Sunshine State Film Review essays

Sunshine State Film Review essays No filmmaker today is more of a researcher of people and their relationships than independent filmmaker, John Sayles. Sunshine State is set in two adjoining contemporary coastal communities one white (Plantation Island) and the other black (Lincoln Beach). The residents of these communities face losing their beachfront property to developers who want to turn the area into a vacation resort, coastal townhouses and chain stores. The film begins with several elite older white men on a golf course discussing business and growth. Its obvious that these old codgers are not concerned with how their business ventures affect the poor, working or middle class people. We note early on in the film that the town is preparing for an annual celebration (Buccaneer Days the founding of their city). Sayles is most noted for revealing the good and ugly of his characters. He especially likes to tackle the difficult relationships between ethnic groups. We expect a certain level of racism and we are not disappointed after all, this is Florida. But we dont find one-dimensional characters. The old, hard-line traditional southerner (Mr. Tremble) is nostalgic for long ago days when whites and blacks knew their places. He comments on how good life was before affirmative action and integration. But throughout the film, we find that there is more to him than the stereotypical white angry male. He talks about how he had to accept change and its never as bad as you think itll be. Oddly enough, there is a retired Black doctor in town who also sees something wonderful about the good ole days. Before integration, says the doctor, Blacks had their own town and businesses. But Black towns were wiped out with segregation. In reality, this has become the lament of man! y Blacks especially of the South. While integration brought certain freedoms, it also destroyed most Black businesse...

How to Hydrate and Lubricate Your Dry Eyes

How to Hydrate and Lubricate Your Dry Eyes In order to keep your eyes hydrated, they need to stay lubricated. If you lose the lubrication, your eyes will get irritated very quickly. That can lead to eye strain and other problems. Follow these tips to help alleviate eye dryness and irritation. Keep Your Body Hydrated   If your body does not have enough water in it, your eyes will not have the moisture they need to stay sufficiently hydrated. Unblock Your Tear Ducts Your tear ducts can get stopped up. Try unblocking them to get your eyes natural lubrication system working again. Blink This may sound silly, but its an important reminder. If you are focused on something for a long time, such as a computer monitor, its likely that youre not blinking as much as you normally would- or as much as you need to sufficiently disperse your tears. Take a short break to rest your eyes. Use Artificial Tears Artificial tears are a good way to lubricate your eyes if you dont produce enough tears naturally. Make sure you use artificial tear drops, not red-eye reducers or other types of eye drops. These can dry your eyes out. Speak to your eye doctor about what artificial tears option might be best for you. Take Out Your Contacts   If you wear contact lenses, take them out for a while. Contacts dry out easily and require lubrication. Look into changing your contacts to a more breathable type of lens, and avoid sleeping in your lenses- even if you wear a type that allows you to do so. Sleep with Lubrication   If your eyes are dry while you are asleep, that irritation can carry through the day. Use of an eye mineral oil lubricant before you go to sleep can help. Talk to your eye doctor about the best type for your problem.

Business risk innovation and change Assignment Example | Topics and Well Written Essays - 1000 words

Business risk innovation and change - Assignment Example This model is based on five critical elements (strategy, structure, process, information technology, people and culture) that can be used by the management ensure that its change initiatives are driven by its strategy (Hoogendoorn, Jonker, Schut &Treur, 2007, p157). The failure by The Corporation to adopt an Expert system can be attributed to failure of the management to focus on three important elements of the organization, which include people, strategy, process and structure. For instance, the organization lacked the right people in the management to promote the project after the two major champions left the organization. Additionally the structure of the organization did not address the issue of power and authority with respect implementation of the expert system project. The Marvin Weisbord Six-Box Organizational Model one can certainly establish the extent to which the management of The Corporation failed in promoting adoption of the Expert system technology (Shapiro, 2010, p16 8). Six-Box Organizational Model is based on six important elements namely: Purposes, structure, relationships, rewards, leadership and helpful mechanism (Raoprasert & Islam, 2010, p47). These elements highly emphasize on a number of organization issues, which include incentives and rewards, internal competition within the organization, organization control, accountability as well as hierarchies (Paton & Mccalman, 2009, p55). From the case study, it is evident that the management failed on four most important elements namely structure, leadership, helpful mechanism and rewards. For instance, the project lacked serious leadership as two key champions - the vice president of development and chief information officer (CIO) left the organization even before the project began and their successors were never committed to the success of the project. Furthermore, majority of the top managers did not honor invitation to meetings set to discuss final approval of the project. John Kotterâ€⠄¢s eight-step change model proposes steps that can bring about lasting transformation through power and motivation adequate enough to mitigate dissent (Kotter & Cohen, 2002, p18). Kotter’s ideology is based on the belief that successful change comes through talking to people’s feelings, commitment and sense of urgency. The proposed 8-steps by Kotter include increase sense of urgency, building the leading team, develop the vision, communicate the vision, empower action, develop short term gains, consolidate gains, and finally anchor new and winning approaches in the culture (Sabri, Gupta & Beitler, 2007, p176). Based on the Kotter’s eight-step change model it is evident that failure of The Corporation to adopt an expert system was a management fault as there was no commitment, stakeholders engagement, strong leadership, and sense of urgency. For instance, after the Tow top pioneers left the organization the project lack strong leadership as new executives were n ever interested in the project. Additionally there was no sense of urgency on the part of the new executives considering that all the meetings that were often scheduled to discuss implementation of the project were never attended by executives. 1. Dunford, Akin and Palmer propose six perspectives Dunford, Akin and Palmer came up with six perspectives of managing change to help managers remain focused

