End of Life Essay Example | Topics and Well Written Essays - 1750 words

End of Life - Essay Example On the contrary, the scope of end-of-life care essentially aims to define guidelines for caring for patients whose death is expected or anticipated rather than working towards enhancing their life expectancy (Grinyer, 2011). The emergence of ethical dilemmas in end-of-life care are essentially rooted in handling sensitive issues and challenges which surface when executing significant decisions regarding an individual’s life. Thorns (2010) highlights that ethical considerations in the implementation of the process focus upon understanding the patient’s state so as to choose whether to continue with the treatment procedures or discontinue their provision. Moreover, under such circumstances where an individual likely does not possess the required psychological understanding to make correct decisions, concerned attendants and doctors are faced with either challenging the patients’ independence or agreeing with their choices thereby, granting them the right to possess complete control of their position and circumstances (Thorns, 2010). The emergence of ethical considerations in end-of-life care however, is not limited to the aforementioned assertions henceforth, this issue remains highly debated in scholarly circles; this paper applies three prominent ethical perspectives to critically evaluate and examine the concept from an ethical viewpoint. The utilitarian perspective explores theoretical issues from a multifaceted lens with reference to the concepts of end-of-life care and the role of doctors in the recognizing the independence and autonomy of patients with reference making their life decisions. As stated by Singer (2003) the nature of utilitarianism as a branch of consequentialism implies that the value of ethics in terms of each action or behavior is expected to be judged on an individual basis. In terms of examining the implications of adhering to utilitarianism the implications of the decision can be judged in a

Information Processing Theory Essay Example for Free

Information Processing Theory Essay Information processing is a theoretical approach used to analyze human behavior (psychology) and learning processes (education). Information processing, in the pedagogical perspective, may be defined as the process of acquiring knowledge based on memory structures and information in different stages of information or mental processing. (Think Quest Team, 2007) It deals with thinking, storing, remembering and forgetting information. (NSW HSC Online, 2007) Information processing and the cognitive learning theory are closely associated with each another. This is because their propositions are similar in content. Information processing theory emerged at the dawn of the computer age (Hall, 2007). This theory suggests that memory and computers have common features. Moreover, it proposes that perceived information goes through three stages within the memory structure: sensory registers (where information is perceived and processed through the senses), short-term memory (where information is shortly stored and encoded), and long-term memory (where information is stored for easy retrieval). (NSW HSC Online, 2007) There are several principles that support this theory. First, there is an assumption that the capacity of the memory is limited. This means that at times, there may be barriers that affect processing of information. It is advantageous to identify why there is difficulty in information processing. Through this, resolutions may be formulated to address this issue. Second, there is a need for control mechanism. Control mechanism directs the extent of use of memory capacity. For instance, new information may require more processing than the regular day-to-day tasks. Third, information flow is two-way. We acquire information through our senses, process it in our memory in the same way that we create responses in our memory, and carry them out through our senses. Fourth, the genetic make-up of humans is meant for information processing. For instance, infants do not learn to think from other people. Their curiosity allows them to think and develop their senses. (Huitt, 2003) Information processing applied as an approach in the classroom setting, gains broader meaning and undeniable importance. The theory recommends a variety of techniques and methods to make teaching more efficient. Information processing also provides several tools and procedures that teachers may use to enhance thinking skills and extend mental capacity among the students. The learning process through information processing starts with the activation of schema, defined as the state of existing knowledge structures prior to the introduction of new information. Schema is often altered to accommodate new information. Therefore, new information related to the learner’s schema is more meaningful to them. (NSW HSC Online, 2007) Activation of schema is followed by acquisition of new information by the learner. Information processing postulates that in processing and in the retrieval of information, it is necessary to ensure that information is significant to the learner for him to be able to relate previous knowledge or schema to new information. The information is processed to fit schema, or in some instances to complement schema. The information is then stored in the long-term memory for future retrieval. There are also various key concepts to remember in applying information processing theory in the classroom setting. First, it is easier to remember significant information. Learners remember information that is interesting and relevant to their personal lives. Second, words are easily remembered based on their position in the text. For instance, words written in the beginning and in the end are easier to remember than words written in the mid area of the text. Third, repetition is efficient for memory retention. Memory retention is best improved through repetition and practice. Fourth, learning should be systematic. When learners make lists to organize lessons learned, information is easier to remember. Fifth, much effort should be exerted in processing information. Information that is processed in depth is easily stored in the long-term memory. Sixth, information processing is affected by schema. If information does not relate to a person’s schema, then there would difficulty in information processing. Lastly, there is a necessity to provide advance organizers for students. Advance organizers aids and prepares the learner for the next lesson. (Huitt, 2003) In the classroom setting, the teacher must come up with a lesson plan that follows a thorough procedure. Systematic procedures must be followed in information processing because there are limitations to memory capacity and thinking processes. Teachers must make sure that purpose of the previous step is achieved before moving on the next step. For instance, activation of schema comes first before the processing of information. To follow this step, the teacher must first provide stimulus that catches the attention of the students. Consequently, the learner perceives and processes this information in his sensory registers and short-term memory, allowing him to respond to the stimulus. The next step is to ensure that the information you teach is retained in the learner’s long-term memory. This can be achieved by following key concepts previously enumerated. In applying information processing in the classroom setting, keep in mind that its primarily goal is for students to learn by enhancing memory retention and maximizing information processing and capacity. The teacher must be guided with the key concepts and principles governing information processing theory to achieve greater success in meeting educational goals and objectives. References Hall, R. (2007). Information Processing Theory. Retrieved November 22, 2007. http://medialab. umr. edu/rhall/educational_psychology/2001/vl2a/info_new. html Huitt, W. (2003). The Information Processing Approach to Cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved November

