Rosa Parks Essay Example

Rosa Parks Essay Example Rosa Parks Essay Rosa Parks Essay Rosa Parks Outline Rosa Parks affected history by contributing to the NAACP, by helping begin the Montgomery Bus Boycott, and by helping during the Civil Rights movements and fighting for equality for African Americans. L. Introduction A. The only tired I was, was tired of giving in. 1 . Rosa was the youth adviser in the NAACP group, and taught her students to resist segregation whenever they could. 2. She was admired in the black community as a dedicated volunteer who served as secretary of local NAACP since 1943. B. Thesis Statement II. Early Life A. They walked. They rode mules. It took 381 days, but the boycott worked. VI: Conclusion A. Thesis statement? B. Fast forward to the future. 1 . Today we celebrate equality and freedom from segregation with Martin Luther King Jar. Day. 2. Now a days, people from all over, and many different races mingle, and get along. In fact, thats what America is all about. Being one. One nation, many races. This would probably be different if Rosa hadnt stepped up and said No, and if Martin Luther hadnt ran with it. But they did, and now we really do have equality.

Isomer Definition and Examples in Chemistry

Isomer Definition and Examples in Chemistry An isomer is a chemical species with the same number and types of atoms as another chemical species but with distinct properties because the atoms are arranged into different chemical structures. When atoms can assume different configurations, the phenomenon is termed isomerism. There are several categories of isomers, including structural isomers, geometric isomers, optical isomers, and stereoisomers. Isomerization can occur spontaneously or not, depending on whether the bond energy of the configurations is comparable. Types of Isomers The two broad categories of isomers are structural isomers (also called constitutional isomers) and stereoisomers (also called spatial isomers). Structural Isomers: In this type of isomerism, the atoms and functional groups are joined differently. Structural isomers have different IUPAC names. An example is the position change seen in 1-fluoropropane and 2-fluoropropane. Types of structural isomerism include chain isomerism, where hydrocarbon chains have different degrees of branching; functional group isomerism, where a functional group may split into different ones; and skeletal isomerism, where the main carbon chain varies. Tautomers are structural isomers that can spontaneously convert between forms. An example is keto/enol tautomerism, in which a proton moves between a carbon and oxygen atom. Stereoisomers: The bond structure between atoms and functional groups is the same in stereoisomerism, but the geometrical positioning can change. This class of isomers includes enantiomers (or optical isomers), which are nonsuperimposable mirror images of each other, like left and right hands. Enantiomers always contain chiral centers. Enantiomers often display similar physical properties and chemical reactivities, although the molecules may be distinguished by how they polarize light. In biochemical reactions, enzymes usually react with one enantiomer in preference to the other. An example of a pair of enantiomers is (S)-()-lactic acid and (R)-(-)-lactic acid. Alternatively, stereoisomers may be diastereomers, which arent mirror images of each other. Diastereomers may contain chiral centers, but there are isomers without chiral centers and those that arent even chiral. An example of a pair of diastereomers is D-threose and D-erythrose. Diastereomers typically have different physical properties and reactivities from each other. Conformational Isomers (conformers): Conformation may be used to classify isomers. Conformers may be enantiomers, diastereomers, or rotamers. There are different systems used to identify stereoisomers, including cis-trans and E/Z. Isomer Examples Pentane, 2-methylbutane, and 2,2-dimethylpropane are structural isomers of each other. Importance of Isomerism Isomers are especially important in nutrition and medicine because enzymes tend to work on one isomer over another. The substituted xanthines are a good example of an isomer found in food and drugs. Theobromine, caffeine, and theophylline are isomers, differing in the placement of methyl groups. Another example of isomerism occurs in phenethylamine drugs. Phentermine is a nonchiral compound that can be used as an appetite suppressant yet doesnt act as a stimulant. Rearranging the same atoms yields dextromethamphetamine, a stimulant stronger than amphetamine. Nuclear Isomers Usually the term isomer refers to different arrangements of atoms in molecules; however, there are also nuclear isomers. A nuclear isomer or metastable state is an atom that has the same atomic number and mass number as another atom of that element yet has a different excitation state within the atomic nucleus.

A Danger to Fourth Amendment Rights Essay Example | Topics and Well Written Essays - 250 words

A Danger to Fourth Amendment Rights - Essay Example This created controversy, where many individuals claimed that the Supreme Court did not follow the fourth amendment and increased the tension with minority communities (Deborah, 1997). Terry v Ohio (1962), addressed a number of reasonsin seizure and search activities. The court decided that it was legal for police to frisk, question and stop any person whom the law enforcement officers believed that he was acting suspiciously. This is referred to a lower standard than what the fourth amendment refers to a probable cause. Deborah (1997) claims that such frisking and question is against the Fourth Amendment rights while majority think that allowing seizures and searches was a serious blow against the fourth amendment, because it is less than a probable cause. Many seizures and searches are based on probable cause, and the Supreme Court has approved those that are suspicious. This was a serious blow to the Fourth Amendment because all these searches were based on less than a probable cause, while the amendment requires that all searches and seizures should have a probable cause. Additionally, the majority should have adopted Justice Douglas position because he disagrees with the court decision, and contends that the Fourth Amendment entails that every search and seizure to have a probable cause. He also goes ahead and explains that when the court decides to have an exception, then the Americans will lose their protection of privacy. However, despite his concern, Terry v Ohio (1962) law remains. Police are still allowed to question and frisk individuals who look suspicious without any reason or cause to believe they are involved in

