Pros And Cons Of Vaccinations Essay Example

Pros And Cons Of Vaccinations Paper The question is, how effective are these vaccines? Are they more beneficial or harmful to us? Are they serving their purpose? Could a person survive in this world without ever being minimized? In this small research paper, I will discuss the pros and cons of getting vaccinated. I will provide data from which each person will be able to make their own decision on whether vaccination is necessary or not. There are many pros and cons to getting vaccinated. Here are a few pros. Though there are numerous different types of vaccines, they all have a common purpose: to create immunity inside an individuals body against deadly diseases by injecting antigens of that very disease. This is so that in a situation where the minimized individual was exposed to the specific disease, he or she would already have memory phagocyte cells to fight off the virus before symptoms loud even get a chance to occur. We will write a custom essay sample on Pros And Cons Of Vaccinations specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Pros And Cons Of Vaccinations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Pros And Cons Of Vaccinations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer One source mentioned that by vaccinating the population, we are protecting the health of communities by preventing its spread. It is said that many epidemic that caused thousands of people to die were completely or almost completely wiped out thanks to the invention of vaccinations. However, a minority, but significant group of people believe that the decline in reported incidences of these diseases have been related to newly established hygiene procedures such as washing our hands after using the restroom and before eating meals. There are also quite a few cons, mainly in the form of side effects, to vaccinations. The few general and usually mild side effects are pain, redness, headaches, fever, swelling and/or a small lump at the site of injection. More serious side effects include allergic reactions, seizures and a disease that is still under research, autism. If a child initially has a weak immune system, or their parents cover the mild effects of the vaccines with drugs, the childs body will retain the vaccine pathogens. This retention is what triggers or at least contribute to the development of hill illnesses such as juvenile diabetes, asthma, neurological disorders, leukemia and event cot deaths. Other cons such as for the vaccine for shingles, only protects fifty percent of those vaccinated. There has been report of other severe side effects but unfortunately, the research in that area is very minimal. Another issue that most parents fail to realize about vaccines is their contents and where they originate. Apart from the antigens, vaccines also contain: Aluminum: a neuron-toxin which has been associated w/ Alchemies, disc-ease, dementia and seizures; aluminum is carcinogenic in vibratory mice and added to vaccines to promote antibody response. Themselves: a sodium salt derived from the deadly poison mercury and used as a disinfectant and preservative; temporal has been linked to brain and kidney damage as well as immune and neurological disc;orders; it is a component of vaccines for DEPT, tetanus, hepatitis B and Hip. Formaldehyde: a major component of embalming fluid, which of course is pumped into dead people to keep them dead; a known cancer-causing chemical, this toxic substance is used to inactivate viruses and detoxify bacterial toxins; remolded has also shown to be injurious to the liver and to trigger gene mutations. Carbolic acid: believed to cause gender mutation; a deadly poison used as a disinfectant, dye ANTI (AGAINST) BIOTIC (LIFE): Neomycin, Streptomycin and a variety of other drugs to which increasing numbers of the population are demonstrating serious allergies and to which increasing numbers of microbes are developing genetically-transmitted tolerance ACETONE: used in fingernail polish remover and as a solvent ALUM: used as a preservative GLYCERIN: a trip-atomic alcohol extracted from natural fats which are putrefied and decomposed; toxic effects damage the kidneys, liver, lungs and pronounced local tissue damage, gastrointestinal damage and death TOXIC CHEMICALS DRUGS: trace elements of other chemicals such as extraordinaire, servitor, hydrolysis gelatin, euphonium chloride, methamphetamine; some of which are known or suspected of causing cancer. My personal opinion on vaccinations is divided. Given all the serious possible side effects, I dont believe children should get vaccinated. Though statistic show a mall percentage of children being vaccinated actually developing these diseases, there is still a percentage which I deem too high to take the chance with my own kids. Also, quite a few diseases that are still being vaccinated for have completely disappeared, which means that there is no one to catch the disease from. So why risk getting the possible but very serious side effects from a vaccine that is for a disease that we will most likely not ever even encounter. On the other hand, vaccines have proved themselves to be efficient in the case Of small pox, malaria and other epidemics. For this reason, I believe that vaccinations do work and should be given to traveling adults whom like to venture to under developed countries that do not have the same privileges as the United States. Places where terminal and easily transmitted diseases are common.

