The Making of the Middle Ages Essay Example for Free

The Making of the Middle Ages Essay Personally, when thinking of the middle Ages, I tend to have the misconception that it is a period of darkness with no progress. However, R.W. Southern’s book, ‘The Making of the Middle Ages’, offers an in depth study of the development of history in the world today. Observing that this book was published during the 1950s, Mr. Southern’s interpretation of the ‘Middle Ages’ was very distinctive in comparison to other historians of his time. He explores the significance of the Middle Ages as a separate sector in the study of history by which the audience will notice that previous categories of studied history is set aside, as we are no longer focusing on the usual ‘Classical Greece’ and ‘Rome’ in shaping the modern world, but the ‘Middle Ages’ as an entity on its own. The ‘Middle Ages’ are regarded as of equal importance in the understanding of making the modern world since the Enlightenment. Setting this book in the 1950s when traditionalist views are still the core study of history, he attempts to justify the study of the Middle Ages as important to understanding. I find myself puzzled by his misleading use of the book’s title as it does not describe the actual ‘making’ of the middle ages which is suggests, but the actual ‘formation of western Europe from the late tenth to the early thirteenth century’. It is clear that Mr. Southern acknowledges the problems during the Middle Ages and examines them in two sections. He states that these divisions in Latin Christendom and its neighbors arose from the lack of communication and the tension caused from social disorder. Another trigger of tension was the division of the two main languages in Europe. He also emphasizes that those were the main factors and that areas of authority and political divisions were too artificial and ‘too fluid to count for much’ which also suggests that ‘political boundaries didn’t survive’. Opposed to the traditional view of history, he insinuates that the middle ages have been hindered as a ‘secret revolution’. This implies that Southern’s argument tries to reaffirm the status of the middle ages as a legitimate topic of academic discourse. Of course in his attempt to convince his academic peers, he seems to be very selective in his choice of sources. When examining the index, it clearly shows that there is little written about other themes. Southern conveys a very Eurocentric attitude towards the topics that are discussed in his book, as he mentions very little of the developments in Africa, the role of women and children and when compared to people of the upper classes and serfdoms, the ratio seems bizarre. There is a large list of various Saints that Southern mentions, as well as many powerful men with high social statuses that claim more pages and notice about serfdom which concludes to my point of Southern’s poor demographic as there isn’t a chapter on women. Southern’s ‘Making of the Middle Ages’ is a history of men and powerful political men. Southern also uses imperial terms that show that his book was written for the upper classes if placed in the wider context with the books published at the same time. Mr. Southern uses five main headings for each of his discussions and it is obvious that his main interest lies within the role of religion. ‘dark ages’ no progress? Regression he argues that there are things and events that happened which form Europe as it is today †¦ Not just shaped by classical rome in shaping modern Europe. About the book in the wider context about the books in the same time about the same topic because books are not published isolated- When the book was published and then how does it compare to the books published now- outdated? Why? Compared to modern literature and then the books published at the time. Index: always a noun but mentions none in themes, another flaw in the writer as the impression it gives shows that there aren’t any interests in wider themes. Eurocentric attitude to history isn’t as important- maybe ignores development in Africa? Role of women, children or slaves (under classes) but does have ‘serfdom’ only one chapter? Imperial terms; Sort of model of Thucydidean history (which is history of political leaders) military generals none of underdogs. (power politics) theme of Enlightenment-inspired medievalism and protonationalism with a study of legendary heroes Guy of Warwick and Bevis of Hampton in seventeenth- and eighteenth-century literary circles, while articles by Helen Phillips, John Marshall, and David Mills examine gender in Chaucer’s writings, Robin Hood’s embodiment of pageantry, and the Chester Plays, respectively. Andrew Wawn expands on his earlier work by examining Victorian makers of the Viking Middle Ages active in Merseyside and Edward Morris surveys early nineteenth-century Liverpool collectors of illuminated manuscripts, devoting considerable attention to restituting the scholarly reputation of Sir John Tobin, a retired seaman, former slave trader, and pioneer in the acquisition of medieval manuscripts whose collection, amassed between 1823 and 1835, was â€Å"perhaps the most important small group of late medieval illuminated manuscripts ever assembled by a private individual† (166). Revival of secular Gothic aesthetics, a must-read for anyone interested in appreciating the urban development of one of England’s most important cities during industrialization. serves as a useful reminder that medievalism can hold historical implications as interesting and important as the Middle Ages themselves.

Book Vs Film: The Clockwork Orange

Book Vs Film: The Clockwork Orange Glenn DW will tell us something about the book then we will give you a short summary of the book, then I will give you some information about the author. After that glenn VH show us some differences between the book and the movie. And for ending we will show you a fragment. We are going to discuss the book and the movie A Clockwork Orange. The first thing we want to say, is that the book is very hard to read. There are a lot of hard words in it and Alex and his three friends speak a dialect, called nadsat. Its the teenage vocabulary of the future. Glenn Vanhaeren also read the book in Dutch and it was also very difficult to read according to him, even in Dutch. because they use a lot of words that nobody understands. In the Dutch version of the book is a list with all the explanations of these words, in the English version there isnt. A few examples: To viddy is to see A droog is a friend Short summary A clockwork orange is a story about a young teenager named Alex living in near-future England. Alex leads a small gang of teenage criminals, Dim, Pete, and Georgie are the other members. They do things like robbing and beating men and raping women. Alex and his friends spend a lot of their time at the Korova Milkbar, thats an establishment that serves milk laced with drugs, such milk is called Milk-plus. Alex begins his narrative from the Milk bar, where the boys sit around drinking. When Alex and his gang leave the bar, they go on a crime. Their last crime was when they broke into an old womans house. She calls the police, and before Alex can get away, Dim hits him in the eye with a chain and runs away with the