How does Mary Shelley use Gothic elements to explore deeper issues in Chapter Five? Essay

The Gothic Horror novel is a literary genre which began to flourish in Britain during the 18th century. It is a type of novel that deals with events that generally question the boundaries that separate the socially acceptable from the unacceptable, often exploring the themes of good and evil along the way. Prominent features of this genre are typically desolate or remote settings, with violent, mysterious and macabre incidents taking place. The use of such devices usually leads to an observing of the margins between what is human, and what is monstrous, supernatural and inhumane. This allows the genre to delve into subjects that are frequently regarded as taboo. Mary Shelley’s ‘Frankenstein’ is a classic example of a Gothic Horror novel; it uses almost all of the above conventions, and resultantly explores one of the fiercest debates of morality: cloning, which, during the era in which Frankenstein was written, would have been a prohibited issue. Chapter Five uses many Gothic elements in order to depict the intensity of the issue that it explores; it is the chapter in which Victor Frankenstein brings his Creation to life, and consequently is the chapter that brings about the eventual destruction of Frankenstein. From the opening paragraph of this chapter, we get a sense of the gloominess that is manifest throughout: firstly, Shelley sets the scene in a typically eerie environment; it is on a ‘dreary night [at] one in the morning’ that the event occurs, as the ‘rain patters dismally against the panes. ‘ The isolation of the environment- the fact that Victor is alone in a foreign country, in the dead of night- is an alien situation, and is unsettling for the reader. It also highlights Victor’s seclusion; he is alone in the world. Frankenstein and his Creation are the only two living creatures in the first section of this chapter, in which the being is created. Later on in the book, we see that Frankenstein must battle against the being he has created in order to save humanity. The fact that he and his Creation are alone in the room, in isolated surroundings pre-empts the idea that there will be a war between Frankenstein and his Creation, and the fact that the struggle will leave Victor even more isolated than he is now. Also, the pathetic fallacy of such weather and times foreshadows the dark events that are to follow. The fact that he works by a ‘half-extinguished light’ also creates a sense of foreboding: it shows that any bright or happy times that Victor had previously experienced are going to be over soon, smothered out by the Creation. Notice how the usual gothic convention of a violent thunderstorm has instead been replaced by rain pattering ‘dismally. ‘ The weather is also described as ‘dreary’: the use of such adjectives creates a monotonous and also rather melancholy atmosphere. This depressed environment pre-empts the disappointing result of the ‘experiment:’ the miserable surroundings prepare the reader for the equally dismal disillusionment of the ‘birth’. The lack of thunderstorm could also engender a feeling of unease, as it strays away from the typical Gothic convention; unfamiliarity usually provokes a sense of discomfort, adding to the eerie ambience of the chapter. Shelley’s subversion of conventions prepares the reader for the ‘birth’, as the ‘birth’ also generates distress, disappointment and unease: Victor is expecting the Creation to turn out as a normal being; instead, he is horrified by what he sees and it comes as a complete shock to him. This eerie atmosphere that Shelley creates is further brought about by the sense of indefiniteness that is created; it is all very vague: we are told about ‘instruments of life,’ but they are never described. The ‘spark of being’ that is infused is also an ambiguous case; it could be electricity, but we do not know for sure. This sense of indefiniteness arouses anxiety and anticipation; the reader is not exactly sure of the circumstances, and so is uneasy with it. Mysterious situations are being delved into: this exploration of the unknown is another prominent feature of the Gothic Horror novel that is portrayed throughout ‘Frankenstein.’ Shelley does not just attempt to perturb the reader; she also provokes fear and revulsion by the use of description. For example, the creature’s ‘yellow skin scarcely covered the work of muscles and arteries beneath.’ The creature’s description is almost semi-human, which again links to the gothic genre; the portrayal of the creature is monstrous, and also rather frightening. However, the Creation also has some beautiful features, such as ‘lustrous black’ hair, and ‘teeth of a pearly whiteness.’ These beauteous features, however, only ‘formed a more horrid contrast with his watery eyes [†¦] dun white sockets [†¦] shrivelled complexion [†¦] straight black lips.’ This combination of aesthetic and horrible features accentuates the ugliness; they only enhance the repulsiveness, creating a worse overall outcome. This emphasises the way that human nature is more prone to seeing the negative aspects rather than the positive; the hideous outbalances the pleasant. The reader’s fear of the monster is further consolidated with the way that Victor reacts towards his Creation. Victor rejects his Creation because of the way he looks; he is filled with ‘breathless horror’ and rushes ‘out of the room.’ This could either influence the reader in the way that they emulate Victor’s reaction, or that they feel he is irresponsible; we see that Victor runs away from his problems, instead of facing up to them. This shows that he has not planned for anything to go wrong; he is foolish, and too obsessed with his goal to consider the consequences. Victor’s state of mind of late is also a typical one used in Gothic novels; Victor seems to be going insane, as that night he is ‘unable to compose [his] mind to sleep,’ and when he finally does fall asleep, he is ‘disturbed by the wildest of dreams.’ His mind is very troubled, and he states that he ‘worked hard for nearly two years†¦deprived myself of rest and health.’ He has overcome basic human needs, like food and rest: this creates a sense of the unnatural, as it is not normal to deprive oneself from such necessities merely for the sake of work. This element of the novel is strongly gothic, as it relates to the idea of a living nightmare. Shelley here is portraying the dangers of obsession, and the fact that man cannot create man with ease. Victor has succeeded in creating man; however, he has had to sacrifice many basic requirements in order to achieve his goal. The ‘wildest of dreams’ that Victor experiences are certainly disturbing, and adds to the Gothic aspects of the chapter; he dreams about holding his lover, who then transforms into his dead mother, and then ‘a shroud envelopes her form, and (Victor) saw the grave-worms crawling in the folds of the flannel.’ These images could be symbolic of his deeper and darker concerns; that he is worried about the harm that the Creation will inflict upon his loved ones. The dead mother could pre-empt the deaths that occur later on in the story, as a result of his Creation? The dream occurs as a result of his Creation, as do the deaths that happen later on. The dream could also have undertones of necrophilia; he handles the pieces of dead body easily enough to create man, perhaps the dream suggests an obsession with death? Such issues would have been of a taboo status, and the way that Shelley explores matters of the sort is typical of the gothic genre. Frankenstein awakens from his sleep and sees the monster, who reaches out for him.The Creation is treated with contempt and disgust from the moment it is born, even though it does not initially cause any harm, or even intend to cause any harm. Victor describes the way a ‘grin wrinkled’ the Creation’s cheeks, and how ‘one hand was stretched out, seemingly to detain me.’ Such actions can be interpreted in various ways; the Creation could simply have been smiling and reaching out to Victor for a hug, yet Victor immediately assumes that the Creation wants to ‘detain’ him. The Creation also ‘muttered some inarticulate sounds;’ the first thing that it tries to do is communicate: this shows that it is a friendly and sociable creature, yet, from the moment it is born, it is though the worst of, and is shunned in its attempts at making friends. This foreshadows the way that the monster will not be accepted into society: it has already been rejected by its own creator, it seems unlikely that society will accept it. Victor’s actions are worse than the Creation’s: Victor runs away in a cowardly manner, when all the Creation was trying to do was be friendly. The following morning, after Victor’s encounter with his Creation, the weather is described as ‘dismal and wet.’ Shelley has used pathetic fallacy here; the physical landscape reflects Victor’s mental landscape. It echoes the gloomy future that is to commence, and reflects the dismal reality of the situation. The ‘black and comfortless sky’ gives connotations of darkness and evil, suggesting that God has rejected Victor for toying with his power. Prometheus, a mythological God, was given responsibility for the creation of mankind, which he produced from pieces of clay. Prometheus could not bear to see the clay mortals he had created living a half-life, without fire; ignoring the Gods and Zeus’s intentions that Man should not have fire, Prometheus stole some and gave it to his clay beings, rebelling against the wishes of the other Gods. Victor Frankenstein is often compared to Prometheus; in fact, Shelley has put the subtitle for the novel as ‘a modern Prometheus.’ he echoes two aspects of the Prometheus myth: the creation of man from raw materials, and the rebellion against a higher authority. Victor’s situation is similar; he defies God by mimicking God’s ability to create life; this angers God, and we see this is the way the sky is illustrated. This is another Gothic element, as Victor opts for the Devil’s side as opposed to God’s side. This portrays the classic battle between good and evil: good always defeats evil, as is shown when, later on in the novel, Victor starts to regret his choice. By the end of the chapter, Victor’s frame of mind is just as unstable as ever; ‘the form of the monster on whom I had bestowed existence was forever before my eyes.’ The Creation haunts Victor wherever he turns, showing how he has developed a nervous complex. This unstableness of his mind is eerie in itself. It depicts the fragility of the human mind, and is quite frightening to imagine. Shelley arguably presents Victor as more loathsome than the Creation in this chapter, as it is Victor that is the coward, in running away from his own creation. Victor also abandons his family in order to pursue his goal of bringing a human to life: the Creation does not do this. The Creation ‘reaches out’ for Victor, searching for a friendly response. In fact, it is Victor who rejects the Creation. Shelley here could be referring to the responsibility that parents have in accordance to their children; Victor abandons his ‘child,’ and never shows regret f or the way he treats it. Throughout this chapter, Shelley presents many warnings involving the responsibility of a parent towards its child, and uses gothic conventions in order to convey this. She also gives warnings about the dangers of playing God; such warnings are relevant even today: modern science and parental responsibilities still apply in the modern world. All of the events that occur throughout the novel, and particularly in chapter five, are that of a supernatural nature. The chapter contains many references to matters of taboo, such as necrophilia, and also explores the idea of abandonment and the way society outcasts certain members simply due to physical appearance. Shelley could be sending out a message of warning to future generations, showing what could happen as a result of playing God. She also seems to be commenting on how unjust it is that humans base their judgements purely on physical appearance. As part of a gothic story, chapter five is extremely effective, in that it contains all the conventional gothic elements, along with unconventional ones, in order to maximise the feeling of unease, discomfort and fright.