Aristotles Rhetoric and the Ethics of Modern Advertising Essay

Aristotle's Rhetoric outlines the three main purposes of rhetoric as political, legal, and ceremonial. Persuasion is the main point of all three of the main venues for rhetoric. Rhetoric â€Å"may be defined as the faculty of observing in any given case the available means of persuasion† (Aristotle 22). Rhetoric can also be seen as a primer to explain the methods of persuasion used in modern-day commercials and advertisements. While the classic methods of effecting persuasion are pertinent to our understanding of how different forms of advertising work, there are also a host of modern day techniques that have changed the landscape of rhetoric. Namely, what has changed is three-fold. First, modern-day advertising has a much more visual delivery. Second, traditional oratory is rarely used in modern day commercials. Finally, there is a departure from what Aristotle would say is ethical within the rhetoric of the modern day. Advertising is attempting to sell you somethin g. Unlike in the time of Aristotle, we live in a capitalist society where most rhetorical methodology is designed to produce a specific action from the audience to purchase an item, not simply to win an argument. The duty of oratory has changed from the Aristotelian definition. We can then ask, what can we learn from the rhetorical devices of Aristotle in responding to today's advertisements and commercials? However broad these changes may seem to the modern day audience, it is important to 2 show how the classical methodology of effecting persuasion is relevant today. Aristotle states the three means of effecting persuasion are â€Å" (1) to reason logically, (2) to understand human character and goodness in various forms, and (3) to understand ... ...nd logos are used by ad-writers in an attempt to persuade them, the public can look clearly at the underlying purpose of the advertisement. As Corbett and Connors point out, â€Å"a knowledge of rhetoric can help us to respond critically and appreciatively to advertisements, commercials, political messages, satires, irony, and double-speak of all varieties† (25). A close reading of Rhetoric and other forms of ancient rhetoric can be beneficial to a student who wishes to truly understand how advertising and commercials work. The ability to wade through advertising that only offers a mild truth, or worse yet a lie, has become a great attribute associated with post-modern American thinking. After a careful study of Rhetoric's past, we as Americans may be able to discern truth from propaganda, need instead of want, and fact from fiction.