others. The police found Alex on the ground and take him to their office, where he later heard that the woman he beat and raped during the earlier robbery has died. Now hes become a murderer. Alex is sentenced to fourteen years in prison. He befriends the prison chaplain, who notices Alexs interest in the Bible. The chaplain lets Alex read in the chapel while listening to classical music, because Alex likes classical music. On one day Alex is selected as the first candidate for an experimental treatment called Ludovicos Technique, a form of brainwashing that incorporates associative learning. After being injected with a substance that makes him dreadfully sick, the doctors force Alex to watch exceedingly violent movies. In this way, Alex comes to associate violence with the nausea and headaches he experiences from the shot. The process takes two weeks to complete. After this process Alex can no longer enjoy classical music, which he has always associated with violence. After two years in prison, Alex is released, a harmless human being incapable of vicious acts. Soon, however, Alex finds hes not only harmless but also defenceless, as his earlier victims begin to take revenge on him. His old friend Dim and an old enemy named Billyboy are both police officers now, and they take the opportunity to settle old scores. They drive him to a field in the country, beat him, and leave him in the rain. When they leave him Alex goes to a nearby cottage and knocks on the door, begging for help. The man living there lets him in and gives him food and a room for the night. Alex recognizes him from two years ago as the man whose wife he raped, but the man does not recognize Alex. This man, F. Alexander, is a political dissident. When he hears Alexs story, he thinks he can use Alex to incite public outrage against the State. He and three of his colleagues develop a plan for Alex to make several public appearances. When they are speaking to each other He berates the men in  nadsat, which arouses the suspicion of F. Alexander, who still remembers the strange language spoken by the teenagers who raped his wife. Based on F. Alexanders suspicion, the men change their plans. They lock Alex in an apartment and blast classical music through the wall, hoping to drive Alex to suicide so they can blame the government. Alex does, in fact, hurl himself out of an attic window, but the fall doesnt kill him. While he lies in the hospital, unconscious, a political struggle ensues, but the current administration survives. State doctors undo Ludovicos Technique and restore Alexs old vicious self in exchange for Alexs endorsement. The author Life Anthony Burgess was an English author; he was borne in Manchester in 1917 and died in London in 1993. His sister Muriel died in 1918 Four days later his mother Elizabeth died at the age of 30 on November 1918, Burgess was one year old. After the death of his mother, Burgess was raised by his aunt, because his dad was unable to raise him. You could say that Burgess hasnt had a normal youth. Burgess did military service during WW II. He left the army in 1946, and became teacher. In 1954, Burgess joined the British Colonial Service as a teacher. But most of his time, he wrote and worked at his novels. At his death he was a multi-millionaire, leaving a Europe-wide property portfolio of houses and apartments. Work His real name is John Burgess Wilson, but he published under the pen name Anthony Burgess. In total, Burgess wrote more than ten novels. He wasnt only a novel writer, he also wrote screenplays (eg. The Spy Who Loved Me, a James Bond movie). Except from being active in the world of literacy, Burgess was also musician and composed regularly. Several of his pieces were broadcast during his lifetime on BBC Radio. He wrote The Clockwork orange in 1962. This is Burgess most famous novel. The film version of A Clockwork orange was released in 1971. 2) The novel Main Theme Burgess believed that the freedom to choose is the big human attribute, This belief provides the central argument of A Clockwork Orange, where Alex must follow the Ludovico treatment. When the State removes Alexs power to choose his own moral course of action, Alex becomes nothing more than a thing. The chaplain, the novels clearest advocate for Christian morals, addresses the dangers of Alexs Reclamation Treatment when he tells Alex that goodness is something chosen. Characters The main character of The Clockwork Orange is Alex. He is the anti-hero of the novel. Alex likes to name himself Alexander the Large; this was later the basis for Alexs claimed surname De Large in the 1971 film. Alex is the leader of a gang, the tree other member of his gang are George, Pete and Dim. The rival of Alex (and his gang) is Billyboy. Billyboy also haves a gang, these two gangs often fight with each other. Dr. Brodsky is a doctor who is the founder of the Ludovico technique. There is also another doctor, Dr. Branom. This is Brodskys colleague and co-founder of the Ludovico technique. He appears friendly towards Alex at first, before forcing him into the theatre to be psychologically tortured. Another important character in the novel is the prison chaplain. This is the only character who is truly concerned about Alexs welfare There are many other, rather small characters. E.g. The people who are terrorized by Alex and his gang. 3) Book vs Film Differences Age There are plenty differences between the book and the film. One of the big differences is the age of the characters. In the book the characters are younger as the characters in the film. I will give you two specific examples of these differences. The girl that is about to be raped by Billy Boys gang is ten years old in the book while looking at the film it is a young woman which is about to be raped by Billy Boys. After meeting two ten-year-old girls named Marty and Sonietta in a record shop, Alex takes home these girls and rapes them. This happens in the Book but in the film, the girls are about 14 years old. Although these differences dont change the story or the meaning of the story, they do change the way you look at the story. If you would see a ten-year-old girl which is being raped by a 15 year old young man, who looks like a man of at least 18 years old in my opinion, it is not realistic enough. Unlike a film, a book it is not being visualised for you and so you dont see it. Then its shocking to read that this girl is so young. Ending The ending of the story is also different between the book and the film because the last chapter, which is chapter 21, of the book was not filmed. In this chapter, Alex meets Pete. That was the third member of the original gang. Alex realises that he wishes to do the same, but his violence was an unavoidable product of his youth. The film is ending with a scene where you see a naked girl that is being raped and Alex saying I was cured, all right. Overall there are some differences but they have almost no influence on the story. Most of the differences are just some small details. The differences in age are only improving the story and the differences in the music cant even have any influence because you cant hear music when you are reading a book. Although both endings are different the almost say the same and that is that Alex wants to change but because of his violent childhood he will never be completely cured. Crucial Scene The scene takes place just before Alex is released. The Ludovico threatment has ended and it has worked. In a short presentation the doctors want to show what they archieved. (show part of movie from minute 81 -> 86) (read book pg. 93 95; all of us) Conclusion The book is hard to read, as mentioned before. The movie of the book is excellent, each chapter in the book is a scene in the movie. Although, there is a lot of explicit content in the movie, the story is good and there is a message in it. Thank you for your attention Euthanasia in Australia: Arguments For and Against Euthanasia in Australia: Arguments For and Against McKenzie Maviso â€Å"Research arguments for and against Euthanasia in Australia. Is it likely to be decriminalised in the future or not? By what rationale?