Ethical Dilemma Nursing Assignment Example | Topics and Well Written Essays - 750 words

Ethical Dilemma Nursing - Assignment Example As doctors, their duty is to save the life of the patients. Moreover, the sanctity of life is an important factor that should be respected by one and all. The second dilemma is the ethical issues involved in the patient’s consent with regard to his treatment. Patient’s autonomy to decide about his medication and his welfare has increasingly become a critical issue within the medical field. Medical paternalism is also a strong issue here. Dr. House is famous for his brilliant but unconventional methods and therefore, his beliefs that he knows more than patients, reveals his paternalistic attitude. Last but not the least important dilemma is that of non-maleficence which dissuades doctors to deliberately harm the patients. These are crucial issues which pose serious challenges for the medical team that is treating Dr. Ezra, especially when they are asked to stop the test and put him to sleep. Answer 2 Dr. House ignores Dr. Ezra’s request for stopping further tests and his demand for euthanasia. The two main ethical principles that can be applied to support Dr. House’s actions are medical beneficence and Kantian’s theory of deontology. The principle of beneficence and non-maleficence are important ethical issues within the medical field that support Dr. House’s actions. ... Kantian’s deontology promotes the concept that the motives of actions always be right and towards the wider benefit of the people (Schneewind, 1990). Acting appropriately at all times, therefore, becomes a key issue that is not concerned with the consequences but the acts which are carried out with good motives. In this case, the House’s major concern was to diagnose the cause of the worsening medical condition of Dr. Ezra. Therefore, his insistence on the tests was aimed at giving relief to Dr. Ezra through diagnosis. House believed that the test would help him to find the cause and equip him with knowledge and information to start the right treatment and correct medication which would help the patient to fully recover. Answer 3 As a nurse, I would not condone Dr. House’s actions mainly because of two ethical principles: the patient has a right to make a decision about his treatment. Patient’s consent is very important that not only shows that he is aware of the pros and con of the treatment and therefore, but his agreement or refusal is also an empowered decision. In this case, Dr. Ezra himself was a renowned medical professional who knew the futility of tests and therefore had asked the team to stop the treatment. Dr. House’s contention that he knows best, defy the basic module of the patient’s autonomy. Furthermore, House was not sure of the diagnosis and all his test were just blind guesses for coming to a definite conclusion. The test could also have an adverse impact on Dr. Ezra’s conditions. Hence, my belief that Dr. House’s actions were not right. Secondly, the utilitarian theory of Bentham proposes that actions should give happiness to the maximum number of people (Rosentand, 2002).  Ã‚  

Reasons Why Federal Government Surpassed State Power Essay

Reasons Why Federal Government Surpassed State Power - Essay Example Local governments are therefore created and regulated by the states, because of the reserved powers of the states: the police power, provision of services to citizens and creation and control of local governments. Police power, however, is everywhere in the state, and to the extent that it substantially has the substantial link to how the local or national government, in general, can remarkably take political control. This is due to the fact that the US is so concerned with its security, which eventually provides the opportunity for the federal government to optimize police power to its advantage to take control of the entire US political system. The next factor lies in the area of providing services to the citizens. In this regard, the federal government has the strong or substantial force to take over the power of the state due to its justification of understanding the real needs or concerns of the people. Finally, considering that the federal government looks forward to the securi ty of the people and the state, it is inevitable fact that it really could have the substantial influence on the creation and control of local government. For this reason, the local governments will have substantial force or influence to dominate in the entire decision-making process or policy implementation of the state. The above points are important justifications or factors that at some point could be relatively considered as the reasons as to why the federal government has surpassed state power and become the dominant power today.

Wine project Essay Example for Free

Wine project Essay Valais is known for its exceptional climate, whereby the mountains stop most of the rainfall, but create ‘foehn’ winds which assists in the late autumn months with the essential ripening process of late varieties of grapes. Almost continuous sunshine for most of the year attributes to hot and dry summers, while winters can be cold and snowy, even on the lower levels of the valley, yet the frost, which is usually the worst enemy of winegrowers, is rare, as the seasons change gradually, not abruptly. Soil Composition Light, well-aerated soil, poor in clay. This warms up rapidly in sunshine but does not retain water very well. The soil composition varies from plot to plot, diversity due to the geological upheavals, which occurred in this region. Type of wine Rose wine Character of the wine Dry, full bodied, typical flinty taste Food harmony (2 dishes) Seared cod with red wine sauce, Sautà ©ed chicken with wild mushroom. Commercial argumentation This beautiful Pinot Noir opens up with very aromatic flavors. It is essential summer wines, easy to drink fresh and fruity. It has a lovely red fruit aromas with the smooth end. Cost sale price 2009 Dà ´le Blanche, Charrat, Verteys Price: 14 Chf. References: Swiss Wine Growers Association. (1994). All About Swiss Wine. Geneva: OFD Communications. artisan-vigneron.ch. (n.d.) Retrieved February 26, 2013, from http://www.artisan-vigneron.ch/vins.html Chà ¢teau Brane-Cantenac Appellation Chà ¢teau Brane-Cantenac Country France Region Bordeaux Sub Region Margaux Village Margaux Estate Vineyard/ Grand cru Brane Cantenac Grape(s) Variety(ies) Cabernet Sauvignon 65%, Merlot 30%, Cabernet Franc 5% Climate conditions Bordeaux has a warm summer and long mile autumns, but suffers plenty of rainfall. In vineyard terms, it is a marginal climate, where grapes need a good site and a good year to ripen fully. Soil Composition Deep gravel from the quaternary era, with white gravel, sand and less clay. Type of wine Bordeaux-style red blend Character of the wine The wine has leafy, blackcurrant aromas a flavorsome but light wine for the vintage. Food harmony (2 dishes) Ratatouille, Roast duck with fig and orange sauce. Commercial argumentation A gorgeous deepest violet color by far that is made from world- quality grapes; Cabernet Sauvignon, Merlot and Cabernet Franc. It will deliver wines of charm and fine texture rather than brute power. It is blend in Bordeaux style, but don’t lack of attentiveness and structure. The wine is aged for eighteen months with the love and care from the wine maker. This wine could be considered as the most sophisticated as the wine is built in a long hue, and still very much on the way to go further. Cost sale price 1988 Chateau Brane-Cantenac, Margaux, France Price Range of 750ml bottle, ex-tax in CHF Average: 85CHF   Ã‚  From: 55CHF   Ã‚  To 120CHF References: Crook, S. (2009). The complete Bordeaux. Great Britain, Octopus publishing group. Wine-searcher.com. (n.d.) Retrived February 26, 2013, from http://www.wine-%09searcher.com/wine-8-1988-chateau-brane-cantenac-margaux-france Chambertin Appellation Chambertin Country France Region Burgundy Sub Region Cà ´te de Nuit Village Gevery-Chambertin Estate Vineyard/ Grand cru Gevery-Chambertin Grand Cru Grape(s) Variety(ies) Pinot Noir Climate conditions Relatively hot, dry summers and cool, crisp winters. Particularly in summer, this climate type brings high diurnal temperature variation, which helps to maintain a balance between natural sugars and acidity in the wines. Soil Composition The soil varies depending on how high up the hillside the vineyard is located. The primary component is limestone, mixed with some clay and flint. The amount of clay decreases in site higher up the hill Type of wine Red wine Character of the wine Chambertin is full, firm and austere at the outset and structured and fleshy, with initial flavor of black fruits, liquorice and coffee beans, mellowing into something rich, concentrated, generous and warm-hearted when they mature. Food harmony (2 dishes) Beef wellington, Cheese soufflà © Commercial argumentation The most prestigious and luxury wine produced from Burgundy, France with the deep colored, full body, smooth and very complex red wine from the world famous Pinot Noir. The wine is made at the northern end of the Cà ´te d’Or, with the rich of soil and perfect amount of sun, these factors render Chambertin to be named as â€Å"King of Wines†. It offers a strong and rigid structure with the hints of black berries fruits, and coffee