without the catalyst called education. Education makes us capable of interpreting things rightly and applying the gathered information in real life scenarios. Education is not limited to lessons from textbooks. Real education is obtained from the lessons taught by life. It Leads to Career Progression â€Å"An expert is one who knows more and more about less and less. † – Nicholas M. Butler Education is important because it equips us with the expertise that is needed in helping us realize our career goals. Expertise is an in-depth knowledge about a specific field and it’s ought to open doors to brilliant career opportunities. Education fetches better prospects of career growth. Good education is an eligibility criterion for employment in any sector of the industry. Be it any field, education always proves to be rewarding. We are weighed in the market on the basis of our educational skills and on how well we can apply them. It Builds Character â€Å"A man’s own manner and character is what most becomes him. † – Marcus Tullius Cicero The words ‘cultivate’ and ‘civilize’ are synonymous with ‘educate’. That says it all. Education is important as it teaches us the right behavior and good manners, thus making us civilized. It is the basis of culture and civilization. It is instrumental in the development of our values and virtues. Education cultivates us into mature individuals; individuals capable of planning for the future, and taking the right decisions in life. It gives us an insight into living, and teaches us to learn from experience. It makes us self-confident, and develops our abilities to think, analyze, and judge. It fosters principles of equality and socialism. It forms a support system for one to excel in life. It is the backbone of society. It won’t be wrong to say that good education makes us more human. It Leads to Enlightenment â€Å"Education is the kindling of a flame, not the filling of a vessel. † – Socrates Education paves the path to disillusionment. It wipes out the wrong beliefs from our minds. It helps create a clear picture of things around, and erases all the confusion. It kindles the flame of curiosity and helps awaken the abilities to question, and to reason. The more we learn, the more questions we have, and without questions, there are no answers. Education teaches us to find answers. It makes us more self-aware. It leads us to enlightenment. It Helps a Nation Progress â€Å"Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource. † – John F. Kennedy Though not enlisted as one of the three basic human needs, education is equally important. For the progress of a nation, for the enrichment of society in general, education is important. A country’s literate population is its asset. In today’s competitive world, it won’t be wise to neglect the importance of education for the development of society as a whole. Most countries have realized this. It has led to the development of many government-aided educational programs and government grants to schools and colleges. The motive behind this is fostering education in society. The future of a nation is safe in the hands of the educated. Education is important for the social development and economic growth of a nation. Schools and other educational institutes define the basic framework of education. Schooling gives us the fundamentals. We specialize in fields of our interest during degree courses. The number of institutes offering vocational courses and those offering online education is increasing by the day. Vocational courses help earn specialized education. Online degree programs help the working class and adults pursue education even while continuing work. Distance education has proven to be of great help for many. But education is not limited to that obtained from educational institutes. Learning is a lifelong process. Rather, self-learning begins at a point where institutional education ends. The process of self-learning continues throughout one’s life. This is well-supported by a speech made by US President Barack Obama. In his national address to students across the nation, he said: â€Å"†¦ Every single one of you has something that you’re good at. Every single one of you has something to offer. And you have a responsibility to yourself to discover what that is. That’s the opportunity an education can provide. † Read more at Buzzle: http://www. buzzle. com/articles/why-is-education-so-important. html.

Mujtaba 456 (4) Essays

Mujtaba 456 (4) Essays Mujtaba 456 (4) Essay Mujtaba 456 (4) Essay Name: Tutor: Course: Date: Mujtaba 456 (4) Growth of population has numerous effects on a country. America is no exception. This article discusses several issues concerning this. First, the article discusses the causes of the exponential population growth, experienced between 1800 and 1890, in the United States. Next, the article breaks down the population growth, according to origins and localities. Thirdly, this article explains the role of immigration in this surge. Finally, the article attempts to explain the costs of immigration to the United States. The population of the United States more than tripled, in the period between 1860 and 1890. This is attributable to several factors. First, Immigration plays a significant role in the aforementioned growth. Immigration depends on two factors, the Atlantic slave trade and European Immigration. Hughes and Cain (107) state: â€Å"the German speaking regions of Europe produced nearly 1 million immigrants to the United States.† The influx of European settlers was mostly due to crop failures, such as the Irish famine. Second, there was a high birth rate in the United States. Hughes Cain (104) state that, the birth rate went down to 41.4 per 1000 births in 1860, from 55 per 1000 earlier. This rate was still higher than other European countries. The aforementioned population surge significantly affected urban regions. Between 1860 and 1890, the American urban population grew by over 20 percent. The high immigration of people to the more-developed North Eastern cities proves this. Hughes and Cain (110) state: â€Å"3.6 million foreign-born whites lived in the Northeast and East-North-Central states; a mere 391,000 lived in the Southern states†. In that period, the white population grew by around 86 percent. Similarly, the foreign-born population grew by around 14 percent. However, by 1890, the birth rate had slowed by a half. The population growth in America had various results, in an economic perspective. First, it enabled the manufacturing sector of the economy to grow. This fact is attributable to ready labor, provided by the immigrants. Hughes Cain (114) state: â€Å"in the 1840s, manufacturing employment grew more rapidly than any other sector (123.2 percent), increasing its share of total employment from 8.9 percent to 14.0 percent.† Construction and the service industries also grew at unheard of rates (Hughes Cain 114). Therefore, the real output per capita of the United States grew largely. However, the rise in population also led to more mouths to feed countered this effect to some extent. The real income growth per capita was around 1 percent for that period. As a result, the growth of population in the country stands questioning. The article has tried to explain the role of population growth on the economy of the United States. However, other effects have also been discussed, such as, demographics of States/regions in the United States. The article also discusses the reasons for immigration into the United States by European people, though to a lesser extent. From this article, we see that, the American economy benefited from immigration from Europe. Hughes, Jonathan R. T, and Louis P. Cain. American Economic History. Reading, Mass: Addison-Wesley, 2010. Print.