The eNotes Blog The Ultimate Student-ID Discount Guide of2019

The Ultimate Student-ID Discount Guide of2019 Between paying rent, buying groceries, and maintaining a social life, being a student can get expensive. The good news is that there are tons of discounts out there to help you get more bang for your buck without having to completely sacrifice your lifestyle. Whether you’re on or off campus, be sure to keep your student ID close to save more and spend less. Bookmark this post or download our handy PDF, because youll want to keep these 100+ savings accessible all year long. Apparel Ann Taylor: 15% off purchase by verifying your email with UNiDAYS or showing your student ID in store American Eagle Outfitters: 20% student discount when you shop online at ae.com Banana Republic: 15% off your full-priced purchase with valid school ID Charlotte Russe: 10% off site wide when registered with UNiDAYS Club Monaco: 15% off full-price and sale merchandise in stores and online to college students who sign up with their school email Dr. Martens: 15% off when registered with UNiDAYS Eastern Mountain Sports: 15% off purchase when registered with UNiDAYS Forever 21: 21% off online purchases when registered with Student Beans J. Crew: 15% discount on any in-store purchases with valid school ID Levi’s: 15% discount in-store and online with valid school ID and email Madewell: 15% discount for college students who present valid school ID at in-store checkout Medelita: 20% off by scanning or taking a picture of current student ID and submitting an online form Missguided: 30% off online purchases for students registered with UNiDAYS Necessary Clothing: 20% discount on all online purchases by registering with StudentRate Toms: 10% discount on all full-priced styles to students Topshop: 10% discount after verifying your student status with  Student Beans Vineyard Vines: 15% off purchases online and in select stores for eligible students Zaful: Exclusive student deals and 15% off all items site-wide Retail 1800Flowers: 20% off online orders when registered with UNiDAYS Amazon: 50% off Amazon’s Prime service which includes streaming video and unlimited two-day shipping, after a six-month free trial Best Buy: Exclusive offers and discounts on a variety of products when students sign up with Student Deals Eight Smart Mattresses: Various discounts and special financing plans for students FedEx: 30% off on documents and 20% on shipping services with FedEx Office with valid school ID Overstock: Free Club O membership with exclusive rewards, cash back, and free shipping on all orders Pottery Barn: 15% off orders in-store and online with validation of school email or student ID Sally Beauty Supplies: Free Beauty Student Savings Club Card for beauty school students after presenting ID or filling out an application in-store Sam’s Club: Discounts on membership and savings on college essentials with a Collegiate Membership Target: 15% off entire purchase when creating a college registry West Elm: 15% off in-store purchases with valid student ID. Save on your online order by registering .edu email address Tech Phone Adobe: Various discounts on software, such as 60% off on Creative Cloud, for full-time students Apple: 5% off most purchases for students and educators. For example, save up to $200 on a new Mac or a new iPad with Apple’s Education pricing ATT: Various wireless plans and programs for college students AVG: 30% off online by registering with Student Beans Dell: Discounts on laptops, desktops, and more through Dell University Lenovo: Lenovo’s Academic Purchase Program offers student discounts on laptops, tablets, and desktop computers. Discounts vary depending on school Logitech: 25% off on products by verifying your student status with UNiDAYS Microsoft: Save up to $194 on a Surface Pro 3, 10% on accessories, and get special pricing on software Norton: Up to 50% savings on security and AntiVirus software Skullcandy: 20% off online purchases when registered with Student Beans Sony: Up to 10% savings on merchandise when you sign up for the Sony Student Store membership T-Mobile: Special plans alongside discounted smartphones and tablets when you register with Student Rate Insurance Allstate: Various discount plans for college students Farmers: College students with a 3.0 GPA, on the Dean’s List, on the Honor Roll, or ranked in the top 20% of their class can get a discount on insurance. Submit proof of eligibility, including a report card, when applying for the discount. Geico: As a full-time students, you could qualify for a several money-saving discounts Nationwide: Students between the ages of 16 and 24 who are enrolled in school full-time can qualify for the good student discount. Homeschooled students can also qualify but need to be in the top 20% of the nations standardized tests State Farm: Students may qualify for a good student discount or student away at school discount. Stock and Go: 10% off everything when registered with UNiDAYS Travelers: Students may qualify for various discounts based on good grades and safe driving. Students can also receive a discount if they successfully complete an approved drivers education course. Entertainment AMC Theaters: Discounted movie tickets on Thursdays with valid school ID Apple Music: Discounted membership price for up to 4 years The Art Institute of Chicago: $19 tickets for general admission, $14 tickets for Chicago students, and $16 tickets for Illinois residents Carnegie Hall: $15 student tickets through July 31, 2019 Cinemark: Discounted tickets at various locations with valid school ID Memphis Symphony Orchestra: $10 tickets with valid school ID Metropolitan Opera: Discounted tickets for full-time undergraduates and graduate students. Prices will vary by show. New England Aquarium: $2 off admission and IMAX tickets Spotify: $4.99 per month along with a free Hulu and Showtime subscription Travel Transportation Choice Hotels: Earn 15% off at participating hotels with the Student Advantage Card. Choice Hotels include Comfort Inn, Comfort Suites, Quality Inn, Sleep Inn, Clarion, Cambria Suites, MainStay Suites, EconoLodge, Rodeway Inn, and Ascend. Coach USA: Discounted tickets depending on your school’s bus line. Discounts will vary. Greater Cleveland RTA: U-Pass for around $25 per semester General Motors: Discounts on vehicles, products, and services with the GM College Discount Hotels.com: 10% off rooms when booking online with UNiDAYS Penske: 10% off all truck rentals for students, plus an additional 10% if you book your one-way rental online Zipcar: $15 student membership plus $25 free driving credit when you join Zipcar online at zipcar.com Publications The Economist: $2.36 per week for students and a weekly delivery in print, full access to Economist.com, and full access to The Economist apps. Various subscription offers available Guilford Press: 40% discount on books, videos, newsletters, and journals with no minimum order and free shipping with Guilford Press for full-time students Scribd: $4.99 a month with a student subscription The New York Times: Basic subscription for $1 a week with unlimited access to NYTimes.com and the app. Other discounted subscription options available. The Wall Street Journal: $1 per week for students. Some schools offer a complimentary WSJ subscription with valid school ID The Washington Post: $5 every 4 weeks with unlimited access to washingpost.com and the app Health Fitness Aaptiv: 50% off a monthly or yearly subscription by registering with UNiDAYS Barre 3: 20% off workout classes when you subscribe to barre3 online at barre3.com BPI Sport: 20% off their order of supplements and products when registered with Student Beans Pharmapack: 10% off by verifying your school email with UNiDAYS Tough Mudder 30% discount to all verified University and College students in the United States Food *   Discounts will vary based on location * Arby’s: 10% off entire meal with student ID Buffalo Wild Wings: 10% off entire meal with student ID Burger King: 10% discount at some locations with student ID Chick-Fil-A: Free small drink with any purchase at some locations with student ID Chipotle: Free soda with your meal (depending on location) with a student ID Dairy Queen: 10% discount on entire meal at certain locations with valid student ID Dominoes: Various discounted deals depending on location Dunkin Donuts: 10% discount on your purchase with valid school ID Firehouse Subs: 10% off first order at participating locations Kroger: 5% discount on groceries McDonald’s: Free hamburger, cheeseburger, or McFlurry with purchase at select locations. Papa John’s: Various discounts offer depending on location Qdoba: Free drink with meal purchase Schlotzky’s Deli: 10-15% discount on orders Shari’s Restaurants: 10% off meal Shoney’s: 15% discount on meal with valid school ID Subway: 10% off subs, salads, and snacks at certain locations with valid student ID Sweet Tomatoes: 10% discount on the salad buffet Taco Bell: 10% off meal at participating locations TCBY: 15% savings with valid school ID Waffle House: 10% discount at certain locations with valid student ID Here are some other websites dedicated to promoting special discounts and exclusive offers for students. Student Advantage Card: The Student Advantage Card partners with major retailers, travel providers, and more to offer exclusive discounts for students for a yearly standard rate. Student Rate: Student Rate is dedicated to connecting students with current discounts across the web. Once you register your student ID, they’ll send discounts straight to your inbox. UNiDAYS: A free discount service used to verify student status with a wide variety of businesses. Simply sign up with your student email to gain access to an abundance of deals from your favorite brands and services. International Student Identity Card: The only internationally-recognized student ID, the ISIC provides over 160,000 benefits in 130+ countries for a standard monthly fee. Whether you’re an incoming freshman or a seasoned senior, there are too many discounts not to take advantage of while you’re still a student. If you know of any deals or discounts that didn’t make our list, send us an email and let us know. We want to make our Ultimate Student Discount Guide a reliable resource for students, so be on the lookout for updated content and new features.

