History of Hong Kong Art Village

(Eng. Summary) andrew lam (The section â€Å"History of Oil Street Architecture† was published in Hong Kong Economic Journal 2000-03-27) The First Stage – â€Å"The Oil Street† Period During the 17 months from August 1998 to the end of 1999, the Government Property Agency rented an abandoned governmental building at Oil Street, North Point to architects, designers, photographers, individual artists and art groups at a rental rate as low as HK$ 2. 5 / square ft. It gradually served as the nurturing ground for art education, creative industries and various kinds of exhibitions and performances. 3 large-scale art and culture festivals have taken place in the Art Village. More than 100 exhibitions and performances, which attracted more than 30,000 audiences, have been held throughout the year. The nature of activities were diverse to include theatre work, dance, folk art, ink painting, calligraphy, installation, photography, sculpture, painting, multi-media, video ar t, digital art, architecture, fashion design, performance art and music concert.The Oil Street Art Village was a cultivated space, which fostered local economies, creative industries and international art and cultural exchange activities. It attracted creative and enthusiastic individuals to involve and to arouse the interest of local and overseas press. The total area of the Oil Street building was 125,000 square ft. The gross floor area was estimated to be 160,000 square ft. 33 art groups and workshops, and more than 100 artists were stationed in the Art Village; while more than 721 artists and 3,000 art group members involved in various activities (it is approximately 30% of HK art field).More than 60,000 square ft. area served as performing space, rehearsal room, working area, and storage. The abandoned property was positively activated. In that short period of time, the art and culture industry built up a good partnership with the SAR government: the Art Village was recognized and supported by HKADC. In 98-99, the Planning Department pointed out that Oil Street Art Village was a successful model for land use transferral. All of the above prove that HK citizens urgently need the full support of the government to assist running a non-governmental and independent art village.It serves as a window and an opportunity for local art and cultural workers to showcase the power of creative culture. This is the gateway to develop Hong Kong into the brand new â€Å"art and cultural centre† in Asia, and to raise the image of HK in the global level. In 2000, the SAR government planned to sell the land through auction. Various units in the Art Village moved out and the land has been abandoned until today. Not only was the Oil Street Art Village destroyed, but the SAR government also lost nearly HK$ 10,000,000 of rental income since 2000.The Second Stage – â€Å"Cheung Sha Wan Warehouse† & Old Kai Tak Aiport Period The ex-slaughterhouse in Cheung Sha Wan and the ex-Kai Tak Airport Office Tower was temporarily let to Oil Street Art Village by the Government Property Agency. However, the space provided was not suitable for artistic activities. Many workshops and art groups such as 1aspace, Videotage, On and On Theatre, Zuni Icosahedron/Z+ etc. retreated or their activities suspended. Such a â€Å"hybernated† situation lasted for at least 1 and a half years. During the period, some art studio was transferred to Old Kai TatAirport venue and the studio of Tsui Pui Wan had organized an installation, which attracted wide public participation. The Third Stage – To Kwa Wan â€Å"Cattle Depot Artist Village† (CDAV) Period In July 2001, the Government Property Agency rented a renovated government property, the ex-quarantine station for animals (63 Ma Tau Kok Road, To Kwa Wan) to individual art groups and artists. Most of the architecture in the station is heritage. Some are over 100 years old. Units and Cultural activ ities in CDAV The total area of CDAV is 7,394. 93 square metres.It has 19 stationed art groups: Zuni Icosehedron, Ngau Pang Shue Sue Yuen, Artist Commune 63 Museum, Videotage, 1aspace, Frog King Museum, (szOf)-Tsui Pui Wan, Wee Design, Photo China. CC, Cut_N_try Workshop, Billy & Suzies, Tim Tsz Workshop, Possive Null Workshop, Kum Chi Keung Workshop, Steve Cheung-Work Zone, 2/3 Studio, N4 and so forth. Main publications in these two years include: â€Å"E+E† by Ngau Pang Sue Yuen,†¦. and many exhibition catalogues. Significant exhibitions held included â€Å"Tree. Man†: Danny Yung Solo Exhibition Tree Man in 2003, CADV held large-scale art festival, such as Cattle Depot Summer Days & Nights Arts Festival 2003.The studio zero O fish organized Summer Workshop 02, etc. The Book Festival was co-organized by Zuni Ngau Pang Sue Yuen and 1aspace with participation of 22 cultural organizations. It attracted more than 20,000 local citizens and book lovers. The Artist Comm une has also organized many societal and cultural exchange programs. In the future, the CDAV will develop as a non-profit making charity (NGO). We are also planning to make the best use of spaces in the village as a platform for experimenting civil art education and creative cultural industries, and as a channel to consolidate different social sectors and governmental departments.The CDAV will be the new fountainhead of Hong Kong culture, and it will foreshadow and set an example to evaluate the idea of the operation of the proposed West Kowloon Cultural District. City globalization and synchronization bring about the building of skyscrapers, highways, airports, etc†¦ Organizing international biennial, triennial, exposition and other great cultural events become inevitable in internationalization. The CDAV has long been a localized phenomenon, we pose the questions of globalization versus regionalism. In reality, there are 4 alternative spaces and 15 independent studios in the CDAV.For the past 2 years, they actively organized a great many of individual programs. They also organized joint events like community workshops and territory-wide art festivals. This proposal will present open studio project to create A CONCEPTUAL ‘COMPUTER HUB’ WHICH RE-UNIFIES THE WHOLE CDAV AGAIN. [1] The Experiment The Hong Kong CDAV is not a conventional museum for cultural display. It is an alternative space: a 7,394 sq meters art village with visual art and theatre group, big companies and individual studios living in symbiosis.In reality there are dreams and conflicts, expectations and competitions. Urgency and stability are side by side. In meeting this global event, the proposed CDAV project will not be a fabrication of un-real situation. In preparing for the exhibition, no pre-fabricated unit or exhibition system will be re-assembled in another site for exhibition. The studios of the CDAV is like ‘A MICROSCOPE’. It helps the international audie nce TO UNCOVER A WORLD OF ADVENTURE, EXPERIMENTATION, DISCOVERY AND WONDERS in the CDAV. There is NO GLASS OR INSTRUMENT USED TO MAGNIFY OR DISTORT FACT AND REALITY.Every object has to be viewed in actual size! Like the Berlin Biennale 2004, The CDAV studios portray reality and the CDAV artists provide such a visual excursion with a LIFE MANUAL. They themselves are the best exhibition documents and interpreters. BEYOND THE FRAME WE PROVIDE A NEW SPACE WHICH EXTENDS THE CONVENTIONAL PHYSICAL & CONCEPTUAL BOUNDARY OF AN EXHIBITION WITHIN THE ALREADY-EXISTING AND DEFINED AREA OF STUDIOS IN THE CDAV. The artists working in the CDAV studios take the opportunity to develop creative dialogue and exchange with the international curators and artists.The CDTV project will be in an interesting dialogue by using site-specific studio works showing artistic development from initial stage to final production, from conceptual building to theory formulation, from pre-exhibition studio discourse to p ost-exhibition debate. (  ¦ ) 2000-03-27 2004-06 (1999? ) (2003-2006) (1999) 1999? 