Research wk2 Essay Example | Topics and Well Written Essays - 500 words

Research wk2 - Essay Example There will be several ethical dilemmas according to the APA Ethical Principles of Psychologists and Code of Conduct (2010) that I will face. Standard 3.04 is the first of these ethical concerns that I will face which encompasses a clause for avoiding harm. In questioning these juveniles to gain an understanding of their motivations and the reasons behind their criminal activities there is a high probability of exposing them reliving traumatic incidents and disturbing personal experiences. Standard 4.02 that pertains to limiting confidentiality is another obstacle on the research that I would be undertaking. This ethical consideration would limit the amount of information disclosed by the subjects regarding their offenses and confidential details of the crime scene. This information could be critical in aiding the research however due to the confidentiality ethical dilemma further complexities in terms of reaching a comprehensive conclusion can be deterred. Furthermore according to Cr eswell (2009) there might be a rising need to gain a consent form from the participants which might pose to be a problem since these juveniles might be hesitant to officially sign documents that pertain to formal information collecting.

Temporary monopolies and intellectual property rights Essay Example for Free

Temporary monopolies and intellectual property rights Essay What are the arguments for and against allowing temporary monopolies by allowing intellectual property rights? What forms of intellectual property exist for designs, and how are these different from patents and copyright? Knowledge and creativity are essential components in product innovation, and significantly contribute toward sustaining a competitive edge. Allowing temporary monopolies by allowing intellectual property rights have both pros and cons. Advantages of allowing a temporary monopoly by allowing intellectual property rights offers the benefit of protection from other competitors from benefiting from the innovation, and provides the opportunity to research and develop a product, and regain the costs involved in the process, to include make a profit. Disadvantages of allowing a temporary monopoly by allowing intellectual property rights include a decrease in potential in optimal creativity and innovation simply because no challenge exists typically produced when there are competitors. In addition, the consumer does not have the ability to explore and compare like and similar products, eliminating the opportunity to purchase the product of choice, to include purchase at a lower cost. Various forms of intellectual property exist for design. These include patent, copy and trade rights. A patent right allows for exclusive design and manufacturing, and protects the product from being sold by another competitor without license. Copyrights protect the original creativity of the inventor, and Trademark protects the design, the uniqueness of the product when sold in the competitive market. Reference: Tidd, J. Bessant, J. (2009). Managing Innovation Integrating Technological Market and Organizational Change, 4th Edition. (John Wiley Sons Ltd).

The Circulatory System Essay -- Papers

The Circulatory System The circulatory system is one of the most important systems in the human body. It consists of the heart and blood vessels. It is what makes the blood in our body go round. The blood carries oxygen, nutrients and hormones and takes them to where they are needed and removes the waste products like carbon dioxide. The circulatory system nourishes every cell, tissue, organ and organ system in the body. There are approximately ten pints of blood constantly circulating through seventy- five- thousand miles of blood vessels. These blood vessels reach every cell in the human body. Once they reach the cells they deliver much needed oxygen and remove carbon dioxide and other poisonous waste products. The circulation to and from the lungs is called the pulmonary circulation; the circulation round the rest of the body is called the systemic circulation. On average, a red cell would go round the whole circulation in 45 seconds. Our blood is pumped to two places: the right side of the heart pumps blood to the lungs, and the left side of the heart has to work harder pumping blood to the rest of the body which is why the left side of the heart is bigger and more muscular than the right side. Blood is pumped from the heart to the lungs and then travels back to the heart, where it is then pumped to the body. To get all the way round the circulation, blood has to go through the heart twice and this is why it is known as a double circulation. Blood is carried round all parts of the body by small tubes called blood vessels. The human Circulatory system is composed of three types of vessels; arteries, veins and capil... ...ood and waste products back to the heart. The blood in the veins moves slowly due to low pressure. Semi-lunar valves are found at regular intervals throughout the veins. These force the blood to move in only one direction. The veins walls are thinner, wider, less elastic and less muscular than those of the arteries. The veins are compressed when body muscles, particularly in the limbs, move so the valves in the veins have to prevent the blood flowing backwards. The blood in most veins is deoxygenated and contains more carbon dioxide but less food than the blood in most arteries. This is because respiring cells have used the oxygen and food and produced carbon dioxide. The pulmonary veins, which return blood from the lungs to the heart, are an exception. They contain oxygenated blood and reduced level of carbon dioxide.