beans, blended together until reached the top of quality. Chambertin is full of flavor and powerful in aromas that will definitely deliver the pleasure to anyone who taste it. Cost sale price 1988 Domaine Armand Rousseau Pere et Fils Chambertin Grand Cru, Cote de Nuits, France: Price Range of 750ml bottle, ex-tax in CHF Average: 1,083CHF   Ã‚  From: 885CHF   Ã‚  To 1,362CHF References: Anderson, P.J., (2012). About wine. USA, Curio Press. Coates, C., (2008). The wine of Burgundy. University of California Press Wine-search.com. (n.d.) Retrieved February 26, 2013, from http://www.wine-searcher.com/wine-37013-1988-domaine-armand-rousseau-pere-et-fils-chambertin-grand-cru-cote-de-nuits-france Laurent Perrier â€Å"Alaxandra rosà ©Ã¢â‚¬  Appellation Laurent Perrier â€Å"Alaxandra rosà ©Ã¢â‚¬ / Champagne Country France Region Champagne Sub Region NA Village NA Estate Vineyard/ Grand cru Laurent Perrier Grape(s) Variety(ies) Pinot Noir 80%, Chardonnay 20% Climate conditions Champagne is a cold place, at the northern climatic limit of grape growing, a factor that leaves the grapes with low tannins but a particularly fine varietal aroma. Sometimes July and August will be hot, and occasionally September and October will be warm. Soil Composition The prominent soil type is chalk, though this is not always visible in the surface Type of wine Champagne, rosà © Character of the wine A pale salmon pink with an orange tinge. Complex and powerful, the first aromas are reminiscent of strawberry jam. These are followed by floral notes such as rose petal. Lively and crisp, with dominant flavors of red berry fruit such as wild strawberries. Full-bodied, with a velvety texture and a finale showing hints of dried apricots and orange peel. Food harmony (2 dishes) Duck in bilberry sauce, Green salad with Caviar and smoked salad Commercial argumentation A lively rosà © champagne from the world famous Pinot Noir blended with another well-known Chadonnay in a perfect combination. Laurent Perrier â€Å"Alaxandra rosà ©Ã¢â‚¬  reached the top quality to be one of the best rosà © champagnes in the world. The wine offers the flavor of red berries and wild strawberry with the hints of dried apricots and orange zest. It has kept its freshness while building the element of toasty and maturity which renders the taste to be crips, and powerful in aromas. The full-bodied, elegant champagne with a smooth texture and a complex finish will never disappoint anyone. Cost sale price 2004 Laurent-Perrier Grand Siecle Alexandra Rose Millesime, Prestige Cuvee Champagne, France: Price Range of 750ml bottle, ex-tax in CHF†¨Average: 275CHF   Ã‚  From: 275CHF   Ã‚  To 276CHF References: Kolpan, S., Smith B.H., Weiss M. A., (2010). Exploring wine. USA. Willey Press. Wine-searcher.com. (n.d.) Retrieved February 26, 2013, from http://www.wine-searcher.com/wine-16145-2004-laurent-perrier-grand-siecle-alexandra-rose-millesime-prestige-cuvee-champagne-france Lauren-perrier.com. (n.d.) Retrieved February 26, 2013, from http://www.laurent-perrier.com Mondavi private selection Meritage Appellation Monterey County Country USA Region California Sub Region Central coast Village NA Estate Vineyard/ Grand cru NA Grape(s) Variety(ies) 72% Cabernet Sauvignon, 11% Petit Verdot, 8% Malbec, 7% Cabernet Franc, 2% Merlot Climate conditions The 2008 growing season on California’s Central Coast was one of great variety. Flowering was on the late side due to winter drought and a strong frost in late March. Summer temperatures were inconsistent, alternating between cool and excessively hot. Soil Composition Sandy, well-drained soil Type of wine Red wine Character of the wine The wine offers lavish dark plum, black cherry, and blackberry aromas along with a velvety texture and succulent mid-palate flavors. Its finish is impressively long and enhanced by well- integrated tannins. Food harmony (2 dishes) Grilled rib eye with garlic butter, Osso Bucco Commercial argumentation With the brilliant invention of Robert Mondavi, he created the wine with Bordeux style and presented it into a very nice wine. The wine is an amazingly rich with the dark plum color, yet tasteful and easy to drink. It consists of five different Bordeaux red varieties; Cabernet Sauvignon, Petit Verdot, Malbec, Cabernet Franc, and Merlot that were blended in the perfect combination until reaching the same quality as Bordeaux wines. Cost sale price 2008 Robert Mondavi Winery Private Selection Meritage, California, USA Price Range of 750ml bottle, ex-tax in CHF†¨Average: 10CHF   Ã‚  From: 7CHF   Ã‚  To 13CHF References: Kolpan, S., Smith B.H., Weiss M. A., (2010). Exploring wine. USA. Willey Press. Robertmodavi.com. (n.d.) Retrieved February 26, 2013 from http://www.robertmondavi.com/rmps/wines/our_wines/meritage/ Wine-searcher.com. (r.d.) Retrieved February 26, 2013 from http://www.wine-searcher.com/wine-77785-2008-robert-mondavi-winery-private-selection-meritage-california-usa

Superstructure In Marxist Cultural Theory

Superstructure In Marxist Cultural Theory The oft-cited passage from Marxs preface to A Contribution to the Critique of Political Economy in which he states that the economic structure, or base, of society is its real basis, on which arises a legal and political superstructure (source); contains perhaps the most contentious aspects of Marxist theory. The implicit ideas within these few sentences concerning the relationship between the base and the superstructure have excited scrupulous analysis and fervent debate from within the Marxist school of thought and by critics and opponents alike. The passage proclaims that it is upon the economic base that all other institutions, norms and practises are constructed. This perception was confronted by those who suggested that the base and the superstructure were best interpreted as having a reciprocal, dialectical relationship in which the base conditions the superstructure but is in turn affected by it. The metaphor was insufficient for later Marxists, such as Gramsci and Lukacs, wh o represent a shift away from the rigid dichotomy of the classical position by placing focus on the realm of the superstructure through concepts such as hegemony and totality. Further still, there were those who proposed a functional reading of base and superstructure (Cohen). Throughout this narrative, the problems with the relative understanding of base and superstructure have been consistently exposed, either by those who attempt to navigate around them through reformulation, or by those who suggest that they cause the metaphor to collapse. Most notably, the notion that the base determines the superstructure is particularly troubling for many critics. There has been a persistent effort to suggest that the relationship between the base and the superstructure involves an element of economic determinism, which represents the most significant problem due to its simplicity. A second problem is the difficulty of separating the base from the superstructure, and defining what constitutes the relations of production. It is the purpose of this essay to make two assertions. The first is that the troubling cause and effect logic is stubbornly common to all formulations of the model, making both practical and analytical application indefensible. The second uses this as the basis for the suggestion that Marxian claims concerning the relationship between base and superstructure are reductionist and that a multi-dimensional approach that respects ideas of complexity would be preferable. According to Marx, in any given historical epoch men collectively organise to produce the goods and amenities that will ensure their survival. In doing this they enter into class-based social relations independently of their will. The economic base is comprised of the sum total of these socioeconomic relations, termed as the relations of production. The base corresponds, or is conditioned by, the forces of production which we may define as the means at the disposal of the actors involved in said relations. Since the cultural and political superstructure arises upon the economic base, it is therefore the historically specific mode of production that determines and characterises the rest of society social, cultural and political processes, ideas, institutions and so on. As the forces of production advance, through technological innovation for example, strain is placed upon the relations of production. Eventually the base is forced to change and since all other aspects of society are d etermined by the base, the superstructure must accommodate this change through change of its own. The superstructure is said to normalise the antagonism inherent within the class-based social relations since they are expressed through political and legal means, thus preventing the masses from recognising the oppression and exploitation that they are subjected to. This conception is the basis for the wider perspective of cultural materialism, which itself is part of Marxs theory of historical materialism. To quote Plamenatz, If the Marxian theory is to be called materialist, it is because it asserts that it is how men produce what satisfies their needs, which determines the general character of the moral, political and legal order p. 277 It is the suspect way in which Marx states not only that but how (Antonio Gramsci Beyond Marxism and Post-Modernism) base and superstructure are