Free Online Public Schools for Kentucky Students, K-12

Free Online Public Schools for Kentucky Students, K-12 Kentucky offers resident students the opportunity to take online public school courses for free. Below is a list of no-cost online schools currently serving elementary and high school students in Kentucky. In order to qualify for the list, schools must meet the following qualifications: classes must be available completely online, they must offer services to state residents, and they must be funded by the government. Virtual schools listed may be charter schools, state-wide public programs, or private programs that receive government funding. List of Kentucky Online Charter Schools and Online Public Schools Kentucky Virtual High School - Now Defunct Online Charter Schools and Online Public Schools Many states now offer tuition-free online schools for resident students under a certain age (often 21). Most virtual schools are charter schools; they receive government funding and are run by a private organization. Online charter schools are subject to fewer restrictions than traditional schools. However, they are reviewed regularly and must continue to meet state standards. Some states also offer their own online public schools. These virtual programs generally operate from a state office or a school district. State-wide public school programs vary. Some online public schools offer a limited number of remedial or advanced courses not available in brick-and-mortar public school campuses. Others offer full online diploma programs. A few states choose to fund seats for students in private online schools. The number of available seats for online high schools may be limited and students are usually asked to apply through their public school guidance counselor. Choosing a Kentucky Online Public School When choosing an online public school, look for an established program that is regionally accredited and has a track record of success. Be wary of new schools that are disorganized, are unaccredited, or have been the subject of public scrutiny.

Analysis of how & why I formed my view about one issue to do with Essay

Analysis of how & why I formed my view about one issue to do with equality - Essay Example Although there are provisions that would benefit learners with disability, the move for equality in education did not quite reach the expectations of the disabled people and their families especially in the equal distribution of quality education, specifically on adjusted treatment of teachers and peer acceptance and government assistance. Prevalence of Disabled People in Education in the United Kingdom Quality education remains to be one of the existing challenges for learners with special needs. Chapter 3 of the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) monitoring paper explores the international perspective of the problem and contends that present educational systems failed to address the needs of the marginalized, especially for the disabled, of quality education (UNESCO, 2010). In the United Kingdom, the Department for Education initiated the SEN or the Special Education Needs to meet a diverse population of disabled people. Between the y ears 2005 and 2006, the population of learners with disability rose considerably, where a 6% raise was recorded by the Office for Disability Issues. Although the record is already relatively high, this is not enough to conclude that discrimination among these people does not exist. As what Barnes (1991, p. 28) argues, discrimination against the disabled people is a fact in the present educational system. Discrimination against Disabled People in Education A common thought persists that education is supposed to be an area in which people can be equal regardless of their status, gender, or abilities, that individuals have the right to achieve educational success; however, this might just be the contrary to what the real scenario suggests. Discrimination, especially for the disabled individuals is prevalent at any educational levels despite the laws forbidding it. Tracing the history of education in the United Kingdom, it is clear that the disabled population were the least of the conc erns of the government. In the book by Barnes (1991, p. 29), it is stated that the Education Act of 1944 upheld â€Å"equality of education† for all its citizens but â€Å"the idea of equality, however, did not extend to children with impairments.† The idea brings the thought that mainstream education was at the time an absolute standard. The ‘equality for all in education’ scheme called for segregation of disabled and ‘subnormal’ learners from the normal learning class. Fortunately, the Education Act of 1981 provided broader opportunities for children with special needs. Not only that the provision guided the disabled people for better and broader educational opportunities but also emphasized the roles of some professions, directly or indirectly helping special children (Barnes, 1991, p. 34). Through inclusion system, the disabled individual is provided an opportunity to be involved in the mainstream classroom. Educational inclusion is an â⠂¬Å"action to remove barriers to participation in learning† (Anon., n.d.), which follows that learners with impairments are actually included in the standard classrooms. This would provide them the chance to interact with ‘normal’ learners, and serve as a practice for future involvement in the workforce. This may be a sound goal for the Department for Education but Abrams (2004) did not believe that