Procurement in Project Management Essay -- selection process of supplie

Procurement in the main stream of the business world is to ensure organizations has the proper necessities for the selections process of the suppliers. Procurements within an organization helps to develop the right tools necessary when selecting and maintaining performance criteria, speciation’s and defines the terms and conditions in an organization. As set forth by the company the procurement area of the company conveys and develops the necessary values and mission with an in organization. In looking further into the importance of procurements we can determine the alternative methods to procurement, the methods necessary to keep procurement in order and the overall value of procurement with in management project. Procurement within a project can help organizations create and develop the right elements necessary to obtaining goods and services. In which, allows organization to help streamline the buying process, while making sure the good and services adhere with the market conditions at the present time. As stated by Sollish and Semanik (2012) â€Å"Supply and demand continually drive process up and down. As economic conditions change, demand increases or declines, generating shortages or excesses in supply or decreased demand (or combinations) generally lead to reduced prices.† Understanding the market gives the organization the knowledge necessary to making the right buying decisions. Ultimately, the organization has the buying power to take advantage of reduces prices within the markets. Also, gives the organizations the ability to negotiate prices with the suppliers to reduce or maintain cost. Having the right procurement process can thoroughly examine and define the requirements and understand the company objectives and underst... ...ion even though risk might apply. All in all, procurement is an important part of any organization it gives the organization the necessary factors to help gain the knowledge of market conditions, competition and the overall essential conditions to keep an organization in line with the companies mission, vision and the overall objectives of an organizations wish to obtain. Learning and gaining knowledge to help avoid mistakes in executed project management. Works Cited Heaton, B. (2012).Transforming Procurement: Will iPads Replace Binders?. Retrieved http://www.governing.com/blogs/view/gov-will-ipads-replace-binders.html Kumar, A. (2013).Apple’s Procurement Strategy. Retrieved http://spendmatters.com/2013/06/04/apples-procurement-strategy/ Sollish, F.B., & Semanik, J. (2012).The procurement and supply manager’s desk reference. Hoboken, NJ: JohnWiley & Sons, Inc.

Organic Food Nutrition Essay

Most grocery stores now sell food products labeled â€Å"organic† due to the increase of demand. Organic food became popular in the 1990’s and has since remained a trend. Although there are more and more supermarkets stocking organic food products on their shelves, non-organic food products seem to outnumber the amount of organic food products. Organic food products are labeled with a green and brown sticker that says USDA ORGANIC. When most Americans see this label they think that what they are buying is better than the average product. But do they have any proof that organic is better? For some reason all a product needs is a little sticker that says organic, and people automatically believe that it is healthier. No one ever stops to ask what this sticker means. Instead they just trust that organic is healthier than the produce that is being sprayed with chemicals. The rise of organic food has created an illusion that organic food is healthier and has nutritional benefits that exceed those of conventional food products. What is organic food? To understand this illusion that the government creates, the definition of organic must be addressed. According to Robert Paarlberg, the author of Food Politics, â€Å"organic foods are produced without any human-made (i. e. , synthetic) fertilizers or pesticides† instead â€Å"organic farmers use composted animal manure and plant cover crops they can later turn into soil† (Paarlberg, 139). This definition suggests that organic farming is not necessarily free of toxic chemicals, but that the chemicals used on organic farms are natural chemicals, or in other words, chemicals that appear in nature. Another definition of organic food is that it is â€Å"produced by farmers who emphasize the use of renewable resources and the conservation of soil and water to enhance environmental quality for future generations† (Preface, 1). Most people who grow or buy organic products link it to being green and environmentally friendly. If organic farmers are not using fertilizers or pesticides then less toxic fumes are going into the air. Therefore, by buying organic products they are doing their part in creating a better place to live. Others, however, buy organic food because they think that organic is more nutritious. Healthier or Not? There is no evidence that organic food products are healthier than conventionally grown food. According to Samuel Fromartz, the author of Organic, Inc. , â€Å"ninety percent of ‘frequent’ organic buyers think that they’re buying better ‘health and nutrition’† (Organic, 1). Ninety percent of people believe this because this is what they are told from others around them. Like most things organic food has its limitations as well. In the book Controversies in Food and Nutrition, the authors state that organic foods â€Å"are not necessarily healthful or safe. A high-fat food that is made form organic products remains high in fat† (Goldstein &ump; Goldstein, 197). Being organic does not make a difference in how much fat a product contains. Although organic might mean that there are no non-natural chemicals used in the production it does not mean that it is healthy. Goldstein quotes Galleghar, the author of a magazine article in Kiplinger’s Personal Finance Magazine, â€Å"you can buy organic chocolate bars, ice cream and cookies-all made with ingredients that are pesticide-, chemical-, antibiotic- and hormone-free- but they’ll be laden with fat, sugar and calories† (Galleghar, 81-82). Galleghar argues a strong point, because organic defines how the ingredient was grown or produced, not the amount of fat, sugar, or calories it has. Thus, organic food is not healthier than non-organic food. Organic food does not provide any remarkable nutritional benefit when compared to non-organic food. In the opinion of Dr. Alan Dangour, a doctor interviewed by Karen McVeigh, â€Å"‘there’s no good evidence that consumption of organic food is beneficial to health based on the nutrient content’†, he also states â€Å"that while small differences were found between organic and conventionally produced food, they were ‘unlikely to be of any public health relevance’† (McVeigh, 7). These quotations suggest that although there may be a slight difference between organic and conventional food products, it is not of any importance to society, therefore the government does not publish this information. The United States Department of Agriculture claims â€Å"organic produce will contain much lower levels of agrochemical residues than conventionally produced food† (www. nal. usda. gov). Lower levels of agrochemical residue sounds like a good thing. However, how much of a difference do these lower levels make? The website also states that â€Å"measured residues on most products, both organic and non-organic, do not exceed government-defined thresholds for safe consumption† (www. nal. usda. gov). Despite the fact that the residue on organic food may be less than the residue on nonorganic food neither of them exceed government regulations. However, the USDA might be conservative in their estimates of how much is safe due to pressures from the pesticide industry. The USDA seems to say that the only important aspect about the food we eat is that it has passed government regulations, therefore, we should not worry about the issue of safety any more. Local Farms? Another effect organic food has on society is the belief that organic food comes from small, local farms. In the article Paradise Sold: What Are You Buying When You Buy Organic? published in The New Yorker, Steven Shapin a Professor of science at Harvard states that, â€Å"much of the organic produce on the market comes from large farms turning a huge profit from the organic label† (Shapin, 1). Because of the increase in demand for organic food, big farming corporations grow organic produce in order to create more capital for themselves. It is important to know that organic does not mean local, and local food does not mean organic. For example, supermarkets like Whole Foods, or Trader Joe’s are very big businesses. In order to stock the shelves of a place like Whole foods a small local farm would not be able to carry out the job, instead big organic retailers need big organic suppliers such as Earthbound Farm. Earthbound is one of the nation’s largest growers of organic produce. Their greens â€Å"are produced on giant farms in six different counties in California, two in Arizona, on in Colorado, and in three Mexican states† (Organic, 1). When a company produce comes from more than one place the piece of produce can no longer be considered local. Thus, the illusion that organic food comes from neighborhood farms is entirely false. Escherichia coli Much like conventional food, organically grown foods can carry bacteria. Author Robert Paarlberg writes, â€Å"in 2006, bagged fresh spinach from a California farm in its final year of converting to organic certification was the source of E. coli infections in the United States that killed at least three and sickened hundreds† (Paarlberg, 145). Although organic food may have a special sticker, which makes consumers think that the product is safer to eat, there are examples of organic food not being safe to consume. Myrna and Mark Goldstein, the authors of Controversies in Food and Nutrition seem to agree with the above claim because they state that, â€Å"the manure that organic farmers may use could contain bacteria. ‘The only real difference between organic and nonorganic food is in the growing- and that’s not a big enough difference to protect your health from bacteria’† (Goldstein, 198). Due to the fact that the growing process is the only difference between organic and nonorganic foods, the risk for E. coli is not any different between the two products. Knowing the truth about where our food comes from is important because the food that goes into our bodies affects our health and well-being. The illusion created by the organic sticker only creates false hope that organic food is healthier and has nutritional benefits that exceed those of conventional food products. While many people continue to assume that the organic seal means that the produce is healthier and safer, one should remember that the seal only indicates how the product was produced.

Analysis of Margaret Atwoods Happy Endings

Analysis of Margaret Atwoods Happy Endings Happy Endings by Canadian author Margaret  Atwood is an example of metafiction. That is, its a story that comments on the conventions of storytelling and draws attention to itself as a story. At approximately 1,300 words, its also an example of flash fiction. Happy Endings was first published in 1983. The story is actually six stories in one. Atwood begins by introducing the two main characters, John and Mary, and then offers six different versions- labeled A through F- of who they are and what might happen to them. Version A Version A is the one Atwood refers to as the happy ending. In this version, everything goes well, the characters have wonderful lives, and nothing unexpected happens. Atwood manages to make version A boring to the point of comedy. For example, she uses the phrase stimulating and challenging three times- once to describe John and Marys jobs, once to describe their sex life, and once to describe the hobbies they take up in retirement. The phrase stimulating and challenging, of course, neither stimulates nor challenges readers, who remain uninvested. John and Mary are entirely undeveloped as characters. Theyre like stick figures that move methodically through the milestones of an ordinary, happy life, but we know nothing about them. Indeed, they may be happy, but their happiness seems to have nothing to do with the reader, who is alienated by lukewarm, uninformative observations, like that John and Mary go on fun vacations and have children who turn out well. Version B Version B is considerably messier than A. Though Mary loves John, John merely uses her body for selfish pleasure and ego gratification of a tepid kind. The character development in B- while a bit painful to witness- is much deeper than in A. After John eats the dinner Mary cooked, has sex with her and falls asleep, she stays awake to wash the dishes and put on fresh lipstick so that hell think well of her. There is nothing inherently interesting about washing dishes- its Marys reason for washing them, at that particular time and under those circumstances, that is interesting. In B, unlike in A, we are also told what one of the characters (Mary) is thinking, so we learn what motivates her and what she wants. Atwood writes: Inside John, she thinks, is another John, who is much nicer. This other John will emerge like a butterfly from a cocoon, a Jack from a box, a pit from a prune, if the first John is only squeezed enough. You can also see from this passage that the language in version B is more interesting than in A. Atwoods use of the string of cliches emphasizes the depth of both Marys hope and her delusion. In B, Atwood also starts using second person to draw the readers attention toward certain details. For instance, she mentions that youll notice that he doesnt even consider her worth the price of a dinner out. And when Mary stages a suicide attempt with sleeping pills and sherry to get Johns attention, Atwood writes: You can see what kind of a woman she is by the fact that its not even whiskey. The use of second person is particularly interesting because it draws the reader into the act of interpreting a story. That is, second person is used to point out how the details of a story add up to help us understand the characters. Version C In C, John is an older man who falls in love with Mary, 22. She doesnt love him, but she sleeps with him because she feels sorry for him because hes worried about his hair falling out. Mary really loves James, also 22, who has a motorcycle and a fabulous record collection. It soon becomes clear that John is having an affair with Mary precisely to escape the stimulating and challenging life of Version A, which he is living with a wife named Madge. In short, Mary is his mid-life crisis. It turns out that the bare bones outline of the happy ending of version A has left a lot unsaid.  Theres no end to the complications that can be intertwined with the milestones of getting married, buying a house, having children, and everything else in A. In fact, after John, Mary, and James are all dead, Madge marries Fred and continues as in A. Version D In this version, Fred and Madge get along well and have a lovely life. But their house is destroyed by a tidal wave and thousands are killed. Fred and Madge survive and live as the characters in A. Version E Version E is fraught with complications- if not a tidal wave, then a bad heart. Fred dies, and Madge dedicates herself to charity work. As Atwood writes: If you like, it can be Madge, cancer, guilty and confused, and bird watching. It doesnt matter whether its Freds bad heart or Madges cancer, or whether the spouses are kind and understanding or guilty and confused. Something always interrupts the smooth trajectory of A. Version F Every version of the story loops back, at some point, to version A- the happy ending. As Atwood explains, no matter what the details are, [y]oull still end up with A. Here, her  use of second person reaches its  peak. Shes led the reader through a series of attempts to try to imagine a variety of stories, and shes made it seem within reach- as if a reader really could choose B or C and get something different from A. But in F, she finally explains directly that even if we went through the whole alphabet and beyond, wed still end up with A. On a metaphorical level, version A doesnt necessarily have to entail marriage, kids, and real estate. It really could stand in for any trajectory that a character might be trying to follow. But they all end the same way: John and Mary die. Real stories lie in what Atwood calls the How and Why- the motivations, the thoughts, the desires, and the way the characters respond to the inevitable interruptions to A.

The Bennett Surname, From Medieval Given Name Benedict

The Bennett Surname, From Medieval Given Name Benedict The Bennett surname derives from the medieval given name Benedict, originating from the Latin benedictus, meaning blessed. The name became popular due to St. Benedict in the Middle Ages. Bennett is the 78th most popular surname in the United States and its surname origin is English.  The meaning of the surname can change depending on ancestry and country of origin. Discover the following alternate spellings and genealogy resources for the surname Bennet. Alternate Surname Spellings BennetBenedictBenedickBendickBeneitBenoitBennitBenet Genealogy Resources 100 Most Common U.S. Surnames Their Meanings: Smith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census?Bennett DNA Surname Project: Join over 270 members of the Bennett DNA surname  project working to bring together genealogists who are researching the Bennett surname (primarily in America), with an emphasis on the use of DNA testing.Bennett  Family Crest - Its Not What You Think: Contrary to what you may hear, there is no such thing as a Bennett  family crest or coat of arms for the Bennett surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.  Bennett Family Genealogy Forum: Search this popular genealogy forum for the Bennett surname to find others who might be researching your ancestors, or post your own Bennett query.FamilySearc h - Bennett Genealogy: Access over 6.7  million free historical records and lineage-linked family trees posted for the Bennett surname and its variations on this free genealogy website hosted by the Church of Jesus Christ of Latter-day Saints. Bennett Surname Family Mailing Lists: RootsWeb hosts several free mailing lists for researchers of the Bennett  surname. In addition to joining a list, you can also browse or search the archives to explore over a decade of postings for the Bennett surname.DistantCousin.com - Bennett Genealogy Family History: Explore free databases and genealogy links for the last name Bennett.GeneaNet - Bennett Records: GeneaNet includes archival records, family trees, and other resources for individuals with the Bennett surname, with a concentration on records and families from France and other European countries.The Bennett  Genealogy and Family Tree Page: Browse genealogy records and links to genealogical and historical records for individuals with the Bennett surname  from the website of Genealogy Today. References Cottle, Basil. Penguin Dictionary of Surnames. Baltimore: Penguin Books, 1967.Menk, Lars. A Dictionary of German Jewish Surnames. Bergenfield, NJ: Avotaynu, 2005.Beider, Alexander. A Dictionary of Jewish Surnames from Galicia.  Bergenfield, NJ:  Avotaynu, 2004.Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. New York: Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. New York: Oxford University Press, 2003.Hoffman, William F. Polish Surnames: Origins and Meanings.  Chicago:  Polish Genealogical Society, 1993.Rymut, Kazimierz. Nazwiska Polakow.  Wroclaw: Zaklad Narodowy im. Ossolinskich - Wydawnictwo, 1991.Smith, Elsdon C. American Surnames. Baltimore: Genealogical Publishing Company, 1997.