related which shall be the main focus of this essay. Before the problems with the relationship are discussed, it is relevant to briefly outline why such an endeavour is of importance, in light of the argument that the spatial image is a convenient way of discussing society from a methodological and analytical point of view; it is not meant to represent the actual complexity of the real world. (Jakabwski, 1976 quoted in Gramsci new introduction) Whilst it is fair to claim that the base and superstructure metaphor can be a useful analytical tool; it also seems fair to suggest that the validity of the model should be rigorously examined against the complexities of reality. It is only by defining the limits of the metaphor that we can know its ability to shed light on relationships between social phenomena, as Marx claims it can. A central issue of the debate surrounding base and superstructure is what our understanding of determination should be. The inescapable criticism that the base and superstructure metaphor reduces cultural theory to a linear form of economic determinism was prevalent from its very inception (olssen), and I would argue that the persistent, simplistic economic determinist logic is a major problem with the base and superstructure relationship. To focus first on the language of Marxs passage, Marx and Engels could have used moderate terminology to merely suggest that there is a relation between production and social activity. However, as Plamenatz notes, Marx and Engels clearly felt it important to say, as they did so repeatedly, that the character of production determines social life. This is characteristic of much of Marxist theory. That history follows a determinable path in which the changes and developments of society can essentially be predicted is a common theme. There is however m uch rhetoric from both Marx and Engels to defend their position by acknowledging that quote from Gramsci that superstructure influences base). As such most modern scholars do not accept such a determinist perspective. Raymond Williams for example, describes it as being the simplest and most basic understanding of the relationship. (source) It may therefore be contentious to state that Marx was strong in his conviction that there is a specifically determined relationship between base and superstructure in its simplest (Williams) form, since he and Engels both expressed ideas to the contrary (source). However what is clear is the primary status of the base (which is also reflected by the centrality of economics in much of the Marxist canon) and the implication of the secondary or subjugated status of the superstructure. Whether or not Marx intended to allow for the idea of reciprocal influence, it is clear that the metaphor tended ultimately to posit primary or first causes in histori cal motion, which would relegate the rest to a secondary, accidental, contingent, dependent status. (Antonio Gramsci Beyond Marxism and Post-Modernism) It is from this that we may confidently argue that the position of classical Marxism is that which favours economic determinism to a significant enough extent to be subject to scrutiny, despite the neo-Marxist claim that economic determinism is not the intended understanding of the base and superstructure concept. The interpretation of determination between base and superstructure as being reciprocal is a common departure from the simple notion of prefiguration, prediction and control. (Williams) Althusser speaks of the relative autonomy and reciprocal action of the superstructure. (Althusser, cited in Lapsley Westlake 1988: 5) The notion that areas in the superstructure can be relatively distant from the base, and retain a relative autonomy from economic determination is the key feature of the Althusserian understanding of base and superstructure. Shifting emphasis away from the base allows for the interpretation that it is in fact not the economic base that is the basis for society but the superstructure, which exercises autonomous influence, in that it exerts pressures on its own terms. In spite of this, to remain true in part to Marxs original thought, Althusser downgrades the concept of autonomy by stating that there is determination in the last instance by the economy. Hall, influenced by Althusser, cites the variety of language in Marxs description of base and superstructure in The German Ideology which varies from connected with to created by and in its action as to suggest that the relationship between economic and non-economic activities need to be seen as interactive and circular. Williams exertion of pressures. Reformulations of the spatial metaphor such as those outlined above are curious in that they seek to account for variety within the superstructure by assigning the idea of autonomy, yet then retrace their steps in a contrived effort to remain true to the original Marxist doctrine. Althusser, Hall and Williams all nod to the complexity of the superstructure and either explicitly or implicitly acknowledge that deterministic attempts to trace clear causal influence between it and the base is problematic, which seems to be the driving influence in their reformulation of the concept of determination, yet the desire to maintain the primacy of the base is pa radoxical in that it undermines the acknowledgement of a complex, autonomous superstructure by yet again suppressing its autonomy through simple notions of economic practise. This is merely sidestepping the issue and is a fragile (Hirst, On Law and Ideology, London 1979, pp. 75-95) attempt to rescue Marx. If we accept the argument that economic determinism is reductionist, then the circular and reciprocal interpretation may be said to be only partially less simplistic. A second significant problem with the base/superstructure distinction is the inability to theoretically separate the base from the superstructure, and the inferiority of the term relations of production to describe clearly what it is that constitutes the base. If it is unfeasible to overcome these problems, any proposed interpretation of the base and superstructure relationship ought to fail. The debate between G. A. Cohen and John Plamenatz is a useful way of navigating these difficulties. Cohen is a proponent of a functional understanding of the base/superstructure relationship. The argument develops from the idea that the superstructure is constructed as a result of its function, which is to maintain the base. The existence of the superstructure is therefore dependent on its ability to develop social norms and practises that are conducive to the base and provide social stability. As part of this interpretation, Cohen seeks to overcome what he calls the problem of legality, which i s a reassertion of one of the criticisms put forward by John Plamenatz (Karl Marxs Theory of History p.235). As Plamenatz (man and society) notes, detailed analysis of the relations of production reveals that the relations are essentially legal in nature, making the base indistinguishable from the superstructure since the superstructure is supposedly the dominion of legality. Similarly, since the base may only be described normatively, it is difficult to assert the sense in which it is separated from the superstructure, as is indicated by the spatial metaphor. Furthermore, Plamenatz identifies that relations of property are supposedly superstructural, yet have considerable influence over the workings and structure of the economic base. He also states that large sides of social life, such as religion or the sciences, cannot be shown to be derivative of the base. Cohens attempt to overcome this is through a reformulation of the base, an ambition which shares parallels with Williams, c entres on whether or not it is possible to arrive at a conception of the base which excluds any normative involvement from law, morality or politics. He therefore sought to purge the base of normative elements, or seek to identify a rechtsfrei economic structure (Lukes) Cohens non-normative base is built upon the distinction between relations of power, which can exist without superstructural interference, and relations of rights. However, Lukes finds his conception unconvincing. According to Lukes, power relations are based on social and moral senses of duty that must exist before power relations can be established. In summary of the debate Lukes proposes that Cohen fails through his inability to present reference to roles within his rechtsfrei that do not presuppose the existence of rights of some kind. For Lukes, then, there is no viable distinction between base and superstructure, rendering the metaphor useless, urging that it is high time that the distinction be consigned to the scrap heap. If we are to involve Williams urge to reconfigure our understanding of the base as a dynamic force, constantly occupied and defined by human activity, and not take the base as an abstract entity that is not necessarily defined by human action, then we must accept Lukes argument and the collapse of the distinction. Gramscis concept of hegemony and Lukacs of totality represent Marxist conceptions of society that are altogether more holistic and need not necessarily be interpreted in terms of a base and superstructure separation. For Gramsci, the sharp separation between the economic sphere and the political sphere was unsatisfactory, since