Integration of Evidence-Based Practice Into Professional Nursing Practice Essay

In this paper we will discuss the integration of evidence based practice into professional nursing practice. Scott & McSherry (2008) define evidence based practice as the combination of individual, clinical, or professional expertise with the best available external evidence to produce practice that is most likely to lead to positive outcomes for a patient. Despite literature surrounding what evidence based nursing is and isn’t, nurses struggle to get evidence into practice. Many reasons have been reported including a lack of understanding about evidence based nursing means. Scott & McSherry (2008) also define evidence based nursing is a process by which nurses make clinical decisions using the best available research evidence, their clinical expertise and patient outcomes. We will also discuss nursing’s simultaneous reliance on and critique of EBP in the context of critical reasoning. There will also be discussion of a study done that examined the effects of integrating evidence based practice into clinical practicum among RN-BSN students and the limitations of evidence based practice and an alternate view of decision making. Lastly we will discuss evidence that challenges the traditional practice regarding injection sites (Cocoman & Murray 2010). According to Guem et al. (2010) evidenced based practice is a problem solving approach to clinical care that incorporates the conscious us of the current best available evidence, a clinician’s expertise, and the patient values. Evidence for evidence based practice does not always rely on research findings. Sources used can include research findings, clinical experience, quality improvement data, logical reasoning, recognized authority, and client satisfaction, situation, experience, and value (Leddy & Pepper 2008 p. 66). On the contrary evidence based nursing is essential because of its potential to save time and money and improve patient outcomes by decreasing costs, through standardizing and streamlining costs (Scott & McSherry 2008). It is important o understand the difference between evidence based practice and evidence based nursing because at times they are used interchangeably. Scott & McSherry (2008) state that the nursing practice has welcomed EBP but when it comes to EBN, it is still yet to come reality because the concept is much unsophisticated and can lead to problems associated with its use and misuse. EBN is merely a construct and has yet to be successfully implemented (Scott & McSherry 2008). In essence the dilemma with EBN is that we don’t really know the definition of nursing. Although there are problems with the definition we know that clinical judgment is one of the major concepts used in nursing thus it reinforces the notion of EBP and ultimately EBP. To advance the profession and ensure solid standards of practice, we should look beyond evidence based practice, while useful in implementation it is just one of many other component parts (Jutel 2008). Evidence based practice is like the new black in nursing practice and already occupies a prominent position, several international nursing organizations support its use as a strategic action in the advancement of the profession. Despite the emphasis on EBP, there is also a strong opposition to it, not with the actual use of EBP being a problem but with the fundamentals on which it stands. These arguments complain of the veracity of the criteria used in EBP which simultaneously undermines and cannot support EBP (Jutel 2008). If it had not been for the cultural turn which recognized that things are not always as they seem or that power, society, and culture contribute as much as science to generating knowledge, the debate about EBP would have never surfaced (Jutel 2008). Although nurses argue against EBP, they lack important tools necessary to replace EBP. â€Å"Nursing education places high value on authority and adherence to clinical protocols, rather than on skills† (Jutel, 2008. P. 419). Opponents of EBP suggests that development of clinical practice guidelines, critical care pathways, and protocols may actually interfere and entice practitioners to develop somewhat of a cookbook recipe attitude to client care (Leddy & Pepper 2010). With quality improvement being rooted in industrial production, perhaps standardization may not be as desirable because patients have unique needs and characteristics the may be overlooked when adhering to strict clinical practice guidelines. Nursing adopts a devoted and somewhat naive trust when assessing information, we are quick to accept the truths of a peer reviewed article, drug company propaganda, and quick to accept an argument on inconsistencies of EBP. The tools EBP claims to own, are incredibly useful, however, are not tools of EBP; they are critical skills of information appraisal. As evidence based practice rapidly replaces the traditional paradigm of healthcare decision making, health care members have an obligation to access knowledge, apply it in practice, and lead others to use it appropriately (Geum et al. 010 p. 387). For example RN-BSN programs; these are adult students who have clinical knowledge and skill, structured background and educational preparation and employment experience but have not taken a formal research course, thus they show less confidence to include evidence based practice in their practices because these are courses that are not common outside a baccalaureate curriculum. To examine the effectiveness of the integration of EBP into a clinical practicum a study was done among Korean RN-BSN students. The main goals were to enhance students’ competencies for EBP knowledge skills and attitudes and to expose students to opportunities that would encourage the use of best evidence (Geum et al. 2008). Each student was instructed to define patients nursing problems for their individually assigned patient and to formulate nursing problems using the EBP question format, PICO, which we discussed earlier in the semester, to select the nursing intervention for the problems posed. Before the EBP practicum, the overall and individual scores for EBP efficacy among RN-BSN students indicated that students were â€Å"a little confident† regarding the EBP process (Geum et al. 2008, p. 389). Results of this study indicate that integration of EBP into an RN-BSN clinical practicum had a positive effect on EBP efficacy and decreased barriers to research utilization among students in Korea, which also corroborates with studies conducted in other countries. Evidence based practice is a learned set of skills thus critical thinking is vital in developing evidence based nursing practice (Geum et al. 2008). Regardless if the evidence on complications, nurses in clinical settings still continue to use and instruct nursing students on the use of dorsogluteal injection sites as the site of choice for intramuscular injections (Cocoman & Murray 2010). So, where should an intramuscular (IM) injection be given? Nurses have traditionally used the dorsogluteal, but recent literature has advocated the ventrogluteal site. Choosing sites has been a matter of personal preference, rather than the results of evidence based practice. Slow uptake of medications, major nerves and blood vessels present make this site problematic. A British study suggests â€Å"as previous studies have shown the low efficacy of gluteal intramuscular injections, this route should be avoided for most drugs† (Cocoman & Murray, 2010. P. 1171). As the sciatic nerve lies only a few centimeters from the injection site, injuries pose a significant threat, making the need for accurately identifying landmarks especially important. An alternative site is the ventrogluteal, seen by many as the preferred site. This site provides the greatest thickness of gluteal muscle and is free from penetrating nerves and blood vessels (Cocoman & Murray 2010). Despite evidence favoring the ventrogluteal site, nurses are slow to use it, relying on the much taught and used dorsogluteal site. â€Å"Studies show that only 12% of American nursing staff uses the ventrogluteal site† (Cocoman & Murray 2010. P. 1172). Studies suggest that some reasons the site is not used is because of nurses’ unfamiliarity in locating the site and potential needle stick injury. Unfortunately, nurses have not come to realize that when using the V method, the non injecting hand is to be removed, as it’s only used for visual land marking (Cocoman & Murray 2010). Throughout this paper we have discussed the integration of evidence based practice into nursing from various articles. In the various articles the authors talked about evidence based practice compared to evidence based nursing, the integration of evidence based practice in RN-BSN programs. We also discussed the article on a clinical example which suggested that the ventrogluteal intramuscular injection site over the dorsogluteal site is preferred when it comes to positive patient outcomes.

Frankenstein: The Danger of Knowledge Essay

â€Å"It was on a dreary night of November, that I beheld the accomplishment of my toils. With an anxiety that almost amounted to agony, I collected the instruments of life around me, that I might infuse a spark of being in to the lifeleless thing that lay at my feet. It was already one in the morning; the rain pattered dismally against the panes, and my candle was nearly burnt out, when, by the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs† (Shelley, 34). Thus begins the horror in Mary Shelley’s well-known gothic, romantic fiction, Frankenstein. This literary work, published in 1818, tells the story of a young scientist who comes upon the secrets to create life. The novel begins with the correspondence of letters between Captain Robert Walton, a young English explorer in pursuit of discovering the Northwest Passage, to his sister Margaret Saville. The first few letter s in the novel recount to Margaret the progress of Walton’s voyage. Upon reaching a plot of impassable ice, Walton encounters Victor Frankenstein upon a slab of ice, and brings him aboard the ship. As Walton nurses the dreadfully weakened Frankenstein back to help, his vigor for seeking success and the unknown leads Frankenstein to relate the story that led to his misfortune. Frankenstein begins relating his story to Walton. He tells Walton about his family and childhood in Geneva. Frankenstein recounts of his love for science and seeking out the causes of things since he was very young. Upon coming upon the works of Cornelius Agrippa, Frankenstein is enraptured with philosophy and the thought of creating life. This love led Frankenstein to attend the University of Ingolstadt, where he studied chemistry and natural philosophy. As his time passed there, Frankenstein became increasingly obsessed with discovering the secret of life. This led to a continual pouring and dedication to that one area, until he at last discovered it. Upon discovering the secr et of life, Frankenstein poured himself into forming a human from old, decaying body parts and brings to life his creation. Though he initially began praising his creation, his joy soon turns to horror at realizing the grotesque, appalling being he created. Frankenstein flees from the creature, and returns to find it gone. As the novel progresses, each of Frankenstein’s loved ones is killed, and he vows himself to seek out the creature and destroy it. The novel shares the story of the incidents that led up to the  creation of the monster and the sad destruction of the innocent affected by one man’s unharnessed passion to seek knowledge no matter the cost. Throughout the novel, Shelley portrays the theme of the danger of knowledge in the characters of Walton, Frankenstein, and the creature. Mankind, since its beginning, has always had a great thirst and craving for knowledge. In Frankenstein, Shelley seems to question the wisdom in such a pursuit and sends a precautionary warning to those who read it. This thirst for knowledge, though it can be a blessing and beneficial, can become a danger ous endeavor. The first character that Shelley introduces that shares this passion for knowledge and the unknown is Robert Walton. At the beginning of the story, Walton begins by writing to his sister and informs her of his yearning to seek out the unknown. Walton expressed to his sister how she cannot imagine the benefit that he would, â€Å"confer on all mankind to the last generation, by discovering a passage near the pole to those countries, to reach which at present so many months are requisite; or by ascertaining the secret of the magnet, which, if at all possible, can only be effected by an undertaking such as mine† (Shelley, 20). This quote exemplifies from Walton’s letter how passionately he sought out after knowledge. After Walton finds Frankenstein and brings him aboard, he explains his pursuit to Frankenstein. Walton expresses that he would sacrifice, â€Å"my fortune, my existence, my every hope, to the furtherance of my enterprise. One man’s life or death were but a small price to pay for the acquirement of the knowledge which I sought for the dominion I should acquire and transmit over the elemental foes of our race† (Shelley, 11). This quote foreshadows the dangerous path Walton is treading upon. Once compared to the story of Frankenstein, the reader can understand that the dangerous road Walton was on, could ultimately lead to a similar result as Frankenstein’s. Both men fervently sought knowledge without mind of the end result. Walton and Frankenstein shared a concern only for the present and the fame and knowledge that could be attained now, without considering the possible deadly fruit of their labor. Thankfully, Walton heeded the advice of Frankenstein, and was spared a possible dreadful ending. Unfortunately, Frankenstein had not been given the same warning in advance, and was forced to reap the fruit of his pursuit. The second main character that Shelley introduces that contains a p assion for knowledge and the unknown is Victor  Frankenstein. When Frankenstein is found by Walton, he relates his story to him after perceiving that Walton walks on a similar path as he once did. He expresses his horror in the thought when he cried out, â€Å"Unhappy man! Do you share my madness? Have you drunk also of the intoxicating draught? Hear me,- let me reveal my tale, and you will dash the cup from your lips!† (Shelley, 12). Frankenstein wished to save Walton the agony and pain from walking along the stinging road that he had traveled upon. Frankenstein soon begins his narrative of his story and related to Walton how his thirst for knowledge and the unknown had begun while he was yet a young child. He tells of how he became obsessed with natural philosophy and chemistry, and the elixir of life upon entering the University of Ingolstadt. As he knowledge and intelligence grew, so his infatuation with the human frame and discovering the secret to create life. At last, Frankenstein came upon the secret that led him to begin the construction of a creation- a being that he could breathe life into. As he worked, he was blinded to the thought of what may result of thi s creation, and he worked continually. Not for a moment did Frankenstein step back to rationalize what he was creating. He was blinded to all except the thought of success and creating life. As a result, Victor’s creation was formed. As the monster came to life, only then did Victor understand what he created. He abhorred his own creation, and could not lay eyes on it for fear and horror. Frankenstein’s uncontained ideas and thirsts caused him severe pain as his creation destroyed all he treasured. The third and final example in Shelley’s novel that displayed a desire for knowledge was the Frankenstein’s creation- the monster. When the monster was first created, he was as a newborn babe. Unable to distinguish his surroundings and completely defenseless, he wandered around searching for comfort. Like a child, he grew in knowledge as he roamed, and soon was able to distinguish between simple items such as the sun, moon, berries and fire. As the creature continues to learn and fend for himself, he came upon the hovel of the DeLacey family, where he remained for quite some time , observing the family. The monster becomes fascinated by the family, and begins to learn from their example. As he learns, he strived to be able to communicate with them and to share a relationship with someone, such as they had. The more the monster observed the family, the more he longed to be accepted and human. When Safie joins the DeLacey family, they begin teaching  her how to read and speak, and so also do the lessons of the monster begin. As he grew in knowledge, his eyes were opened to understand more and to believe that if the humans were rationalized with, they would come to love him once they realized the kind heart inside of him. Contrary to what he hoped, the monster was rejected by the DeLacey Family, and sought after the creator who brought him into his miserable existence. The monster had sought for the knowledge of love and acceptance, but never found it. He himself states that though he destroyed Frankenstein’s dreams, â€Å"I did not satisfy my own desires. They were for ever ardent and craving; still I desired love and fellowship, and I was still spurned† (Shelley, 165). The monster had sought for the knowledge of love and acceptance by perceiving humans, but realized that he alone would always be separate from that gift. This knowledge and revelation led to his anger and hatred towards mankind and his creator, who also abhorred him. There was no one left to love him, and for that he swore anger and vengeance on his creator who had created him and left him in that state. As the monster grew in knowledge, he grew in bitterness and hatred knowing that all mankind had to offer was exclusively kept from him. His anger came from his rejection and dissatisfaction of knowing that he alone would never be able to experience love, kindness, and sympathy from another fellow human being for as long as he lived. Mary Shelley sent a very clear message through her novel, Frankenstein. She warned that those who seek knowledge and secrets might attain them, but lose everything they treasure and care for in the process. Just as in the case with Victor Frankenstein, sometimes unharnessed thirst for knowledge can lead to a devastating end that not only hurts the person seeking knowledge, but all those around them. Shelley sent a message that, like Walton, one must take the time to sit and consider the cost of their enterprise before it is too late. If they are blinded by their goal, they will not see the cost of their search until they cannot turn back. Shelley’s message was not only for those in the 1800’s, but can be said for those in the twenty-first century. In a time when new discoveries are being made every day, is anyone taking into account the detrimental costs that it may have on those in society? Advancements are being made every day, but so many of them have been used to harm society, more than advance it. Shelley’s warning is one that needs to be taken into consideration even today. If not, who knows how many monsters  and creations will be released into this world.

Ancient Greece dbq essays

Ancient Greece dbq essays There were many contributions to modern day western civilization by the ancient Greeks. Their ideas and philosophies changed what we believe today. Here are the documents that prove these contributions to western civilization by the Greeks. There are many philosophers in the Greek civilization, two of them are Socrates and Aristotle, and they are both mentioned in the documents. Socrates is a philosopher that basically was the father of philosophy. He said that that everyones life should be examined or else it is not worth living. Aristotle is a philosopher who believed that the gods should not control our actions, but we should. He believed in human reason (the ability to think) should guide our actions. Both of these philosophers made an impact on our modern society. Another man that made an impact on our modern society is Pericles; He used a certain type of government that is popular today called democracy. In democracy everyone is equal and you can serve your country no matter how low your social scale level is, everyone has input on making decisions. Hippocrates was a Greek doctor; he invented the Hippocratic oath that in modern society you have to take to become a doctor. Hippocrates is mentioned in the fourth document. The Hippocratic oath states that you have to use your best judgment and not harm anyone while doing your duty. You cannot give any deadly medicine to any one if asked and cant suggest any such advice. Euclid is a philosopher and mathematician; he invented geometry that we now use in modern society. His theory was If two straight lines cut one another, the vertical, or opposite angles shall be equal. Greeks were good at building things such as the Parthenon. We use these architectural skills in our modern buildings like the huge arches and columns. The Greeks were also good in sports that still go on today, these sports being: Track and field, Wrestling, and discus among other sports ...

Free sample - The Pros and Cons of Video Games. translation missing

The Pros and Cons of Video Games. The Pros and Cons of Video GamesThe world of electronic gaming has undergone radical transformation since it was conceived more than two decades ago. At the beginning, games like Super Mario Brothers, and Pong were just childish, enjoyable, and essentially harmless. However, today, video gaming has become a thriving industry that has a wide range of customers, spanning various ages, genders, nationalities, and moral beliefs. Just like books, television, and movies, some video games are aiming at the older audience through the use of violence, sex, and adult content. Despite the existence of a rating system and recognition for people wishing to purchase adult video games, some politicians and parents claim that video games have a hugely negative impact on the young generation. In efforts to locate the blame about the content of video games, politicians and developers alike seem to have forgotten that parents have a responsibility to make decisions on the type of material that is suitable for their children. Farrales observes that Video game content appears to have become an issue for the first time when Mortal Kombat was released in 1993 (12). Many parents complained the high degree of violence evident in the graphic depictions of blood, fighting, and death. The ESRB (Electronic Software Ratings Board) was formed by the Entertainment Software Association with the aim of coming up with a rating system for monitoring the content of video games. Fernandez indicates that video games stand accused of bringing about violence, obesity, and lousy grades (3). However, some people beg to differ, pointing out that the games are ideal for children’s mental well being. Video games are not just hard, they are adaptively hard. The games tend to challenge the players at the edge of their mental abilities. As players become better and score higher points, they are challenged to move up the ladder of more demanding play levels. This adaptive challenge can be stunningly powerful in the case of entertaining video games. Scientists point out to the importance of video games in ascertaining the extent to which the human brain is malleable. In this regard, fast-paced video games that are action-packed have been proven, in different studies, to boost spatial perception, visual acuity and the ability to pick out objects easily in a scene. Complex games that are strategy-based can significantly improve many cognitive skills, including reasoning and memory. These findings fit in well with the scientists’ increasing understanding of the malleability of the human brain. Researchers are now aware of the way in which practicing and learning an extremely challenging task can change the human brain. The question of generalizing gaming situations to non-game situations remains one of the main issues that surround many emerging game software being marketed as a way of keeping the human neurons spry as we continue to age. It is still unclear whether these games are helpful in situations that are outside the context of the game. However, in a promising study carried out in 2008, senior citizens who began playing Rise of Nations, a game devoted to nation building and acquisition of territory, started improving on many cognitive abilities, thereby performing impressively on various subsequent tests of memory, multitasking, and reasoning. The tests were administered after training was carried out for eight months. Unfortunately, no follow-up testing was carried out to determine whether the gains lasted or not. There are attempts by researchers to concentrate on the most crucial aspects of off-the-shelf games, potentially allowing designers to come up with many new games that can boost the human brain power. In the same light, there has also been some focus on determining how video games can be used to promote socially acceptable behaviors, particularly actions that can be of help to other people. Unlike, say books and movies, video games do not just have content, they are also defined by rules that are clearly stipulated. In every video game, certain actions are rewarded while others are punished. For this reason, they contain an immense potential to train children about values and ethics. However, the same games could also be used to reward antisocial behavior just as easily as the pro social behavior. A significant number of off-the-shelf games contain strong pro-social themes, for instance, the Oregon Trail or The Sims. These two video games make the players fully responsible for the well being of each other. A big challenge for developers of new games will be to figure out ways of wrapping virtuous features into a highly engaging package. Ultimately, quips Gallagher, every video game should be an entertaining experience (2). On the other hand, it is true that some of the most popular video games are the violent ones. The reason why the market is flooded with violent games is that violence sells. People enjoy action-packed violent games most. It is rarely a matter of contention whether a game is violent or not. The contention arises regarding how violent the games actually are. In an interview with Dr. Craig Anderson, a leader in the current research on the various effects of prolonged exposure to violent computer and video games on aggressive behavior, the General Aggression Model was discussed at length. Dr. Anderson pointed out that he was motivated to research about aggression in video games by the work he did on the model as well as on media violence literature. Dr. Anderson pointed out that although there were hundreds of studies on aggression and violent video games, many questions remained unanswered. Students were looking for compelling and publishable research topics, and in this way, they were able to come up with many gaps in the literature. In the beginning, Dr. Anderson looked at priming issues in the context of media violence effects. However, after debating with cognitive psychologists, the researcher thought about modifying the Stroop test, although he chose to adopt reading reaction time tasks among participants. Dr. Anderson pointed out that many researchers in the media violence generally think that everyone who is high on trait aggression is influenced more by exposure to media violence than by anything else. In other words, the conviction among many scholars is that highly aggressive people are the ones who are most susceptible to the video games’ harmful effects. In the early years of video gaming, violence used to be cartoonish. In games such as Space Invaders and Wonder Boy, when a player killed an enemy, this would be shown by the unfortunate subject disappearing in a small explosion or a cloud of smoke and debris. At the time and with the technology that was current, these games were considered violent. Today, with improvements in technology, people no longer disappear in a cloud of smoke and debris. Today, enemies have to bleed before they die. The grotesque image of the corpse also has to appear, complete with a gunshot wound. A game such as Metal Gear Solid 2 portrays enemies performing elaborate maneuvers when a player shoots them. It is always thoroughly entertaining to shoot them at the limbs and to see them go limp, or to shoot at their radio, rendering it useless. Some people say that what has increased is the level of realism and not violence, since the aim has always been to shoot and kill anything that comes in one’s way. However, this very aspect of realism makes some forms of violence appear acceptable, for example, in Wonder Boy, and others unacceptable, for example, in Metal Gear Solid 2. Yet others do not notice any difference in various types of violence, insisting that violence of whatever nature brings about the same effect on society. Farrales highlights the views of General Everett Koop, a U.S. surgeon, who once claimed that home and arcade video games are among the top three reasons where there is family violence (4). There are many instances that would perfectly make Koop’s statement on the negative impact violent video games on behavior agreeable. However, there are also many instances that portray violence as having little or no any negative effects on the individuals playing them. Some kids play video games and end up becoming violent people. Others play them but do not become increasingly aggressive. These varying outcomes make it difficult for the effects of video violence on all players to be determined accurately. Meanwhile, the most undesirable aspects of violence in video games include lack of punishment for killing, constant killing and hurting of other people, and perpetual justification for killing other people. This situation makes players to start accepting killing as an acceptable means of solving problems. They are also made to believe that there is nothing wrong with violence. In other words, violence is desensitized, and players start seeing human beings as mere objects rather than human beings, thus drastically lowering their empathy levels. Of course older players can differentiate between fantasy and reality, but children cannot. Surprisingly, argues Anthes, these older people are affected by video games as well, though not in the same way as kids. Among kids, the violence contained in video games leads to increase in aggression. A common effect of video games is to make players developed abnormally high adrenaline rates, which may result to hyper-aggressiveness together with the symptoms of Attention Deficit Disorder. Increase in adrenaline rates leads to stimulus addiction, a common response among children who are often immersed in violent video games. People who suffer from stimulus addiction require stimulation that is increasingly strong in order to attain the same emotional experience. Sometimes, this search for stimulation leads them so go looking for more violent video games. Meanwhile, the question of whether video games result in violence in the real world remains unanswered. Many parents are worried that violent games will not only bring about restlessness in their children, they will make them more violent their behavior as well. Farrales points out to the research that was done in 1998 on a group of children aged between 5 and 7 years (9). In this study, the children were observed to imitate during free play whatever they had experienced in video games. Children who had played games with violent themes were aggressive, while those who played active, nonviolent games reflected their experiences in their play. The level of stimulation in both cases appeared to be more profound in girls than in boys. This could be because, generally, males are exposed to violence more, making a significant increase in aggression to be more profound in females. Unlike TV or movies, which present a predominantly passive viewing experience, violent video games require an individual to shoot, stab, rob, and kill enemies actively. With a movie, even if one was to watch it several times, some additional details may be obtained but it is fundamentally about the same thing. With a video game, many things can be changed according to one’s way of thinking, level of play, and dexterity in pressing the control buttons. Fernandez points out that Cho Seung-Hui, a student who killed 32 people at the Virginia Tech Campus back in 2007, is reported to have been played video games obsessively, and many commentators have been instinctively linking game violence with the killings in the campus. Claims of Cho Seung-Hui’s stint with obsessive video games were debunked by the campus panel that investigated the killings. The obvious problem with the desensitization claim made on video games after the Virginia Tec incident is that millions of adults and kids play violent video games every day and they never engage in any violent behavior. In fact, during the past decade when video games have surged in popularity, violence by youth has declined. According to a study that the Center for Disease Control and Prevention released, the number of school killings reduced considerably between 1992 and 2006. However, this is not where the debate ends. Although video games may not directly result in school shootings, it is undoubtedly strongly linked with aggressive feelings. Those who are opposed to computer and video games would want to see them censored. These people cite many reasons for their stance. They insist that over-dependence on video games fosters social isolation, since in some cases the games are played alone. They also point out that women are portrayed as the weaker sex, sexually provocative and always helpless. Moreover, game environments are always based on gender bias, aggression and plots of violence. Additionally, video games have inspired criticism because of the way in which they fail to provide actions that require creativity and independent thought. Instead, they confuse fantasy with reality. In most of these games, there is no alternative route to winning other than being a violent player. Furthermore, not surprisingly, academic achievement tends to be negatively related to the overall time that is spent playing computer and video games. Anand indicates that there is a correlation between use of video games and academic performance, if the grade-point average (GPA) and scholastic aptitude tests (SAT) on students who use video game are anything to go by (555). According to Anand’s study, there is a negative correlation between the time spent by student playing video games and the student’s SAT and GPA scores. The research findings presented by Anand suggest that video and computer games could be having a detrimental effect on the GPA of the individual, and possibly, on SAT scores as well. Although the results portray statistical dependence, it still remains rather difficult to prove a cause-and-effect relationship. This difficulty arises from the complex nature of academic performance as well as student life. In a New York Times article published on the November 15, 2010 edition, the question of whether stores should sell violent video games to minors was raised. Indeed, the question was not of the article writer’s own making, it was being debated by the Supreme Court in an attempt to determine what the writers of the Bill of Rights would have thought about a violent video game like Postal 2. In the New York Times Article, Adam Liptak wrote that the justices struggled to define the manner in which the First Amendment ought to apply to video games. A suggestion was made on the imposition of a $1,000 fine on all stores that continue to sell violent video comes to minors. The violence in the computer games, according to the Supreme Court, is characterized by acts of killing, dismembering, maiming, and sexually assaulting a human being’s image, in a manner that is ‘patently offensive, lacks serious artistic, scientific, political or literary value’, and appeals to the deviant and morbid interests of minors. In summary, the cons of video games by far outweigh the pros. There is a need for these games to be regulated, particularly with regard to access by minors. The regulation standards imposed by the ESRB should be revised to reflect the need to protect children and students from being lured into the world of aggressive video games.       Anand, Vivek. â€Å"A Study of Time Management: The Correlation between Video Game Usage and Academic Performance Markers†, CyberPsychology Behavior, 10.4(2007): 552-559. Anthes, Emily. â€Å"How video games are good for the brain.† The Boston Globe, NY Times Co., 12 Oct. 2009. Web. 18 Oct. 2010 Farrales, Bernard. â€Å"Violence in Video Games.† Violence in Video Games,   N.p., n.d. Web. 18 Oct. 2010 Fernandez, Alvaro. â€Å"Playing the Blame Game: Video Games Pros and Cons.† SharpBrains, SharpBrains, 26 Sept. 2008. Web. 18 Oct. 2010 Gallagher, Richard. â€Å"Video Games: Cons and Pros.† Education.com. NYU Child Study Center, n.d. Web. 18 Oct. 2010. National Society Honor in Psychology, Sarah Howe, Jennifer Stigge, and Brooke Sixta interview with Dr. Craig Anderson: Video Game Violence, Web, (n.d) The New York Times, Should Stores Sell Violent Video Games to Minors? November 15, 2010.

Morality vs. In vitro fertilization Essay Example | Topics and Well Written Essays - 500 words

Morality vs. In vitro fertilization - Essay Example Although the procedure may indeed benefit the ailing son, it would also bring harm and potential risks to the baby. The manipulation process which would be carried out on the embryo includes personhood qualities which may be lost or destroyed in the process of manipulation (Dane and Finkbeiner, 2007). Even if such harm or risk may not be actually proven in the medical or clinical context, religions and cultural dictates may declare such risks as significant. The scientific and medical way of assessing and declaring the presence of risks cannot be the sole basis for defining harm; â€Å"to do so also would lead to a lack of respect for other religious and cultural beliefs† (Dane and Finkbeiner, 2007, p. 5). In effect, although clinicians may rule out the risk which may be incurred from the procedure as minimal, such risks cannot be overlooked in favor of potential benefits. The justice consideration is also crucial in this discussion. The principle of justice basically sets for th that all people must be given their due. The potential child in this case is being unjustly viewed already not as an individual person, but as a tool – a means to an end. Granting that he was chosen to live for such purpose, justice requires that he be given his due – that of living his life beyond the nefarious purposes of his parents (Hug, 2010).

Ethical dilemma.organizations ethical dilemmas Essay

Ethical dilemma.organizations ethical dilemmas - Essay Example According to McManus, â€Å"ethics involves learning what is right and what is wrong, and then doing the right thing†. The main thrust of this paper is to discuss what is an ethical dilemma and how are organizations responding to these dilemmas. If an organization’s leading moral principles could not distinguish between what is right and what is wrong or when values are in conflict, then it is in a situation called an ethical dilemma. However, most of the time, an ethical dilemma has no absolute answer because determining right and wrong is a subject matter of what the organization believes. The main thrust of this paper is to discuss what is an ethical dilemma and how are organizations responding to these dilemmas. Ethical Dilemma Ethical dilemma in an organization is complicated because it is necessary for the organization to make a decision among competing values or set of principles in a safe fashion that the organization is morally responsible. These dilemmas are o ften found in every organization and profession where there are people that have diverse personalities, behaviors, goals, and perceptions that are asked to work in the same fashion despite of these differences (Johnson 259). There are ethical dilemmas in an organization that are hard to settle because of their complexity and this kind of dilemmas are aided by a formulated written ethical guidelines, the code of ethics, in order to guide the organization in coming up with a sound decisions.