† Innovations and technologies in medical sciences throughout the history have focused primarily on disease preventions to achieve better health outcomes. However, physicians are often confronted with extreme challenges in life-and-death circumstances, particularly with patients who are suffering from prolonged and debilitating illnesses. To alleviate such suffering, euthanasia or physician-assisted death is sometimes considered upon request from patients. While it remains a globally controversial issue in medical practice, it is performed legally in some countries as an optional medical intervention. This essay will examine the main arguments for and against the practice of euthanasia in Australia. It will then argue that euthanasia is not likely be legalised because of strong oppositions relating to medical code of ethics, political objections and legal justice system perspectives. Therapeutic interventions for patients suffering from chronic and prolonged debilitating illnesses can be challenging in medical practice. With the focus to provide best possible intervention, physicians often consider various interventions for patients to put an end to pain and suffering. In some cases, patients who are diagnosed with incurable illnesses, such as cancer, which often continues to its devastating state can be unbearable for them and their family members (Frost, Sinha, Gilbert, 2014). Similarly, in such difficult situations, euthanasia is often considered upon the request of the patients to end life intentionally from their poor health conditions. Euthanasia, a Greek word meaning a â€Å"good† or â€Å"gentle death† whereby a patient has control over death and is often viewed as a medical intervention performed by physicians to end life (Boudreau Somerville, 2014; Devakirubai Gnanadurai, 2014; Starr, 2014). Furthermore, Levy, et al., (2013) explain tha t it can be â€Å"active† in order to actively end a life, while â€Å"passive† is based on the deliberate suspension of medical treatments to hasten death. Euthanasia can also be performed as â€Å"voluntary† upon patients’ request, or â€Å"involuntary† without the permission of the patient (Adan, 2013). It is often considered upon the perception that the debilitating condition is certain to suffer extremely, and that this suffering can only be resolved by euthanasia upon the patient’s consent. For instance, Netherlands, Belgium, Luxembourg, and Oregon in the United States (US) have legitimate control measures for physician-assisted death, especially by considering patients’ conditions and choices of care (Levett, 2011; Pereira, 2011). Thus, euthanasia is often conducted under specific situations when the devastating illness prevails over the health of patients that causes unbearable discomforts and sufferings. There are two primary reasons that qualify physicians to perform euthanasia in relation to patient’s poor health status. Firstly, autonomy in patients are perceived as important and need to be recognized in any health care practice. Autonomy is described as an individual with full self-control over mind, body and capable of making critical decisions and choices (Frost, et al., 2014). Obviously, patients are primary decision-makers that have the rights to access health care services where appropriate. Respect for autonomy thus, is considered as a main reason in health care to allow patients to have complete control when making decisions for euthanasia (Sjostrand, Helgesson, Eriksson, Juth, 2013). Furthermore, Ebrahimi, (2012) claims that arguments supporting euthanasia are based on the concept of autonomy and self-determination enabling patients to make critical decisions without impacting others. Conversely, physicians are to respect the rights of patient should a choice is m ade regarding medical care. For instance, in devastating medical situations when suffering becomes intolerable, autonomy must be acknowledged for patients requesting euthanasia intervention (Onwuteaka-Philipsen, et al., 2010; Trankle, 2014). As a result, recognizing the autonomy that lead to make critical choices and decisions relating to poor illnesses are often crucial during the course of care for both physicians and the patients. Secondly, constant pain and suffering experienced by patients with particular debilitating illness is another primary reason supporting the argument for euthanasia or physician-assisted death. Prolonged discomforts and sufferings have always been the basis for advocates in favour for legalization. Any therapeutic measures administered to patients must not be focused only on recovery processes, but also to enhance reliefs and comforts that are revealed in the sufferings (Lavoie, et al., 2014; Kucharska, 2013). In the same way, Frost, et al., (2014) maintain that to avoid terrible pain and suffering is an obvious indication why euthanasia may be justified. Although, suffering is a main reason used to explain euthanasia, Karlsson, Milberg and Strang (2012) further claim that patients with anticipatory fears, sufferings, and uncertainty in relation to the continuity of treatments often contemplate on this intervention. Providing therapeutic care to patients who are struggling amidst thei r illnesses can be challenging, but for some patients, physician-assisted death is a merciful and honourable act that relieves intense suffering (Boudreau Somerville, 2014). Nevertheless, Devakirubai and Gnanadurai (2014) argue that pain is not the only reason for some patients with poor prognosis requesting death, but often symptoms that may facilitate unbearable experiences such as: persistent vomiting, incontinence, fatigue, discomfort and paralysis may also influence request for euthanasia. Therefore, patients who are undergoing extreme sufferings to the extent of desiring for euthanasia deserve consented death, and it is physicians’ legal obligation to fulfil a desired intervention within their scope of practice. Although euthanasia is regarded as an alternative treatment in certain prolonged illnesses, there are several main arguments that oppose this medical intervention. These arguments against euthanasia are established due to the following reasons; medical code of ethics, political objections, and legal justice system. First of all, medical ethics often enable medical professionals to provide care within the scope of their practice without causing harm to patients, instead assist them to achieve optimal health benefits. Myers (2014) claims that medical ethics are often determined by how physicians assist patients to cope with preventive and curative treatments during the practice. In every aspect of health care, physicians’ are to protect their patients and provide care that is based on mutual trust and confidence that do not interfere with their code of ethics. In addition, physician-patient relationship is built on common trust, in which physicians’ expertise and knowledg e are fully exercised to improve patients’ wellbeing without prejudice and negligence (Myers, 2014; Malpas, et al., 2014). However, purposeful termination of life for patients suffering from terminal illnesses, may undermine trust and confidence of physicians, and eventually may limit the protection offered to patients during the care (MacLeod, et al., 2012; Doyal Doyal, 2001). Despite devastating health conditions, medical ethics should not be neglected during medical interventions, and focused on achieving satisfactory health outcomes for patients. Therefore, medical practices that undermines the value of patients’ health rights and wishes can be regarded as unethical within medical context. Another argument focuses on political objections in relation to euthanasia. Although, in some countries, legislative reforms have been passed by the government to permit euthanasia, its intervention is associated with a strong political agenda opposing its practice within the medical landscape, such as in Australia. For example, the Northern Territory Legislative Assembly approved the Rights of the Terminally Ill Act in 1995, was aimed to assist terminally ill patients the right to request voluntary euthanasia (Nicol, Tiedemann, Valiquet, 2013). Unfortunately, the bill has triggered intense criticism and was condemned by the federal parliament for several reasons. One of the reason as being â€Å"culturally† unacceptable, particularly for elderly indigenous seeking medical assistance (Kerridge Mitchell, 1996). This means that such law will prevent indigenous elderly population to seek appropriate care, and would eventually deny them from accessing basic health services. Anot her main reason that opposes the bill to legalise euthanasia was the firm opposition from ‘conservative’ liberals and key members of Labor’s right-faction in federal parliament, and that politicians need to have adequate information and knowledge in order to make good public policy (Plumb, 2014). A well-informed and collective decisions are of high importance to provide practical legislative policies for euthanasia. Regardless of overwhelming public support to permit euthanasia, Trankle (2014) affirms that it has remained illegal in Australia since the bill was dismissed. Furthermore, Plumb, (2014) argues that medical and legal experts are against its legitimacy, and although, attempts to legalise the practice in South Australia and Tasmania are apparent, the law on voluntary euthanasia is limited for changes in the future. Besides, professional organizations such as the Australian Medical Association (AMA) does not have a strong position regarding bills on eutha nasia consequently of different views and opinions shown from medical practitioners. This has also made the federal parliament to provide rationales that rejected the likelihood to legalise euthanasia in Australia (Plumb, 2014; Nicol, et al., 2013). Legalising euthanasia would likely to result in serious effects by changing medical practice, and that would affect physicians’ clinical roles. The law against euthanasia still remains and thus, it is unlikely to be decriminalised in the future. The other argument is that the deliberate termination of life due to prolonged medical condition may be unethical and against criminal laws. Most importantly, life must be valued and assisting death for terminally ill patients would require legal justice systems to be effected. According to Norwood, Kimsma and Battin (2009), physicians who conduct euthanasia would eventually lead to patients being killed against their will. In addition, active intervention which has a primary intention of killing, despite the patient’s consent is a criminal offence and is a homicide (McLellan, 2013; Ebrahimi, 2012). Similarly, MacLeod, Wilson, and Malpas (2012) claim that assisting in death with or without consent and regardless of the medical situation is a crime. , because of the integral value of human life. Furthermore, Plumb (2014) claims that euthanasia is not likely to be legalised, it is against criminal law and physicians must argue in the court that their conduct was â€Å"reasonabl e†. Often killing an innocent human life is ethically wrong in itself thereby respect awarded to human lives would be undermined (Kucharska, 2013; Varelius, 2013). Therefore, debilitating illnesses leading to death should be accepted as a natural event, rather than prematurely instigated by any medical interventions. Furthermore, arguments for and against euthanasia have continued to persist controversially in public, medical and justice sectors. These arguments have led to slippery slope issues, especially in relation to patients who are suffering from devastating health conditions. It has been argued that assisting death to patients with undergoing sufferings would mean setting precedence and increasing the rate for unnecessary death (Shah Mushtaq, 2014). Despite these arguments, some countries have certain laws that permit euthanasia, particularly for patients with terminal health status. For instance, Netherlands, Belgium and Luxembourg have guidelines and procedures established that specifically allow euthanasia with respect to their legal system (Pereira, 2011). In addition, the State of Oregon in the United States (US) has passed â€Å"Death with Dignity Act† to conduct euthanasia under strict criteria, considering patients’ consent (Blakely Carson, 2013). This law has enab led Oregon the legal responsibilities for physician-assisted death. However, legalising euthanasia in Australia will not likely to benefit all patients, but would continue to spark relevant arguments from some medical professionals, the federal parliament, and legal justice systems. According to Plumb (2014) there are controversies challenging the proposed legislation for euthanasia, and sufficient evidence is needed to make reasonable decisions. Therefore, the possibility of legalising physician-assisted death is seemed limited in the future as a result of differing views shown in parliamentary debates. To conclude, euthanasia still remains as a debatable issue around the world. It has generated serious discussions within the public, medical practice, politics and legal justice system. Although, it was considered an alternative medical intervention, general arguments against its legality seem to focus on undermining the patient-physician trust and confidence, thereby altering the integrity of medical ethics. Moreover, medical practice that have been motivated by empathetic care, reluctance to amend and legislate bills with respect for human dignity, and considering euthanasia as a criminal offense have limited the probability of decriminalisation in Australia. In spite of strong opposition on euthanasia, a collaborative and practical policy frameworks on palliative and end-of-life care are therefore, necessarily required from the health care system, the federal government, and the legal justice system to strengthen and safeguard medical practice. Word Counts: 2025 References Adan, M. (2013). Euthanasia: Whose Right is it Anyway? Ohio State Undergraduate Review, 1-9. Retrieved from http://works.bepress.com/cgi/viewcontent.cgi?article=1001context=muna_adan Blakely, B., Carson, L. (2013). What Can Oregon Teach Australia about Dying? Journal of Politics and Law, 6(2), 30-47. doi:http://dx.doi.org/10.5539/jpl.v6n2p30 Boudreau, D. J., Somerville, M. A. (2014). Euthanasia and Assisted Suicide: A Phycicians Ethicists Perspectives. Medicolegal Bioethics, 4, 1-12. doi:http://dx.doi.org/10.2147/MB.S59303 Devakirubai, E., Gnanadurai, A. (2014). Euthanasia An Overview with Indian Nursing Perspective. Asian J. Nursing Education Research, 4(1), 56-60. Retrieved from http://www.indianjournals.com/ijor.aspx?target=ijor:ajnervolume=4issue=1article=012 Doyal, L., Doyal, L. (2001). Why Active Euthanasia and Physician Assisted Suicide Should be Legalised. BMJ, 323, 1079-1080. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1121585/pdf/1079.pdf Ebrahimi, N. (2012). The Ethics of Euthanasia. Australian Medical Student Journal, 3(1), 73-75. Retrieved from http://www.amsj.org/archives/2066 Frost, T. D., Sinha, D., Gilbert, J. B. (2014). Should Assisted Dying be Legalised? Philosophy, Ethics, and Humanities in Medicine, 9, 1-6. doi:http://dx.doi.org/10.1186/1747-5341-9-3 Karlsson, M., Milberg, A., Strang, P. (2012). Suffering and Euthanasia: A Qualitative Study of Dying Cancer Patients Perspectives. Supportive Care in Cancer, 20(5), 1065-1071. doi:http://dx.doi.org/10.1007/s00520-011-1156-9 Kerridge, I. H., Mitchell, K. R. (1996). The Legislation of Active Voluntary Euthanasia in Australia: Will the Slippery Slope Prove Fatal? Journal of Medical Ethics, 22, 273-278. doi:http://dx.doi.org/10.1136/jme.22.5.273 Kucharska, E. (2013). Euthanasia Is it a Murder or Charity? Clinical Perspective. E-Theologos, 4(1), 97-108. doi:http://dx.doi.org/10.2478/etheo-2013-0009 Lavoie, M., Godin, G., Vezina-Im, L.-A., Blondeau, D., Martineau, I., Roy, L. (2014). Effect of Knowing Patients Wishes and Health Profession on Euthanasia. Palliative Care Medicine, 4(1), 1-6. doi:http://dx.doi.org/10.4172/2165-7386.1000169 Levett, C. (2011). Dying with Dignity The Case for End of Life Choices. Australian Nursing Journal, 11(8), 48. Retrieved from http://search.proquest.com/docview/855629200?accountid=10382 Levy, T. B., Azar, S., Huberfeld, R., Siegel, A. M., Strous, R. D. (2013). Attitudes towards Euthanasia Assisted Suicide: A Compasrison between Psychiatrists other Psycicians. Bioethics, 27(7), 402-408. doi:http://dx.doi.org/10.1111/j.1467-8519.2012.01968.x MacLeod, R. D., Wilson, D. M., Malpas, P. (2012). Assisted or Hastened Death: The Healthcare Practitioners Dilemma. Global Journal of Health Science, 4(6), 87-98. Retrieved from http://search.proquest.com/docview/1081341961?accountid=10382 Malpas, J. P., Wilson, M. K., Rae, N., Johnson, M. (2014). Why do older people oppose physician-assisted dying? A Qualitative Study. Palliative Medicine, 28(4), 352-359. doi:http://dx.doi.org/10.1177/0269216313511284 McLellan, I. (2013). The End of Life Issues Part 2. Indian Journal of Respiratory Care, 2(2), 258-261. Myers, J. (2014). Medical Ethics: Context is the Key Word. International Journal of Clinical Medicine, 5, 1030-1045. doi:http://dx.doi.org/10.4236/ijcm.2014.516134 Nicol, J., Tiedemann, M., Valiquet, D. (2013). Euthanasia and Assisted Suicide: International Experiences. Library of Parliament, 14-15. Retrieved from http://www.parl.gc.ca/content/lop/researchpublications/2011-67-e.pdf Norwood, F., Kimsma, G., Battin, M. P. (2009). Vulnerability and the Slipery Slope at the End-of-Life: A Qualitative Study of Euthanasia, General Practice and Home Death in The Netherlands. Oxford Journals, 472-480. doi:http://dx.doi.org/10.1093/fampra/cmp065 Onwuteaka-Philipsen, B. D., Rurup, M. L., Pasman, H., Roseline, W., van der, A. H. (2010, July). The Last Phase of Life: Who Requests and Who Recieves Euthanasia or Physician-assisted Suicide? Medical Care, 48(7), 596-603. doi:http://dx.doi.org/10.1097/MLR.0b013e3181dbea75 Pereira, J. (2011). Legalizing Euthanasia or Assisted Suicide: The Illusion of Safeguards and Controls. Current Oncology, 18(2), 38-45. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3070710/ Plumb, A. (2014). The Future of Euthanasia Politics in the Australian State Parliaments. Australian Parliamentary Review, 29(1), 67-86. Retrieved from http://search.informit.com.au/documentSummary;dn=513534504481857;res=IELHSS Shah, A., Mushtaq, A. (2014). The Right to Live or Die? A Perspective on Voluntary Euthanasia. Pakistan Journal of Medical Sciences, 30(5), 1159-1160. doi:http://dx.doi.org/10.12669/pjms.305.5777 Sjostrand, M., Helgesson, G., Eriksson, S., Juth, N. (2013). Autonomy-based Arguments Against Physician-assisted Suicide Euthanasia: A Critique. Medicine, Health Care and Philosophy, 16(2), 225-230. doi:http://dx.doi.org/10.1007/s11019-9365-5 Trankle, S. A. (2014). Decisions that Hasten Death: Double Effect and the Experiences of Physicians in Australia. BMC Medical Ethics, 15(26), 1-15. doi:http://dx.doi.org/10.1186/1472-6939-15-26 Varelius, J. (2013). Voluntary Euthanasia, Physician-assisted Suicide, and the Right to Do Wrong. HEC Forum, 25(3), 229-243. doi:http://dx.doi.org/10.1007/s10730-013-9208-2 1

Concept of Culture :: essays research papers

Anthropology introduces culture as a means to perpetuate human existence, because without culture, we would not exist. Individuals are created biologically, while persons are created by social society. Anthropologists firmly believe that our existence is dependent on culture, because culture shapes the social roles people fill on a day to day basis. Without these social roles, people would not know how to express emotions or respond to any given circumstance because we understand everything through culture. Examining any culture requires that you have culture, and people are incapable of escaping the bounds of cultural interpretation to view foreign cultures without bias.   Ã‚  Ã‚  Ã‚  Ã‚  Roy Wagner articulates the absolute truth of culture always existing in his novel The Invention of Culture. Humans believe things can be intrinsic to us as a species, however anthropologists argue that most of what is perceived as natural is actually a result of culture. For example, the words used to communicate daily seem natural because people naturally correspond using language, although words and body language must have originated somewhere; they are not inherent to the human race.   Ã‚  Ã‚  Ã‚  Ã‚  Anthropologists study culture in different ways; some are structuralists such as Rad-Cliffe Brown and Leach, some are cultural relativists, and those like Roy Wagner combine structuralism and cultural relativism to attain their own category as ontologists. Describing categories and universal concepts is important to structuralists. Cultural relativists rely on ethical truths to be relative to a specific culture. Existence rather than analysis of being is what ontologists study. Despite the varying approaches, anthropology teaches people that we are all categorized and live in a sort of order.