social relations of civil society interpenetrate with the relations of production. (gramscis political thought p.30) He saw the superstructure as being divided into two parts, political society and civil society and argued that political society organises force, civil society is the organiser of consensus. (Canadian journal) Gramsci asserted that the bourgeoisie maintained control in society through ideology, rather than by economic or coercive means. The norms and values conducive to bourgeois control became entrenched as the limits of common sense of the working class, who were therefore distracted from revolution by falsely interpreting their exploitation a s a common good. Still, it is the bourgeois control of economic production that allows them to become the hegemonic class in civil society. Similarly, for Lukacs, the economist assumption that consciousness and ideology were determined by the economy could not be shown to be so, since crises that developed in the economic sphere were not reflected in the consciousness of individuals (Lukacs history and class consciousness 1923). Gramsci and Lukacs were both attempting to mend Marxism in the area in which they felt was most deficient. Economic determinism, for them, did not privilege an understanding of the vast complexity of the superstructure, which as the realm of consciousness and ideology was greatly important to the cause of initiating historic change. As a model, beyond simply calling this relation dialecticalà ¢Ã¢â€š ¬Ã‚ ¦ it was deficient in examining the multiple ways in which culture and politics or the state produce ideology, authority and power (beyond Marxism and post modernism) They therefore attempted to challenge bourgeois dominance through means that were not strictly economic. While it is more accurate to suggest that the complexity of the superstructure should not be underestimated, in Gramsci and Lukacs ambition to loosen the rigid nature of orthodox Marxism through reformulation, what results is a similarly reductionist or one-dimensional view of society.( The Concept of Cultural Hegemony: Problems and Possibilities T. J. Jackson Lears p.569) A total, holistic view of society will always by nature be insufficient to deeply analyse the variation and complexity of culture, particularly if one seeks to study it through the rather narrow lens of historical materialism, with its association with cause and effect history that has yet to manifest itself. The economic determinism present in the orthodox Marxist interpretation of the relationship between base and superstructure is a problem that is difficult to evade. In attempting to do so most neo reformulations seem hampered in some way, as they seek to transcend the oversimplified nature of the linear perspective but never quite manage to explain or predict the complexity of cultural processes and institutions. The circular interpretation of the relationship is admittedly more attractive than the basic understanding, yet crucially still denies the superstructure the complexity and autonomy that it must be said to have. The work of Gramsci and Lukacs is a significant step forward towards a theory of complexity but is still hampered by the simplicity of seeking to define culture and society through holistic, all-encompassing terms. All formulations seem crude in that they either imply a causal influence strong enough to suggest that the superstructure is mechanically reproduced by th e base, or a causal influence that is not strong enough to strictly retain Marxs original meaning. To overcome this by speaking in terms of the convenience or usefulness of the metaphor as an analytical device seems dangerous to the integrity of the conclusions that may be drawn from it, since it repeatedly has not and cannot stand up to detailed analysis. What should be sought is a view of culture that analyses it without having to refer to a specific agenda, economic or otherwise. It is only by viewing culture on its own terms that we may we hope to go some way to dealing with its complexity.

Nitric Oxide (NO) and the Nervous System Essay -- Medicine Biology Res

Nitric Oxide (NO) and the Nervous System Better known as an environmental hazard, nitric oxide (NO) is produced in combustion engines and contributes to smog and acid rain and has been implicated in the catalytic destruction of the ozone layer (Lancaster;1992). Though NO is the bad-boy of the environment, it’s roles in the body are extremely diverse and in some instances can be deleterious or beneficial depending on the circumstances. NO has been connected with immune function, control of blood pressure and hypertension, impotence and penile erection, septic shock, insulin-dependent diabetes mellitus, and macrophage mediated destruction of oncogenic cells (Young;1993, Stroh;1992). However, its activities in the nervous system may be the most exciting discovery yet for this eclectic molecule (Koshland;1992). Due to NO’s radical structure, it is highly reactive and very short-lived within the body (6-15 sec.) making its detection difficult (Lancaster;1992); as such, it can therefore be synthesized only on demand since radicals are known to disrupt cellular homeostasis. NO is small and uncharged and it rapidly diffuses through cellular membranes from its site of synthesis making it in ideal intercellular paracrine-like messenger or poison (Lancaster;1992). In the body, NO reacts with redox metals such as copper, manganese, or the iron heme-like protein centers, and molecular oxygen forming nitrites and nitrates, the latter constituting the principal manner in which NO is inactivated in vivo (Snyder;1992). The enzyme which synthesizes NO, nitric oxide synthase (NOS), has been cloned and structurally resembles cytochrome P-450 reductase, possessing many sequence homologies and the same physical sites for binding of identic... ... in Cells. American Scientist, 80:248-259, May/June 1992. Murray, R. K., D. K. Granner, P. A. Mayes, and V. W. Rodwell. Nitric Oxide is the Endothelium Derived Relaxation Factor and is Also an Important Compound in the Nervous System. Harper’s Biochemistry, pp 657-658, Appleton & Lange, USA, 1993. Schuman, E. M. and D. V. Madison. A Requirement for the Intercellular Messenger Nitric Oxide in Lone Term Potentiation. Science, 254:1503-1506, Dec. 6, 1991. Snyder, S. H. and D. S. Bredt. Biological Roles of Nitric Oxide. Scientific American, 266:68-71+, May 1992. Snyder, S. H. Nitric Oxide: First in a New Class of Neurotransmitters. Science, 257:494-496, July 24, 1992. Stroh, M. The Root of Impotence: Does Nitric Oxide Hold the Key. Science News, 142:10-11. July 4, 1992. Young, S. The Body’s Vital Poison. New Scientist, 137:36-40, March 13, 1993. Nitric Oxide (NO) and the Nervous System Essay -- Medicine Biology Res Nitric Oxide (NO) and the Nervous System Better known as an environmental hazard, nitric oxide (NO) is produced in combustion engines and contributes to smog and acid rain and has been implicated in the catalytic destruction of the ozone layer (Lancaster;1992). Though NO is the bad-boy of the environment, it’s roles in the body are extremely diverse and in some instances can be deleterious or beneficial depending on the circumstances. NO has been connected with immune function, control of blood pressure and hypertension, impotence and penile erection, septic shock, insulin-dependent diabetes mellitus, and macrophage mediated destruction of oncogenic cells (Young;1993, Stroh;1992). However, its activities in the nervous system may be the most exciting discovery yet for this eclectic molecule (Koshland;1992). Due to NO’s radical structure, it is highly reactive and very short-lived within the body (6-15 sec.) making its detection difficult (Lancaster;1992); as such, it can therefore be synthesized only on demand since radicals are known to disrupt cellular homeostasis. NO is small and uncharged and it rapidly diffuses through cellular membranes from its site of synthesis making it in ideal intercellular paracrine-like messenger or poison (Lancaster;1992). In the body, NO reacts with redox metals such as copper, manganese, or the iron heme-like protein centers, and molecular oxygen forming nitrites and nitrates, the latter constituting the principal manner in which NO is inactivated in vivo (Snyder;1992). The enzyme which synthesizes NO, nitric oxide synthase (NOS), has been cloned and structurally resembles cytochrome P-450 reductase, possessing many sequence homologies and the same physical sites for binding of identic... ... in Cells. American Scientist, 80:248-259, May/June 1992. Murray, R. K., D. K. Granner, P. A. Mayes, and V. W. Rodwell. Nitric Oxide is the Endothelium Derived Relaxation Factor and is Also an Important Compound in the Nervous System. Harper’s Biochemistry, pp 657-658, Appleton & Lange, USA, 1993. Schuman, E. M. and D. V. Madison. A Requirement for the Intercellular Messenger Nitric Oxide in Lone Term Potentiation. Science, 254:1503-1506, Dec. 6, 1991. Snyder, S. H. and D. S. Bredt. Biological Roles of Nitric Oxide. Scientific American, 266:68-71+, May 1992. Snyder, S. H. Nitric Oxide: First in a New Class of Neurotransmitters. Science, 257:494-496, July 24, 1992. Stroh, M. The Root of Impotence: Does Nitric Oxide Hold the Key. Science News, 142:10-11. July 4, 1992. Young, S. The Body’s Vital Poison. New Scientist, 137:36-40, March 13, 1993.