11? 9? , , , > 006 2> 007 3> 007 4> 015 5> 016 6> 021 : 023 025 046 : †¦ , , , , (3? ) (1? ) (6? ); (2? ) (1? ) 1? , , , , , ; , , ; , , , , , , 2 , , , , : , , , , , , , , , ; , , , , , 1990? , ( ), , , , , , , , , , [2] , , , , , , , 2. 75 15 , 12? 5 , 31? , 6 Kwok and Cho Z+? Workzone Raymond Lau? Wong Chi Fei? Lily & Workshop? Qwert & Parallax Workshop? Xtreme Creative? Michael Chan Architects? James Wong & Andrew Lam? Vivian Lam? Ashley Hempsall? Tom Tong? May + Ling?Rensis Ho? Bone Wong Tim? Billy and Suzie? Edge? 1a Ringo Tang? 31 721? , 3? , 100 , 30,000 , , , [3] , , , , , , , : 1. , ( : )? 2. 2a , , , ,? 2b , : , , , , , ( ) , , ( , 2,000? , ) : , , 180 , (? ) (? ) (? ) (? ) (? ) (? (? ) , , , , , , ; , , , , , ; , , , , , , , , , , , 1A , Z+ , , , , , , , , , (C? D? ), , , , , , (Machine Aesthetic) , , , , , ,? 1998? 8 16 2. 75? 1 , 16 , 12? 5 , 30? , 6 , , , , 2000 , , : , 12? 15 , , , , 1998 , , , , , 98 , , , 1893 12 , [4] , , Victoria Regata Club , , , , [5], (E. M. Hazeland) [6], 1908? 3? 21 (Sir Frederick Lugard) ; , , , (Club House), , , , , , ; , , , , , , , , ; , 19 (Arts & Crafts Movement) [7]; , (1905? ) (1913? ) (1915? ) , , , , [8]1965? , – 1992? 10? , 1999? 11 , , , 1939 1964 1939 , 1950 941 , , , : i) 1969 (DYN1XB1B), , 1969? ; ii) 1945-64? 1:2,400 (HKR. S. No. 846(320)-D & S No. 1, Plan 1), A ,B ? C , , A 1964 1969 ; iii) 1950 :, , ( ), (B? ) , 50 ; iv) 50,000 , 1945? 50? , , 1950 v) 1939 , , , (Kellet Island) , , , 39 50 ,? 10 , ; vi) 1939? 103 , : 1939? 4? 26 , 16 , , 1939? ; vii) , C Z+ 1939 , , ; , , , , , , , , , Messrs Kin Lee & Co. , , (C? D? , , , , , (Machine Aesthetic)? , , , , , , ; , , ; , ; , , , ; , , , , ; , , ; , , , , , , , , 98 , , , , , , , , ,! , , ; , , , , , , , 100 , 20,000, , , , , , , ; , , , , , , , , , , , , , , : 1) 2) 98 80% , 97 5%? 3) 15% , , ; , , / / 97 2% 6% , 18% 23%, 15% 18% , [9] , , , , , , , ; , (Marginal Utility) : , , , , , , , , , : , , , , , , , , , , , , , , / , , , , / , , , , , , , , , , , , , , , , , , , , , – , :1) ( );2) ( ;3) ( )4) ( ) , ( , , , , , , , , ( ) , – 1. , 2. , , , 3. , , , , 4. , , , 5. , , , 6. , , / , , / , , 1. ( ) 2. ( ) 3. ( ) , , 4. ( ) 5. / / / ( ) / / , 6. / ( ) / / 7. / ( , ) , 8. ( ) , 9. ( ) 10. E & M? , ( ) ? 11. ( ) 12. ( ) ? 13. , ( ) ? 14. ( ) 15. ( ) ? 16. ( ) ? 17. ( ) 18. ( ) 19. ( ) ? 20. ( ) , , , , : 1. 2. , 3. , , 4. , ;? ii , , , , , : 1. , 2. , 2a , , , : ,? 2b , 1) : , , , , , , ?P. S. 1. , ; [10] , , , / , , , , , 1. : 1a , ;? 1b , , , , , , , ,! :1) , , ; , , ;2) , , , , , , , , , ;3) , ;4) , , ;5) , , , 2. : , (? ) / : , / , , , : 7A ( ) Dr. Morhard, Juergen, Consul of German Consulate (Hong Kon g)? Dr. Sacker, director of Goethe-Institute(Hong Kong)? Oscar Ho, exhibition director of HK Arts Centre? Renee Chan, art and design programme designer, HKU-Space? Ben Sumner, senior lecturer of APA? Chartered Society of Designers?Caroloine Cheng, director of The Pottery Workshop? Lam Yuen Mei? Gary Mak Sing Hei, associate director of Broadway Cinematheque? Cheng Wai Lau, manager of Theatre Ensemble? Irene Ngan, Program Manager of Goethe-Institut? Ip Yuk Yiu, Lecturer of City University? Linda Lai, assistant professor of SCM, City University? Nancy Tong, assistant professor of City University? Cheung Kai Sun, art director of Zebra Consultant? Simon Queeans, publisher of BC Magazine? Leung Chi Fan, vice-president of Hong Kong Society For Education In Art? Hung Chin Lu, director of Studio 22 Ltd.? Leong Ka Tai, director of Camera 22 Ltd.?Golden Cheetah Company? Wong Leung Sek Rupert, chairman of Hue Art Association? Shum Ka Chun, art dirctor of ICON? Wong Chack Kie, Associate Professo r of the Chinese University of Hong Kong? Li Chak Man, project manager of Yew Chung Education Foundation? Siu King Chung, assistant professor of HK Polytechnic University? Tang Shu Wing, artistic director of No Man Land Limited? Tsang Wai Yi Catherine Lau Lui Wai Kei Lam Wai Kit? Lau Chung Hang? Kelvin Tsang? Louisanna Chan? Steve Choi? William Thomas Dixon? Pegsi K C Wong? Betty Hung? Yik Fei? Natashia Ting Clorie Ng? Fanny Lam? Lau Mei Yee? May Fung? Yanpi Kwan Pui Yan?Wong Shun Kit? Hilary Binks John Thompson Chan Chui Hing, Nose? Mo-yung Yuk Lin Helen Leung Jenny Lam Chi Ling? Lichtenstein, Frederic? Vivian Chan Sau Han? Lee Kit Wai John Yip? Chan Tze Ming Liu Yuen Hung Jacqueline? Sandra L. Walters? Winton non Marsalis? Clarence Tsui Borezee? Blaise Lam Kam Ying? Wong Fung Ming? Tam Shiu Wah Hillman? Norris Ng? Lesley Chan Yan Yan,? Woo Vivian Cheng? Wai Kwan? Alice Chu? Cherie, Cheng Shui Che? Chan Wai Fun Dovas? Lau Wing Yin, Nataue? Kum Chi Keung? Tina Chan? Charles Lam? Mar ia Leung? Wei Peh Ti? Wong Hao An Alanie? Wong Gi Wai, Gigi? Winnie Lau? Paul Kember? Julita Lui Y. E.?Juliana Wong? Peter K. Ho? Jan Chu? Pamela Hoy So Ching? Quentin Fong Bryan Lay? Liu Ying Kei Carol? Robert Orien? Freddie Chan? Rachel Lee? Fornia Chan Siu Yim? Beryl Yau? Mimi Tung? Frank Yeung? Kearen Pang Yuri? Ng Lilian Chan : The Australian Network For Art and Technology? Artspace Visual Arts Centre, Sydney? Chinese Art News Magazine? Marina Grzinic, Fund For Video Art? Griffith Artworks, Griffith University, Australia? Videobrasil Festival, Brazil? Mike Stubbs, director of Hull Time Based Art, UK? Mike Leggett, Australia? Chang Young-Hae, Seoul?Wolf Kahlen, Germany? Evangelo Costadimas? Uwe Buchler, Werleitz? Gesellschaft, Germany? Steve Hawley, UK? Trevor Batten, Amsterdam? Veronica Needa? core member of Yellow Earth Theatre(London),†¦ : ( ) 1. 1. 1. , , , , , , , , , , , 2. 118? , 27 , ,? 27? , 10 ; (9? ) (8? ) (? 7? ), (6? ) (? 5? ) (4? ) 3 , 2 27 , 10? , 4? , , , , , (3? ) (1? ) (6? ); (2? ) (1? ) 1? , , , 2002 1 , [11] 3. , : ,†¦ , , [12] , , :?†¦Ã¢â‚¬ ¦ ( ) , – [13] 4. , , , , , , , ,†¦ 5. , : ; , ; , , , , , [14] 2. 1. 2. 1. 1 : (Alliance of Artists' Communities AAC) (Artists Communities: A Directory of Residencies in the United States Offering Time and Space for Creativity) , 70 2. : , , , , 50% , , , , 4%? , : . (American Academy in Rome)[15] . (The Corporation of Yaddo)[16] . (The MacDowell Colony, Inc. )[17] 70 80 , 80 ; , , ( ) , , , , , , , , , , , , , , 3. : , (Artist’s House) , , , (Kunsterhaus)[18]? [19], : A: 20 B: 10-19? C: 4-9? D: 1-3? , 70 , 4-9 C ,? 40% A B D , 20%? , , , : , , , , , A? , , C 4. : , 20A , , 2? , B , 14? B , , 2 , 4-9 C , , , C , , , D , 14? , , , C , : , , , , , , , , , , 5. : , , [20] | | | | | | | | | | | | | | | | | | | | | | | | | | | | |A |12 |86% |0 |0 |1 |7% |0 |0 |1 |7% |0 |0 | |B |10 |72% |2 |14% |1 |7% |0 |0 |1 |7% |0 |0 | |C |18 |64% |2 |7% |3 |11% |2 |7% |1 |4% |2 |7% | |D |8 |58% |2 |14% |0 |0 |2 |14% |2 |14% |0 |0 | | |48 |69% |6 |9% |5 |7% |4 |5% |5 |7% |2 |7% | |? (1): , (69%) (9%) (7%) (7%) (5%) , 7% , (? A? D :86%? 72%? 4%? 58%) , , , , , , 2. 1. 6 : , ,? 72% 24%, , 4% , P. S. 1 I. S. P , , , , , , , , P. S. 1 , , :†¦Ã¢â‚¬ ¦ , , , : , , , , [21] , , , , , , , (Conservatoire du Littorale), , , , , , , [22] , , , ; , , , , , , 7. : 1. : , , , , , : 2. 2. (i) 1) : , , ; , , 80%? (2) : , , ,†¦Ã¢â‚¬ ¦? , 80% , , , , , , 2. 2. (ii) (1) : 93% – , , ? (2) : , , , , : , , 71%? (3) : , , 39%? 2. 2. (iii) (1) : 29%? 2) : 26%? (3) : 23%? (4) : – , , , 4%? , , , 2. 3 A : 2. 3. 1 , A , , , , 3%? , , , , , ; , 2. : 70 , , : i) : , ii) : , , iii) : , , 97% 2? , Art Farm? Bemis Center for Contemporary Arts, , 3% , South Florida Art Center, 4 , ,? 9%? , , , ,

Physician-Assisted Suicide (PAS)

Why would anyone consider Physician-Assisted Suicide (PAS)? It’s a scenario that’s seen all too often—a chronically ill woman is suffering in severe excruciating pain daily and feels like she’s become a burden to her family, a lonely man is suffering with a life-limiting illness and has no family to offer any care or support to him. These individuals have lost their independence and feel like they have no quality of life left to live. Great strides have been made to improve end-of-life care through palliative care and hospice programs, but sometimes that’s just not enough. In America, the care that is offered to the elderly and the chronically ill is less than ideal. Statistics show that an estimated 40-70% of patients die in pain and another 50-60% die feeling shortness of breath. Ninety percent of the nursing homes where patients go to receive 24-hour nursing care are seriously understaffed. Patients who are home and have care provided by family o ften feel like they are a burden on their caregivers. The cost of hiring in-home caregivers support is not covered by Medicare or state and federal Medicaid systems. Caregivers often suffer from physical, emotional, financial, psychological and social strain. A person may feel as if they have lost all control of their life when they suffer from chronic and life-limiting illnesses. The body isn’t doing what it should and there is no way to stop it.Therefore, a person my feel like they can regain some control through Physician-Assisted Suicide (PAS). If they can’t control the illness, they can at least control the way they die. Suffering has always been a part of human existence. Since the beginning of medicine there have been requests made to end this suffering by means of physician-assisted suicide.Physician-assisted suicide is when a patient voluntarily choses to terminate their own life by the administration of a legal substance with the assistance of a physician eit her directly or indirectly. The patient is provided a medical means and/or knowledge to commit suicide by a physician. The life-ending act is performed by the patient and not the physician. Recent studies show that approximately 57% of physicians practicing today have received a request for physician-assisted suicide in some form or  another.There are many alternatives to PAS that exist. Unrelieved physical suffering may have been greater in the past, but now modern medicine has more knowledge and skills to relieve suffering than ever before. If all patients had access to careful assessment and optimal symptom control and supportive care, palliative care specialists believe that most patients with life-threatening illnesses suffering could be sufficiently reduced to eliminate their desire for a quick death. When the patient’s desire prevails, there are other available avenues to relieve the suffering and avoid prolonging life against their wishes. The driving force behind p atients seeking physician-assisted suicide is quality of life.In October 1997, physician-assisted suicide became legal in the state of Oregon. By the end of the year 2000, approximately 70 people had utilized the physician-assisted suicide law to end their lives. One hundred percent of these cases reported that individuals were not able to take care for themselves and make their own decisions and loss of autonomy. Eighty-six percent of these cases reported that individuals were suffering from loss of dignity and the ability to participate in enjoyable activities.Currently, physician-assisted suicide is legal in Oregon, Washington, Vermont and Montana. Oregon was the first to pass the Death with Dignity Act in 1997. The requirements for attending/prescribing or consulting with a physician to write a prescription are listed in the following table. Washington followed suit passing the Death with Dignity Act in 2008, and Montana passed the Rights of Terminally III Act in 2009.Table 1. S afeguards and Guidelines in the Oregon Act1. Requires the patient give a fully informed, voluntary decision. 2. Applies only to the last 6 months of the patient’s life. 3. Makes it mandatory that a second opinion by a qualified physician be given that the patient has fewer than 6 months to live. 4. Requires two oral requests by the patient.5. Requires a written request by the patient. 6. Allows cancellation of the request at any time. 7. Makes it mandatory that a 15-day waiting period occurs after the first oral request. 8. Makes it mandatory that 48-hours (2 days) elapse after the patient makes a written request to receive the medication. 9. Punishes anyone who uses coercion on a patient to use the Act. 10. Provides for psychological counseling if either of the patient’s physicians thinks the patient needs counseling. 11. Recommends the patient inform his/her next of kin.12. Excludes nonresidents of Oregon from taking part. 13. Mandates participating physicians are li censed in Oregon. 14. Mandates Health Division Review. 15. Does not authorize mercy killing or active euthanasia. Source: Compassion & Choices of Oregon, 2009b.Physician-assisted suicide is illegal in Canada. In the Netherlands, it is legal under certain circumstances, and the right to choose physician-assisted suicide remains highly favored. Physician-assisted suicide is also illegal in the United Kingdom. They currently focus on palliative care. Under strictly defined regulations, physician-assisted suicide is legal in the following countries: Australia, Columbia, and Japan. The legalization of physician-assisted suicide remains controversial.The topic periodically comes up for intense attention. Organized medicine agrees on two principles: 1. Physicians have an obligation to relieve pain and suffering and to promote the dignity of dying patients in their care. 2. The principle of patient bodily integrity requires that physicians must respect patients’ competent decisions t o forgo life-sustaining treatment. There are four main points argued against the acceptance and legalization of physician-assisted suicide along with their counter argument. Improved Access to Hospice and Palliative CareWith quality end-of-life care being made available through hospice and palliative care programs, there is no reason for anyone to seek physician-assisted suicide. In the United States, there are over 4,500 hospice agencies. Millions of people don’t have access to the hospice agencies because of the restrictions on funding and the inflexibility of the Medicare Hospice Benefit requiring patients to have a life expectancy of six  months or less. Counter argument: Rare cases of persistent and untreatable suffering will still exist even with improved access to quality end-of-life care. Hospice and palliative care aren’t always sufficient to treat severe suffering. Limits on Patient AutonomyPhysician-assisted suicide requires the assistance of another perso n. In the opinion of Bouvia vs. Superior Court, â€Å"the right to dies is an integral part of our right to control our own destinies so long as the rights of others are not affected,† was determined. Our society threatens physician-assisted suicide by worsening the value of human life. The sanctity of life is the responsibility of society to preserve it. Counter argument: Physicians who are requested to help to end a patients’ life have the right to decline on the basis of conscientious objection. The â€Å"Slippery Slope† to Social DepravityThere is concern to the opposition to physician-assisted suicide being allowed with euthanasia not too far behind. Without the consent of individuals in physical handicap, the elderly, the demented, the individuals with mental illness, and the homeless, there is a slippery slope toward euthanasia without the consent of the individuals is deemed â€Å"useless† by society. Counter argument: The â€Å"slippery slopeâ⠂¬  would not be allowed to happen within our highly cultured societies. Violation of the Hippocratic OathThe Hippocratic Oath states that a physician’s obligation is primum non nocere, â€Å"first, do no harm.† The direct contrast to that is physician-assisted suicide, where killing a patient is deliberately regarded as harm. Counter argument: According to an individual patient’s needs, the Hippocratic Oath should not be interpreted. Alternatives to Physician-Assisted SuicideThose opposing to physician-assisted suicide argue that there are legal and morally ethical alternatives to assisted death. Patients have the right to refuse any further medical treatments that may prolong the death, including the medications. Counter argument: Life-sustaining measures to live and  still suffer are not relied on by some patients. Withholding life-sustaining treatments would only prolong suffering for these patients. Another argument is that patients can, and often do, de cide to stop eating and drinking to speed up their death. Within one to three weeks afterwards, the death will usually occur, and it would be reported as a â€Å"good death.†Counter argument: One to three weeks of intense suffering is too much for any one person to have to put up with. This debate has yet to see any final resolution. Physician-assisted suicide may become more of a reality in our society because of the undercurrent of public support. The United States Supreme Court handed down two cases central to physician-assisted suicide in 1997: Vacco vs. Quill and Gregoire vs. Glucksberg. In both case, it was determined that there was no constitutional right on the grounds of equal protection or personal liberty to the physician-assisted suicide. Both constitutional history and the Western Civilization trends were argued by the court and generally worked against reading the Constitution that way.The court was sensitive in its decision to the prospect of unintended and unw anted consequences that might follow the recognition of a Constitutional right to physician-assisted suicide. However, it was never said that physician-assisted suicide would ever be legitimate. It was concluded that the states of the Union could decide the matter for themselves. Requests for physician-assisted suicide should be taken very seriously. Responses to these requests should be compassionate and immediate. There are six steps that should physicians should take when responding to requests for physician-assisted suicides: Step 1: Clarify the RequestStep 2: Determine the Root Causes Step 3: Affirm Your Commitment to Care for the Patient Step 4: Address the Root Causes of the Request Step 5: Educate the Patient About Legal Alternatives for Comfort and Control Step 6: Seek Counseling from Trusted Colleagues and AdvisorsStep 1: Clarify the RequestThe physician should talk to the patient about what suffering means to them. Determine if their point of view can be defined. Listen c arefully to their request paying specific attention to the nature of the request. Calmly ask questions to extract the specifics of their request and why they’re  requesting such help. Ask directed and detailed questions to learn whether the patient is imagining an unlikely or preventable future. Listen to the patient’s answers with sympathy but not as if you’re endorsing their request to their perception of what they consider to be a worthless life. The physician must be fully aware of his or her own biases in order to effectively respond to the patient’s needs. If the idea of suicide is offensive to the physician, the patient may feel his or her disapprobation and worry about abandonment.Step 2: Determine the Root CausesThe physician needs to assess the patient’s underlying causes for requesting physician-assisted suicide. The patient’s request may be a failure of the physician in addressing the needs of the patient. The attributes of suf fering should be focused on: physical, psychological, social, spiritual, and practical concerns. The physician should evaluate to see if the patient is having some type of clinical depression or common fear about their future outlook. The patient may be worrying about suffering with pain or other symptoms, loss of control or independence, a sense of abandonment, loneliness, indignity, a loss of their self-image, or being a burden to someone.Step 3: Affirm Your Commitment to Care for the PatientThe fear of abandonment is often felt in patients as they face the end-of-life. They want to be assured that someone will be with them at this time in their life. The physician should listen to and acknowledge the feelings and fears that the patient may express. They should commit to helping the patient find answers to their concerns. The physician should commit to the patient as well as the patient’s family and anyone who is close to the patient that they will continue to be the patien t’s physician until their life has ended.Step 4: Address the Root Causes of the RequestA patient’s request for a quick death is caused by some type of suffering on their behalf. They physician should discuss with the patient their health care preferences and goals. Alternative approaches or services should be discussed at this time with the patient. The physician should be able to determine if supportive counseling is needed for the patient.Step 5: Educate the Patient about Legal Alternatives for Control and ComfortPatients often have misconceptions about the benefits of requesting physician-assisted suicide. They may not be aware of the emotional effort that goes into planning for physician-assisted suicide. They also may not be aware of the emotional strain on family and friends. The physician should discuss the legal alternatives to physician-assisted suicide.The legal alternatives include refusal of treatment, withdrawal of treatment, declining oral intake, and end -of-life sedation. The patient should be made aware that they have a right to decline or consent to any treatment or hospitalization, but that their declining of treatment will not affect their ability to receive high quality end-of-life care. The patient should also be made aware that they have the right to stop any treatment at any time including the stopping of any fluids or nutrition.Patients suffering with unbearable and unmanageable pain may be approaching their last days or hours of life, and the only option available to them is end-of-life sedation. Before the end-of-life sedation should be considered for a patient, the attending physician and members of the health care team should know that all available therapies were tried. This option has to be agreed upon with the patient and their families with the patient have the final say so if they are capable of making the decision for themselves.Step 6: Consult with ColleaguesPhysician-assisted suicide requests are the most chall enging situations that physicians have to face in their practice of medicine. The physicians often hesitate to involve others in these situations for reasons about personal issues being raised, convictions about the inappropriateness of talking about death and concerns about the legal implications of the situation. The personal, ethical and legal ramifications for physician-assisted suicides should be supported by a trusted colleague or advisor of the physician. The trusted colleague could be a mentor, peer, religious advisor, or ethics consultants.Support may also come from nurses, social workers, chaplains, or other members involved in the care of the patient. Physician-assisted suicide requests should be a sign to the physician that a patient’s needs are not being met and that further evaluation is needed to identify the elements contributing to the patient’s suffering. Unfortunately, there is no easy answer to the question of physician-assisted suicide. Patients ha ve  the right to withhold and withdraw life-sustaining procedures. Patients also have the right to receive powerful medication for pain relief and sedation. Physicians who oppose physician-assisted suicide do not always have to prescribe lethal medication.

Executive report (Management of Information System) Assignment

Executive report (Management of Information System) - Assignment Example The report focuses on the facts that have been taken into account by Global Bike Inc in their expansion to the overseas. This will be helpful in their expansion to the developing and the developed countries of Asia. The Management Information Systems have been worked out excellently by Global Bike Inc and the operations that are conducted are satisfactory in other countries. This marks the fact that it will have no problem in its expansion to the Asian countries taking into account the network infrastructure that will be developed by the necessary investments that might be needed in different countries. The Strategic Information System Planning will ensure that the system is not only comprehensive but also much formalized to the extent that is needed. The customer relationship will be maintained in the same standard way as it is in other countries in which Global Bike Inc is operating. ... Introduction Global Bike Inc is a world class bicycle company that serves both the professional and the ‘prosumer’ in not only the off road racing but also in touring. The company’s primary focus is on the quality, the toughness and the performance that it promises to deliver. In all its time in history to date, Global Bike Inc has been able to deliver innovative high performance bicycles continuously to the most demanding riders in the world. (Magal, 2011). Strengths Awareness of the brand name amongst the customers. Known for high-performance. The operations of Global Bike Inc are global. Excellent relationship with the suppliers of the company. Research and Development facilities. Company focuses on innovation in its products. A larger product line with the company offering different products in order to make the customers feel more comfortable when riding their bicycles. Maintaining a complete and updated information system helps the company to promptly act on any change in the environment. Maintaining IT Systems gives the company an edge over the competitors that it may have in the market. Weaknesses The company is not able to measure the future analysis with great accuracy. Lack of the established manufacturing capabilities in the Asian market. The company relies a lot on the existing suppliers for its production. Increased number of competitors in the Asian markets. Lower establishment of IT in rural areas. The billing plans are usually complex. The external threats to the Information Technology due to the threats of hacking, viruses and malfunctions. (Garcia, 2002) IT Infrastructure The infrastructure that is designed for IT consists of the physical hardware that is used to connect the computers with the customers.

The Alhambra in Granada Term Paper Example | Topics and Well Written Essays - 1250 words

The Alhambra in Granada - Term Paper Example Alhambra in Granada is an important work of Muslim art in Europe that needs to be unfolded. For centuries, it has charmed visitors with its equipped walls, pointed arches, towers, attractive flourishes, carvings, and stunning gardens. The monument in Granada was created in the thirteen century by a Muslim ruler Nasrid Emirs of Granada, Spain (Allsop 2011). The name of the castle was originated from an Arabic  source. The name refers to the fact  that the shade of the towers and walls that enclose  the complete  hill  of are silver in night and  gold in daylight. The given name of Alhambra  has a meaning of  Ã¢â‚¬Å"Red or Crimson Castle† (Fogarty 2007). The dimension of the hill where the Alhambra is situated has a length of 740m (2430 ft). The highest breadth is 205m (574 ft) in width. The monument is based on a large area of 142,000 square meters. Darro is a river which flows from the north and functions to separate the plateau and the Albican district of Grana da (Hernandez et al 2010). The construction of the palace was initiated by the Arabs who were highly impressed by the work of the Romans. This motivated them to expand and add new foundations to roads and cities.  In9th century the construction of Alhambra was subsequently started in Sabika Hill, though it is believed that in Roman times and even before there was not any structure that massive. The Cordova civil war resulted in the taking over of the state by a new Caliph and the first important step that was the movement of the capital from Elvira to Granada. This step was taken in the eleventh century during the time of the Zirid Dynasty. The initiation of the fifteenth century was marked by the occupancy by the Ziries in Alcazaba Cadima, or current castle, situated within the Albayzin region and was made part of King Dar-al-Horra’s Palace. The town of Granada started prospering from the bottom of the hill where initially Jews were settled. Vizier Samuel ibn Naghrela star ted the construction and rebuilt the deserted skeleton situated on the Sabikah Hill and started work on the Alhambra to make it his castle (EdicionesEdilux S.L 2007). In twelfth century the succeeding attacks of Almoravides and Almohades in Granada came to a halt following violent and blood-spattered fights in the  Alcazaba Del Albayzin  and in the castle of Alhambra, which was the safe haven for the Andalusians as well as the Borth African attackers (Allsop 2011). Ahmar ibn Nasir was the initiator of the Nasrid Dynasty. He used to live at the Alcazaba of the Albayzin. Ahmar was highly concerned with regard to the demolished structure of the Alhambra and he decided to rebuilt the palace and use it as his court. Ahmar was aware of the high status of the Alhambra as kings and sultans had used this palace and lived in it. He raised the status of the place and the high ups and the kings of Nasrid Dynasty maintained the trend and the Alhambra was therefore marked to be the residence of the privileged people. The Alhambra maintained its privilege throughout the tenure of the Nasrid Dynasty. The Dynasty eventually came to an end in the fifteenth century (EdicionesEdilux S.L 2007). Some sources believe that there is no evidence to the Alhambra being held as a residence of kings until the thirteen century, but still

Analysis of the FTAA Case Study and the FTAA after Action Reports Essay

Analysis of the FTAA Case Study and the FTAA after Action Reports - Essay Example As the paper stresses, this mission is regarded as the largest joint law enforcement operation in Miami’s history and perhaps the country’s as well. While the operation had its fair share of pitfalls, the FTAA action was overall successful because the Summit went on uninterrupted and thousands of protesters worked out their freedom to free speech. This paper touches on key challenges and their cause, viable solution to such problems, ramification of solutions, and policy recommendation by the county board commissioners. The analysis will focus on the three after Actions reports by the city of Miami PD, and civilian investigate panel report and the independent FTAA review panel. After the end of FTAA summit, it was time to reflect and evaluate the performance the combined law enforcement and identify the challenges experienced. At-least with reference to the after action reports, the challenges arose from the way operation was conducted and were further heightened by aggressive protesters’ tactics. The first two reports however are little biased because they are compiled the two protagonist groups – the law enforcement and the protesters as each party try to blame the other. The independent review panel is the most reliable because it not only involved all parties at arriving conclusions, but also it used interviews or public hearings to identify the real challenges. The key issues included training, organization and deployment, non-unified command, excessive use of force, labor concerns, and communication. Prior to summit, a series of law enforcement training for the FTAA was initiated because of the unprecedented in capacity, concentration and the huge number of command agencies. The Miami Police Department Commander headed this six-month exercise.

Sustainable Communites Essay Example | Topics and Well Written Essays - 500 words

Sustainable Communites - Essay Example â€Å"Perma-culture  is a sustainable method of edible landscaping that minimizes energy and water usage, while  cohousing  is the sharing of common resources by a group of people.† (Horton, 2011) Sustainable communities help in promoting sustainable living, which refers to a lifestyle that leads to reduction in usage of natural resources. The concept generated because it has been believed and is often believed even now, that only manufacturing companies are contributing to the ill health of earth. The truth is, however, otherwise. Individuals on their own cause a lot of pollution and reduce earth’s life. Sustainable communities help individuals learn how they can improve their lives and the lives of their future generation. That is, they are taught how as individuals they can help in sustainable development. For example, Toyota has been working on reducing its carbon foot print. Accodrding to Toyota, 2011, â€Å"Toyota’s culture of shared environmental responsibility has enabled the company’s manufacturing facility to implement 1,700 energy-saving measures over the past five years—resulting in a CO2—emission reduction result of 120,00 0 tons—that’s roughly equivalent to planting 45,000 trees.† I thought to myself what my carbon footprint is. I calculated it and I read different articles that helped me learn how I can reduce my own carbon foot print and help in making earth’s environment better in my own capacity. Moreover, sustainable communities also help in making others aware about sustainable development plus they give a platform for organizations to form partnerships and coalitions and work for the betterment of the environment and people. â€Å"The Stern Review (2006) concluded that climate change presents very serious global risks, and it demands an urgent global response.† (INFED). This means that companies need to work together for a better cause. Some companies like Coco-Cola have been

Personal Statement on Education Essay Example | Topics and Well Written Essays - 750 words

Personal Statement on Education - Essay Example One of the most important lessons I learned during my educational years is the integration of practical and theoretical knowledge. With this kind of perspective, I managed to intertwine learning and development of my character. As Martin Luther King suggests, the goal of true education is the combination of intelligence and character. Intelligence is our ability to gain knowledge and to learn the theoretical information given through school. Character is our personal attitude, perspective, behavior, especially towards other people. It is the way we interact and communicate with other people, whether face to face or not. I agree with King’s perspective about true education. Education is not merely about the theories or knowledge we gain from studying. The intelligence that we develop through our years in school must be combined with the character we developed through the years, as well. For me, education is not merely about learning the theoretical information offered by our pr ofessors and the books we are reading. It is the foundation of learning and personal development. It is not merely memorizing or stocking information in our minds, rather, it is supposed to be our guide in being able to think intensively, critically and creatively. That is the reason colleges do not spoonfeed information, rather, our mentors find ways to force us to think intensively, such as in essay exams, oral exams or even just the finals. Because of our schooling, our formal education, we become equipped not only with knowledge but also a critical way of thinking, which is more essential in facing the hard reality of life once we leave school. We should always remember that it is not always knowledge that will be the basis of our success, rather it is the way we use this knowledge. And so, I strongly agree with King that the goal of true education is the combination of intelligence and character. What is the use of intelligence when we don’t have the right character or a ttitude in life. Thus, this points to what true education is. It is essentially how we put into practice what we have learned through our formal education. It is to strengthen our character based on what we learned and believe in through everything we have gathered through our formal education. That is what true education should bring, not merely information but intelligence and character into one. I realized this even more when I was put in a place wherein I need to practice critical thinking, which is practically what I have been doing in school. It was a choice of what school to go into. I need to determine the pros and cons of leaving one school for the other. The decision I made was not just because of what I know about the school, rather it was about what I believe in. It was more about how I think the school will help me in developing not only my knowledge about things but also my character.  

What are dynamic capabilities and how do they differ from static Essay

What are dynamic capabilities and how do they differ from static capabilities - Essay Example It is basically hands on situation where a problem arise you solve it without having any planned solution in mind. This means that although knowledge may exist in people it can only be expressed within the organisation. As Winter said 'firms are organisations that know how to do things' (Winter, 1988, p.175). Winter is emphasizing the importance of being a part of an organization that is you are most likely to tackle a problem depending on the situation. Tacit knowledge is tough to replicate or imitate. If possible, it can only be transferred through teaching by example, and then this is only the case with knowledge which is observable. Thus this makes an organisational capability into a source of maintaining competitive advantage. Dynamic capabilities, as known today, are a set of specific and identifiable processes such as product development or strategic decision making with expected outcomes. They are detailed, analytic and stable processes for globalized manufacturing companies to continuously improve their performance and gain competitive advantage through establishing new plants and shutting down non-performing units. Thus dynamic capability is "a learned and stable pattern of collective activity through which the organization systematically generates and modifies its operating routines in pursuit of improved effectiveness" (Zollo and Winter, 2002). This proves that dynamic capabilities are procedures and understandings that help organizations to develop more competent practices and search for more efficient technologies, new or improved products and manufacturing process. According to Teece, Pisano and Shuen, many strategy scholars remain doubtful about the value of the concept of "dynamic... Dynamic capabilities, as known today, are a set of specific and identifiable processes such as product development or strategic decision making with expected outcomes. They are detailed, analytic and stable processes for globalized manufacturing companies to continuously improve their performance and gain competitive advantage through establishing new plants and shutting down non-performing units. Thus dynamic capability is â€Å"a learned and stable pattern of collective activity through which the organization systematically generates and modifies its operating routines in pursuit of improved effectiveness†. This proves that dynamic capabilities are procedures and understandings that help organizations to develop more competent practices and search for more efficient technologies, new or improved products, and manufacturing process. According to Teece, Pisano, and Shuen, many strategy scholars remain doubtful about the value of the concept of â€Å"dynamic capabilities.† Though it is seen as a key to competitive advantage, critics rather believe that they are born and not made meaning they are skeptical about them being the intentional genuine option for managers instead. However one can only accept this proposal productive only if it is widely adopted.

AN INTRODUCTION TO INFORMATION AND CYBER SECURITY Thesis

AN INTRODUCTION TO INFORMATION AND CYBER SECURITY - Thesis Example Nessus, on the other hand, is used in more than 75,000 organizations around the globe and it is considered to be one of the world’s most popular vulnerability scanner (Ferguson, n.d.). However, the third version, i.e. version 3, has now been converted to a proprietary license as the scanning engine is still free and updates are also available after a week on a release. When Nessus is incorporated in a large enterprise, most probably, a government organization such as Department of Defense (DOD) networks, it will initiate a port scan and target the defined host or a network. After opening the port, it examines all the services that are running on the system or network and tests all the detected services against vulnerabilities defined in the Nessus vulnerability database (Kim, n.d.). As this tool can develop a testing platform for network resilience, the report generation is very comprehensive that is ideal for large enterprises. As it is an easy remote based vulnerability analysis tool, it can be best suited for large enterprises that are geographically dispersed in more than one continent (Kim, n.d.). Moreover, in an ideal scenario where corporate networks for large organizations contain many client/server architectures, Nessus will detect the clients and the server automatically when connected to the specific network at a specific location (Kim, n.d.). Network security professionals of a large enterprise can customize plugins, as per their requirements, as the tool has its own scripting language for defining methods to test and identify network for vulnerabilities (Kim, n.d.). The tool will penetrate within the corporate network and start scanning anonymous File Transfer Protocol (FTP) and for the client/server architecture, secure socket Layer (SSL) will provide an additional layer of security for report results. However, for false positive detection, a validity check is required on the reports from

Gender segregated schools Essay Example for Free

Gender segregated schools Essay The Benefits and Disadvantages of Single-Sex Education Schools in early 17th century America were fist modeled after English learning institutions after Puritans immigrated over to the English colonies. Originally only rich white males were allowed to attend school to learn how to read and write. In many cases, most parents placed their boys into the nine month long curriculum to keep them out of mischief. For the other three months of the year, students would be released from school during the summer months to lend a hand on their familys arms to help cultivate the land and raise animals. During the summer months, wealthy white girls attended these same schools often taught by a female instructor to learn to read and write. Of the girls who could attend the schools, many were kept at home to be taught the essentials for their future such as cooking, sewing, and the caretaking of babies and toddlers (A Short History). Fast forward one hundred years and the first coeducational schools can be found appearing in the American colonies, primarily the New England area. In these schools the major focus was to teach children how to read, specifically for religious purposes. The likely cause of the integration of boys and girls in schools is thought to be stemmed from growing numbers of female church numbers and the practical requirements of finding enough children to support schools in sparsely populated regions making schools more practical to spread religion (A Short History). After the revolutionary war, American citizens saw that womens education was important and was needed to promote good citizens and great leaders in society. With this state of mind, many private schools opened their doors to coeducation and allowed both boys and girls to attend school together. Until the late 1840s, only rich white boys and girls were allowed to attend schools because there was no government funded schools. That changed when reformers Horance Mann and Henry Barnard succeeded with their efforts to promote a free public school system. This finally allowed all white children to attend schools together for free. The only exception to gender-integrated schools where catholic families who objected the practice of coeducation on moral and religious grounds and that males and females had profoundly different purposes to fulfill (A Short History). Because of this many catholic schools remained segregated y gender. In the early 1900s many schools created classes specifically to prepare boys and girls for their future. Girls were taught home economics and traditionally feminine labor skills, such as secretarial work and or garment-making while boys were educated in industrial arts, bookkeeping, and commercial geography (A Short History). These classes were introduced for the importance of the growing labor market of the time period. In todays society, some parents are faced with placing their children in gender- segregated schools or in public schools to better benefit their children. The problem brains of the two genders learn different subjects at different ages. So, with this, boys or girls have an advantage over each other. The same happens when puberty becomes a factor in adolescence as well as in high school with distractions. On the other side, there are also benefits to public schools such as socialization with the opposite sex and better preparation for the real world. Then there are gender segregated schools that better accommodate teaching methods and times for specific sexes as well as better grades, less competition, and fewer distractions. Again there re bad sides to this too, such as less socializing and less competition to prepare someone for their future Job. With all of these factors, any parent faced with a decision like this will have a hard time figuring out what type of education their child should receive. One of the major arguments people make supporting gender-segregated schools is the fact that boys and girls brains differ in many different aspects. Whether it is an emotional difference or the structure of the brain, one gender will do better in class than the other. In 2007, a team of neuroscientists from the National Institute of Mental Health conducted a study on subjects ranging in age from three to twenty- seven years old both male and female. Their results showed that the occipital lobe of the brain where visual processing is mostly associated with is developed much more rapidly in six to ten year old girls, as opposed to the male brain where this lobe does the majority of its development after fourteen years of age (Novotney). Another major brain difference between the girls and boys is that a girls corpus callosum is twenty- five percent larger than a boys, making girls better at multitasking. A girls prefrontal ortex also develops earlier and larger than that of a boy, making girls better at abstract thinking and thought analysis as well as making better choices between right and wrong (McBride). Meanwhile, the cerebral cortex where mechanical and spatial thinking is conducted is used much more in boys. This results in boys having an easier time learning with movement and pictures as opposed to girls. With these different developed sections of the brain, girls gain an upper hand in classrooms over boys by ways of better listening, sensory memory, and especially reading and writing. However, boys gain an upper hand over girls in math as Leonard Sax a Ph. D. in psychology and author of Why Gender Matters explains: [the] fact that many middle-school boys seem to learn algebra better when you start with numbers, whereas many same-age girls seem to be more engaged if you start with a word problem. For example, if you are teaching equations in multiple variables, the typical 7th-grade boy will do better if you begin by asking If x + 2y = 60, and 2x + y = 90, how do we solve for x and y? But the typical 7th-grade girl will be more engaged if you begin by asking If a sweater and two blouses cost $60, and two sweaters and a louse cost $90, how much does each blouse and each sweater cost? (Sax 15). By splitting boys and girls in school, a teacher can adjust a test to where the two genders of students both benefit from word or equation only math problems. According to Lisa Damour, Co-director of the Center for Research on Girls at Laurel school, a girls day school claims that the benefit of single-sex schools is that they offer the dynamic of having only one sex in the classroom at a time, creating girls class that would not work as effectively in a boys class and vice versa (Novotney). That way boys and girls are taught the same subject at different times in a better gender specified manner. Many studies have statistically shown support towards gender-segregated schools as being better for students in both education and even personality. A study was conducted by researchers from the University of Pennsylvania studying schools in Seoul South Korea that randomly assigned students to either attend a coed or gender-segregated school. In these schools, all students were from different socioeconomic backgrounds. The results of this study found that girls in gender- egregated schools were more likely to attend college after graduation as compared to girls at coeducational schools; the same appeared in boys of both types of schools. Both boys and girls in these gender-segregated schools made higher test scores than coed schools in the same city. In another study conducted by Betta Hannover and her colleague Ursula Kessels found that American girls in girl only schools were more comfortable with physics. The National Foundation for Educational Research in England also supports that boys and girls do better on test scores and overall grades as compared to coed students regardless of background factors. The study also backs up the Hannover and Kessels study by finding that girls at single-sex schools were more likely to take non-traditional courses courses which run against gender stereotypes (Single-Sex). Student grades at single-sex schools could be better than expected by both boys and girls because boys and girls in the single sex schools are more comfortable enrolling in contradicting gender-stereotypical classes, like girls interested in computer science, and boys in art. These classes could seem a bit more difficult for some students bringing their overall grade down a bit even if it is in egard to students in different nations or here in America. Researcher for the Australian Council for Educational Research Cornelius Riordan found that most boys and girls who attend single-sex catholic schools were from lower socioeconomic backgrounds, yet these students obtained better grades than coed students (Single- Sex). This backs the study done by researchers at the University of Pennsylvania, that socioeconomic background does not play a major role on a students grades as thought by many people who oppose single-sex schools. Riordan also found that students in these catholic schools view learning in a more positive manner which ould be another reason as to why students in single-sex schools do much better than coed students. In another study conducted in Jamaica by Marlene Hamilton found that students attending single-sex schools out preformed students in coed schools in almost every subject tested which confirmed the research done in Australia, South Korea, England, and America (Single-Sex). With many studies on students all over the world being consistent, it proves that single-sex schools are better for a students education. Not only do single-sex schools benefit a students education, but their overall focus and character as well. At Thurgood Marshall Elementary School in Seattle, principle Benjamin Wright led the movement of the schools traditional coed classroom setting to single-sex classrooms. Before this transition he would address over thirty misbehaving children a day, eighty percent of which were boys. In regard to the Washington Assessment of Student Learning, the single-sex classrooms, there were on average one or two students sent to the office for misbehavior a day. The boys reading average rose to sixty-six percent while their writing average also went up to fifty-three percent (Single-Sex). All of this was done under the same teachers for boys and girls. At an inner-city high school in Montr ©al who underwent the same type of transition also saw positive results. The number of students skipping class dropped by thirteen percent to Just seven percent. Fifteen percent more of students passed their final exams as opposed to before where sixty- five passed. Finally, the rate of students continuing their education in college doubled what it used to be before the switch. With these consistent positive results, many schools will turn to the idea of following these footsteps and transition to single-sex schools or classrooms to benefit all students in their education and haracter. Although segregating students by gender has its positive results, it also has negative results in students psychologically and socially. New York Times writer Tamar Lewin stresses the strongest argument against single-sex education is that it reduces boys and girls opportunities to work together, and reinforces sex stereotypes (Lewinl). By splitting the two genders apart, students will not know how to properly work together or even communicate with one another. According to the American Psychological Association, school is preparation for the adult life and how oys and girls learn to interact will dictate relationships formed in the workplace (Saunders). As students are separated by gender, they miss vital chances to work with one another and build important social skills. By segregating students, they are missing out on learning those very skills needed outside of school such as an engineering firm where thoughts from multiple engineers take place. A female engineer who spent her entire school life including college in single-sex classes may feel a bit more uncomfortable speaking out her ideas to the male engineers. Not only oes this affect people in the work place, it affects their personal relationships as well, for example, a male trying to meet women to date, becomes much more difficult. If he has spent little or no time communicating with the opposite sex, he may feel shy or awkward. Elizabeth Danish explains: Part of the idea of going to school is to prepare your child for real life when they leave. There is no doubt that the real world is mixed gender rather than single sex and so that means that the best way to do this would be to emulate that in school. Further, learning to talk to members of he opposite sex is a very important skill and one that can leave you at a significant disadvantage if youve never had a chance to practice. By experimenting with relationships now when things are less serious, your child will be better at managing and finding them when they leave (Danish). She also believes that in coed schools students become more understanding of each other and are more open minded of new conditions. Danish then suggests that building a feminine side to men could help them better understand girls and reduce the changes of sexism in schools. The problem with some single-sex schools is that he ideas of men are better than girls or in some cases women are better than men begins to circulate and lowers the self-confidence and self-esteem of some students. Another problem facing single-sex classrooms is lack of trained teachers to What could be done to better benefit students in single-sex schools is to have the two genders attend the same school in different buildings. With this, students could be integrated during lunch hours and for elementary schools even recess. This way the two genders can socialize with one another and not be completely segregated throughout all twelve years of school. This socialization can help prepare boys and girls for life outside and after high school in both work life and relationships with one another. In regards to single-sex classrooms, studies show how boys are encouraged or more engaged in learning subjects can be implemented in teaching methods for specifically boys and vice versa for girls. With this, teachers can know what method of teaching works better so they can use it only for boys and only for girls. The numbers of single-sex schools have been on the rise in the past fifteen years and will continue to go up because they are proving to better benefit students education and personality. However, many advocates believe that the psychological and sociological downsides to this form of education are harmful to students and outweigh the positives.

The Pedagogy Verses Andragogy

The Pedagogy Verses Andragogy Jarvis expanded theory of transformation of the person through learning prepositions an argument for the andragogical model and the way in which adults learn. Given the quality and extent of experiences an adult gains throughout life-span these experiences are shaped and molded by societal roles and tasks, and according to Knowles (1984) will be used as a source of learning. A desire for knowledge or to engage the learning process, often identified as eagerness to learn, is stimulated by experiencing motivating shifts in one developmental task to another or by an important life episode, creating an adjustment in behavior that leads to improvement in some characteristic of our personal being. Laher (2007) indicates that such movement on the individuals development, leads to a alteration from a subject-centered academic orientation to a problem-centered academic orientation to learning, due mainly in response to changing life occurrences. This paper will evaluate 1) the role that social change plays from an a anadragogical approach with adult learners, 2) the responsibility of higher education institutions in facilitating adult education, and 3) briefly discuss a comparison between the role of pedagogy and andragogy approaches. Social Change And Adult Learners In terms of social change and the adult learner several factors are to be carefully considered. These would necessitate attending to social recognition of learners and addressing barriers to the learning process, reaching disadvantaged learners, fostering critical reflection associated with the process and ensuring experiential learning, and preparation for social action and community development. All of these efforts would serve to contribute to the value of college education among adult learners. Mason (2003) notes that one assumption that should be considered is the readiness of learners to be self-directed, self-motivated, and personally resourceful. Those learners experiencing disadvantage or who lack social recognition, or experience inequality as to access to educational opportunities may result in feelings of insecurity or uncertainty when approaching self-directed academics thus resulting in feelings of inadequacy or low self-esteem, borne out by the extent of their disadvantage and the main motivation for learning. Therefore, Merriam, et al. (2007) and her colleagues suggest that empowering learners to act involves a number of tasks. Facilitating an environment for adult learners so that they could create a relationships of equality is key in developing skills needed to contribute to meaningful participation in adult curriculum programming at the university level. Having a role in collegiate democracy such as problem-definition, identification of adult student needs, problem-solving, and decision-making structures and the development of critical reflection allows adult students to become more invested in the educational pro cess and increases personal investment (pp. 23-27) Engagement at this level and the opportunities it provides will increase a sense of academic cohesion, groups of adult learners working to carry out social change actions and individual learners moving into opportunities for engagement that address this populations academic needs will help facilitate learning environments that provide academic experiences upon which adult students can obtain valuable successes, build confidence and reach academic goals. Experiential learning or education also helps adult learners identify their skills and strengths in order to devise progression options, and to become agents of their own learning (Connolly, 2002, p. 7). Such learning then is not only the responsibility of the individual learner, but must have a conduit by which learning is facilitated. The following section of this paper will address the responsibility of the higher education institutions role in adult education and the individual learner. Responsibility of Higher Education Institutions This section of the paper proposes the importance of institutions of higher education role in both providing and facilitating adult education with appropriate curriculum and strategies to enhance the adult learning experience. Higher education institutions goals and objectives could be adjusted to fit the learner and provide maximum opportunity to synthesize existing knowledge with new information by designing curricula that experientially relate to the learners developmental stage. The number of adults entering learning situations later in life is growing due to rapid displacement, advancements in shifts in the job market, technological demands, and movement of employment overseas. Merriam, et al. (2007) and her colleagues indicate that two best predicators of adult participation in a states higher education system were availability of undergraduate education (number of seats available, public and private) and educational attainment of the states adult population (percentage of adults with high school or higher) (p.69). Such responses to a voluntary or involuntary transition in their lives, such as seeking education to maintain current employment or to change careers, has necessitated a return to college for many older adults. It becomes the obligation of higher education institutions to adjust teaching strategies, curriculum, goals, and objectives to promote learning success in adult learners. To promote external social change and to provide optimum learning environments for older adult learners requires adjusting strategies in curricula and delivery of the curriculum. Therefore, the next section of this paper will address the important nature of the adult learner and the origins of the andragogical principles and theory. Pedagogy Verses Andragogy This section of the paper will briefly review insights with regard to the relationship between the pedagogy and andragogy principles and the adult learner. The leading form of teaching in America is pedagogy, or didactic, conventional, or teacher-directed method. A different method in terms of instructing adult learners is andragogy. The purpose of this section is to provide the reader with background information regarding both instructional forms. Pedagogical Assumptions. The pedagogical model of instruction was originally developed from Greek, meaning the art and science of teaching children. In the pedagogical model, the teacher has full responsibility for making decisions about what will be learned, how it will be learned, when it will be learned, and if the material has been learned. Pedagogy, places the student in a submissive role requiring obedience to the teachers instructions. It is based on the assumption that learners need to know only what the teacher teaches them. The result is a teaching and learning methodology that promotes dependency on the instructor (Knowles, 1984). The pedagogical model has been most used method applied equally to the teaching of children and adults and is seen as a contradiction in terms. As Knowles (1984) would suggest The reason this contradiction exists is as adults mature, they become increasingly independent and responsible for their own actions. They are often motivated to learn by a sincere desire to solve immediate problems in their lives. Additionally, they have an increasing need to be self-directing. In many ways the pedagogical model does not account for such developmental changes on the part of adults, and thus produces tension, resentment, and resistance in individuals (Knowles, 1984). According to Ozuah (2005), pedagogical theory emphasized five major points: the lack of experience, dependency (in terms of self concept), external motivation, content oriented learning, and readiness to learn. Due to their relatively short lifetimes, children do not have the opportunity to gain much useful experience from many life events or developmental tasks. As a result, children rely on teacher and/or adult guidance to fill the void and provide the information with predetermined course content, to create a frame of reference upon which to build new learning (Knowles, 1984). Furthermore, what little experience children do have is perceived within their limited cognitive abilities. Other factors of pedagogy are also in opposition to the nature of andragogical principles. Children are dependent upon adults for direction and guidance, in terms of learning, the dependent child looks to teachers for guidance as to learning needs, children are basically externally motivated to reach the goals set, not by them, but by teachers and parents. Berk (2004) insinuates that youth are concrete cognitive operational thinkers and operate in the here and now concept of achievement and notes until they are capable to thinking more in the abstract, they are not able to apply current learning to future experiences. In pedagogical methodology, a childs readiness to learn is driven by measurable achievement goals rather than developmental tasks. As childrens goals are externally pre-determined by teachers and parents, their readiness to learn aligns with adult expectations of them rather than their own. In other words, childrens readiness to learn is highly correlated with content achievement, as is their dependency on teachers to know what it is they need to learn. Imel (1989) suggest that Knowles strongly believed that through a comparison of pedagogical, teacher oriented methodology with andragogical, differences between adults and pre-adults would be clearly evident. Andragogical Assumptions. Andragogy as a system of ideas, concepts, and approaches to adult learning was introduced to adult educators in the United States by Malcolm Knowles. Knowles a professor of adult education at Boston University, introduced the term andragogy which he defined as the art and science of helping adults learn in 1968. By 1980 he suggested the following: . . . andragogy is simply another model of assumptions about adult learners to be used alongside the pedagogical model, thereby providing two alternative models for testing out the assumptions as to their fit with particular situations. Furthermore, the models are probably most useful when seen not as dichotomous but rather as two ends of a spectrum, with a realistic assumption (about learners) in a given situation falling in between the two ends (Knowles, 1980, p. 43 ). The andragogical model as conceived by Knowles is predicated on four basic assumptions about learners, all of which have some relationship to our notions about a learners ability, need, and desire to take responsibility for learning: Their self-concept moves from dependency to independency or self-directedness. They accumulate a reservoir of experiences that can be used as a basis on which to build learning. Their readiness to learn becomes increasingly associated with the developmental tasks of social roles. Their time and curricular perspectives change from postponed to immediacy of application and from subject-centeredness to performance-centeredness (1980, pp. 44-45). The growth and development of andragogy as an alternative model of instruction has helped to improve the teaching of adults. Andragogy as a concept and set of assumptions is a system subdivided into pedagogy (dealing with youth education) and andragogy (concerned with adult education). There is some variety, too, in the application of related terms. Some countries use adult pedagogy, one (the Soviet Union) uses the term auto didactic among others to refer to adult education activities, and a few countries use andragology to refer to andragogical science (Knoll, 1981, p. 92). Outside of North America there actually are two dominant viewpoints: . . . one by which the theoretical framework of adult education is found in pedagogy or its branch, adult pedagogy . . . and the other by which the theoretical framework of adult education is found in andragogy . . . as a relatively independent science that includes a whole system of andragogic disciplines (Savicevic, 1981, p. 88). Knowles (1975) in contrast to child learners suggest that adult learners evolve in the area of self-directed learning. One immediate reason was the emerging evidence that people who take initiative in educational activities seem to learn more and learn things better then what resulted from more passive individuals. He noted a second reason that self-directed learning appears more in tune with our natural process of psychological development (1975, p. 14). Knowles observed that an essential aspect of the maturation process is the development of an ability to take increasing responsibility for life. A third reason was the observation that the many evolving educational innovations (nontraditional programs, Open University, weekend colleges, etc.) throughout the world require that learners assume a heavy responsibility and initiative in their own learning. Summary This paper has provided a review regarding the research on approaches to adult learning in theory and practice. Additionally, consideration was given to role social change has played in adult learning programming and community outreach opportunities for this population. Noted were both success in reaching disadvantaged learners and those under-represented. The review of literature also confirms community education works particularly well for those adult learners who have experienced educational successes in high school and who have access to college courses and affordable course work. However, it is clear that andragogy and Malcolm Knowles have brought considerable attention to the adult education field as a separate field during the past three decades. Applied correctly, the andragogical approach to teaching and learning in the hands of a skilled and dedicated facilitator can make a positive impact on the adult learner. Knowles introduction of andragogy was predicated on four basic assumptions drawn on the learning differences between adults and children. With maturity and age, an individuals self concept becomes less dependent and more self directed while accumulating a wealth of valuable experience that would serve the learner when readiness to learn is reflected. Additionally, Knowles notes that adults seek out learning when appropriate to fulfill societal roles, and orientation to learning represented the skills or knowledge sought to either apply to daily problems in fulfilling the societal roles (Lee, 1998). Finally, learning becomes less subject-oriented and more problem-centered (Lee, 1998). In 1984, Knowles added a fifth assumption that suggested that adults are internally motivated rather than externally motivated, and in 1990 a sixth: the need to know why something must be learned prior to learning it and its justification for being learned (Fall, 1998).

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War. One of the most Terrifying things a Country has to go through. Though it is true that it can sometimes bring freedom most soldiers who survive never return home the same as when they had left. Many of the Soldiers who fought at the battle of Iwo Jima lost their lives on the island. In fact, one soldier said that out of the Seven of the Easy Company soldiers that went in only he, Captain Dave Severance, made it out alive. What was the purpose of this battle? The battle of Iwo Jima was fought between the United States and the Empire of Japan. The invasion of the U.S, otherwise known as "Operation Detachment", happened because of the U.S. wanting to take over the airfield in Iwo Jima. With this airfield the Japanese provided a base for escort planes on their raids with the B29s. Iwo Jima's location was crucial to the United States because it was between Tokyo and the American bomber bases in the Marianas. This was yet another reason why they sparked the battle of Iwo Jima. The Commander of Iwo Jima was General Kuribayashi. He was known throughout Japan as "a genius". His strategy was unique because the Japanese fought the entire battle from underneath the ground. They dug 1,500 rooms through rock which were connected through 16 miles of tunnels. The Japanese also did not plan on surviving. In fact, they found that if they died during battle, it was an honor towards Japan. Trained in the extremely demanding samurai tradition, the Japanese were expected to fight to the last man. And their commander was expected to kill himself, rather than be captured. Kuribayashi had told his troops that each man had to kill at least ten Americans before he went down himself. And at the beginning of the battle, his men were actually killin... ...e island of Iwo Jima. About 6800 U. S. personnel lost their lives in seizing the island from the Japanese; Japanese losses were estimated at more than 21,000. The capture of the island provided American air units with the first base inside the Japanese inner-defense system from which to attack the heart if industrial Japan with medium bombers escorted by fighters. Before the actual invasion on February 19, the island was subjected to air and sea bombing for three months. In spite of the pre-invasion attack, some Japanese were still firmly entrenched in underground fortifications in soft volcanic soil. The Marines secured the island after a month of the most severe fighting in their history. Mount Suribachi, the highest point on the island and an important defense position, was captured on February 23, 1945. The campaign was officially declared ended on March 16th.

Plato :: essays research papers

Plato.   Ã‚  Ã‚  Ã‚  Ã‚  Plato was the best known of all the great Greek philosophers. Plato’s original name was Aristocles, but in his school days he was nicknamed Platon (meaning â€Å"broad†) because of his broad shoulders. Born in Athens circa B.C. 427, Plato saught out political status. But during the Athenian democracy, he did not activly embrace it. Plato devoted his life to Socrates, and became his disciple in B.C. 409. Plato was outraged when Socarates was executed by the Athenian democrats in B.C. 399. He later left Athens convinced democracy wouldn’t make it.   Ã‚  Ã‚  Ã‚  Ã‚  Years after Plato romed the Greek cities in Africa and Italy absorbing philosphical knowledge and then returning to Athens in B.C. 387. There he later created the first University on the ground of famous Greek Academus, which was later called the Academy. He remained at the Academy for the remainder of his life omitting 2 brief periods. He visited Syracuse and Greek Sicily to serve as a tutor for the new king, Dionysis II. Which ended out very badly when the King acted like a king, instead of a philospher. Perhaps Plato’s worse student.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  He later returned to Athens and died in his early 80’s, circa B.C. 347. Plato’s work is argueably the most popular and influential of it’s kind ever published. His most popular work are transcripts, or dialogues between the great Socrates and himself. These dialogues are the basis of our general knowlege between Socrates’ views and Plato’s views.   Ã‚  Ã‚  Ã‚  Ã‚  Plato was much like Socrates, in that he was mostly interested in moral philosophy and overlooked science [natural philosophy]. He considered the natural science as an inferior knowledge, not worthy of his time.   Ã‚  Ã‚  Ã‚  Ã‚  Plato loved mathematics mainly because, back then, it idealized abstractions and seperated from the material world. Plato thought mathematics was the purest form of thoughts, and had nothing to do with everyday life. That doesn’t nessacarily apply to the matters of today. Plato belived in mathematics so much that he sketched a quote above the doorway of the Academy that stated, â€Å"Let no one ignorant of mathematics enter here.†   Ã‚  Ã‚  Ã‚  Ã‚  Plato believed that mathematics, in ideal form, could be applied to the heavens. He expresses this in his dialogue of Timaeus, his scheme of the universe.   Ã‚  Ã‚  Ã‚  Ã‚  In his dialogue Timaeus Plato creates a fictioinal tale of Atlantis to put a

Teenage Abortions

Charlene Mays Professor H. English 1C 23 March 2010 Risk in Teenage Abortions Teenagers should not be allowed to have abortions. There are too many risk; abortions can cause young women infertility, meaning they will not be able to have kids. Young women young women have to deal with extreme fetal pain during an abortion process; there is also the probability that some can die right there on the table and have drastic changes in there hormones. Studies have proven that abortions can lead to an increased chance of breast cancer, Pelvic Inflammatory disease, and the contraction of Viral Hepatitis due to excessive bleeding and complications. We as teenagers also need to learn to grow up and take care of our responsibities Teen abortions is legal in almost every state, although some require parental or guardian permission. Abortion is the prevention of an innocent life, which is allowed without permission in over 20 states. I feel that teenage abortions should be banned from all stats even the ones with parent permission because sometimes a parent can force a child to have an abortion. Many women do not see a problem with abortion because according to them, a fetus is just cells. A fetus is more than just cells, it is a human being. Eighteen days after conception, doctors have detected the unborn child’s beating heart. Forty-five days after conception, brain waves have been detected. By three months, all body systems are present and functioning. All of these things occur in the first trimester and ninety-five percent of abortions are performed during the first trimester. What would you do if you accidentally got a young female pregnant, would you handle your responsibilities, or would you take the easy way out and get the abortion? Each and everyday teenagers all over the world are making the decision of taking the easy way out. Now days the way to bail out of having a child is to get an abortion. then you’ll never have to worry about diapers, and milk. When you handle your responsibilities you get the enjoyment of raising you own and being there for a younger one that will look up to you for the rest of there life. As a teenagers having an abortion can impact your life forever whether you decide to abort or give birth. Most teenagers find them selves in a hard position when a child is on its way of being born. eenagers begin to panic and think of all the things that they will miss out on in life, because of a child being born. Your friends and peers around you will either support you or start to dislike you in terms of your decision to get rid of a living fetus. Once any teenager its not like it can be undone the baby is already dead. All teenagers should take there time and really think about it before they go and get this process done. Abortions can cause young girls to have infertility in there futures. Whether you choose to keep your baby, put the baby up for adoption or have an abortion, hormones run crazy when you are pregnant. As you feel the life inside you start to grow, you become attached to it, or perhaps even angry with this new life. Sometimes teens even try to kill themselves because they don’t want to go though the abortion process. Some parents force teenagers to get abortions so that it doesn’t look bad on them and ruin their daughters lives. Responsibility is a big thing in raising a child without responsibility you find your self wanting to take the unborn life away. The issue of abortion has divided the country. However, there is an issue that we can all come to agree and that is a genuine reluctance of our society to take responsibility. The truth is that the majority of abortions do not occur because of the raping of a woman, incest, or potential loss of the mother's life. So why do they occur so often? They occur because people realize that they do not want to have a child for a number of different reasons from an inability to afford one to the potential change it causes to the female body. Nonetheless, the decision is not made because of the fear of the mother losing her life or any of the predominant explanations for the occurrence of abortions. At the root of the occurrence of so many abortions is the inability of individuals in society to take responsibility for their actions. Bearing children is the natural result of sexual intercourse under favorable conditions, it is not forced upon women by the United States government. I am forced to wonder: If a woman has a history of bad decisions which cause her an unwanted pregnancy, why should our society trust her to take the welfare of the child into account and trust her not make the abortion decision? Still, though it is clear that women have made choices that put them in the position of being pregnant, it is worthwhile to repeat a few reasons why abortion is an abhorrent murder of a baby. When a teenager gets pregnant there young bodies open up to a lot of diseases. They can contract Pelvic Inflammatory Disease, and the contraction of Viral Hepatitis due to excessive bleeding and complications. There is a possibility that teenagers can die on the table or to have drastic fetal pain. During the abortion process teenagers will feel excessive cramping as the excess blood discharges from the body. Teenagers may also contract Bacterial vaginosis which is one of the most common vaginal infections that occur in women today in the United States. Also a teenager can mess up her body by getting abortion that she can have a handicapped newborn in later on wanted pregnancies. Abortion is associated with cervical and uterine damage which may increase the risk of premature delivery, complications of labor and abnormal development of the placenta in later pregnancies. Complications are the leading causes of handicaps among newborns. Compared to women who abort teenagers who abort are two to four times more like to commit suicide. Teens are more likely to have psychological and relationship problems. Studies have shown that the major factors in pregnancy decision making among teens are the attitude of the teens parents, the baby’s father, and friends; the personality of the girl herself. A young girls mind can be messed up, this physical effect may cause her to feel an emotional emptiness she have never felt before. Less frequent side effects include possible heavy or prolong bleeding, blood clots, damage to the cervix and the uterus. Infection due to retain products of conception or infection caused by an STD or bacteria being introduced to the uterus can cause fever, pain. Abdominal tenderness and possibly scared tissue. All extreme things that you can die from. Teen abortion kills an innocent life. You exist because your mother chose to give birth to you. Personally I believe abortion is wrong and is definitely not a decision a teenager should have to make at all. Abortions should be band from society because we all need to grow up and take care of our responsibilities. Yea you might get pregnant, and you might not be ready but that doesn’t give you the right to kill an innocent life. Just think God has sent you down a soon to be beautiful baby, there are a lot of people that are unfortunate and have to adopt. Whether it is physical harm to the body or the religious point of view, there are two many risk with abortions in general.

Media Convergence Essay

What is meant by the term media convergence with regard to technology, and how has it affected everyday life? For technology, media convergence is when different media come together to do a similar task. The poster child for this is the smart phone. Smart phones are used to talk, text, email, social network, school, business, web browsing, and take picture and video. There are things that I’m sure I missed, but the smart phone has become the epicenter of technological convergence. I spend a lot of my time on my phone posting and promoting for my business. I make jewelry, cat pads, and blankets so I make my items, take a picture, post it to my Etsy page, and promote my store with my phone. When I get an order, I get an email to my phone I contact the buyer for details, and take payments all with my phone. With going to school, I need to check up on the forums to read and respond per class requirements. It makes it easy to do my schoolwork when I’m not home at my laptop. I can pull up the reading for the class on my document reader on my phone and catch up while I’m out and about. I have a six month old and I love taking his picture! I take his picture and post it on Facebook, Instagram, and send it to my family. My family lives in another state so I use my phone to do FaceTime with them so we can see each other all the time. The smartphone has made productivity so much easier because it’s all in one place and instant gratification is satisfied. For some people, the smartphone has become a big distraction and a burden. I think that cell phones, in general, have done damage to people’s grammar and spelling. They use shorthand and abbreviations for words and have forgotten the rule of your and you’re because they are using the shorthand ur. It’s sad.

Police Psychology Essay

A number of methods of learning are available. Studies have shown that most people learn best if the information is presented in more than one format. Because the police officers involved in the crisis prevention will eventually be involved in real-life hostage situations, it is very important that they learn the information effectively. The training will involve a forty hour training, which will take place over a work week. The training would involve all staff that would in some way be involved with a hostage crisis. This would include the police who would respond first to the scene, specialists who would be called in, and dispatchers who take the calls for help. The first day of training would be in oral format. The information would include an introduction of the type of crisis and the basics on the type of people who would be involved (nervous, stressed, frightened, volatile people, who need to be handled very carefully), types of situations, potential places and victims. To get involvement experienced police officers would be encouraged to provide insights on real- life situations and the group could problem solve how to respond. The second day would be watching video trainings of actual situations, then having question and answers over how they were handled and the outcomes. The third day the group would be divided into small groups. Each group would be given a situation (domestic disturbance with the father holding the family hostage or five armed gunmen in an elementary school). Each group would decide the best way to handle the situation, and then the entire group would discuss all of the scenarios and discuss how individual situations would be handled differently. They would discuss whether the father would be more likely to become violent or the gunmen in the school, or a disgruntled employee in his former employer’s office. They would then discuss such issues as motive and background to determine which personalities would be more likely to escalate and which could be talked down. The fourth day would involve the legal issues on how to deal with hostage situations and what promises or threats could be made. The issue of homeland security would come about for public buildings and the United States policy on negotiating with terrorists would be an issue for discussion. The fifth day would be putting the information to the test in a simulated hostage situation. Each member of the group would be required to cover his or her job as if it was a real hostage situation. At the end of it debriefing would occur to discuss what went well and what needed improvement. In a case potentially involving members of the police department it would be very important to keep the information about the case among the main investigators of the case. The role of the psychologist in this case would be to retrace the events of the mayor’s last moments. This would involve learning more about the meeting that had taken place between him and the other prominent official. Since this was the last time he had been seen alive it would be important to find out if something about the meeting led to his death. Part of the psychologist’s job would be to find out if any of the police officials might be involved. In addition to this the psychologist would need to support the other investigators when they have to investigate their co-workers and their superiors. Investigating people close to them could be very difficult for the investigators, especially if they should happen to find that some of their colleagues were involved. In the case that there was police involvement in the murder and the investigators became forced to testify against people they have worked with or for it could create new need for the psychologists. In this situation the psychologist would need to provide support for the investigating officers through the investigation and the trial, against the fear of retaliation. Part of this would involve observing the behavior of other officers towards the investigating officers and being aware of changed behavior towards them. The tools needed for the psychologist’s role would include such things as observation skills, client records and profiles. It would require interviewing and record keeping as well as assisting the investigating officers in finding the motive for the murder. In any field effective management is very important and the relationship between management and subordinates is very important. In the police field it is exceptionally important, because not only does the effectiveness of the business depend on a positive relationship, but the very lives of the police officers could be involved. If the management of the police force is not well organized people can be sent on assignments without needed information or equipment, and be injured or killed on the assignment. Strong management needs to be organized and well informed. Management needs to be aware of the details of cases and situations before officers are placed in harms way. Although in police work there is no way to completely avoid danger, the severity and threat can be minimized by appropriate and thought out preparation and training. For a manager to be effective in placing employees in the proper positions and assignments, it is important for the manager to know the employee’s strengths and weaknesses. The psychologist can be helpful in this area by getting to know both the management team and the officers. By studying the personality styles of everyone involved, the psychologist can help match managers with the subordinates who would work best with them in order to make the team more effective. In addition to matching people, the psychologist would be effective in helping management know what assignments and positions would be best for which officers. In time of crisis or after a stressful assignment, the psychologist would be very important in debriefing the staff and minimizing conflicts among staff members.