Bioethics of Euthanasia

Therefore, the family is also an institution which generates the same attachment to objectivity that encourages a certain set of goals. Ultimately though, it is one’s subjective experience that has it’s own social, physical, mental, and spiritual habits and attachments that cause the mind and body to perform and exist in a particular way. The overarching illegality of euthanasia across North America is supported by religious institutions which act as the sole moral platform for questioning the professional conduct of medical practitioners. The hegemonic belief that is fostered views euthanasia as a breach of non-maleficence, though doctors have and will likely continue to comply with life-ending aid in North America, regardless of recent deliberation regarding legislation. A legalization of euthanasia could ease tensions for physicians and patients dealing with chronic fatal health conditions, but would require specific criteria for legality. The debilitating suffering from a terminal illness should be the first criteria, as well as an autonomous request made by the sufficiently competent patient. Those who advocate for the legalization of euthanasia are part of a particular morality that sees beyond the mystical value of medical non-maleficence and opposes overarching institutional moralities that forbid life-ending decisions. Also of concern is the slippery slope argument, whereby any level of legal euthanasia would likely incite requests for more flexible criteria, publicly bringing into question the intangible value of human life. A central notion of biomedical ethics that stands as a major contender against the legalization of euthanasia is non-maleficence. To generally adhere to the principles of non-maleficence, physicians should not provide ineffective treatments to patients as these offer risk with no possibility of benefit and thus have a chance of harming patients. In addition, physicians must not do anything that would purposely harm patients without the action being balanced by proportional benefit (Beauchamp, 155). This benefit is not necessarily beneficial to the terminally ill individual who has requested euthanasia. The benefit referred to in the medical field is generally an extension of life and a restoration of health, which is not a reality for the terminally ill, rather a benefit might be an end to incurable suffering. Because many medications, procedures, and interventions cause harm in addition to benefit, the principle of non-maleficence provides little concrete guidance in the care of patients, and acts as a fairly weak argument against euthanasia. A helpful distinction when debating the validity of physician assisted suicide is that of ‘killing’ and ‘allowing to die’. If a patient is too frail to undergo restorative treatment, it can be said that the withholding of that treatment is allowing the patient to die. On the other hand, ‘killing’ entails taking action that would hasten the onset of death. There is considerable overlap between these two concepts, to the point that a clear distinction is not readily discernible (Beauchamp, 172). The prima facie nature of allowing a patient to die, as expressed by Beauchamp is acceptable under certain conditions whereby a medical technology is considered futile, or ineffectual, or a patient and/or surrogate decision maker has validly denied a medical technology (173). In the case that a patient is suffering unnecessarily, and has denied or been denied the opportunity for treatment due to severity of illness, should euthanasia not be an acceptable option? This action would undoubtedly fall under the category of ‘killing’, but if the nearest solution is the imminent death of a terminally ill patient, the concept of non-maleficence should not apply to a deliberate hastening of the patients’ biological shutdown. It can also be argued that fading to death in palliative care with little to no cognition is of little value, and coming from a strictly utilitarian perspective, in some cases, may be unnecessary. If an elderly patient has no immediate family, and is in the final stages of a degenerative disease, the option of the patient to deny extended care and hasten the imminence of death should ot be considered immoral. The approval of certain cases such as the example above would definitely introduce a ‘slippery slope’ argument whereby the notions and parameters of conducting euthanasia would be challenged, inflated, and publicly scorned. The infamous example of Dr. Kevorkian is indicative of the demand for physican-assisted suicide, and the flexible moralities of perhaps many physicians who are faced with the challenge of allowing a patient to pursue a hastened death. Michigan doctor Jack Kevorkian was convicted of second-degree murder for delivering a lethal injection to a 52-year-old man suffering from Lou Gehrig’s disease. It was the first time in five trials that Kevorkian was found guilty of a crime after participating in, by his count, at least 130 assisted suicides. Likened to â€Å"a medical hit man† by the prosecution, Kevorkian compared himself to Martin Luther King and told the court he was no more culpable than an executioner. The 70-year-old doctor had dared prosecutors to charge him and threatened a hunger strike if convicted. â€Å"Suicide†). The case of Kevorkian’s assisted suicides shows that public hegemonic belief places all burden on the physician involved, for it is technically legal to carry out or attempt suicide, but not with the aid of any other person, especially a clinician. These laws tend to make sense in every realm except the medical world, where euthanasia is an issue that arises with the terminally ill, and particular moralities strongly advocate for the right to die under certain circumstances, as illustrated by Kevorkian’s rash threats of a hunger strike if convicted. Obviously viewing himself as a liberator, Kevorkian’s particular morality quickly earned him a reputation, and having participated in over one hundred assisted suicides, he stands not as a reputable opposition to hegemony, but rather a moral pariah. Kevorkian’s comparison of his ‘moral fallacy’ with the conduct of an executioner is an interesting philosophical idea, and also illustrates the exclusivity of moral professionalism within the medical world. This is mostly apparent in the United States where there is a domination of privatized health care, and plenty of capital punishment. The application of morality is varied when it comes to death and dying, in a society where a 20 year old can be put to death for committing murder, and in the same society, a terminally ill, suffering patient cannot decidedly seek a peaceful death without moral intervention. In both cases, strong moral impositions are made, and guide the fate of both individuals. The convict has a chance at rehabilitation, and renewing his moral adherence and contribution to society, but is not rewarded the chance because his actions stripped him of his dignity. On the other hand, the dying patient is not permitted to seek assistance in death because common morality forbids it, much like the same common morality denies the convict a second chance. The patient is denied euthanasia because the hegemonic function of the medical field is to avoid non-maleficence, so according to the same morality, the criminal is denied rehabilitation and put to death because the function of the law is to appropriately punish offenders. This paradox shows how two distinct versions of the same common morality are stamped like a ‘cookie cutter’, yielding the anticipated results of the societal function: the patient can’t die because medicine is designed to keep him alive, and the criminal can’t live because capital punishment is designed to eliminate him. Therefore, it is not unreasonable to suggest that the application of euthanasia in the medical field should be acceptable in certain circumstances, and that exclusive clinical moralities should allow deliberation on the subject, and not continue to function in a ‘cookie cutter’ fashion. In Canada and the United States, laws distinguishing ‘active’ and ‘passive’ categories of euthanasia are divided into four sections: â€Å"deliberately killing persons who wish to die or assisting them in suicide (active voluntary euthanasia and assisted suicide), deliberately killing persons whose wishes are unknown or opposed to such treatment (active involuntary euthanasia), withholding or withdrawing life-preserving means from those who do not want them used (forgoing treatment of competent individuals), and letting persons die by withholding or withdrawing life-preserving means when their wishes are unknown or when they want, or would tolerate, such means to be applied or maintained (forgoing treatment of incompetent individuals)† (Dickens, 136). According to these legal parameters, it would seem that active and passive euthanasia should only occur when indicated by the patient, living will, or a surrogate, such as active voluntary euthanasia, an d the forgoing of treatment to competent individuals. These two forms provide the patient with the moral decision to adopt the institutional values of their choice and affect their course of longevity and suffering. In the cases of active involuntary euthanasia, and the withholding of treatment from incompetent patients it can be said that, morally, the physician has no right to change the course of the patient’s treatment without clearance from a living will or surrogate. To conduct active involuntary euthanasia, or withhold treatment for no apparent reason indicated by the patient or surrogate, negligence would necessarily apply and represent the justified fault of the attending physician. Dealing with death is a subjective experience that generates fear, and causes humans to seek comfort in institutional beliefs, whether that be family, religion, other forms of spirituality, or modern medicine itself. Death reminds humans of their biological capacities and fleeting opportunities for experience in life, and generates a desire to medicalize suicide. â€Å"We want physicians to provide the means to end life in an antiseptically acceptable fashion. Knives, guns, ropes, and bridges tend to be messy. We seek a more aesthetically pleasing way of terminating life, one that leaves the patient looking dead, but not disgusting. For this, as in so much else in the 20th-century quest for happiness, we turn to the physician† (Paris, 33). Much like we seek aesthetic modifications from plastic surgeons, and mental stability from psychologists, we turn again to professional doctors for a method of dealing with the harsh reality of death. Though euthanasia may be an acceptable option for some people in certain sets of dire circumstances, it is the fear of death generated by the triumphs of medicine that provide the illusion that death and suffering are something a physician can cure. Medicinal miracles and the rise of technological medicine give people the impression that old losses are new triumphs, at least insofar as one can be kept alive for longer with chronic diseases. This notion sparks the fear of suffering before death, and that morbidity will be extended instead of compressed. Essentially then, it is the physician who bears all weight of the laws pertaining to euthanasia, which seems unjust when there is little more that medicine can do for a terminally ill patient than aid in their peaceful departure from life. The argument that legalized euthanasia would initiate the slippery slope, and â€Å"hospitals would become cruel and dehumanized places† are refuted by the suggestion and observation of the exact opposite (Schafer). As Schafer suggests, â€Å"experience has shown that what happened was exactly the opposite of what was predicted by the naysayers: Doctors and hospitals have become kinder and gentler, patients’ wishes are better respected than previously and society has come to accept the importance of individual autonomy at the end of life† (3). Clearly, the legalization of euthanasia would not entirely disrupt the nature of medical care in Canada, and with current debates indicating the possibility of change, society may undergo a change of ideas in the near future. The idea that euthanasia may provide a patient with more dignity at death than what is often referred to as ‘sedation to unconsciousness’ is becoming more common, and should not be deemed unacceptable next to palliative care. With the right safeguards in place, euthanasia should be one of many life-ending options available to Canadians near the end of their life, with palliative care being a morally adjacent decision. The subjective experience of death is one’s own, and even familial institution can only do so much to comfort the process of being terminally ill. Therefore it should be a decision of the patient to seek medical help, either in the form of sedation and longevity, or immediate