Max webber

This is a study of the bureaucratic characteristics of Turkish elementary and secondary schools Little is known about the organization and foundation of these schools. This study Is d beginning In an effort to develop d body of literature In these schools. Max Weber's (in Gerth ; Mills, 1946) thinking and Hall's (1961) operationalization of bureaucracy form the theoretical foundation for the study.Because the construct of alienation is the main construct that has been studied with relation to bureaucracy, this study also examines the relationships between ureaucracy and sense of power as a measure of alienation. Context Organizations surround us. Bureaucracy Is d blueprint for organlzlng human activities for a desired end. It is a sociological phenomenon that has evolved throughout the history ot clvlllzauon. As a sociological tool It has been used to bulld pyramids, to invade nations, to cure illnesses, to keep criminals incarcerated, to land on Mars, to massacre millions, to educat e. nd so on. It Is the tool of power, an â€Å"effective† device to control and direct human effort and behavior. The bureaucratic theory of Max Weber has been a point of departure for the development and odification of organization structure to Influence the flow of Interrelationships within organizations (Hall, 1963). The degree of bureaucracy in an organization sets the boundaries tor human action. These boundaries that regulate people's treedom have a by-product known as alienation.The construct of alienation has been studied with relation to bureaucracy. It has been demonstrated that people who work in bureaucracies have a limited â€Å"say† In what they do. For good or for evil, bureaucracy is the machinery to control human behavior. What matters is how to use this device without alienating people. chools are one of the forms of bureaucracy where a large portion of our lives is spent Schools prepare youth for bureaucracies. If the schools are the places that prep are people tor bureaucratized lite. hen, the teachers in them are the agents of bureaucracies. If teachers are alienated, society may also be alienated It is possible that certain problems ascribed to bureaucracies can be related to d certain degree of bureaucracy In organizations. All organizations are bureaucratic toa degree. Human lite, even before It begins and after It ends, is in contact with bureaucratic organizations. Organizations will ontinue to dominate and alienate our lives It is worthwhile to understand what bureaucracy Is and what problems are associated with It. ureducracles surround The orlgln ot the Bureaucratic Theory Since translations of Max Weber's works into the English language during the second part of the 1940s, a vast literature on organizations, In general, and on bureaucracy, 1 Of6 In partlcular, nas Deen generated. Max weDer (Ge in favor of bureaucratic organization: argued as Tollows The decisive reason for the advantage of bureaucratic organization ha s always been its purely technical superiority over any form of organization. The fully developed bureaucratic mechanism compares with other organizations exactly as does the machine with the non-mechanical modes of production.Precision, speed, unambiguity, knowledge of files, continuity, discretion, unity, strict subordination, reduction of friction, and of material and personal costs– these are raised to the optimum point in the strictly bureaucratic administration, and especially in its monocratic form. As compared with the collegiate, honorific, and avocation forms of administration, trained bureaucracy is superior on all these points. (p. 214) Max Weber (Etzioni, 1961) listed organizational attributes that when present, constitute the bureaucratic form of organization. 1 A continuous organization of official functions bound by rules. A specific sphere of competence. 3 The organization of offices follows the principal of hierarchy; that is, each lower office is under the control and supervision of a higher one. 4 The rules which regulate the conduct of an office may be technical rules or norms. 5 It is a matter of principle that members of the administrative staff should be completely separated from ownership of the means of production or administration. In order to enhance the organizational freedom, the resources of the organization have to be free of any outside control and the positions cannot be monopolized by any incumbent. 7 Administrative acts, decisions, and any rules are formulated and recorded in writing. (pp. 53-54) Based on the theory developed by Max Weber, researchers used bureaucratic theory as an analytical tool to examine organizational structure. Until the 1960s, case studies were used to assess bureaucratic characteristics of organizations. These studies were called unidimensional approach to the study of organization. Researchers who used the unidimensional approach believed that all characteristics of bureaucracy must be presen t to a high degree in an organization before it can be called a bureaucracy.During the late 1950s this approach was questioned. Researchers started to think that all characteristics of bureaucracy might not be present in an organization at the same time. Some characteristics can be stronger than others. Characteristics could be independent of each other. Bureaucratic characteristics or dimensions could create different configurations of bureaucracies. Since the 1960s, imensional approaches to study bureaucracy have been used. Hall (1961) was among the first to measure bureaucratic dimensions in organizations empirically.Hall (1961) was the first to develop a survey instrument to measure the degree of bureaucratization in organizations. After an extensive literature review, he identified six dimensions of bureaucracy: hierarchy of authority, division of labor, rules and regulations, procedural speclTlcatlons, Impersonallty, ana tecnnlcal competence. HIS instrument (Organizational Inv entory) has 62 items. All dimensions have 10 items xcept for hierarchy of authority, which has 12 items. Modified versions of his instrument have been used in educational settings to assess school bureaucratization.Researchers have added more items to his instrument during modifications. Hall's instrument was first modified by the Canadian researcher, MacKay (1964), to measure six dimensions of bureaucracy in educational settings. In Canada, Robinson (1966), Kolesar (1967) and Punch (1967) continued to use and refine the Mackay's instrument. These Canadian researchers were followed by Anderson (1970), Isherwood ( 1971), and Sousa (1980) in the U. S. Researchers using modified versions of Hall's instrument have consistently found six dimensions of bureaucracy clustered around two overall higher-order dimensions.Hall (1961) warned that one of the six dimensions could be an abureaucratic dimension. He found that the technical 4 competence dimension was inversely correlated with three d imensions. Mackay (1964) and Robinson (1966) also found that the dimensions did not converge under a single overall dimension. Punch (1967) found that six dimensions formed two higher order dimensions. Hierarchy of authority, rules and regulations, procedural pecifications, and impersonality clustered together while division of labor and technical competence clustered together.The higher order dimension formed by the first set of dimensions is a measure of bureaucratization while the higher order dimension formed by the second set of dimensions is a partial measure of professionalism. Isherwood and Hoy (1973) confirmed that Hall's six dimensions cluster under two separate second order dimensions. Purpose The purpose of this study is to explore the utility of Hall's conceptualization of bureaucracy in analyzing the organizational structure of Turkish elementary and econdary schools. Research on educational organizations in Turkey is not as advanced as it is in the western countries.T urkey adopted its centralized ministry system from European nations. No empirical studies were found on structural characteristics of Turkish public schools. Researchers do not have an empirical base to help them understand how organizations function. It is hoped that this study will start a literature base on the subject and provide a tool to assess the organizational structure of schools that is desperately needed in Turkey. Also an empirical llustration from Turkey might provide a useful addition to the literature because the literature on school organizations in developing countries is very limited.Researchers know little about how school bureaucracy functions in other cultures. Questions How are the bureaucratic dimensions of Turkish elementary and secondary schools related? What are the relationships between the bureaucratic dimensions of Turkish elementary schools and the demographic variables? wnat are tne relatlonsnlps Detween tne Dureaucratlc Olmenslons 0T lur s elementary and secondary schools and teachers' sense of power? 