Bridge to Terabithia :: essays research papers

Bridge to Terabithia† is set in rural Virginia in the mid-1970's. The story revolves around characters; the Aarons, the Burkes, the students and faculty in the elementary school. Jess Aaron, is one of the central characters. He has four sisters, two older and two younger leaving him in the middle. Brenda and Ellie are the older teenage sisters that have a strong bond with their mother and don’t pay much mind to Jess. Joyce Ann and May Belle are his little sisters that look up to Jess. Mr. Aarons is always away from home working in a city nearby leaving Mrs. Aarons to hold many of the responsibilities. Since she believes in the men taking care of the men jobs Jess always has work to do in place of his father. The girls never seem to have to do any work and Jess feels he is unappreciated and the black sheep of the family. The Burkes move from Washington D. C to rural Virginia. They are well off and move to the area to re-evaluate their family values. Leslie is the other main character who is looking for a sense of belonging and friendship. Bill and Judy are here parents that are writers. They are consumed with their work and don’t pay much attention until their book is completed. Jess and Leslie attend the same Elementary school where they become friends resulting from a race that Leslie won. The two become inseparable and have a special place in the woods called â€Å"Terabithia.† To get to their perfect imaginary world you must swing across the creek on a rope. The lake becomes flooded from the constant rainfall and starts to concern Jess. He continues to be quite and swing across the dangerous water since Leslie is so fearless and he doesn’t want to look like he is afraid of anything. Later, Jess’s music teacher invites him to spend a day in Washington D.C. while Leslie travels to Terabithia without him and the rope breaks and she drowns. Jess returns home that night to find out that his best friend Leslie is dead. Jess goes through the emotions of grieving, angry, to upset, from this incident. A few days later he returns to Terabithia so he can place a funeral wreath for Leslie. Without Jess knowing May Belle has followed him but cries for help since she was stuck in the creek.

The Second Vatican Council Essay -- essays research papers

The Second Vatican Council The Second Vatican Council, or Vatican II as it is often called, was an Ecumenical Council, (which means it affected the worldwide Christian community) of the Roman Catholic Church. It began on October 11, 1962 under, Pope John XXIII with over two thousand attendants (Hollis 23). The council ended on December 8, 1965, with Pope Paul VI presiding over the council due to the death of Pope John XXIII in 1963. The council consisted of four different sessions convening in the fall of the four years during which the council took place. Topics discussed and debated throughout the council were issues concerning the church, the liturgy, revelation and scripture, and the clergy.   Ã‚  Ã‚  Ã‚  Ã‚  The general sessions of the council would begin in late September or early October, and end in late November or early December. Special committees met during the remainder of the year to examine and assemble the previous work, and make preparations for the following session. The first session began on October 11, 1962 and ended on December 8, 1962 (Hollis 35). Issues that were deliberated on during this session were liturgy, revelation, the Eastern churches, and communication. After the first session successfully came to a close, planning for the next session came to a standstill when Pope John XXIII died on June 3, 1963 (Hollis 36). After the new pope, Pope Paul XI, was elected, he quickly declared that the council would continue. The second session began on Septemb...

Alejandro Quiroz Essay

1. What were two major influences on German Baroque music? How did these factors influence the music? The German Baroque bow and Baroque organ. They both gave the music a new kind of sound that is still represented in the music today. 2. How did music differ before and after Bach? Almost everyone in the piano-playing world would agree that his compositions are light-years ahead of his time, harmonically speaking. He introduced unexpected chord changes of which some were considered blasphemous because it was written for a formal choir. 3. How have the performances of Baroque music changed (in terms of tempo, balance and timbre) from the Baroque period to today? When compared to â€Å"classical† performances, modern performances of Baroque music typically use a slower tempi, a similar balance (although recording studios can disrupt the natural balance sometimes, by pushing the harpsichord into the background) and a flatter timbre due to the instruments used in modern times 4. What is a Baroque spirit when playing music? Baroque spirit expresses enthusiasm. 5. At the bottom of the page that discusses Baroque music performance, there are some examples of music that you can listen to. These examples often use different instruments than we are used to hearing today. What are some of these instruments? How is the sound of the music different than what we might hear today? They use instruments such as harpsichords, lots of violins, and clavichord. People today still sometimes use violins but the beats and instruments sound very different then what we hear today. 6. Who was Arcangelo Corelli? What are some of his contributions to classical music? Corelli was an Italian violinist and composer, Corelli initially he started studying music under a priest in the nearby town of Faenza, and then in Lugo. The style of execution was introduced by Corelli, which is important for violin playing. As the time passed Corelli became a â€Å"iconic point of reference† for other violinist. 7. Who was Gottfried Silbermann? Silbermann and Bach were contemporaries and both of them worked together as colleagues and friends, both of them shared an interest and advanced knowledge of acoustics as applied to the voicing and location of organs. In their later years they would work again on the escapement mechanism for first fortepianos, Silbermann would receive the title of honorary court and state organ builder to the king of Poland and the duke of Saxony at Dresden, probably the most famous aspect of Silbermann’s instruments is their distinctive sound. 8. After listening to some of the music samples, how would you describe Baroque music to someone who had not heard it before? Choose at least one piece of music to discuss in detail. What instruments do you think the work uses? Who composed the work? What does the work sound like?