peace. Bioethics of Euthanasia Therefore, the family is also an institution which generates the same attachment to objectivity that encourages a certain set of goals. Ultimately though, it is one’s subjective experience that has it’s own social, physical, mental, and spiritual habits and attachments that cause the mind and body to perform and exist in a particular way. The overarching illegality of euthanasia across North America is supported by religious institutions which act as the sole moral platform for questioning the professional conduct of medical practitioners. The hegemonic belief that is fostered views euthanasia as a breach of non-maleficence, though doctors have and will likely continue to comply with life-ending aid in North America, regardless of recent deliberation regarding legislation. A legalization of euthanasia could ease tensions for physicians and patients dealing with chronic fatal health conditions, but would require specific criteria for legality. The debilitating suffering from a terminal illness should be the first criteria, as well as an autonomous request made by the sufficiently competent patient. Those who advocate for the legalization of euthanasia are part of a particular morality that sees beyond the mystical value of medical non-maleficence and opposes overarching institutional moralities that forbid life-ending decisions. Also of concern is the slippery slope argument, whereby any level of legal euthanasia would likely incite requests for more flexible criteria, publicly bringing into question the intangible value of human life. A central notion of biomedical ethics that stands as a major contender against the legalization of euthanasia is non-maleficence. To generally adhere to the principles of non-maleficence, physicians should not provide ineffective treatments to patients as these offer risk with no possibility of benefit and thus have a chance of harming patients. In addition, physicians must not do anything that would purposely harm patients without the action being balanced by proportional benefit (Beauchamp, 155). This benefit is not necessarily beneficial to the terminally ill individual who has requested euthanasia. The benefit referred to in the medical field is generally an extension of life and a restoration of health, which is not a reality for the terminally ill, rather a benefit might be an end to incurable suffering. Because many medications, procedures, and interventions cause harm in addition to benefit, the principle of non-maleficence provides little concrete guidance in the care of patients, and acts as a fairly weak argument against euthanasia. A helpful distinction when debating the validity of physician assisted suicide is that of ‘killing’ and ‘allowing to die’. If a patient is too frail to undergo restorative treatment, it can be said that the withholding of that treatment is allowing the patient to die. On the other hand, ‘killing’ entails taking action that would hasten the onset of death. There is considerable overlap between these two concepts, to the point that a clear distinction is not readily discernible (Beauchamp, 172). The prima facie nature of allowing a patient to die, as expressed by Beauchamp is acceptable under certain conditions whereby a medical technology is considered futile, or ineffectual, or a patient and/or surrogate decision maker has validly denied a medical technology (173). In the case that a patient is suffering unnecessarily, and has denied or been denied the opportunity for treatment due to severity of illness, should euthanasia not be an acceptable option? This action would undoubtedly fall under the category of ‘killing’, but if the nearest solution is the imminent death of a terminally ill patient, the concept of non-maleficence should not apply to a deliberate hastening of the patients’ biological shutdown. It can also be argued that fading to death in palliative care with little to no cognition is of little value, and coming from a strictly utilitarian perspective, in some cases, may be unnecessary. If an elderly patient has no immediate family, and is in the final stages of a degenerative disease, the option of the patient to deny extended care and hasten the imminence of death should ot be considered immoral. The approval of certain cases such as the example above would definitely introduce a ‘slippery slope’ argument whereby the notions and parameters of conducting euthanasia would be challenged, inflated, and publicly scorned. The infamous example of Dr. Kevorkian is indicative of the demand for physican-assisted suicide, and the flexible moralities of perhaps many physicians who are faced with the challenge of allowing a patient to pursue a hastened death. Michigan doctor Jack Kevorkian was convicted of second-degree murder for delivering a lethal injection to a 52-year-old man suffering from Lou Gehrig’s disease. It was the first time in five trials that Kevorkian was found guilty of a crime after participating in, by his count, at least 130 assisted suicides. Likened to â€Å"a medical hit man† by the prosecution, Kevorkian compared himself to Martin Luther King and told the court he was no more culpable than an executioner. The 70-year-old doctor had dared prosecutors to charge him and threatened a hunger strike if convicted. â€Å"Suicide†). The case of Kevorkian’s assisted suicides shows that public hegemonic belief places all burden on the physician involved, for it is technically legal to carry out or attempt suicide, but not with the aid of any other person, especially a clinician. These laws tend to make sense in every realm except the medical world, where euthanasia is an issue that arises with the terminally ill, and particular moralities strongly advocate for the right to die under certain circumstances, as illustrated by Kevorkian’s rash threats of a hunger strike if convicted. Obviously viewing himself as a liberator, Kevorkian’s particular morality quickly earned him a reputation, and having participated in over one hundred assisted suicides, he stands not as a reputable opposition to hegemony, but rather a moral pariah. Kevorkian’s comparison of his ‘moral fallacy’ with the conduct of an executioner is an interesting philosophical idea, and also illustrates the exclusivity of moral professionalism within the medical world. This is mostly apparent in the United States where there is a domination of privatized health care, and plenty of capital punishment. The application of morality is varied when it comes to death and dying, in a society where a 20 year old can be put to death for committing murder, and in the same society, a terminally ill, suffering patient cannot decidedly seek a peaceful death without moral intervention. In both cases, strong moral impositions are made, and guide the fate of both individuals. The convict has a chance at rehabilitation, and renewing his moral adherence and contribution to society, but is not rewarded the chance because his actions stripped him of his dignity. On the other hand, the dying patient is not permitted to seek assistance in death because common morality forbids it, much like the same common morality denies the convict a second chance. The patient is denied euthanasia because the hegemonic function of the medical field is to avoid non-maleficence, so according to the same morality, the criminal is denied rehabilitation and put to death because the function of the law is to appropriately punish offenders. This paradox shows how two distinct versions of the same common morality are stamped like a ‘cookie cutter’, yielding the anticipated results of the societal function: the patient can’t die because medicine is designed to keep him alive, and the criminal can’t live because capital punishment is designed to eliminate him. Therefore, it is not unreasonable to suggest that the application of euthanasia in the medical field should be acceptable in certain circumstances, and that exclusive clinical moralities should allow deliberation on the subject, and not continue to function in a ‘cookie cutter’ fashion. In Canada and the United States, laws distinguishing ‘active’ and ‘passive’ categories of euthanasia are divided into four sections: â€Å"deliberately killing persons who wish to die or assisting them in suicide (active voluntary euthanasia and assisted suicide), deliberately killing persons whose wishes are unknown or opposed to such treatment (active involuntary euthanasia), withholding or withdrawing life-preserving means from those who do not want them used (forgoing treatment of competent individuals), and letting persons die by withholding or withdrawing life-preserving means when their wishes are unknown or when they want, or would tolerate, such means to be applied or maintained (forgoing treatment of incompetent individuals)† (Dickens, 136). According to these legal parameters, it would seem that active and passive euthanasia should only occur when indicated by the patient, living will, or a surrogate, such as active voluntary euthanasia, an d the forgoing of treatment to competent individuals. These two forms provide the patient with the moral decision to adopt the institutional values of their choice and affect their course of longevity and suffering. In the cases of active involuntary euthanasia, and the withholding of treatment from incompetent patients it can be said that, morally, the physician has no right to change the course of the patient’s treatment without clearance from a living will or surrogate. To conduct active involuntary euthanasia, or withhold treatment for no apparent reason indicated by the patient or surrogate, negligence would necessarily apply and represent the justified fault of the attending physician. Dealing with death is a subjective experience that generates fear, and causes humans to seek comfort in institutional beliefs, whether that be family, religion, other forms of spirituality, or modern medicine itself. Death reminds humans of their biological capacities and fleeting opportunities for experience in life, and generates a desire to medicalize suicide. â€Å"We want physicians to provide the means to end life in an antiseptically acceptable fashion. Knives, guns, ropes, and bridges tend to be messy. We seek a more aesthetically pleasing way of terminating life, one that leaves the patient looking dead, but not disgusting. For this, as in so much else in the 20th-century quest for happiness, we turn to the physician† (Paris, 33). Much like we seek aesthetic modifications from plastic surgeons, and mental stability from psychologists, we turn again to professional doctors for a method of dealing with the harsh reality of death. Though euthanasia may be an acceptable option for some people in certain sets of dire circumstances, it is the fear of death generated by the triumphs of medicine that provide the illusion that death and suffering are something a physician can cure. Medicinal miracles and the rise of technological medicine give people the impression that old losses are new triumphs, at least insofar as one can be kept alive for longer with chronic diseases. This notion sparks the fear of suffering before death, and that morbidity will be extended instead of compressed. Essentially then, it is the physician who bears all weight of the laws pertaining to euthanasia, which seems unjust when there is little more that medicine can do for a terminally ill patient than aid in their peaceful departure from life. The argument that legalized euthanasia would initiate the slippery slope, and â€Å"hospitals would become cruel and dehumanized places† are refuted by the suggestion and observation of the exact opposite (Schafer). As Schafer suggests, â€Å"experience has shown that what happened was exactly the opposite of what was predicted by the naysayers: Doctors and hospitals have become kinder and gentler, patients’ wishes are better respected than previously and society has come to accept the importance of individual autonomy at the end of life† (3). Clearly, the legalization of euthanasia would not entirely disrupt the nature of medical care in Canada, and with current debates indicating the possibility of change, society may undergo a change of ideas in the near future. The idea that euthanasia may provide a patient with more dignity at death than what is often referred to as ‘sedation to unconsciousness’ is becoming more common, and should not be deemed unacceptable next to palliative care. With the right safeguards in place, euthanasia should be one of many life-ending options available to Canadians near the end of their life, with palliative care being a morally adjacent decision. The subjective experience of death is one’s own, and even familial institution can only do so much to comfort the process of being terminally ill. Therefore it should be a decision of the patient to seek medical help, either in the form of sedation and longevity, or immediate peace.