5 Definitions Major Variables A bureaucracy is an organizational form designed to accomplish large-scale administrative tasks by systematically coordinating the work of many individuals (Blau, 1956).Hierarchy of authority (HA) is â€Å"the extent to which the locus of decision making is prestructured by the organization†(Hall, 1968, p. 95). Division of labor or specialization (DL) is â€Å"the extent to which work tasks are subdivided by functional specialization within the organization† (Hall, 1968, p. 95). Rule enforcement or rules and regulations (RR) is â€Å"the degree to which the behaviors of organizational members re subject to organizational control† (Hall, 1968; p. 95).Procedural specification (PS) is â€Å"the extent to which organizational members must follow organizationally defined techniques in dealing with situations they encounter† (Hall, 1968, p. 95). Impersonality (IM) is â€Å"the e xtent to which both organizational members and outsiders are treated without regard to individual qualities†(Hall, 1968, p. 95). This dimension has two distinct factors. (1) Friendly climate (CLM) is the degree to which relations in the organization are friendly and warm. (2) Formality (FRM) is the degree to which nteractions among people are formal and free from emotions.The second factor was accepted as the measure of impersonality. The friendliness of the school climate is most likely to be an outcome variable rather than a structural variable. This variable was analyzed separately. Promotions based on technical competence (TC) is â€Å"the extent to which organizationally defined â€Å"universalistic† standards are utilized in the personnel selection and advancement (Hall, 1968, p. 95). Control is the degree to which bureaucratic authority is utilized to regulate teacher behaviors.Expertise is the degree to which professional authority is utilized to regulate teach er Sense of power (SP) is the extent to which a teacher believes he/she is able to influence the course of events in the school that holds significance for him/her (Moeller 1962). 6 Teacher's friendship with school administrators was measured by responses to the statement, † I have a friendship with school administrators outside the school,† on a five-point Likert type scale ranging from 1 = definitely inaccurate to 5 = definitely accurate . Demographic Variables Name of city is the school district where the teacher works.It is operationalized as the name of the township: Karabuk (1), Safranbolu (2), Eflani (3), Eskipazar (4), Yenice (5), and Ovacik (6). Number of sessions is a two-category variable. Teachers were grouped into two categories ( ) teacners wno work at scnools tnat run one sesslon a cay ana teachers who work at schools that run two sessions a day. Level of the school refers to grades in the teacher's school. Teachers in elementary school (K-5) were coded as one, teachers in middle schools (6-8) were coded as two, and teachers in high schools (9-11) were coded as three.Size variables are (1) the number of teachers who are on the payroll of the teacher's school, (2) number of students enrolled in the teacher's school, (3) student-teacher ratio in the teacher's school, (4) number of classrooms in the teacher's school, and (5) number of administrators in the teacher's school. Age of the teacher's school is the number of years passed since the foundation of the school. Urbanization is a three-level categorical variable: teachers who work in urban schools, teachers who work in suburban schools, and teachers who work in rural schools. Urban was coded as one, suburban was coded as two, and rural was coded s three.Occupation of principal's father was a five-level categorical variable: teachers who work under principals whose fathers were farmers (coded 1), teachers who work under principals whose fathers were blue collar workers (coded 2), tea chers who work under principals whose fathers were small business owners (coded 3), teachers who work under principals whose fathers were civil servants (coded 4), and teachers who work under principals whose fathers were professionals (code 5). 7 Sex is the gender of the teacher. Male teachers were coded as one while female teachers were coded two.Socio-economic status of teacher was measured by three variables (1) growing up location of teacher, (2) number of sisters and brothers of teacher, and (3) father's occupation of teacher. The grown-up location of teacher was operationalized as rural (1), town (2), city (3), big city (4), and all (5). Father's occupation was categorized as small business owner (1), civil servant (2), blue-collar worker (3), and farmer (4). Socio economic status of students (SES) is the teacher's principal's perception of students socioeconomic status measured on a five point likert type scale.Principals ere asked to rate students in their school on a five- point scale ranging from very poor (1) to very wealthy (5). Political ties of teachers were measured on a five-point Likert- type scale. Teachers were asked to respond to following statement: â€Å"l know influential people who can help me if I am in trouble in this school. † Response options ranged from definitely inaccurate (1) to definitely accurate (5). Experience of teacher was measured by four variables: (1) age of teacher, (2) total service years of teacher in teaching, (3) total years in administrative positions and (4) ork experience outside teaching.The last variable, the work experience outside teaching, was a categorical variable. Teachers who had work experience outside teaching were assigned one while teachers who did not have work experience outside teaching were assigned two. Overall alienation from work was utilized to cnec tne vallOl ty 0T sense 0T power scale. leacners were asKea to response to tne following question: â€Å"Do you wish your child to pursue a career in teaching? † Those who said â€Å"†yes† were assigned â€Å"two† and those who said â€Å"no† were assigned â€Å"one. † Teacher's birthplace had two possible responses. Those who were born in the province, Karabuk, were assigned a â€Å"two. Those who were born outside the province were assigned a â€Å"one. † Training had three potential responses. Teachers who were not graduated from teacher colleges were assigned a â€Å"one,† teachers who were not graduated from teacher colleges but 8 earned teaching certificate by attending extra training were assigned a â€Å"two,† and regular teachers who were graduated from teacher colleges were assigned a â€Å"three. † Experience of principals had three measures: (1) age of teacher's principal, (2) total ears in administrative positions, and (3) total service years in education sector.These measures were obtained during school visitations. Percentage of male is the percentage of male teachers in teacher's school. Organization of the Study The relevant literature is reviewed in the second chapter. The third chapter deals with instrumentation and methodology. The findings of the pilot study are reported in the fourth chapter. The findings of the research sample are in the fifth chapter. After discussions of findings, recommendations for further research are presented in the sixth chapter.