Discrimination and Social Care

1 M2,D1 Unit 2 Equality diversity and rights in health and social care M2 Assess the influence of a recent national policy initiative promoting anti discriminatory practice D1 Evaluate the success of a recent initiative in promoting anti-discriminatory practice In this criterion there will be an assessment on a recent national policy initiative and the way it promotes anti- discriminatory practice in health and social care. Individual’s rights within a health and social care setting include having access to services and medication.Services should not unlawfully discriminate service users due to their race, gender, disability, religion, belief, or sexuality. Another right of an individual within health and social care is being treated with respect and dignity. No matter what the persons circumstances are when using health or social care services they should always be treated fairly and with respect defiantly if they are in a vulnerable state. Communication is also another right of an individual.Every health and social care setting should have trained professionals who know how to convey effective communication to avoid assumptions and discrimination. As the patients or service users should feel comfortable talking to the staff and know what is happening to them or further plans. For example in a hospital setting once a patient has come out of a big operation a staff member should be able to effectively communicate with them and inform them of all the information that is needed to be given to them.Translators should also be part of any health and social care organisations or easily contacted. All the rights of individuals are included within the Humans Right Act (1998) and they should be applied to the fullest with no contradictory. National policy initiatives National policy initiatives are Laws put together by society rather than the government. They reduce and sometimes stop marginalisation and promote the rights of individuals, whilst meeting their nee ds.The promotion of anti-discriminatory practice is done through the national policies by targeting areas where it is needed. For example the Human Rights Act (1998) and the Disability Discrimination Act (2005), both address anti-discriminatory practice in different ways by ensuring that individuals are treated with respect and dignity and all there other rights are received 2 when being supported by health and social care settings. Every Child Matters (2003) The national policy initiative that will be assessed is Every Child Matters (2003).The aim of this national initiative is to extend services to improve children's life chances and help them with life time problems. This policy highlights the need for services, including schools and social workers and health professionals to work more closely to protect and support the needs and rights of all children. Eight-year old Victoria Climbie died from hypothermia on 25 February 2000 after months of sustained abuse at the hands of her fo ster-carer and Great Aunt, MarieTherese Kouao and her partner Carl John Manning.Victoria visited health and social care settings many times during her being abused and she was complete discharged with no member of staff questioning her marks on her arms and legs and how she broke her leg. Also due to her race she had dark skin colour and therefor bruising was not as apparent. The poor 8 year old went through complete torture and abuse for many years of her life and the health and social care services failed her so many times.Following Victoria’s death, the Home Office and the Department of Health invited Lord Laming who is very well known to work with social services and child protection came to a conclusion that there had been to many deaths of young children who have suffered abuse and completely been neglected by the health and social care services. Lord Laming’s report stated that Victoria’s death had been entirely preventable 12 key occasions were identifie d where services could have successfully interfered to prevent Victoria coming to further harm.The 12 key occasions missed consisted of poor decision-making support for front line workers; and failure to share information within and between agencies. This is where multi agency working became more well-known and the every child matters policy (2003) was released with all the enquiries of lord laming which mainly consisted of the services working as a team and making sure that the health and social care settings make sure all assessments are done thoroughly.The Every Child Matters Policy (2003) was formed through lord lammings enquiries and was closely related to the Children’s Act (2004). Through lord lamming this policy and legislation are able to protect children like Vitoria Climbie and the other cases such as Baby P. The Every Child Matters Policy (2003) promotes anti 3 discriminatory practice in many ways but the five main aspects are the: healthiness Stay safe Enjoy and Achieve Make a positive contribution Achieve economic wellbeing The first assessment of this national initiative policy is the development of healthy lifestyles in children.The holistic approach is used in promoting health to adolescents and children as the following are looked at: physical, sexual health, exercise, controlling personal stress and having self-esteem. Mental and emotional health are two that are very important in promoting anti discriminatory practice within health and social care as they both are the main focus to what influences an individual’s behaviour and well-being. The next assessment is the safety of children this policy provides. The every child matters policy helps in ensuring that children stay safe from harm.For example abuse in any form including discrimination, marginalization and disempowerment. This also includes all health and social care settings to make sure they follow the child protection legislation and criminal records bureau (CRB) check s for all staff in health and social care setting as they work with the most vulnerable of people. Protecting young people from bullying, harassment and other forms of discrimination is vital as it can have major effects on the child’s future life.Around 1 in 2 children are effected by bulling during school and do unfortunately under achieve and sometimes even turn to suicide (bullying statistics 2009: online). The child matter policy help in promoting anti discriminatory practice in health and social care organisations to keep a clear understanding on how to stop bulling and train staffs in following legislations, policies and procedures to help and reduce forms of bullying and harassment within all different aspect sexual, physical or verbal. Achieving economic well-being is also included in this policy.It also helps in promoting anti –discrimination by helping children grow good teamwork qualities that will stop them from not only discriminating but also stop others from discriminating. The influence of this policy allows settings like schools to prepare children for the skills and knowledge needed for employment and for living economically independently. It also helps children in developing self- confidence again 4 promoting anti -discrimination as the person being discriminated at can build a good relationship with themselves to prevent them from being effected by the discrimination which could lead to low self- esteem and isolation.This assessment proves to have very positive outcomes on young children as it helps them be trained for the bigger world and allows them to see how they can get good carers and be financially competent. It also includes allowing children to be able to access opportunities for work experience and work-based learning to help them again for the future. On another assessment the child matter policy also includes the importance of children enjoying education and training, and the extent to which children make progress with regard to their learning and their personal development.The influence of this aspect has major promotions to anti-discrimination as it educates children in understanding the wrongness of discrimination and how it is unacceptable in society. This also helps children in later life to have a better quality life as the children will feel as though they have achieved something and this can stop children in underachieving schools to simply by making sure that they are enjoying their lessons. This also reduces abscesses and overall improves assessment levels.Teaching children to safeguard them from abuse and neglect can also have a very positive outlook as it is very unfortunate that t not all abuse are recognised and does not stop them either for example the baby p case. Also according child help 2012: online about 30% of abused and neglected children will later abuse their own children, continuing the horrible cycle of abuse. This is the reason to prompting ways children have to ps ychologically overcome the battle of abuse. Also anti-discrimination can be promoted through a wide curriculum including in teaching children in many different cultures religions value and beliefs.Education is a major promotion in anti-discrimination and health and social care settings can support it by allowing staff to be open mind when approaching children in whatever they do. For example when a teacher is to teach a lesson they should make it fun and exciting that will help the learner be more positive about what they are being taught and actually enjoy it. Advocacy this is usually for the most vulnerable of people therefore this policy uses advocacy to makes sure that the rights of children are given to them in any circumstance.However the advocate needs to make sure they do not start to 5 talk and express themselves through their prospects but rather the individuals. This is also part of being an empathetic professional. Many children