Diagnostic Report and Content Reading Inventory Research Paper

Diagnostic Report and Content Reading Inventory - Research Paper Example They will be told, not every answer is right there on the page, they will have to read between the lines, make inference, and conclusion, and sometimes they will have to use prior knowledge. Students will be informed that this is not a test but an evaluation of their reading ability, to help teacher plan appropriate instructions for them. Both student did well answering the literal question, the 7th grader could have given more detail. The 12th grader was better at inferential than the 7th grader, the 7th grader was not able to use clues well. Their limited vocabulary caused them to do poorly on applied reading. Both students need to develop their context clue skills (inferential), even though these are not every day words and a little obsolete, students could have done better if their context clue skills were developed. Discovering students reading disability in middle and high schools is an awesome task for teachers. Therefore, teachers in the elementary grades need to pay more attention to their students’ reading ability; and as soon as possible , apply reading in the content area. Steve Peha writes about reading in the content area: What begins as a relatively small problem in elementary school looms larger and larger as kids move on to middle and high school. The difficulty of the reading increases as does the volume. And so do the tasks we ask kids to perform based on what they have read. At 11th or 12th grade, school gets very, very hard for students who dont read well in content area subjects. Its hard, too, for the teachers who try to teach

Discussion Questions Assignment Example | Topics and Well Written Essays - 500 words - 18

Discussion Questions - Assignment Example For instance, if the government is gaining popularity due to youth employment policies, it likely that they would be re-elected back to office if they maintain the current and existing youth employment programme. It should be used in economic projections and political considerations when trying to gauge the direction of the flow of events as to whether the country is growing or not. Forecast refers to estimation about a future event. This is to say that it does not rely on the existing or current facts because the things or set of conditions that would determine such occurrence do not depend on the present happenings. For instance, the weather report is an example of a forecast mechanism. In principle, it does not matter that it is raining in the current time, in the next two days it may be a sunny day. Thus, future happening would be informed by future occurrences and happenings. Good collection strategy ought to encompass ability and impetus to retain the relationship and the affair that existed prior to the collection. This is to say that both parties should feel respected, satisfied and convinced about the eventual outcome of the collection process. In the human process and cycles, it may be emotional to force or to coerce a person say a friend to abide by the terms of the collection agreement. It would then mean and imply that the collector would be hurt because he or she would be forced to compromise his or her agreement and stance so as to accommodate the family ties or relationship or friendship. Thus, so as to realize the maximum and optimum collection points and strategies, it would be proper and imperative for the collector to engage a third party who would be neutral and new to all the parties involved. It would thus be safe to use services of a collection agency which would make sure there are no emotional involvements for any of the parties

Reaction Paper to Common Schools Essay Example for Free

Reaction Paper to Common Schools Essay When I first started watching this video, I thought that it was just going to be another boring homework assignment like in all my other classes. To my surprise, the video actually wasn’t boring at all. I enjoyed watching it and would recommend it to anyone to watch. I enjoy informative videos and documentaries. What stands out in my mind about the video is how God was actually brought up and taught in the schools back then. The children were given the book The Primer and the hornbook which had a prayer in it. It’s crazy how much has changed since that time. Now in many schools when the Pledge of Allegiance is said, people will leave out â€Å"under God† because nobody wants to offend anybody who doesn’t believe in God. Even now when I look back at my elementary days, times have changed quite a bit. I remember when my teachers would have the class pray before we would go to eat lunch. As I child, I never thought that it was a bad thing to do. If anything, it would make children feel a little more appreciative of what they have instead of what they do not have. There was also times around Christmas and Easter when we would do projects that would involve God but nobody would ever make a big deal about it. Recently I have gone back and observed in a few classrooms in my hometown and it is totally different. Teachers don’t mention religion at all. Children don’t even say the Pledge of Allegiance and if children have a conversation about religion amongst themselves, the teacher has them stop talking about it. As a child that had religion in school, I feel grateful I was able to have that. Some children don’t have parents that take them to church or have anything to do with it and that little bit of prayer in school was the only thing they had. That gives children a sense of comfort that there is a higher power that is on their side. As a future educator, I feel like I know the boundaries as to where to draw the line with religion and school. I know not to be pushy or make any students feel uncomfortable about religion when they don’t believe the same way as someone else.

Cold War :: essays research papers

†¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  War without fighting †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Concerned America and the Soviet Union †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Atlantic Charter, Aug 1941 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tehran Conference, Dec 1943. FDR, Churchill and Stalin  What to do with Germany †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Oct 1944, Europe divided into sections: Western powers and Eastern Block †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Yalta, Feb 1945  Big Three. Aliies close to victory, Soviets in control of Poland. Cold War may have begun here. a.  Ã‚  Ã‚  Ã‚  Ã‚  Germany disarmed b.  Ã‚  Ã‚  Ã‚  Ã‚  Split into 4 zones c.  Ã‚  Ã‚  Ã‚  Ã‚  USSR get half of reparations d.  Ã‚  Ã‚  Ã‚  Ã‚  USSR join UN †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Potsdam, July 1945 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Truman is US president a.  Ã‚  Ã‚  Ã‚  Ã‚  Germany disarmed b.  Ã‚  Ã‚  Ã‚  Ã‚  De-Nazification c.  Ã‚  Ã‚  Ã‚  Ã‚  War Crimes d.  Ã‚  Ã‚  Ã‚  Ã‚  Reparations inkind (other countries can take goods) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Europe in 2 spheres of influence a.  Ã‚  Ã‚  Ã‚  Ã‚  Communist b.  Ã‚  Ã‚  Ã‚  Ã‚  Capitalist †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Soviets afraid of US economy and atom bomb †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Iron curtain decending upon Europe †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Greek civil war  US and Russia fight with opposing sides, never fire a shot at each other †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  March 12. 1947  The Truman Doctrine †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This doctrine proclaims a policy of containment a.  Ã‚  Ã‚  Ã‚  Ã‚  American foreign policy must contain Communism †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  June 1947, Marshall Plan a.  Ã‚  Ã‚  Ã‚  Ã‚  Sec. Of State, George Marshall stated that the US would give billions of dollars to whoever wanted it. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  American goal: To rebuild Europe so it doesn’t fall to communism †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Russians refused money †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Other countries took them, but with strings attached a.  Ã‚  Ã‚  Ã‚  Ã‚  Must open money to US goods b.  Ã‚  Ã‚  Ã‚  Ã‚  Must open economic policies for US to look at †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Berlin Crisis: Germany into 4 zones and Berlin into 4 zones †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Berlin in Russian side †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Goods come in by train, road and air †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1948, new gov’t in West Germany †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  East German money was worthless †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1948: Blockade of roads and rail by Soviets into Berlin †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Berlin Airlift: US forces and British forces flew supplies to Berlin †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Soviets gave in 1949

Captain America as a Rhetorical Superhero Essay

Half of the person we become is an impression of the ones we admire. Growing up in the United States every child has someone they look up to. This most likely is an individual that represents success and the values we are taught to respect. Superheroes have always served as something good in our lives because they make us want to help the world and feel like we can do anything. Superheroes represent qualities that we should all attempt to embody. What Captain America truly represents can be interpreted in many ways, but there are messages being conveyed. The authors of â€Å"Captain America: The First Avengers† use rhetoric to express the social ideology that being a hero is not exactly how strong you are, but what values and morals you live your life by. Captain America was created through a technological experiment on the capabilities of the human body. Dr. Erskine developed a serum that improves everything in the human body to help the Allied forces against the Nazis. He was looking for the perfect candidate to create the flawless warrior; a man that exhibited opportune physical qualities, mental aspects and personality traits. They chose Steve Rodgers, the complete opposite of a physical specimen, but the optimum mental applicant. He was courageous, honorable, kind, compassionate and a patriot. He was only a man trying to fight for his country in its time of need. These were the main traits Erskine was looking for. The serum would take care of everything physical, but would only improve upon his personality traits. Any of the recruits could have been chosen and became superhuman but they were not the best fit. While the serum does make anyone have super human abilities, it also amplifies every trait of a person even the negatives. This was the result for the first trial on Johann whose greed aggression and selfishness were amplified. Dr. Erskine explains it well in the movie: The serum amplifies everything that is inside. So, good becomes great. Bad becomes worse. This is why you were chosen. Because a strong man, who has known power all his life, will lose respect for that power. But a weak man knows the value of strength. And knows compassion. He is saying that a powerful man that becomes more powerful would be dangerous in this situation. Steve was given the treatment and because of whom he was became the superhero Captain America and not another villain. Captain America can be seen as one of the most American super heroes there is. A weak man, looking completely emaciated, becomes the perfect image of a man. He grows in stature, size, and strength. He becomes the ideal heterosexual superhero. Steve comes from nothing, a small guy from Brooklyn, and becomes perfection. He gains superhuman power, speed and abilities, but still represents the honorable morals we are supposed to embody as a country. This is why he was chosen, and this is also why he is so powerful. Steve represents the handsome, courageous, powerful and self-sacrificing American hero that many grew up admiring. It can be argued that Captain America represents the American mindset that values, morals, courage, perseverance and intelligence are more valuable than pure strength. I believe this is the imbedded goal of the film. The writer does well to illustrate this message. Along with other recent superhero action movies the objective is to entertain an audience, and obviously to profit. The film could be improved in a few ways but is definitely pretty entertaining. Inlaid with these purposes a message from the writers to the viewers can be seen. The creators try to encourage the viewer to look past the physical driven society that we live in, and embrace our personal strengths. That becoming a hero is not exclusively based on strength and physicality, but our personality, intelligence, morals and values. For part of this central idea to be conveyed emotion is used. The writer’s use of pathos goes a long way to contribute to the central idea. For this to be successful, Steve had to be belittled and then empathized by the audience before he could become great. The author does well to show him as courageous, but helpless. In the opening scene he defends the honor of the armed forces in the movie theater. This gets him into a fight and a beating from a much larger man. He does not back down from the man but is overcome until his friend jumps in. Right after this Steve is shown in his scrawny form trying to enlist where the folder displays how many flaws he has. In boot camp he is again shown as subpar in stature and strength. It enables the viewers to relate to feeling insignificant and unworthy, or just ordinary. Once he is broken down it gives the chance for him to overcome everything. This aspect encourages the spectators that anyone can become a hero. Pathos is used to elaborate on the values that Captain America represents. He represents courage and sacrifice in the scene where he dives on top of the dead grenade to save the squad and also when he haphazardly invades to rescue the POW. The best example of this is the last scene of the movie where Steve flies the plane into the ice in order to save the city. He wanted more than anything to continue his relationship with Peggy but gives that up for a better chance at saving everyone. Everyone can relate to him when they say goodbye over the radio. This makes the viewers relate to him and feel like they could be in the same position. All of this emotional appeal also serves another purpose. It points to the fact the Steve is still human after the experiment. The creator made sure to maintain this human connection to compassion. His love affair with Peggy helps establish this throughout the movie. He never loses touch with his crush and his feeling of responsibility towards the rescue of his best friend is an example of this. The human aspect keeps the audience relating to Captain America so they feel they might be able to become a superhero based on their mental strengths. The writer maintains this human connection so the viewer does not feel alienated from the social ideology. The cast of Captain America contributes to the credibility of the movie. With stars such as Tommy Lee Jones, Chris Evans and Samuel L. Jackson the film is viewed with more legitimacy. Another specific instance where ethos is used is the implication of Stark Industries from the Iron Man series. Tony Stark’s father is brought in to play a small role. This can be seen as reaffirming the social issue at hand. By presenting another â€Å"superhero†, (or reference to that of) that used his intelligence to develop superpowers rather than natural born strength, it supports this idea. Alluding to all the Marvel movies establishes more standing, which is a trend in many of these movies. The writer’s use of logos helps create a more believable atmosphere for this normally unbelievable story. The story is set in World War II Nazi Germany. The viewer can find this recognizable and become more wrapped up in the story. They know the situation in Europe and begin to connect the dots. Anyone that knows a little about World War II can connect the fact that Hitler was probably the biggest supporter of technological advances during the war. All of the outlandish properties of the movie become a little more reasonable when related to Hitler in this time period. The logos help establish a familiar setting making the story subliminally more believable thus making the social message more believable. Like most superheroes Captain America is the epitome of the heterosexual stereotype after the experiment. The chamber opens to show his now chiseled body all oiled up. He resembles a competition bodybuilder on stage covered in Vaseline to show even more muscle tone. While the central idea behind the movie was how physical strength is not as important, the producers still portray him as a sexual figure. He stands for America’s hegemonic muscularity. Then generally women become attracted to him and most men want to be him. Captain America is full of symbols that contribute to what he represents in this movie. The fact that his uniform is red, white, and blue makes him represent the good of the country. Steve embodies all the attributes that are seen as favorable among our society as he represents the country. The shield may be seen as different things, but I feel as if it represents Steve’s courage for one, and also his â€Å"average joe† appeal. A normal soldier might be able to have some of the same success equipped with and assault rifle and every resource made available by the army but Captain America doesn’t need that. All he needs is himself, a pistol and a shield. Captain America serves as a message to people that anyone can be a hero and that the physical aspect is not as important as values and personality traits. Superhero stories operate to empower and encourage the readers to better themselves and to do the best with what they are given. Rhetoric in this instance is used to convey these important messages. Superheroes act as a great role model and example for us all.

Edward R. Murrow †The Father of Broadcast Journalism Essay

The movie ‘Good Night and Good Luck’ portrays the early 1950s when America experienced the threat of communism that created fear amongst Americans. There were even some who took advantage of such situations such as Senator Joseph McCarthy of Wisconsin. But there was one person who knew of his scheme and did everything to expose his deception amongst the people, this was Edward Murrow. This film showed his and his producer’s pursuit to expose the truth. The bravery and determination of Edward Murrow to reveal the truth by the use of media made him known as the father of broadcast journalism. The bravery of Edward Murrow to deliver only the truth to his viewers was one of the reasons why he was well known during the 1950s. This movie showed how far Murrow would go just to reveal the truth. He did not consider the danger that would come with his plan to expose the public deception of Senator McCarthy. Being a journalist and a democrat, he had in him the drive to let the public know the truth no matter what (â€Å"MURROW, EDWARD R.  U. S. Broadcast Journalist†). Because of this dedication, people saw him as a person who upholds public service at its best; until now, he is known for his bravery in exposing the truth. The pursuit of Edward Murrow to expose the truth about the public deception of Senator McCarthy showed his determination to reveal the truth and save his fellow Americans. Murrow made use of his resources to uncover the truth behind the communism threat to America imposed primarily by Senator McCarthy. When chaos was dominating the society, Murrow knew that he had to do something to bring back the peace among the people. He served as the voice of the people, exposing information after information of the truth behind the â€Å"red scare† that started chaos all over America (Jeff, n. d. ). Edward Murrow not only served as a journalist who wanted to reveal the truth, but most importantly he served as a hero for the Americans in their time of crisis. He did not think of the danger that he would encounter in his pursuit to expose the truth. He believed that the people deserve to know the truth and, him being a journalist, he knows that it is his job to deliver the truth to the public. Because of his bravery and dedication to his work, he was acknowledged by journalists as a person to look up to and an epitome of â€Å"journalistic excellence† (â€Å"MURROW, EDWARD R. U. S. Broadcast Journalist†). These and many more are the reasons why Edward Murrow is regarded as the father of broadcast journalism.

Strategies for Building Rapport With Students

Strategies for Building Rapport With Students For teachers, building rapport with students is a component that takes teaching to the next level. Teachers understand that this takes time. Building rapport is a process. It often takes weeks and even months to establish a healthy student-teacher relationship. Teachers will tell you that once you have earned the trust and respect of your students, everything else becomes much easier. When students look forward to coming to your class, you look forward to coming to work each day. Strategies to Build Rapport With Students There are many different strategies through which rapport can be built and maintained. The best teachers are adept at incorporating strategies throughout the year so that a healthy relationship is established, then maintained with each student that they teach. Send students a postcard before school begins letting them know how much you are looking forward to having them in class.Incorporate personal stories and experiences within your lessons. It humanizes you as a teacher and makes your lessons more interesting.When a student is sick or misses school, personally call or text the student or their parents to check on them.Utilize humor in your classroom. Do not be afraid to laugh at yourself or the mistakes that you make.Depending on the age and sex of the student, dismiss students with a hug, handshake, or fist bump every day.Be enthusiastic about your job and the curriculum you teach. Enthusiasm breeds enthusiasm. Students will not buy in if a teacher is not enthusiastic.Support your students in their extra-curricular endeavors. Attend athletic events, debate meets, band competitions, plays, etc.Go the extra mile for those students who need help. Volunteer your time to tutor them or hook them up with someone who can give them the extra as sistance they need. Conduct a student interest survey and then find ways to incorporate their interests into your lessons throughout the year.Provide your students with a structured learning environment. Establish procedures and expectations on day one and enforce them consistently throughout the year.Talk to your students about their individual strengths and weaknesses. Teach them to set goals. Provide them with the strategies and tools necessary to reach those goals and improve on their weaknesses.Ensure that each student believes that they are important to you and that they matter to you.From time to time, write students a personal note encouraging them to work hard and embrace their strengths.Have high expectations for all of your students and teach them to have higher expectations for themselves.Be fair and consistent when it comes to student discipline. Students will remember how you handled previous situations.Eat breakfast and lunch in the cafeteria surrounded by your students. Some of the great est opportunities for building rapport present themselves outside the classroom. Celebrate student successes and let them know you care when they falter or are facing difficult personal situations.Create engaging, fast-paced lessons that grab every student’s attention and keep them coming back for more.Smile. Smile often. Laugh. Laugh often.Do not dismiss a student or their suggestions or ideas for any reason. Hear them out. Listen to them intently. There may be some validity to what they have to say.Talk to your students regularly about the progress they are making in class. Let them know where they stand academically and provide them with a path for improvement if needed.Admit and own up to your mistakes. You will make mistakes and students will be looking to see how you handle things when you do.Take advantage of teachable moments even when on occasion this ventures far away from the actual topic of the day. The opportunities will often have more of an impact on your students than the lesson.Never demean or berate a student in front of their peers. Addr ess them individually in the hall or immediately after class. Engage in casual conversation with students in between classes, before school, after school, etc. Simply ask them how things are going or inquire about certain hobbies, interests, or events.Give your students a voice in your class. Allow them to make decisions on expectations, procedures, classroom activities, and assignments when it is appropriate.Build relationships with the parents of your students. When you have a good rapport with the parents, you typically have a good rapport with their children.Make home visits from time to time. It will provide you with a unique snapshot into their lives, possibly giving you a different perspective, and it will help them see that you are willing to go the extra mile.Make every day unpredictable and exciting. Creating this type of environment will keep students wanting to come to class. Having a room full of students who want to be there is half the battle.When you see students in public, be personable with them. Ask them how they are doing an d engage in casual conversation.

Skills of a leader of a public health organization Term Paper - 1

Skills of a leader of a public health organization - Term Paper Example A leader in a public health organization ought to be able to classify and manage all activities within the organization each and every day. Coles and Porter (2008) asserts that "Organizing a normal days activities either at work or at home involves basic elements of project management such as meeting time deadlines and utilizing resources" (p. 238). There are instances during public health interventions when activities appear intricate, and instances where diverse activities require to be conducted at dissimilar periods hence a mix-up or confusion may occur. Having effective project management skills hence is important in such cases as it helps a public health leader prepare and arrange activities methodically and at the same time spot or recognize key areas that need perfection. These skills also enable a public health manager or leader to allocate resources according to precedence. It is important to point out that organizational skills enables public health leaders to conclude hea lth interventions as well as other activities aimed at improving public health timely and also account for allocated resources (Coles and Porter, 2008). Loue (2006) defines advocacy as instigating activities or manners of conduct in a bid to manipulate a course of action. A leader in a public health organization should be able to speak out and influence positive change within the community in terms of health. He should also have the ability and courage to speak against negative behaviours and activities within the community that can risk the health of community members. It is important to posit that a public health leader also ought to be able to incorporate technology in advocacy. There are various platforms through which advocacy within the community can be conducted such as through the social media, television, and news papers or magazines. In other words, comprehending the role of the social

Middleboro Case Questions Assignment Example | Topics and Well Written Essays - 750 words

Middleboro Case Questions - Assignment Example For average population of CY-10, it will be given as 126,723/8 = 15,840. With this basis, communities that grew faster or slower than the overall rate of population increase in Hillsboro County can be found by comparing individual communities to the average of 16,446 for CY-5 and 15,840 for CY-10. This information is deduced in the graph below. From the two graphs above, it can be deduced that 2 communities namely Middleboro and Jasper grew faster than the average rate for Hillsboro for both CY-5 and CY-10 because these had populations higher than the average, which the individual communities was compared with. All remaining communities namely Harris City, Statesville, Mifflenville, Carterville, Minortown, and Bolsburg grew slower than the overall rate of population growth in Hillsboro County. According to Noe and Gerhard (2007), the distribution of health facilities, services and programs must be based on the specific population need of a community so as to ensure that the doctor to patient ratio of the world health organization (WHO) can be realized. By implication, the various communities need different distribution of health interventions. To find the degree to which the age profile of Hillsboro County resemble the overall age profile demographic of the United States in CY, the percentage of age group making up the total population of citizens for the United States must be compared with that of Hillsboro County. The percentages for each age group are provided by InfoPlease (2013). But to find the percentage of each age group to the total population of Hillsboro County, these must be computed. The table below shows the computation of percentage of age group in relation to the larger or overall population of Hillsboro County From the graph above, it would be noticed that for each age profile the difference between Hillsboro County average and average for USA was not very vast. Based on this, it can be deduced that there is a