Independent Study Unit

HRE 4M1: INDEPENDENT STUDY UNIT This -A clear explanation of the issue -various ethical positions in society. (minimum -> 2 opposing positions) -consequences of each position (results of adopting this position) -underlying beliefs of each position (why this position is right) -explain why some positions may be stronger than others -quotes(or paraphrase) from the Catechism of the Catholic Church -includes a mix of at least 4 examples (case studies or questions to stimulate discussion. -any multimedia that enhances the presentation) Students must inform the teacher of needs at least one week before the presentation. Essay:The essay requires the author to adopt a position on the issue (researched for the presentation) and defend it with a logical and well researched argument. The argument should involve principle and practicality. The essay will be 4-5 pages long excluding title page, bibliography etc. A bibliography and referencing must be included or the essay may receive a grade of Z ERO. Topics: 1. Is capital punishment moral or immoral? 2. Is euthanasia moral or immoral? 3. Can child labour ever be ethical? 4. Is there such a thing as a just war? (Just War Theory) 5. What is the general population’s moral responsibility to the poor/homeless? . Can doctor assisted suicide ever be moral? 7. Is genetic engineering in human beings ever moral? 8. Are there any circumstances where abortions are justifiable? 9. Is animal testing moral justifiable? (medical/industrial) 10. Is genetic engineering of plants and animals justifiable? 11. Is stem cell research morally justifiable? 12. Is poverty in developing nations the moral responsibility of developed nations? 13. Is pornography (making/viewing) moral? 14. Is censorship ever morally correct? 15. Is prostitution ever moral? ( legalization of) 16. Is homosexuality a moral issue? (Why do some make it one? 17. Should there be limits on reproductive technology? (IVF) 18. Who is morally culpable for the use of performa nce enhancing drugs in sports? Is this practice justifiable? 19. What is our moral responsibility to the environment? 20. Is surrogacy morally permissible? 21. Is in vitro fertilization morally permissible? 22. Is food consumption a moral issue? (ie. Vegan/vegetarianism) 23. Other topic (rarely approved) Topic Selection: -must provide 3 sources (for websites print a page that demonstrates relevance) (5 Marks) -complete a sheet listing sources and a preliminary thesis. Essay |Presentation | |Outline *15 |Conference | |First Submission * (10) |Note Submission* (30) | |Conference |Presentation * (50) | |Final Submission * (100) | | * for marks Topics and Seminar Dates HRE 4M1-01Period 3/4 |Topic |Student(s) |Date | |1. Capital Punishment | | | |2. Euthanasia | | | |3.Child Labour | | | |4. Just War | | | |5. Resp. to the Poor | | | |6. Doc Assisted Suicide | | | |7. Gen. Eng. Human | | | |8.Abortion | | | |9. Animal Testing | | | |10. Gen. Eng Plant/Animal | | | |11. Stem Cells | | | |12. Poverty Dev. Nations | | | |13.Pornography | | | |14. Censorship | | | |15. Prostitution | | | |16. Sexual Orientation | | | |17. Reproductive Tech. | | | |18. Perf. Enhance drugs | | | |19.Environment | | | |20 Surrogacy | | | |21. In Vitro fertilization | | | |22. Food Supply | | | |22. Other | | | Topics and Seminar DatesHRE 4M1-04Period 6 |Topic |Student(s) |Date | |1.Capital Punishment | | | |2. Euthanasia | | | |3. Child Labour | | | |4. Just War | | | |5. Resp. to the Poor | | | |6.Doc Assisted Suicide | | | |7. Gen. Eng. Human | | | |8. Abortion | | | |9. Animal Testing | | | |10. Gen. Eng Plant/Animal | | | |11. Stem Cells | | | |12. Poverty Dev.Nations | | | |13. Pornography | | | |14. Censorship | | | |15. Prostitution | | | |16. Sexual Orientation | | | |17. Reproductive Tech. | | |18. Perf. Enhance drugs | | | |19. Environment | | | |20 Surrogacy | | | |21. | | | |22. | | | |23. | | Religion ISU Seminar Name: _____________________ |Note |Level R |Level 1 |Level 2 |Level 3 |Level 4 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |The note is poorly |The note is poorly |The note is organized |The note is well organized|The note is well organized and | |Comm. |organized and laid out. |organized and laid out. The|and laid out with some |and well laid out. The |well laid out. | | |The important info is |important info is not |competence |important info. is easily |The important info. is easily | |Org. |not available. easily accessible |The important info is |accessible |accessible and well highlighted | | | | |not easily accessible| | | | | | | | | | |/10 | | | | | | |Knowledge |The note contains |The note contains some |The note contains most|The note contains all |The note contains all information | |Content |little info. on most |info. on most aspects of |info. on most aspects |info. on every aspect of |on every aspect of the i ssue | | |aspects of the issue. |the issue including the |of the issue incl. the |the issue including the|including the Catholic view. | | |Some of the info. is |Catholic view. Some of the|Catholic view. The |Catholic view. All the |Every point is accurate and | |/20 |correct |info. Is correct |info. is mostly correct|info. s correct |presented in detail with | | | | | | |underlying beliefs and | | | | | | |consequences of each position | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Presentation | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Knowledge |Lacks 3 or more of the |Lacks 2 or more of the |-Opp. Viewpoints Church|-Opp. |-Opp. Viewpoints/ | |Content |following: |following |view are presented with|Viewpoints are presented |Church view are presented in | | |-Opp. viewpoints |-Opp. iewpoints |some detail |in detail |detail with accurate analysis | | |-detail |-de tail |-Questions/ Case | |-Questions/Case studies are | |/10 |-Church view |-Church view |studies have some |-Church view |relevant to the topic and serve to| | |-Questions |-Questions/ Case studies |relevance | |illuminate the aspects of the | | |-Case Studies |are not relevant | |Questions/Case studies are|issue | | | | | |relevant and insightful | | |Communication |Voice is monotone. |Voice is monotone. |Voice is clear and |Voice is clear and |Voice is clear and confident. | | |Reads the pres. with |Pres. |confident. |confident. |Speaks with clarity with | | |clarity with a lack of |lacks focus & clarity & an |Speaks with clarity |Speaks with clarity with |appropriate vocabulary | | |under. |understanding of the issue |with an appropriate an appropriate vocabulary |Use of different media to engage | |/10 |Uses little to no media|Use different media to |vocabulary |Use different media to |the class in the presentation | | |to engage the class in |engage the class in the |Use diffe rent media to |engage the class in the |Little to no checking of notes | | |presentation |presentation |engage the class in the|presentation | | | |Reads notes |Frequently reads notes |presentation |Infrequently checks notes | | | | | |frequently checks notes| | | |Application |Student is unable to |Questions are answered |Questions are answered |Questions are answered |Questions are answered with | |Questions |answer any questions |without clarity and with a|with little clarity and|with clarity, with little |complete clarity, without | | | |great deal of hesitation |little attention to |hesitation, and in some |hesitation, and in great detail | | | | |detail |detail | |/10 | | | | | | DUE DATES: Outline: First Essay: One week after the outline is returned Final Essay: December 19, 2008 Submit Outline/ 1st Essay as well Presentation Date: Essay Outline: Genetic Screening Ian Gogolek: While there are possibilities that genetic screening procedures could provide great insight into def ects and disease in humans, the process (who has control and access to the information) needs to be very tightly controlled. The way genetic screening is currently used and promoted is immoral. Point One:Pre-birth genetic screening, how it is currently used is immoral because it leads to abortion based on gender and prejudice towards those who have special needs. Abortion based on gender: 7999/8000 abortions performed in the Bombay area between 1978-82 were on female fetuses. (Kimbrell, pg. 122) Abortions based on