do need advocates as they are sometimes un aware of the issues going on around them. For example if a child is experiences discrimination from a teacher they may not see it as discrimination and not do anything about this is where an advocate can help. Advocates can also help children to be involved in planning their care and support with regards to their wishes, hopes and dreams.Every health and social care setting needs to have in place policies and procedures that are followed one by the legislation or acts. All health and social care professionals need to abide by the policies and procedures of the organisation to make sure they meet their role in the appropriate way by following the regulations. The every child matters policy does promote this in there regulations and support every employer in doing so. This is done through efficient training and experience. This is part of the professional’s rights to be allowed to have the training that they may need during their practice.This assessment does not only link with the ever child matters policy but all the other national policy initiatives. It has a great influence on the service users as the policies and procedures are mainly made for their benefits and safeguarding the individuals within the practice. The final assessment on the every child matters policy is the promotion of children’s welfare. This is linked to ant discrimination in many ways as it looks at ensuring every child has an equal opportunity no matter where they are from to achieve the best possible development they can.Some children may have been deprived of opportunities and assistance in early life due to their background or money issues within the family. This policy helps in problems like that and provide free services for people who cannot afford it also the promotion of anti-discrimination is done through this by allowing a whole range of different children from different ethnicities, religions and overall values come together to gain the same skills and experience s that can be used latter in their adult lives. D1 in evaluating the every child matters policy there are many strengths and weaknesses.Evan though it is a document from the government green paper there are still improvements made. 6 A strength of the every child matters policy is being able to promote antidiscrimination is through clear learner centred development strategies. A central aim of education in citizenship and personal development is to enable pupils ‘to become more self-confident and responsible in and beyond the classroom. For example behaving in a polite and respectful manner and also picking up litter. This is a promotion of anti-discriminatory practice as young children are taught on how to respect and care for people.For example telling the children that every race, religion and age is the same and they should all respect each other. Also this is strength in implementing anti-discriminatory practice as citizenship lessons educate children in very important li fe skills such as political and public life. it also educates children in situations where they are vulnerable to abuse and how to get help quickly and safely. For example a stranger taking a teenage girl out to a meal is one of the first steps to rape or even gang rape.Education is the strength seen in the lesson provided for students called citizenship as Hannah Richardson a reporter on BBC news states that there are chances of citizenship lessons to become non-mandatory however it has proven to be a great lesson and made some students truly flourish (2010: online) Strength of the Every Child Matters policy is that it also provided a good initial advice and guidance through this policy. Another strength that links to the citizenship lessons is the wide range of curriculum enhancement activities for learners.For example educational visits in and out of the country, musical art at lunch times similar to sports and extra curriculum activates such as work experience and working enterp rise day are all good ways in promoting anti-discriminatory practice within schools as it again educates students on a wide range of ideas rather than what they just read from text books. For example taking student to Auschwitz in Poland to learn the horrifies of the concentration camps rather than reading it from a text book allows them to see how far discrimination went and how it killed up to 4. million people according to The nizkor project (2011: online) Allowing students to experience and see rather then read and hear can make them more passionate about the whole subject. For example world war 2. A third strength of the Every Child Matters Policy in promoting anti discriminatory practice in health and social care is the different health and social care services 7 working together. Also known as multi agency working. Multi-agency working provides benefits for children, young people and families because they receive tailormade support in the most efficient way.The main positive parts in multi-agency working that help in promoting antidiscriminatory is through early identification and intervention which would have again helped previous cases such as Victoria Climbie and baby P. Easier or quicker access to services or expertise is another part of what makes the multi-agency working more sufficient and can save children from situations in time to spear their lives. This also promotes anti-discrimination as it does not marginalise children in poverty it is an overall strategy to help all children.Overall multi-agency work creates a better quality of service whether the child is using the hospital; dentist or a social worker the different agencies and professionals putting their work together gives a higher chance of the child being in safe hands. However there is also weakness seen in multi-agency work that differ the effects of promoting anti discriminatory practice. For example challenges for workers of creating new professional identities in the growing com munities Of practice in other words professionals become confused in where they stand within the agency.This can cause negative behaviour and in some cases lead to discriminatory practice completely defeating the purpose of promoting anti discriminatory practice. For example if hospital agency joins with a social care agency there may be tension between what each member of staff is eligible to say to the rest of the group and where they are higher than the social workers as there manager or below them. Another weakness of, multi-agency work is the professionals background and form of language.As many health and social care professionals use jargon that suits there profession for example medical jargon for move a limb or some other body part away from the midline of the body would be abduction and ABG – arterial blood gas reading. Certain abbreviation can cause difficulties in promoting anti discriminatory practice in the setting as other agencies may feel that they are not be ing told in full of the case. For example social workers may not understand medical jargon and therefore feel that there agency is being left out and not considered.Weakness seen of the education stream the every child policy enquires went there where positive but there also stands negative or weakness that where seen. Evan 8 though Ofsted did believe that the curriculum was boosted by citizenship OFSTED (2012: online) some students felt that they did not want to do the subject as they had heard most of it before. As an eight-year-old said recently, â€Å"It‘s so boring when they keep telling you that making the world a better place means picking up litter and not killing whales‘. BBC News (2012 online) again anti-discrimination is not seen to be prompted if the pupils feel that they do not want to do citizenship as it will benefit them in the least possible way. Also this will lead to an effect of discrimination known as disempowerment as the children may feel they are not given a choice in what they want to and do not want to learn. Overall this criterion has shown the assessments and evaluations of a national policy initiative which is the every child matters policy (2003) that are mostly linked to the Human Right Act (1998).The practices mentioned are very important to be fulfilled in a child’s life for them to have a positive outcome in the adult life. The Human Right Act is the central for health and social care settings. As employers need to be aware of them in any situation to protect all patients and service users of health and social care. Bibliography Edexcel (2011) Unit 2 (online) available at: www. edexcel. com/Pages/Home. aspx accessed 13/02/2012 Stretch. B and Whitehouse. M (2010) Edexcel health and social care level 3 Essex person education limited.Accessed 15/02/2012 Department of education (2012) every child matters: change for children (online) available at: www. education. gov. uk/publications/standard/publicationdetail/ page1/ DfES/1081/2004 accessed 13/02/2012 The Excellence Gateway Treasury (2012) Every Child Matters (ECM) (online) available at: http://archive. excellencegateway. org. uk/page. aspx? o=167914 accessed 12/02/2012 Sen Help advice and info (2011) Every Child Matters (online) available at: www. specialneedshelp. co. k/about-every-child-matters accessed 13/02/2012 Bullying statistics (2009) welcome to bullying statistics (online) available at: 9 www. bullyingstatistics. org/ accessed 13/02/2012 NSPCC (2011) statistics (online) available at: www. nspcc. org. uk/inform/research/ statistics/statistics_wda48748. html accessed 14/02/2012 BBC News (2003) Victoria Climbie: chain of neglects (online) available at: http:// news. bbc. co. uk/1/hi/uk/2700427. stm accessed 14/02/2012 BBC new (2010) teachers fear for future citizenship lessons. (Online) available at: online www. bbc. co. uk/news/education-11502537 accessed 14/02/2012 10