EXPERIENCES OF NURSES WORKING IN PALLIATIVE CARE Dissertation

EXPERIENCES OF NURSES WORKING IN PALLIATIVE CARE - Dissertation Example (Harris, Flowers, Noble, 2011) In a qualitative study by (Brajtman, Higuchi, McPherson, 2006) they looked into the matter related to the challenges the nurses face in palliative care, to explore their experiences in caring for patients with terminal delirium and their families. This qualitative research will emphasize the importance of qualitative interviews as most powerful method for understanding the experiences and meanings related to the topic. This study was conducted in a palliative care unit located in a large Canadian city hospital for 5 nurses working in an interdisciplinary palliative care unit and 4 nurses form palliative home care nursing team located in the same city. Few interview questions have been generated for the nurses to proceed with the qualitative study. Based on the questions results which has been found are like most of the participants said that they experience distress while caring for palliative care patients. They said that if they gather convenient skil ls and knowledge in the identification and diagnosis they can help to support the patient in better way and family during disturbed conditions. Understanding the unique nursing experience is very much important in the process of providing the nurses with required support to make them strong and help them to provide care in challenging situations. Nurses also identified their team members as most major source of support. They also mentioned that effective teamwork would help them to deal with palliative care patients and their families more efficiently. There is need for proper education and training for the nurses to face challenges with palliative care patients. Lack of education may experience in serious stress for these nurses in care of the dying people and their families. It is important to check that nurses should receive appropriate knowledge, skills and support to care for this patient (Brajtman, Higuchi, McPherson, 2006, pp.6-7). Thus from this study we can understand that proper opportunities should be provided to the nurses so that they can face challenges confidently. The support of organization, teammates and family will enhance the quality of care. The number of sample chosen here is very small. A primary research should contain minimum 20 samples to carry on with a proper research. But here amount is very small which is not very good to conduct a research. A larger sample would have been beneficial to obtain greater depth of data as there was no clear evidence to overcome the challenges. White, et al (2004) found similar trends in his study. He explored with qualitative descriptive study using semi structured interviews with nurses caring for palliative care patients. Here 9 experienced palliative care nurses were interviewed. The participants here explained about their experience and challenges they face regularly. The nurses reported that they have enormous impact on their work and personal lives. The nurses here describe about two types of su fferings, physical and emotional or psychological. Most of the nurses reported here that they try their best to relieve a patients suffering and when they cannot help the patient with such condition they get a feeling of helplessness, distress, frustration and a sense of failure. Some of the nurses also mentioned that they did not want to dwell with those things and thus tried to go back home with a fresh

Reserch Into Memory Recall Essay Example for Free

Reserch Into Memory Recall Essay The main three systems of operation of memory are known as the Multi-Store Model (Atkinson amp; Schiffrin 1968), the Working Model of Memory (Baddeley amp; Hitch 1974), and Levels of Processing Model of Memory (Craig amp; Lockhart 1972). Multi Store Model Figure [ 1 ] http://www. smartpsych. co. uk/wp-content/uploads/2010/04/msmmodel2. png Key features of MSM: * Three types of memory stores – sensory, short term and long term (any stimulus must pass through one or more of these in sequence). Each store retains a different amount of information based on how much the store can retain. * Each of the stores retains a different amount of information in a different way and for a varying length of time. The sensory memory is responsible for taking the information from one of the sensory organs and holding it in that format, prior to transferring the data to the short term memory, and then dependent on the form of rehearsal (either by maintenance or elaborative rehearsal), is stored in either the STM or LTM. The information from any one of the sensory organs is encoded into the STM as one of the following: * Iconic (visual) stored as an image. * Echoic (acoustic) Auditory input from the ears and stored as a sound. * Taste * Haptic (touch) * Smell An example of Iconic sensory storage was demonstrated by Sperling (1960), whereby he tested participants by using a tachistoscope which flashed pictures onto a blank screen for a very brief amount of time. He then tested them on their ability to recall as many of them as possible from a grid of twelve that he would display for one twentieth of a second. His findings showed that whilst they could only recall approximately four images, the overall suggestion was that they had seen a lot more, but not enough time to record them. The presentation of the images was followed by three tone levels of high, medium or low which instructed the participants which rows they should focus their iconic memory on. Recall rate recorded was on verage three out of the four symbols from any one row, which suggests that the iconic store has a retention capacity of approximately 76%. Sperling reported that if a delay occurred between both the presentation of the grid and the sounding of the tone then an increasing amount of information would be lost gradually (50% after 0. 3 seconds and 67% after 1 second delay) (Baddley, 2002). The short term memory has a retention duration of 0-18 seconds, and a capacity of 7(+/-2), as demonstrated by Miller’s (1956) experiment of chunking. He discovered that our capacity to retain information can be increased by chunking large amounts of information together, otherwise referred to as trigrams (3 letter combinations). The length of time information can be retained is only a few seconds in the STM if not rehearsed, whereas rehearsal can increase that from anywhere from a few seconds too years. Peterson and Peterson (1959) found that the STM fades in under half a minute if not rehearsed, within 3 seconds this is reduced by 80% and only 10% of information remains after 18 seconds. The LTM (long term memory) has an unlimited duration and capacity, although these memories can decay over time and become displaced (shunted out of the way in place of new ones). Long term encoding can be semantically associated in which by we link things together, such as school, tie, and teacher. Although there is the possibility of incorrectly making additional connections dependent on the individual LTM and what is personally associated with the key word.

weed Essay -- essays research papers fc

There is a large drug problem facing the United States today, and this problem extends to all citizens. It’s not just the poor and the uneducated who are effected by this problem. The most largely used illegal drug in the United States is Marijuana, and thus is the drug law enforcement and the media tends to target the most, costing the taxpayers lots and lots of money. I will show you that Marijuana is not as large and evil as it may appear, and that if legalized the economy would be strengthened and the efforts of law enforcement could be focused on more serious drugs. First off, to understand what we are dealing with I will give a brief explanation of what Marijuana is and what it’s uses are. Marijuana is classified as a hallucinogen and is a psychoactive drug. Its scientific name is Cannabis Sativa and it is found in the Indian hemp plant, of which there are three main types; Cannabis Sativa, Cannabis Indica, and Cannabis Rudderalis. Some of its nicknames and stree t names are pot, weed, green, herb, and sensi. The drugs use dates back in manuscripts back to 2700B.C. in China (Nadelmann). The drug was also cultivated by Jamestown settlers, 1611, who used the drug for its fibers to make rope and clothes. Marijuana is widely used, an estimated one out of every three people have used it, and among high school students 44% have experimented with it (Bowmen). Marijuana is almost always smoked to experience the effects, but eating it and brewing it into tea are common practice also. It can be smoked by rolling it into a paper (joint) or by placing it into a pipe (often called a bowl). Often times there is a mixture of marijuana with tobacco to create a pleasurable taste. When someone smokes marijuana for the first time they do not get high, it is usually the second or third time a user feels the effects. These include chronic laughter and heightened senses. Afterwards a dry mouth and hunger, called the munchies, often follow. The ingredient in canna bis sativa that causes the mind altering effects is called THC (Tetrahydrocannabinol). Now that you know a little about the drug I will discuss its health effects. I am not saying that Marijuana is good for you, all I am saying is that comparable negative effects are present in many legalized drugs. Marijuana intoxicates a person in a way somewhat similar to alcohol. Reaction times are decreased and the person may a... ...vidence to warrant the serious consideration. Once lawmakers take off the blinders and actually see the issue as it is we will be in a much better situation. The best way to show them that is to show them how much more money they can get. Many angles can be taken to justify the legalization of marijuana, I feel the most effective is that of the economic analysis. There will be jobs created and a new booming industry with it. People need to put aside preconceived notions and take a fresh perspective, they will see what a great effect that the legalization of marijuana would have on the economy as well as other areas. Bibliography Ethan A. Nadelmann, American Heritage Magazine, Feb-Mar, 1993. Tom Bowmen, â€Å"Schmoke says debate on decriminalization of drugs is gaining momentum.†, The Sun Newspaper, 7-13, 1989. Joseph A. Califano, USA Today, version 125, Mar. 1997. American Journal of Nursing, Annual Report 1992. Martin Evans. â€Å"Schmoke urges NAACP to back decriminalization of drugs.†, The Sun, 1989. Christopher Brown, â€Å"Bring Drugs Within the Law.†, The Economist. Volume 13, 1993. Yahooka - The guide to marijuana on the internet, "http://www.yahooka.com". Word Count: 2056

Why College Students Cheat

Grades, rather than education have become more important to students. Students are feeling a great deal of pressure to succeed in college; so that they can land that terrific job. With saying all of that, the rate of college students cheating has been increasing every year. There are several forms of cheating that take place; from going old school and writing the answers on your body; to todays’ technology such as cell phones and cameras. Cheating with students has increased over the years and nothing has been done to stop it. Everyday students in this world grow lazier and lazier and begin to neglect their school work. Academic cheating is defined as representing someone else’s work as your own. It can take many forms, including sharing another’s work, purchasing a term paper or test questions in advance, or paying another to do the work for you (www. nocheating. org). Students with all types of majors cheat, Medical students, Engineering students, Business and even Law students. A Rutgers professor did a study on different fields of majors and students to find out how many students would actually admit to cheating. 56 percent of business students cheat; engineering students took 54 percent and law students only had 47 percent. He discovered that law students, although they don’t cheat the most, have the best reason to. â€Å"The stakes are much higher for law students,† McCabe says. â€Å"There's a fear you may not be able to take the bar exam after having spent these three years in law school†. (Gravers, L. ) In todays’ world, technology has made cheating much easier. Students use their cell phones to text students outside of the exam room to obtain the answers. As well as texting, students also take pictures with their cell phones of the material they are studying and use them during the exam.

Ethical neutrality Essay

In what follows, when we use the term â€Å"evaluation† we will mean, where nothing else is implied or expressly stated, practical value-judgments as to the unsatisfactory or satisfactory character of phenomena subject to our influence. The problem involved in the â€Å"freedom† of a given discipline from evaluations of this kind, i. e., the validity and the meaning of this logical principle, is by no means identical with the question which is to be discussed shortly, namely, whether in teaching one should or should not declare one’s acceptance of practical evaluations, regardless of whether they are based on ethical principles, cultural ideals or a philosophical outlook. This question cannot be settled scientifically. It is itself entirely a question of practical evaluation, and cannot therefore be definitively resolved. With reference to this issue, a wide variety of views are held, of which we shall only mention the two extremes. At one pole we find (a) the standpoint that there is validity in the distinction between purely logically deducible and purely empirical statements of fact on the one hand, and practical, ethical or philosophical evaluations on the other, but that, nevertheless – or, perhaps, even on that account- both classes of problems properly belong in the university. At the other pole we encounter (b) the proposition that even when the distinction cannot be made in a logically complete manner, it is nevertheless desirable that the assertion of practical evaluations should be avoided as much as possible in teaching. This second point of view seems to me to be untenable. Particularly untenable is the distinction which is rather often made in our field between evaluations linked with the positions of â€Å"political parties† and other sorts of evaluations. This distinction cannot be reasonably made: it obscures the practical implications of the evaluations which are suggested to the audience. Once the assertion of evaluations in university lectures is admitted, the contention that the university teacher should be entirely devoid of â€Å"passion† and that he should avoid all subjects which threaten to bring emotion into controversies is a narrow-minded, bureaucratic opinion which every teacher of independent spirit must reject. Of those scholars who believed that they should not renounce the assertion of practical evaluations in empirical discussions, the most passionate of them – such as Treitschke and, in his own way, Mommsen- were the most tolerable. As a result of their intensely emotional tone, their audiences were enabled to discount the influence of their evaluations in whatever distortion of the facts occurred. Thus, the audiences did for themselves what the lecturers could not do because of their temperaments. The effect on the minds of the students was to produce the same depth of moral feeling which, in my opinion, the proponents of the assertion of practical evaluations in teaching want to assure – but without the audience being confused as to the logical distinctiveness of the different types of propositions. This confusion must of necessity occur whenever both the exposition of empirical facts and the exhortation to espouse a particular evaluative standpoint on important issues are done with the same cool dispassionateness. The first point of view (a) is acceptable, and can indeed be acceptable from the standpoint of its own proponents, only when the teacher sees it as his unconditional duty – in every single case, even to the point where it involves the danger of making his lecture less stimulating – to make absolutely clear to his audience, and especially to himself, which of his statements are statements of logically deduced or empirically observed facts and which are statements of practical evaluation. Once one has granted the disjunction between the two spheres, it seems to me that doing this is an imperative requirement of intellectual honesty. It is the absolutely minimal requirement in this case. On the other hand, the question whether one should in general assert practical evaluations in teaching – even with this reservation – is one of practical university policy. On that account, in the last analysis, it must be decided only with reference to those tasks which the individual, according to his own set of values, assigns to the universities. Those who on the basis of their qualifications as university teachers assign to the universities, and thereby to themselves, the universal role of forming character, of inculcating political, ethical, aesthetic, cultural or other beliefs, will take a different position from those who believe it necessary to affirm the proposition and its implications – that university teaching achieves really valuable effects only through specialised training by specially qualified persons. Hence, â€Å"intellectual integrity† is the only specific virtue which universities should seek to inculcate. The first point of view can be defended from as many different ultimate evaluative standpoints as the second. The second – which I personally accept – can be derived from a most enthusiastic as well as from a thoroughly modest estimate of the significance of â€Å"specialised training†. In order to defend this view, one need not be of the opinion that everyone should become as much a pure â€Å"specialist† as possible. One may, on the contrary, espouse it because one does not wish to see the ultimate and deepest personal decisions which a person must make regarding his life, treated exactly as if they were the same as specialised training. One may take this position, however highly one assesses the significance of specialised training, not only for general intellectual training but indirectly also for the self-discipline and the ethical attitude of the young person. Another reason for taking this position is that one does not wish to see the student so influenced by the teacher’s suggestions that he is prevented from solving his problems in accordance with the dictates of his own conscience. Professor von Schmoller’s favourable disposition towards the teacher’s assertion of his own evaluations in the lecture room is thoroughly intelligible to me personally as the echo of a great epoch which he and his friends helped to create. Even he, however, cannot deny the fact that for the younger generation the objective situation has changed considerably in one important respect. Forty years ago there existed among the scholars working in our discipline, the widespread belief that of the various possible points of view in the domain of practical-political evaluations, ultimately only one was the ethically correct one. (Schmoller himself took this position only to a limited extent. ) Today this is no longer the case among the proponents of the assertion of professorial evaluations – as may readily be observed. The legitimacy of the assertion of professorial evaluation is no longer defended in the name of an ethical imperative resting on a relatively simple postulate of justice, which both in its ultimate foundations as well as in its consequences, partly was, and partly seemed to be, relatively unambiguous, and above all relatively impersonal, in consequence of its specifically trans-personal character. Rather, as the result of an inevitable development, it is now done in the name of a motley of â€Å"cultural evaluations†, i. e. , actually subjective cultural demands, or quite openly, in the name of the teachers’ alleged â€Å"rights of personality†. One may well wax indignant over this point of view, but one cannot- because it is a â€Å"practical evaluation† – refute it. Of all the types of prophecy, this â€Å"personally† tinted type of professorial prophecy is the most repugnant. There is no precedent for a situation in which a large number of officially appointed prophets do their preaching or make their professions of faith, not, as other prophets do, on the streets, or in churches or other public places- or if they do it privately, then in personally chosen sectarian conventicles – but rather regard themselves as best qualified to enunciate their evaluations on ultimate questions â€Å"in the name of science† and in the carefully protected quiet of governmentally privileged lecture halls in which they cannot be controlled, or checked by discussion, or subjected to contradiction. It is an axiom of long standing, which Schmoller on one occasion vigorously espoused, that what takes place in the lecture hall should be entirely confidential and not subject to public discussion. Although it is possible to contend that, even for purely academic purposes, this may occasionally have certain disadvantages, I take the view that a â€Å"lecture† should be different from a â€Å"speech†. The unconfined rigour, matter-of-factness and sobriety of the lecture declines, with definite pedagogical losses, once it becomes the object of publicity through, for example, the press. It is only in the sphere of his specialised qualifications that the university teacher is entitled to this privilege of freedom from outside surveillance or publicity. There is, however, no specialised qualification for personal prophecy, and for this reason it should not be granted the privilege of freedom from contradiction and public scrutiny. Furthermore, there should be no exploitation of the fact that the student, in order to make his way in life, must attend certain educational institutions and take courses with certain teachers with the result that in addition to what he needs, i.e. , the stimulation and cultivation of his capacity for understanding and reasoning, and a certain body of factual information – he also gets, slipped in among these, the teacher’s own attitude towards the world which even though sometimes interesting is often of no consequence, and which is in any case not open to contradiction and challenge. Like everyone else, the professor has other opportunities for the propagation of his ideals. When these opportunities are lacking, he can easily create them in an appropriate form, as experience has shown in the case of every honorable attempt. But the professor should not demand the right as a professor to carry the marshal’s baton of the statesman or the cultural reformer in his knapsack. This, however, is just what he does when he uses the unassailability of the academic lecture platform for the expression of political – or cultural-political- sentiments. In the press, in public meetings, in associations, in essays, in every avenue which is open to every other citizen, he can and should do what his God or daemon demands. The student should obtain, from his teacher in the lecture hall, the capacity to content himself with the sober execution of a given task; to recognize facts, even those which may be personally uncomfortable, and to distinguish them from his own evaluations. He should also learn to subordinate himself to his task and to repress the impulse to exhibit his personal sensations or other emotional states unnecessarily. This is vastly more important today than it was 40 years ago when the problem did not even exist in its present form. It is not true – as many have insisted – that the â€Å"personality† is and should be a â€Å"whole†, in the sense that it is distorted when it is not exhibited on every possible occasion. Every professional task has its own â€Å"responsibilities† and should be fulfilled accordingly. In the execution of his professional responsibility, a man should confine himself to it alone and should exclude whatever does not strictly belong to it – particularly his own loves and hates. The powerful personality does not manifest itself by trying to give everything a â€Å"personal touch† on every possible occasion. The generation which is now coming of age should, above all, again become used to the thought that â€Å"being a personality† is a condition which cannot be intentionally brought about by wanting it and that there is only one way by which it can – perhaps- be achieved: namely, the unreserved devotion to a â€Å"task†, whatever it – and its derivative â€Å"demands of the hour†- may be in any individual instance. It is in poor taste to mix personal concerns with the specialised analysis of facts. We deprive the word â€Å"vocation† of the only significant meaning it still possesses if we fail to adhere to that specific kind of self-restraint which it requires. But whether the fashionable â€Å"cult of the personality† seeks to dominate the throne, public office or the professorial chair – its effectiveness is only superficially impressive. Intrinsically, it is very petty and it always has injurious consequences. It should not be necessary for me to emphasise that the proponents of the views against which the present essay is directed can accomplish very little by this sort of cult of the â€Å"personality† for the very reason that it is â€Å"personal†. In part, they see the responsibilities of the university teacher in another light, in part they have other educational ideas which I respect but do not share. For this reason we must seriously consider no only what they are striving to achieve, but also how the views which they legitimate by their authority influence a generation with an already extremely pronounced predisposition to overestimate its own importance. Finally, it scarcely needs to be pointed out that many ostensible opponents of the academic assertion of political evaluations are by no means justified when they invoke the postulate of â€Å"ethical neutrality†, which they often gravely misunderstand, to discredit cultural and social-political discussions which take place in public and away from the university lecture hall. The indubitable existence of this spuriously â€Å"ethically neutral† tendentiousness, which in our discipline is manifested in the obstinate and deliberate partisanship of powerful interest groups, explains why a significant number of intellectually honorable scholars still continue to assert personal preferences in their teaching. They are too proud to identify themselves with this spurious abstention from evaluation. I believe that, in spite of this, what in my opinion is right should be done, and that the influence of the practical evaluations of a scholar, who confines himself to championing them on appropriate occasions outside the classroom, will increase when it becomes known that, inside the classroom, he has the strength of character to do exactly what he was appointed to do. But these statements are, in their turn, all matters of evaluation, and hence scientifically undemonstrable. In any case, the fundamental principle which justifies the practice of asserting practical evaluations in teaching can be consistently held only when its proponents demand that the proponents of the evaluations of all other parties be granted the opportunity to demonstrate the validity of their evaluations from the academic platform . But in Germany, insistence on the right of professors to state their preferences has been associated with the very opposite of the demand for the equal representation of all tendencies- including the most â€Å"extreme†. Schmoller thought that he was being entirely consistent when he declared that â€Å"Marxists and the Manchester school† were disqualified from holding academic positions, although he was never so unjust as to ignore their intellectual accomplishments. It is exactly on these points that I could never agree with our honoured master. One obviously ought not in one breath to justify the expression of evaluations in teaching – and when the conclusions are drawn therefrom, point out that the university is a state institution for the training of â€Å"loyal† civil servants. Such a procedure makes the university, not into a specialised technical school- which appears to be so degrading to many teachers- but rather into a theological seminary, although it does not have the religious dignity of the latter. Attempts have been made to set certain purely â€Å"logical† limits to the range of evaluations which should be allowed in university teaching. One of our foremost professors of law once explained, in discussing his opposition to the exclusion of socialists from university posts, that he too would be unwilling to accept an â€Å"anarchist† as a teacher of law since anarchists, in principle, deny the validity of law – and he regarded this argument as conclusive. My own opinion is exactly the opposite. An anarchist can surely be a good legal scholar. And if he is such, then indeed the Archimedean point of his convictions, which is outside the conventions and presuppositions which are so self-evident to us, could enable him to perceive problems in the fundamental postulates of legal theory which escape those who take them for granted. The most fundamental doubt is one source of knowledge. The jurist is no more responsible for â€Å"proving† the value of these cultural objects which are bound up with â€Å"law†, than the physician is responsible for demonstrating that the prolongation of life should be striven for under all conditions. Neither of them can do this with the means at their disposal. If, however, one wishes to turn the university into a forum for discussion of practical evaluations, then it obviously is obligatory to permit the most unrestricted freedom of discussion of fundamental questions from all standpoints. Is this feasible? Today the most decisive and important political evaluations are denied expression in German universities by the very nature of the present political situation. For all those to whom the interests of the national society transcend any of its individual concrete institutions, it is a question of central importance whether the conception which prevails today regarding the position of the monarch in Germany is reconcilable with the world interests of the country, and with the means- war and diplomacy- through which these are pursued. It is not always the worst patriots nor even anti-monarchists who give a negative answer to this question, and who doubt the possibility of lasting success in both these spheres unless some profound changes are made. Everyone knows, however, that these vital questions of our national life cannot be discussed with full freedom in German universities . In view of the fact that certain evaluations which are of decisive political significance are permanently prohibited in university discussion, it seems to me to be only in accord with the dignity of a representative of science and scholarship to be silent about such evaluations as he is allowed to expound. In no case, however, should the unresolvable question – unresolvable because it is ultimately a question of evaluations – as to whether one may, must, or should champion certain practical evaluations in teaching, be confused with the purely logical discussion of the relationship of evaluations to empirical disciplines such as sociology and economics. Any confusion on this point will hamper the thoroughness of the discussion of the logical problem. However, even the solution of the logical problem will provide no aid in seeking to answer the other question, beyond the two purely logically required conditions of clarity and an explicit distinction by the teacher of the different classes of problems. Nor need I discuss further whether the distinction between empirical propositions or statements of fact and practical evaluations is â€Å"difficult† to make. It is. All of us, those of us who take this position as well as others, come up against it time and again. But the exponents of the so-called â€Å"ethical economics†, particularly, should be aware, even though the moral law is unfulfillable, it is nonetheless â€Å"imposed† as a duty. Self-scrutiny would perhaps show that the fulfillment of this postulate is especially difficult, just because we reluctantly refuse to approach the very alluring subject of evaluation with a titillating â€Å"personal touch†. Every teacher has observed that the faces of his students light up and they become more interested when he begins to make a profession of faith, and that the attendance at his lectures is greatly increased by the expectation that he will do so. Everyone knows furthermore that, in the competition for students, universities when making recommendations for promotion will often give a prophet, however minor, who can fill the lecture halls, the upper hand over a much weightier and more sober scholar who does not offer his own evaluations. Of course, it is  understood that the prohet will leave untouched the politically dominant or conventional evaluations which are generally accepted at the time. Only the spuriously â€Å"ethical-neutral† prophet who speaks for powerful groups has, of course, better opportunities for promotion as a result of the influence which these groups have on the prevailing political powers. I regard all this as very unsatisfactory, and I will therefore not go into the proposition that the demand for abstention from evaluation is â€Å"petty† and that it makes lectures â€Å"boring†. I will not go into the question as to whether lecturers on specialised empirical problems must seek above all to be â€Å"interesting†. For my own part, in any case, I fear that a lecturer who makes his lectures stimulating by the intrusion of personal evaluations will, in the long run, weaken the students’ taste for sober empirical analysis. I will acknowledge without further discussion that it is possible, under the guise of eliminating all practical evaluations, to insinuate such evaluations with especial force by simple â€Å"letting the facts speak for themselves†. The better kind of parliamentary and electoral speeches in Germany operate in this way – and quite legitimately, given their purposes. No words should be wasted in declaring that all such procedures in university lectures, particularly if one is concerned with the observance of this separation, are , of all abuses, the most abhorrent. The fact, however, that a dishonestly created illusion of the fulfillment of an ethical imperative can be passed off as the reality, constitutes no criticism of the imperative itself. At any rate, even if the teacher does not believe that he should deny himself the right of rendering evaluations, he should make it absolutely explicit to the students and to himself that he is doing so. Finally, we must oppose to the utmost the widespread view that scientific â€Å"objectivity† is achieved by weighing the various evaluations against one another and making a â€Å"statesman-like† compromise among them. The â€Å"middle way† is not only just as undemonstrable scientifically – with the means of the empirical sciences – as the â€Å"most extreme† evaluations: in the sphere of evaluations, it is the least unequivocal. It does not belong in the university – but rather in political programmes, government offices, and in parliament. IThe sciences, both normative and empirical, are capable of rendering an inestimable service to persons engaged in political activity by telling them that (1) these and these â€Å"ultimate† evaluative positions are conceivable with reference to this practical problem; and (2) that such and such are the facts which you must take into account in making your choice between these evaluative positions. And with this we come to the real problem.

Insurance and Genetics Testing Essays

Insurance and Genetics Testing Essays Insurance and Genetics Testing Paper Insurance and Genetics Testing Paper Do you have health insurance? When you go to the doctor do you think about how your insurance gives you coverage? When your pay check is a little short because of your premium are you angry? I would like to discuss with you what is going to happen when genetic testing becomes more widely used. In order to discuss how genetic testing is going to affect the insurance industry we must first discuss how insurance works. I know that there are two sides to every story, so I would also like to discuss the pros and cons of genetic testing. Hopefully, by the end of this presentation you will better understand why this is such an important topic. First, I would like to talk about how insurance works. According to Risk Management and Insurance, insurance is defined as a social device in which a group of individuals who transfer risk in order to combine experience, which permits mathematical prediction of losses, and provides for payment of losses from funds contributed by all members who transferred risk. Insurance is based on the uncertainty of life. If you have a risk, then most people tend to want to get rid of the risk, or transfer it. The person who transfers risk is the insured and the one who assumes risk, is the insurer. Once you decide to transfer risk you are put into a pool, or a group in which everyone has the same risk as you. Not everyone in the pool is going to get the disease or ailment but they all pay the same premium to cover the people who do. The premium is based on the amount of risk you have. This is based entirely on history and statistics. This is a topic on the mind of many people who are involved in the industry. It is also an important topic in government. Democrats and civil rights groups favor legislation that would set stringent privacy standards, ban discrimination by insurers and employers, and allow discrimination victims to seek uncapped damages in court. They have so far been unable to pass such a bill. Republicans have supported more narrow legislation, focusing on discrimination by insurers only. Most Americans want privacy, and of course do not want to be discriminated against. The industry wants to find a healthy way of dealing with genetic testing, since there is no way to stop people from getting the tests. There are good things as well as bad that come along with technological advances such as genetic testing. Using genetic testing can help find a disease, that with early detection can be treated. It can also be used to detect a genetic disease in an unborn child, or the probability that the couple will have a child with a genetic disease. This, in effect, reduces the uncertainty of life. That is where the effect on insurance comes in. If we know that we are not going to have a certain disease then it is likely we will choose not to insure against that specific disease. That leaves only the ones who will get sick to seek insurance. Since, insurance uses the premium from the ones who do not develop the disease to pay for the ones who do have the disease, this creates a problem. There would not be enough money to pay for all of the care of the insured. Not all illnesses are caused by genetics, so of course there would still be a need for some insurance. According to an article in Christian Science Monitor , more than 80% of Americans seek to block the access of employers and insurance companies to genetic information according to polls. If insurance companies do not have access to these tests, it is my opinion the insurance industry will go bankrupt. Based on information given to the insurance company, such as; height, weight, age, sex, and previous history, an insured will be put into a pool with others who know they are going to get a disease and are not paying enough to cover it. This will drive the price of insurance so high, to try and cover for those with the disease. Eventually only those who know they have a disease will be willing to pay so much for insurance. Since insurance is based on uncertainty that is where the problem comes in. If everyone with insurance is certain to have a genetic disease there is no uncertainty, therefor no insurance. On the other hand, if they had access to the results of genetic testing, there could be a lot of problems also. They could deny anyone with a genetic disease, and then there would also not be any uncertainty. The insurance company would make a lot of profit off of those who do not have a tendency towards a disease. This way is more easy to fix than the first. The industry is trying to figure out a way to deal with this now. If the government denies insurance companies access to results then they will go bankrupt. If the government allows access, there are ways to prevent a problem. One fix would be set up special pools for those who have a tendency towards a disease. That would allow them to pay a premium based on the fact that they have the tendency. They could then have some sort of government funding to back up the insurance for these people. Or the government could completely fund the medical care of those who cannot get insurance, although either way it is still going to amount to other Americans paying for the disease. I know that many people do not even think about the effect that genetic testing is going to have on our future. As and insurance major, I think about it often. It is a topic that should not be ignored. I am not usually one who is thrilled about government intervention. In this case however, I make an exception. Without laws to regulate the industry it will be impossible for us to continue in the same fashion as today. My fix is to keep the government involved, that is the only way I see to stop the problem.

Profile of Andrei Chikatilo, Serial Killer

Profile of Andrei Chikatilo, Serial Killer Andrei Chikatilo, nicknamed The Butcher of Rostov, was one of the former Soviet Unions most infamous serial killers. Between 1978 and 1990, he is believed to have sexually assaulted, mutilated, and murdered at least fifty women and children. In 1992, he was convicted 52 counts of murder, for which he received a death sentence. Fast Facts: Andrei Chikatilo Also Known As: The Butcher of Rostov, The Red RipperKnown For: Serial killer convicted of 52 counts of murderBorn: October 16, 1936 in Yabluchne, UkraineDied: February 14, 1994 in Novocherkassk, Russia Early Years Born in 1936 in Ukraine, to impoverished parents, Chikatilo rarely had enough to eat as a boy. In his teens, Chikatilo was an introvert and avid reader, and attended rallies and meetings with the Communist Party. At 21, he joined the Soviet Army and served two years, as required by Soviet law. By the early 1970s, Chikatilo was working as a teacher, and that was when he committed his first known sexual assault. Both Chikatilo and his wife, as well as at least one former girlfriend, stated he was impotent. Crimes In 1973, Chikatilo fondled the breasts of a teenage student and then ejaculated on her; a few months later there was a repeat offense against another student. Despite complaints by parents, as well as rumors that he repeatedly masturbated in front of pupils, he was never charged with these crimes. Within a few months, however, the schools director finally told him to either resign or be fired; Chikatilo opted for voluntary resignation. He drifted from one school to another over the next several years, until his career ended in March 1981, when he was accused of molesting students of both sexes. Still, no charges were filed, and he took work as traveling supply clerk for a factory. By this time, he had already committed at least one murder. In December 1978, Chikatilo kidnapped and attempted to rape nine-year-old Yelena Zakotnova. Still suffering from impotence, he choked and stabbed her, and then threw her body in the Grushevka River. Later, Chikatilo claimed that he had ejaculated while stabbing Yelena. Police investigators found several pieces of evidence connecting him to Yelena, including blood in the snow near his home, and a witness who saw a man matching his description speaking to the child at her bus stop. However, a laborer who lived nearby was arrested, pushed into a confession, and convicted of the girls murder. He was eventually executed for the crime, and Chikatilo remained free. In 1981, twenty-one-year-old Larisa Tkachenko vanished in the city of Rostov. She was last seen exiting the library, and her body was found in a nearby forest the next day. She had been brutally attacked, beaten and strangled to death. In his later confession, Chikatilo said he had attempted intercourse with her but had been unable to achieve an erection. After killing her, he mutilated her body with a sharp stick and his teeth. At the time, however, there was no link between Chikatilo and Larisa. Nine months later, Lyubov Biryuk, thirteen, was walking home from the store when Chikatilo leaped out of the bushes, grabbed her, tore off her clothes and stabbed her nearly two dozen times. Her body was found two weeks later. Over the next few months, Chikatilo escalated his homicidal urges, killing at least five more young people between the ages of nine and eighteen before the end of 1982. His typical modus operandi was to approach runaways and homeless children, lure them to an isolated location, and then kill them either by stabbing or strangulation. He violently mutilated the bodies after death, and later said that the only way he could achieve orgasm was by killing. In addition to adolescents of both sexes, Chikatilo also targeted adult women working as prostitutes. Investigation A Moscow police unit began working on the crimes, and after studying the mutilations on the bodies, soon determined that at least four of the homicides were the work of a single killer. As they interrogated potential suspects - many of whom were coerced into confessing to a variety of crimes - more bodies began to surface. In 1984, Chikatilo came to the attention of Russian police when he was spotted trying to repeatedly talk to young women at bus stations, often rubbing himself up against them. Upon delving into his background, they soon discovered his past history and the rumors about his teaching career years earlier. However, a blood type analysis failed to link him to evidence found on the bodies of several victims, and he was largely left alone. By the end of 1985, after more murders took place, a man named Issa Kostoyev was appointed to lead the investigation. By now, more than two dozen homicides had been linked as the work of a single person. Cold cases were re-examined and previously questioned suspects and witnesses were interrogated again. Perhaps most importantly, Dr. Alexandr Bukhanovsky, a noted psychiatrist, was given access to all the case files. Bukhanovsky then produced a sixty-five page psychological profile of the as-yet unknown killer, the first of its kind in Soviet Russia. One of the key traits in the profile was that the murderer most likely suffered from impotence, and could only achieve arousal by killing; the knife, according to Bukhanovsky, was a substitute penis. Chikatilo continued to kill for the next several years. Because many of the victims remains had been discovered near train stations, Kostoyev deployed both undercover and uniformed officers along miles and miles of rail lines, beginning in October 1990. In November, Chikatilo murdered Svetlana Korostik; he was observed by a plainclothes officer as he approached the railway station and washed his hands in a nearby well. In addition, he had grass and dirt on his clothes, and a small wound on his face. Although the officer spoke to Chikatilo, he had no reason to arrest him, and let him go. Korostiks body was found nearby a week later. Custody, Conviction and Death Police placed Chikatilo under surveillance, and saw him continuing to attempt conversations with children and single women at rail stations. On November 20, they arrested him, and Kostoyev began interrogating him. Although Chikatilo repeatedly denied any involvement in the murders, he did write several essays while in custody that were consistent with the personality profile described by Bukhanovsky five years before. Finally, police brought Bukhanovsky himself in to talk to Chikatilo, since Kostoyev was getting nowhere. Bukhanovsky read Chikatilo excerpts from the profile, and within two hours, he had a confession. Over the next few days, Chikatilo would confess, in horrifying detail, to thirty-four murders. He later admitted to an additional twenty-two which investigators had not realized were connected. In 1992, Chikatilo was formally charged with 53 counts of murder, and was found guilty of 52 of them. In February 1994, Andrei Chikatilo, the Butcher of Rostov, was executed for his crimes with a single gunshot to the head. Sources â€Å"Andre Chikatilo: The Rostov Ripper.† Crime Investigation, 10 Aug. 2017, www.crimeandinvestigation.co.uk/crime-files/andre-chikatilo-the-rostov-ripper.Kent, James. â€Å"Darkness Visible.† The Guardian, Guardian News and Media, 7 Aug. 1999, www.theguardian.com/theobserver/1999/aug/08/life1.lifemagazine.â€Å"Russian Serial Killer Had a Disturbed Past.† Google News -, New Straits Times, 20 Apr. 1992, news.google.com/newspapers?idJMFUAAAAIBAJsjidf5ADAAAAIBAJpg4499,3916322.Treen, Joe. â€Å"A Monster Caged at Last.† PEOPLE.com, Time Inc, 19 Oct. 1992, people.com/archive/a-monster-caged-at-last-vol-38-no-16/.

Question Responses Essay Example | Topics and Well Written Essays - 1000 words

Question Responses - Essay Example The implication was that a country would export one set of industries and export another. In the traditional theory the location decisions are influenced by local inputs and demand as well as transferred inputs and outside demand. Thus this theory supports globalization as it focuses on resource endowments. The traditional theory further suggests rural areas are not very well endowed with human and physical capital and hence opportunities for them are less (Leichenko & Silva, n.d.). Since they have high skilled labor ratio, they are able to compete in manufacturing industries where economies of scale are met. In doing so, the aim of exchange of goods promotes share of economic activity and opens the world market to everybody. It also provides a platform for the developing nations to market their products in regions beyond borders and which could ultimately alleviate them from poverty. These principles are what gave rise to the concept of globalization. 2. The major drivers of globalization include social-demographic (regional, cultural), technological, which includes telecommunications, internet and transportation, economic factors like foreign direct investment, profit motives and market share, ecological and environmental factors like pollution and green laws, and political-legal factors like falling trade barriers, political stability and intellectual property. There is a connection between poverty and globalization and it is generally believed that without globalization inequality would have increased. Free trade would make the world prosperous and assist the poorer nations in coming up. Technological upgradation takes place in developing nations but evidence also suggests that technological change increases inequality between highly skilled workers and the unskilled workers (Singer). Trade and politics should be independent of each