disabilities: Poll in New England 1% based on gender 6% based on Alzheimer’s in old age 11% based on obesity (Rifkin, pg. 147) -can lead to a genetic-based eugenics program (sterilization of those deemed unfit to have children) -violation of the integrity of the human being and a child as a gift (Catechism of the Catholic Church, 2344) Point Two:Genetic Screening has the strong possibility of being used by corporations to determine hiring practices and insurance pre miums. Example: Reggie Lewis: Boston Celtics died of a genetic heart dysfunction Eddy Curry: Chicago Bulls had heart problems. Bulls wanted him to undergo genetic testing before signing him to a new contract The Bulls had insisted that Curry take a DNA test to determine whether he's a potentially fatal heart problem. Curry, who missed the final 13 games of the regular season susceptible to and the playoffs after experiencing an irregular heartbeat, balked, saying it violated his privacy. (www. nytimes. com/2005/10/03/sports/basketball/04curry) Employers may demand the right to genetic tests before hiring or promotion 981, the Bureau of labor statistics reported that occupational illness costs private sector employers 850,000 lost workdays. (http://www. scu. edu/ethics/publications/iie/v4n2/genes. html) Corporations looking to improve their profits could demand that genetic tests be applicable to reduce waste. This could create a permanent underclass of the unemployable. predispositi on to genetically-based disease is often associated with race or ethnic background. For example, the sickle cell trait is found in 1 out of 12 blacks, but only in 1 out of 1,000 whites. (http://www. scu. edu/ethics/publications/iie/v4n2/genes. html) Insurance companies could deny access after a genetic screenGenetic screening may be performed on current or prospective employees when it is clear that the genetic trait directly affects job performance (http://www. acoem. org/guidelines) Point Three: Genetic Screening can be useful but most genetic diseases are untreatable or not properly diagnosed. Gen. screening often only demonstrates a predisposition or susceptibility to a certain disorder not a definitive Results can be misinterpreted Problems in diagnosis – both parents must have the gene Tay Sachs disease Cystic Fibrosis Sickle Cell Anemia Useful to inform couples concerning marriage (accepted by the Catholic Church) Conclusion: While there are some possible benefits to g en. screening, many of its current uses are unethical.For genetic screening to be ethical, access to results must be seriously restricted and must not be used to deny people health care, employment or other basic rights available to all people. Tips On Writing an Argumentative Paper Step One: Choose a Topic Choose a topic that is of interest to you. This will make the process of research much less painful. Step Two: Find Research Materials Gather information from as many sources as possible. You will need information(arguments, statistics) from different perspectives. Do not completely decide what your full argument will be before you complete your research. Step Three: Develop a Thesis Determine your stand on the issue. Be sure your stand can be defended by logic and/or statistical analysis.All your arguments for your essay must flow logically from your thesis. The claim in your essay may be a positive or negative claim. Step Four: Make An Outline Before you start writing it is imp ortant to make an outline. The outline should sketch out all your arguments and the structure of your paper. Each argument should logically flow from the argument before it. Expect to encounter problems with logic and flow. You will most probably have to revisit this more than once. Step Five: Take a Break Take a break from the work for a few days. This is important to gain some perspective on your arguments. Step Six: Revisit Your Argument With a Critical Eye Look at your argument from an opposing viewpoint.What objections would they raise to your arguments? Also, seek someone who has a skeptical mind who can evaluate your arguments objectively and without prejudice. Step Seven: Write Your Paper Write your paper following a revised outline. Write in a concise and formal manner. Your introduction should include your thesis and your reasoning behind your argument. Be sure to avoid common problems in language use, spelling, grammar etc.. Ex: tense agreement Step Eight: Proofread Your Paper After you finish writing your paper let it sit until the next day. Proofread it orally. Do not be afraid to rewrite sentences and restructure paragraphs to improve clarity. |Level 1 |Level 2 |Level 3 |Level 4 | |Thinking |This paper is unclear, or reflects |A clear position, but may not |A clear position, responding |A strong well articulated position, | |Soundness of |partial understanding or some |articulate it very clearly; |competently and comprehensively |responding precisely and | |Argument |distortion of the topic; exhibits |responds in a general way to the|to the topic, showing some depth|comprehensively to the topic: | | |faulty logic and/or stereotypical, |topic, showing broad |of thought; some claims may not |demonstrates excellent understanding | |30 |superficial thinking in some of its |understanding of major issues, |be strongly supported but this |and depth of thought supported by | | |supporting arguments, analysis and |but may address some ideas more |only sli ghtly undermines the |compelling and logically sound | | |examples; little or no effort to |effectively than others; support|main argument; some success at |arguments, analysis and examples; | | |anticipate and address problems |of main points is inconsistent, |anticipation of counter |Anticipates and addresses problems and| | | |sometimes adequate; minimal |arguments |counter-arguments effectively | | | |anticipation of counter | | | | | |arguments | | | |Comm. |This paper reads poorly, exhibiting a|This paper reads well showing |This paper reads well for the |This paper reads very well, exhibiting| |Focus, Organization |lack of control of focus and/or weak |some control of focus, |most part, exhibit control of |command of focus, organization and | |and Development |organizational and developmental |organization and development; it|focus, org. nd dev, but its |development | | |patterns; may ramble, be repetitious,|may rely to some extent on |elements are not as well managed|Its int roduction draws the reader into| |15 |hard to follow in places, or locked |formulaic devices for its |as at the command level (eg. The|the discussion, which presents a | | |into an organizational formula |structure, and it may wander or |intro. /concl. may be |sustained and logical progression of | | | |shift topics abruptly at times. |ineffective, or the argument may|ideas leading to an effective | | | | |not flow consistently) |conclusion. | |Comm. This paper exhibits a lack of control|This paper exhibits some control|This paper exhibits control of |This paper exhibits command of | |Clarity of |of expression, grammar, punctuation, |of expression, grammar, |expression, grammar, |expression (word choice, tone, | |Expression |and mechanics; many and significant |punctuation, and mechanics; may |punctuation, and mechanics; some|sentence structure, and sentence | | |errors, some of which interfere with |contain numerous errors, but |minor errors |sense), grammar, punctuation, and | |15 |the reader’s understanding or require|they are not such that they | |mechanics; no errors, or at most a few| | |the reader to supply meaning to make |interfere with the reader’s | |minor ones | | |the text intelligible |understanding | | | |Knowledge |Referencing |Referencing |Referencing |Referencing | | |Bibliography |Bibliography |Bibliography |Bibliography | |30 |Evidence |Evidence |Evidence |Evidence | | |Catholic Church |Catholic Church |Catholic Church |Catholic Church | Seminar Presentation Sign-Up | | | | | | | |Sun |Monday |Tuesday |Wednesday |Thursday |Friday |Sat | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Preliminary Sheet Name: __________________ Thesis: | | | | | | | | Sources:Include title/author(website)/ how info is relevant to the topic at hand/ pages that are relevant | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |