We All Have the Right to Die in Dignity

We All Have the Right to Die in Dignity Do You Believe Euthanasia (Assisted Suicide) is Right? Life is quite good to some people. People all over the world every day become healthy, wealthy and wise and live very long lives with their spouses, full of experience and adventure. All in all, they live a life with little suffering, if any at all. But for some people, life is quite cruel, strife with a disease, heartbreak, hardship, bankruptcy and premature death. It’s terrible to see, hoping it would never happen to us. Not to be too depressive, but it happens too often. But don’t worry: no one makes it out alive anyway. Nonetheless, to steer the conversation forward, every single person has the right to Euthanasia – or an assisted suicide: the painless killing of a patient suffering from an incurable and painful disease or in an irreversible coma. It is a very controversial issue, as it is illegal in many American states. However, a single person alive deserves to die with dignity. First of all, Euthanasia should be legalized across the board, internationally, because no one should have the right to decide if and when another person can end their life. It is up to that individual considering Euthanasia to decide. They own their life, so they’re responsible for it. And if they wish to end it, because of illness, suffering, hardship or other dire reasons, they can. Why should anyone be concerned if another wants to end their own being? It’s none of anyone else’s business. It’s Existentialism at its finest: a philosophical theory or approach which emphasizes the existence of the individual person as a free and responsible agent determining their own development through acts of the will. If a person’s will is to end their existence, through Euthanasia, they are born with the power to decide this fate – and if they need a doctor’s assistance for this, a doctor could legally be allowed to take a patient’s life, with the patient permitting, of course Secondly, some instances truly call for an end to the suffering, so people certainly have the right to Euthanasia. They have a right to die with dignity because living in dignity is not exactly an option for them. Picture an active 41-year-old person woman. She loves to jet ski and canoe and boat on the water, being outside in the fine weather and with family to share a holiday and fine meal. The spice of life is peppered with her waking moments, and she loves it. Then one day she is diagnosed with ALS (Lou Gehrig’s Disease), a motor neuron disease. It affects one’s motor skills and bodily functions  and ultimately corrodes the body and its usefulness. The famous theoretical physicist Stephen Hawking has ALS, or Amyotrophic Lateral Sclerosis. But now, like Hawking, this woman cannot move, nor can she take care of cleaning herself, using the bathroom and eating. For years she has been in terrible anguish, feeling like she is a burden to every around her. She is despondent – but where she lives, in Virginia, Euthanasia is illegal. Though she wants to, she cannot end her life of suffering, even if it is her wish and will to do so. She is therefore stuck in a life that will have sourly for her, one that ended more like a living hell than a life at all. She certainly deserves assisted suicide, don’t you think? Lastly – and thankfully to conclude this argument, which is painful to expound on at length – it’s a horrendous feeling to imagine if this person were you. Would you want the power to have a doctor inject you with something to suddenly end your life, painlessly and with dignity? Why should a person be made to wait until they are pathetically decrepit, a wasted piece of humanity, to wither away like a dead flower? Every person deserves a proud, classy, peaceful and clean way to die – and they should never be forced to waiver this inalienable right. A human being deserves a humane death, and Euthanasia should never be considered a crime. If anything it’s more a beautiful, selfless gift to someone who needs an urgent end to the pain. It’s their way out of the suffering, and only the patient has the right to end their physical being and transcends this reality. Though this argument will continue for many years to come, it’s important to ha ve empathy and be active in teaching others about Euthanasia.

The Effect of Teachers Unethical Practices

The Effect of Teachers Unethical Practices Hashtag: #GabaritandoEtica (A Lecture on Professional Ethics) The Effect of Teacher’s Unethical Practices Unethical issues in the teaching profession are commonly expressed in moral deviations such as taking bribes from students, sexual exploitation, pressuring students to buy books, and others. Therefore, teaching professionals that are manipulative of their colleagues, superficial in their teaching approach, selfish, speculative, showing signs of corruption are unethical teachers. Teachers are a model of moral and pro-social behaviors thus their attitude can greatly affect students sense of justice and perception of moral code. For instance, an honest feedback that can help a student improve their performance is more ethical than punishing a student with a grade of â€Å"C†. Ethical teachers are typically caring and often encourage students to study harder when they performed poorly; they make students accountable, honest and only give grades that students deserve. These ethical practices according to study teach students to strive for excellence and consistently do their best in class. Related articles: An Apple for Teacher At School, I Have Been Bullied by a Teacher Why Students Lie to Their Teacher? Helping Autistic Students Shine in Mainstream Classroom   Why Some Students Hate Their Teacher Ethical teachers are capable of making ethical decisions, particularly when it involves the use of power against students. For example, a male teacher one morning realized that the money on his desk was missing. He immediately suspected two students (Sam and Milby) simply because they had stolen money in the past. The teacher talked to Sam first and told him that he knew Sam had taken the money because Milby told him he had. Sam denied the allegation and insisted that he had not taken anything. The teacher told the same thing to Milby but the student insisted that he had not taken the money. The teacher then talked to both students and told them they were thieves and should admit their crime. The teacher later in the afternoon found the money under the pile of books but he did not apologize to Sam and Milby. The teacher in this scenario made accusations without evidence, lied and destroyed Sam and Milby’s friendship, refused to admit his error, and failed to apologize to those harmed by his false allegations. These unethical practices are detrimental to students’ perception of acceptable moral code and professional ethics in the future. Developing Students Professional Ethics Teachers’ actions have moral potency in relation to students. A teacher, therefore, should foster ethical professionalism and reflect on the moral impact of their actions, decisions, and overall attitudes towards students. Older students are typically more experienced. However, in terms of professional development, they need their teacher’s support to become autonomous, critical and ethically responsible professional. For instance, discussions on issues about informed consent, confidentiality, debriefing, and protecting the interest of research participants are common in undergraduate and graduate psychology, counseling, and social work classes. Teachers should help students develop ethical motivation skills such as the ability to act responsibly, understand social structures, and build a self-concept of an ethical person. Moreover, they should learn the importance of adhering to the personal, professional, and societal code of ethics including the consequences of violating them. A moral and pro-social behavioral model, teachers are expected to demonstrate unquestionable professional ethics in class. Teaching is a profession with two additional ethical responsibilities – point out ethical issues and serve as a model of the professional character. Moreover, the result of a recent study suggests that professional conduct is learned mainly by example. In other words, future professional ethics of students are reflections of their teacher’s moral and pro-social behavior. These can be good values such as an emphasis on the interest of students more than individuality and selfishness, teaching that recognized diversity, honesty, sense of justice, self-esteem, consideration, commitment, and emotional control.

What is the social responsibility of business Essay

What is the social responsibility of business - Essay Example This is because all the stakeholders play a great role in defining the role of the business regarding its needs and desires, which go a long way in building its growth (Wight and Morton 155). The business aim of making profits is crucial and definitely important because it cannot operate without it. Creating shareholder value by generating profits is the focus for many businesses across the world. However, it is important to note that shareholder value should not be the sole purpose for the survival of a business. Mackey believes that putting the customers’ needs ahead of shareholder value leads to a successful business. In a business where the central theme is to make profits, the customers’ needs are a means of achieving the business goals. This is a distorted method of running a business because the stakeholders including the customers are crucial in sustaining the business. Businesses should pursue customer happiness because it is an end in itself, which ensures that a business mission is pursued in higher interest, passion, and compassion for their needs (Tisch and Weber 122). In addition, a business whose sole purpose is maximizing profits and shareholder value does not fully value the needs of other stakeholders like employees, investors, suppliers, the community and the environment. A business must focus its success by incorporating all the stakeholders since they bring value in all areas. The company leadership should examine the competitive marketplace and other variables to determine how to effectively share with all stakeholders. T.J. Rodgers argues that any money and time spent in charity is a form of extorting investors since the company assets legally belong to them. Many in this view argue that the company management has the responsibility to maximize shareholder value and therefore, any activities that do otherwise are wrong. However, this is a wrong and narrow-minded belief because corporate social

Exploring Human Eyes Conversion of Visible Light Into Neural Activity Essay

Exploring Human Eyes Conversion of Visible Light Into Neural Activity and Conveying of Visual Information into Visual Cortex - Essay Example Light rays first come in contact with cornea which helps in maintaining the anterior chamber of the eye. The light rays travel via small hole known as a pupil , it contains iris muscles in its surrounding which later pass on to the lens, it aids in converging the beam of light to focus the object depending on the distance. (SK277 Course Team, 2004, p.63) This phenomenon is also known as accommodation reflex. Human eye comprises of two chambers namely the anterior chamber and posterior chamber. ... The diameter of the aperture is enhanced by the activity of radial muscle, whereas as the diameter is decreased when circular muscles act. The image is finally produced on the retina which is made up of several distinct layers, it also possesses receptors for light known as photoreceptors. (SK277 Course Team, 2004, p.63) Before the formation of the image, the light has to pass through the several layers and receptors present in the retina. These photoreceptors can be categorized as rods and cones. Both rods and cons have a distinct function. Data gathered from the rods play a vital role in night vision.These receptors are highly sensitive to the low level of light and are unable to give the details of the object at night. Due to this fact, we can see objects more clearly during daytime as compared to the night. Whereas, cons are responsible for viewing the object during the daytime. The photopigment that is present within rods and cons are capable of absorbing light in them. These pi gments are 125 million in numbers and are made up of a protein known as opsin; they also carry a chemical named as retinene (SK277 Course Team, 2004, p.64) The role of this photoreceptor is to convert the energy generated from the light into biochemical signals via electrical activity which in the end reaches retinal ganglion cells. These cells take the information to the brain for final processing. Now axons present in retinal ganglion cells leads to the production of the optic nerve and optic chiasm, it has overlapping fibers forming optic tract, they end up as a lateral geniculate nucleus in the area of the thalamus. (SK277 Course Team, 2004, p.68) Later, the signals are transferred to the primary visual cortex and secondary visual area. The processing of visual

Essay --

At first I would like to say that I am really excited to write to you this letter and I am doing it with love. As we are going to spend a year together, now I would like you to know about me, my character, my likes and dislikes, my hobbies, and of course about my family. First of all I will tell you about me. I am 18 years old, I am a tall girl with brownish curly hair, brown eyes and quite a pretty face. I am a sophomore at Vanadzor State Pedagogical Institute named after Hovhannes Toumanyan and studying in Philological Faculty, English Department and my major field of degree is the English language. I am a future English teacher for what I am really proud as I love teaching children. I am called "an interestin person" by my friends and relatives. I like to learn something new all the time, in other words _ absorb any information which is important and interesting to me. At the same time I have great sense of humor. I am fond of joking so I often get in touch with such people who are witty, friendly, and of course humorous. By the way I have a lot of friends whom I love and repect very much and friendship to me is very important. All of my friends are very interesting, kind, helpful and trustful. When I am sad and disappointed, they are always there to cheer me up. When I am happy, they are always there to share my happiness. Of course it is mutual. We love, repect and count on each other. What about me, I am a person who seldom gets offended. I hate lying and being lied about. I do not like when people butter somebody up either. That is something horrible for me. I like just and honest human relationships. I should say that my mood is quite changable. And it depends on circumstances and sometimes on weather. I can s... ...witty. He is also skillful with many things. He graduated from Vanadzor State Pedagogical Institute. He is not married yet, but I hope he will soon. I love him too much. Unfortunately, my mother died when I was six. But as I remember her, she was a real beauty. She was very careful, loving, and gentle. She was a music teacher as well as a pedagogue at kindergarten. Though she is not with us now, I am sure she always follows us from the sky and helps us. It is really difficult living without "Mother" but my brother and I try to do everything so my Dad will not feel lonely and sad. Our family is very united. We live in the air of family life. We are as separated as the notes of a piano and as linked as the notes of a song. That is all about me and my family. I hope that you have liked me. I also hope that one day we will meet, love and repect each other strongly.

Setting as a Clarification of Motives in Hedda Gabler

Setting as a Clarification of Motives in Hedda Gabler Henrik Ibsen centralizes one of his most renowned plays, Hedda Gabler, around an upper-class housewife, and the complexities behind her seemingly average life. The title character finds herself in conditions that would be highly sought after by most young women of the nineteenth century: in a seemingly stable marriage with a comfortable home, and significantly more freedom than most females were offered within the context of the play.For this reason, Hedda’s tragic suicide comes as a surprise, and is often considered to be incomprehensible and unjustifiable in the minds of audience members. That being said, Ibsen clarifies Hedda’s motives by using the play’s setting to offer hints and explanation regarding the character’s condition as well as the factors that make her a victim of society.By understanding Ibsen’s use of the broader setting of nineteenth century Norway, as well as the smaller and m ore detailed setting on stage, one can in turn begin to understand the reasoning behind Hedda’s final impassioned decision and the events leading up to the play’s tragic conclusion. The nineteenth century was a time of patriarchal dominance, which is the foundation beneath most of Hedda’s internal conflict. Being raised by her father as a young girl, Hedda was treated more like a son than a daughter, and therefore able to enjoy freedoms that were typically reserved for males of the time.In the first scene of the play, Miss Tesman brings attention to this fact by exclaiming, â€Å"what a life she had in the general’s day! † (Ibsen 201) and remembering the days when Hedda would ride horses with General Gabler, â€Å"galloping past† (201), rather than trotting as would be customary for young women of the era. When Hedda agrees to marry George Tesman, she sacrifices this liberty of gender ambiguity, and confines herself to the societal restricti ons of the time.Nevertheless, although Hedda displays an outward compliance to the female expectations of the time, inwardly, Hedda rejects the idea of being dominated by a husband, which manifests in her passive aggression towards George. Ibsen underscores this idea even further through the title of the play, â€Å"Hedda Gabler†, which uses the woman’s maiden name, indicating that she remains attached to a time when her father was the only man in her life. Notwithstanding these social restraints, the hindrances to Hedda’s liberty cannot solely be blamed on the 1879 setting.Rather, the confines placed upon Hedda by societal expectations are compounded and made increasingly restricting by the woman’s own obsession with maintaining outer appearances and social mores. Should she choose to, Hedda could leave her husband like Mrs. Elvested to pursue her own idea of happiness, but in doing so, the protagonist would sacrifice her social standing and image as a w ell-esteemed and proper wife. With that, she decides to enshroud her life in a facade at the expense of her contentment.The threat of this mask of grace being removed, which would result in her becoming an outcast of nineteenth century society, becomes one of the deciding factors in Hedda’s suicide. To elaborate, in her twisted hunt for â€Å"†¦something spontaneous and beautiful† (Ibsen 118), Hedda sets out like a venomous arachnid, weaving web after web of conflict and deception to amuse herself, while maintaining an outward impression of integrity. This disguise becomes endangered when Judge Brack becomes privy to Hedda’s malicious behaviour and her role in Lovborg’s suicide, then threatening to expose her should she not surrender to his chokehold of power.Due to the social conditions of the Norwegian setting, Hedda is provided with two options, to become an even greater victim of female repression under the hands of Judge Brack, or to be banished by the upper-class society that is so vital to existence. In a more contemporary time, alternative options would be available to the protagonist due to the equality with which women are now perceived, and the social acceptance of independent females in the present day. Contrarily, in the sphere of the play’s context, Hedda is faced with the fact that the only way to avoid relinquishing all control over her life is to end it by her own hand.This notion alone shows the significance that time and setting have on the character’s actions, as it is arguable that if the play were to take place in the twenty-first century, the relevance of Hedda’s actions would be entirely lost, based upon the liberties and opportunities that would be available to her in today’s society. In addition to utilizing setting to establish the social circumstances affecting Hedda, Ibsen also offers descriptions regarding scenic design and stage directions to reveal information concerni ng the title character’s sense of inner conflict. Firstly, a great deal of significance arises from he fact Ibsen contains the play’s action within the Tesman’s small drawing room, a very deliberate and strategic choice of setting in terms of character development. As the piece progresses, it becomes increasingly apparent through the setting and the young woman’s interactions with it, that the drawing room contains Hedda’s life, both literally and metaphorically in some senses. Within this room, she is able to deny her present circumstances by detaching herself from the outside world. Hedda’s interactions with the set reinforce this idea, particularly when she orders George to draw the curtains due to the sunlight.By including this action in his work, Ibsen physically dims the stage, representative of the darkness with which Hedda masks her life, while also reflecting the dominant position she holds in her marriage by having George perform a task that would typically be viewed as woman’s work within the world of the play. All things considered, while the drawing room is in fact a representation of the control and freedom in Hedda’s life, it also serves as a simultaneous, albeit paradoxical, symbol of imprisonment. Within its four walls, Hedda is able to ignore the outside world.That being said, the drawing room and its contents also represent the suffocating aristocratic life that the young woman struggles to maintain despite its smothering effects. The conflicted relationship that the woman has with the room and her identity is illustrated when Hedda makes reference to yet another set piece: the piano. Although she acknowledges that the instrument â€Å"doesn’t really fit in with all [the] other things [in the room]† (Ibsen 208), Hedda declares that she is unwilling to part with it when Tesman suggests trading it in for a new piano.Rather, she suggests moving it to the inner room, and getti ng â€Å"another here in its place† (208). Through her relationship with this object, Ibsen again demonstrates the conflict that Hedda experiences as she attempts to replace the ways of her past with her new aristocratic identity, while still clinging onto fragments of her old life. Ultimately, it is this paradoxical state of being that leads to the title character’s unwinding. Unable to find a middle ground in her life, Hedda comes to understand that the only way to avoid trading either her inner or outer desires for the other, is to take complete control of her life by sacrificing both.Despite the aforesaid arguments, some audience members and critics may still consider Hedda’s suicide, as well as the actions leading up to it, to be unwarranted acts of selfishness. That being said, regardless of whether or not one chooses to approve of Hedda’s choices, it is undebatable that Ibsen at the very least succeeds in clarifying the motives behind her decisions , particularly her sense of inescapable imprisonment. Ibsen manages to achieve this feat largely through the precision with which he makes use of the play’s setting.With that, it is inarguable that without the foundation of nineteenth century society and the choices made by Ibsen regarding stage design, the pieces of Hedda’s story would remain fragmented to audiences, and the intense torment leading to the title character’s final breath would be left unexposed. Works Cited Ibsen, Henrik. Hedda Gabler. Trans. Rolf Fjelde. The Norton Anthology of Drama, Volume Two: The Nineteenth Century to the Present. J. Ellen Gainor, Stanton B. Garner Jr. and Martin Puchner. New York: W. W. Norton & Company, 2009. 200-254.

Autism- Brain Disease - 572 Words

Autism is the second types of brain disease. According to Scheruermann and Webber (2002), autism is a development of disorder that caused by neurological impairment affecting brain chemistry and or brain structure. Even the exact reason of the neurological impairment is not yet known, but it is mostly due to the genetic links. Nevertheless, this symptoms is well-defined, hence essential information for educational treatment been contributed. Understanding based on autistic symptomology is the best way to teach student with autism. Presently, there are three main theories explaining the existence of common symptoms. The first theory is a perceptual/cognitive theory. Autism children may have specific differences in capability of their thinking and the way they receive external input, due to the brain defects. They also have to withdraw, and have a complicated time making sense of or processing, physical phenomena because of they might be stimulated by auditory, visual, and tactile stim uli. A second theory is from a developmental explanation holds that brain defects is the reason individuals with autism difficult to evolve in language, cognition, social, and motor domains. Scheruermann and Webber also stated that, it is estimated that the students need to improve through developmentally sequenced experiences for them to expert the necessary skills just as children without disabilities because they are developmentally delayed. The last theory is the behavioral explanation, holdsShow MoreRelatedAutism Is Not A Disease, But A Developmental Disorder Of Brain Function1465 Words   |  6 PagesAutism is not a disease, but a developmental disorder of brain function. 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