McDonalds Video Advertisement Essay

This paper analyzes the rhetorical features of one particular video advertisement (2010 see Reference list for details) that was issued on the internet by the multinational burger company McDonalds. It now circulates on the internet with and without the English subtitles. The subtitled text of the advert is a very brief nine lines long, followed by the single tag line â€Å"Come as You are† and the full text is given below at Appendix 1. Hill and Helmers (2008, pp. 51-53) describe how a video uses a particular type of persuasion called â€Å"visual argument† which is rhetorical rather than logical or dialectical. The medium is very compressed and this does not allow full exposition of claim, argument, rebuttal, etc but on the other hand the visual aspect lends a sense of immediacy which written text does not have. They warn, however, that the apparent advantage of seeing rather than reading is partly illusory, since the images presented are highly structured and filtered so as to present a particular viewpoint. In their terminology the McDonalds advert would fall into the category of â€Å"didactic narrative†. The target market for McDonalds products is generally young families and teenagers. The opening shots set a scene which is familiar to this group: a busy and noisy McDonalds restaurant with many smiling faces. A father waits to be served while a son sits at a formica table and talks on his mobile telephone while looking at a photograph. Across the world, in France as well as in other countries, this is a regular occurrence and will resonate with both older and younger viewers who see themselves in the father or son role. The dresscode in the video is casual and â€Å"cool† as evidenced by the beanie hat worn by a customer, and the hoodie worn by the boy who talks. This is typical of styles popular with young urban males. At first it looks like a mainstream father and son, where the son talks to someone romantically on his cellphone. The person on the other end of the telephone is neither seen nor heard and one just assumes out of habit that this person is female. Lines 1-4 are spoken by the boy. The father arrives and lines 5-9 are spoken by the father. As the father quizzes the boy and makes a comparison with himself, the facial expression of the boy makes it clear that the father is not aware of a crucial difference between them: the boy is gay. The Tag line which is presented on a plain screen at the end just before the McDonalds logo â€Å"Come as you are† tacitly acknowledges that people are different, and extends a welcome to all kinds of people. It does not matter whether they are older or younger, gay or straight, they should still come to McDonalds and eat together. The claim, or main issue which the video presents is that diversity is a good thing, and people should be welcome regardless of their sexual orientation. There is no explicit verbal argument to back this up, but the story presents the gay son in a favourable light. This is done by camera angles that focus on his face, and the choice of an attractive young French male actor dressed in pretty average teenage clothes. This is by no means extreme gay activism with stereotypical gay wardrobe, mannerisms and speaking style but a subtle depiction of a situation that a pretty average young gay man is likely to encounter. It all looks and is intended to look â€Å"normal†. The video is youth-focused, because it lets the audience see things from the boy’s perspective, while making it obvious that the father does not appreciate the insider information which audience and boy share. The father represents the traditional French male role model of an experienced older man who is successful with women. The son represents a more up to date role model of a gay French man. An interesting aspect of the video is that there are a number of appeals going on at the same time in different directions. On the one hand there is a main message conveyed by pathos, which shows the young boy’s romantic feelings towards his boyfriend, and his wry acceptance of his father’s old fashioned and rather macho attitudes. On the other hand there is some authority and believability in the role of the father who pays for the meal and takes a positive and fatherly interest in his son. The son is inward looking and reflective, using the personal pronoun â€Å"I† to reveal his feelings, while the father uses the pronoun â€Å"you† more often and directs his feelings outwards. The father cites the evidence of his own experience to offer an example for the boy to follow in his footsteps. McDonalds will be well aware that parents and teenage children, and the sometimes complex and difficult relationship between them is absolutely the territory in which they operate their business. They provide a framework, something like a neutral territory, in which this generational conflict can be worked through, via the activity of buying and eating fast food. In making the gay-friendly message implicit, rather than explicit, McDonalds avoids the possible outcome of presenting a crass or sensationalist message. The way gaps in the narrative are left for the viewer to supply is also very clever, because it flatters the audience and forces them to get involved in constructing the meaning of the advertisement. Ambiguity used in this way is a very powerful rhetorical technique. There is still, of course, the possibility that some viewers will react negatively to the overturning of the traditionally dominant heterosexual point of view. Some viewers will resist the gay-friendly message that is being constructed but this, too, is part of the writer’s intention. Advertisers often court controversy as a means to extend the impact of their message and this is a prime example of that. If some viewers react with an indignant and anti-gay blog post or a you tube video or text response then this in turn provokes pro-gay and pro-McDonald posts from the viewers. The message is then guaranteed durability and a wider circulation. In purely technical production terms this video is a model of economy and precision. There are only two speakers, and each takes only one conversation turn. The product is never mentioned, and the instant recognizability factor with this brand makes this irrelevant in any case. Just in case there is any doubt in the viewer’s mind, however, the logo is added at the end. The colors are muted, and the mood is a gentle family intimacy with some tension caused by the unspoken facts which change the surface meaning of the discourse. Deep meaning is conveyed in shots of the changing expressions on the son’s face, and these meanings are obliquely referred to in the tag line â€Å"Come as you are†. This phrase is used in standard English to mean something like â€Å"don’t dress up specially – there is no need to be formal† and the McDonalds ad suggests an extension of this to mean something like â€Å"you don’t need to pretend you are straight, just be yourself† for a young and gay friendly audience, or â€Å"you don’t need to worry if your son is gay, just come and eat with him as normal† for an older audience who may be less open towards a gay message. The advert makes a plea for tolerance, not for any particular orientation. All of the components of the advert, even including the brief snippet of song saying â€Å"I’m going on my way† at the end, support these same messages and the images work, because they rest on a long McDonalds formula of adverts showing intimate conversations in busy restaurant scenes, but incorporate this new â€Å"diversity† based angle in a positive, friendly and contemporary way. Appendix 1. 1. Boy: Hello? 2. Boy: I was thinking about you too. 3. Boy: I miss you too. 4. Boy: My dad’s coming, I have to hang up. 5. Father: Is this your class picture? 6. Father: You look just like me at your age/ 7. Father: Let me tell you I was quite the ladies’ man! 8. Father: Too bad your class is all boys†¦ 9. Father: You could get all the girls. (Song in the background) 10. Tag line replaces the pictures : Come as you are. Hill, Charles A. and Helmers, Marguerite (2008) Defining Visual Rhetorics. Mahwah, NJ: Lawrence Erlbaum Associates. Lunsford, Andrea A. , Ruskiewicz, John J. , Walters, Keith. (2009) Everything’s an Argument. Boston: Bedford books. McDonald’s video advert â€Å"Come as You Are†, (2010) in French with English subtitles. Available online at: http://www. youtube. com/watch? v=xk8xyONKK_4&feature=related

Why Abortion Is Immoral

In â€Å"Why abortion is immoral,† by Don Marquis, Marquis sets out an argument that abortion is â€Å"seriously immoral that it is in the same moral category as killing an innocent adult human being. † Marquis first wants us to understand why killing a person is wrong. He presents us with an argument that the loss of one’s life is one of the greatest losses one can suffer. Because this prevents a person from having a valuable human future, a future like ours. What makes killing any adult human being wrong? If a person is killed all the experience, activities, projects, and enjoyment would be deprive from a person future. Therefore, Marquis believe that killing is one of the worst of crimes because their future is taken away along with their life. Many people who agree with abortion would disagree with Marquis that abortion is the same as killing a person, as much as killing the fetus that would later become a person. For Marquis, it all comes down to our future. Why is killing the fetus wrong? If the fetus survive to full growth, â€Å"the future of the fetus would includes a set of experiences, projects, activities, and such which one identical with the future of adult human being. Many people use the word fetus to mean, an unborn person after three months of conception. Marquis use the word to mean that in the first fourteen days of pregnancy, a fetus is â€Å" not enough like us† to count. Around the fourteen day it is still a possibility that the fetus can divide into twins. Another argument that Marquis states is that abortion is prima facie immoral. What he meant is that the abortion issues does not concern just the interest of the fetus. It concerns a person moral right to his or her body. That a woman moral right to choose whether or not to continue a pregnancy. Only the mother should go under the procedure of abortion. Since it is the mother that have to make a choice and with the decision she makes. Another argument about morality and abortion would be by Judith Jarvis Thomson. In her argument, Judith Jarvis Thomson assumes that the fetus(and embryo and zygote) is â€Å"an innocent human being, a person, from the moment of conception. † She believes that every person has a right to life. A fetus is a person. Therefore a fetus has a right to life, and that the fetus may not be killed. She believes that a mother has the right to her body. But if the mother becomes pregnant and decides that the she doesn’t want the baby then the fetus can outweighs the mother decision to what happens in her body. Thomson state that, â€Å"the fetus should not be killed and that an abortion should not be performed. † But Thomson tries to show that it is not right, that the right to life just means you have the right to not be unjustly killed. This is where she introduce her famous violinist story. Thomson ask us to imagine â€Å"that you were kidnapped by the society of music lovers and that you woke up to find that the violinist’s circulatory system was plugged into yours and you were sharing your kidneys. The director of the hospital then tell you that if you unplugged the cord the violinist will die, and you will be plugged for only nine month and by then you will recover. You also come to find out that by saving the violinist, its killing you because its making your kidney weak. The doctor then tells you that it’s not nine months but nine years. What would you do? Because Thomson believes that all persons have the right to live and violinist are person. We assume that they have a right to life. Thomson then state â€Å" that you have the right to decide what will happen to and in your body, but a person right to live outweighs your right to decide what happens to and in your body. † If a women is pregnant due to rape a women is not permitted to have an abortion. Because the unborn child that a women is carrying does not cause any harm relating to the rape. The unborn child has the right to live, the unborn child is innocent. Thomson states that â€Å" a women’s right to use her body does not entail her right to end someone else’s life in order do what she wants with her body. † In conclusion, both Thomson and Marquis believes that a person has a right to live. But both comes out with arguments that are different supporting their arguments. Marquis believes that a person should not be killed because when one is dead they’re deprived of the future goods, and experience that they will encountered. If their killed they would not have a future like ours. Marquis believe that killing a fetus only is wrong because it won’t have a future like ours. Marquis also states that a women have the right to decide if she wants the abortion or not. Thomson believes that it’s wrong to have an abortion, when the unborn child is innocent. The unborn child outweighs the mother decision to what happens to her body. Thomson argues that every person has the right to live and a fetus may not be killed.

Primate Conservation Essay Example | Topics and Well Written Essays - 1000 words

Primate Conservation - Essay Example The IUCN has classified 114 out of 379 existing species of primates on the high risk of extinction. Before knowing the steps we can take for conserving them, the reasons behind their extinction should also be known. The immediate threat to primate extinction is ignited through the unfair activities of the humans, which may be directly through habitat disturbance or hunting (intrinsic factors) and indirectly through the introduction of exotic species or a chain of secondary extinctions (extrinsic factors). There are other reasons behind it too, like any natural calamity-drought, famine or floods, or, because of any kind of disease. Also, extinction risk is higher in species of primates with a small population rather than a big one. This happens largely due to predation or a certain kind of any life risking disease which might spread from one primate to another in a particular group and hence lead to their extinction. The intrinsic factors, habitat change and hunting, are the most impo rtant threats to the survival of primates than any other factor (Extinction, n.d). Primates are succumbed to habitat changes because they are losing their homes and food which are most vital for their survival. Trees that are used for home and food by these primates are being cut down extensively to fulfill the market demand for lumber which is considered as a very good source for building material and for fuel. Secondly, farm land which has been cleared of forest trees are in huge demand by plantation owners for setting up business farming industry. Medical advances leading to higher birth rate and increase in immigration is also leading to further decrease in the number of primates in their territory. Thus, the problem of loss of habitat is made worse by human pressure on the forests. Primates require big area enough as homes and if not provided with ultimately lead their death and as we know, chances of existence of small population is very grim (Science daily, 2007). Another cru cial threat that is being faced by our so called relatives is hunting. There is an insatiable demand for bush meat that leads to hunting. Also, many body parts of these primates are used for making traditional Chinese medicine especially in the South East Asia. They are also hunted for the private pet trade (IUCN, 2008). As we all know primate conservation needs to be taken a step forward but in certain areas they are causing excessive damage to the farmer’s fields which is also a matter for concern. According to a research done in the adjoining areas of Budongo Forest Reserve in Uganda, they spoiled the crops of maize and cassava in that area extensively (Journal of Primatology, 2000). Any farmland closely situated to any forests or reserves has to face these consequences thus incurring a huge loss to the farmers. Another study done in Ambroseli National Park, Kenya, stated that there is a lot of aggressiveness amongst the inter group of primates. They try to snatch non natu ral foods from the tourists of the park. Many tourists also complained of monkeys attacking and injuring them around the lodge (African Journal of Ecology, 1998). Dr. Joves Engel, a research scientist in the division of International programs at the UW’s Washington National Private Research Centre says â€Å"

Price Elasticity of Demand Assignment Example | Topics and Well Written Essays - 500 words

Price Elasticity of Demand - Assignment Example If more farmers decide to produce corn, the demand will be met. The price of soybean in relation to corn also matters. The increase in the price of corn prompts demand for soybean but demand for soybean also depends on tastes and preference and income. Although the price of soybean decreases, it does not result to increase in its demand since preference is on corn which has multipurpose use hence income will be spent on corn and buyers will incur the opportunity cost of buying soybean. Since both kinds of cereal use same raw materials, farmers will shift production factors from a production of soybean to corn production hence reducing acreage on soybean for planting more corn. The price of commodities is determined by forces of demand and supply. As long as the quantity of corn oil produced is equal to quantity demanded, the market will be at equilibrium price and quantity. Since the demand for corn is up it means demand for corn oil is also up hence quantity demanded is higher than quantity supplied. The buyers will compete for the available corn oil hence pushes the prices up. Baumol & Blinder (2009 p 57) argues that quantity demanded is also dependent on; income, tastes, the price of other products and population size. If the price of corn oil goes up, buyers in response to price change will cut a quantity of demand of corn oil to alternative sources of energy which are cheaper especially if the price elasticity of demand of corn is high. If buyers have increased income and have high-income elasticity they buy more corn oil thus increasing demand and pushing prices up. PEoD is used to measure the response of consumers demand to price changes all factors held constant (Moffat, 2010). It’s the proportionate change in quantity demanded over a proportionate change in price. PEoD is affected by factors such as; substitutes, a degree of luxury, time period and price points (Bochholz, 1996). The higher the price elasticity, the more sensitive consumers are to price changes (Moffat, 2010).  Ã‚  

ROLE OF EFFECTIVE COMMUNICATION IN MANAGEMENT Essay

ROLE OF EFFECTIVE COMMUNICATION IN MANAGEMENT - Essay Example Managerial communication is a form of communication that takes place in any workplace setting, either between managers and employees or between delegations of different companies. Effective managerial communication helps a company in the achievement of goals and objectives. Some of the main benefits of effective managerial communication include timely communication between departments, improved and more efficient business processes, improved decision making, improved level of understanding between managers and employees, and improved working relationships. In this paper, we will discuss the role of effective communication in management. The paper will also include a discussion on the barriers in effective communication and the ways to overcome those barriers. Principles of Effective Business Communication There are some key principles of effective communication that make the process of business communication successful and result-oriented. Those principles include starting the commun ication process in a friendly manner, showing interest in each other, giving sincere appreciation to the other parties involved in communication, overcoming barriers to communication, giving value to the viewpoints of each other, using appropriate body language, and giving instant feedback. The process of communication should take place in a friendly environment. Moreover, there should be clarity in the messages and the tone of communication should be polite so that other people taking part in communication should understand the concerns of each other easily. Another important thing is that all participants should show interest in knowing the viewpoint of each other in order to create a respectful and peaceful environment for communication. The participants should show and give due respect to each other because successful business communications occur only when all parties show interest in each other and value the feedbacks and viewpoints of others. No one should show any kind of at titude or disgrace because it makes other people uncomfortable. Next, there should be no barriers to communication because barriers adversely affect the overall process of communication. Feedback is one of the most important principles of effective managerial or business communication is continuous feedback. Feedback makes the communication process meaningful and effective. All participants of the communication process should provide instant feedback to the viewpoints and concerns of others because it helps the participants gain more confidence and understanding of the issue. Best Practices for Effective Communication Along with the principles of effective communication in management, managers and employees also need to focus on some effective communication practices in order to make the communication process successful. Both managers and employees need to be able to communicate effectively with each other at the workplace because ineffective communication, bad attitude, and persona l and work related conflicts and misunderstandings can affect the communication process and can create many problems for employees, as well as for the company. Convenience, freedom of expression, and timely communication are those elements of communication that play a major role in effective workplace and managerial level communication (Means, 2010, p. 45). Convenience From managerial communication perspective, managers and emp

Cadez and Guilding (2008) Organization Essay Example | Topics and Well Written Essays - 1500 words

Cadez and Guilding (2008) Organization - Essay Example Costing a. Attribute Costing b. Life cycle Costing c. Quality Costing d. Target Costing e. Value Chain Costing 2. Planning, control, and performance measurement a. Benchmarking b. Integrated Performance Measurement 3. Strategic Decision Making a. Strategic Costing b. Strategic Pricing c. Brand Valuation 4. Competitor Accounting a. Competitor cost assessment b. Competitive position monitoring c. Competitor performance appraisal 5. Customer Accounting a. Customer Profitability Analysis b. Lifetime Customer Profitability Analysis c. Valuation of Customers as Assets In this paper the strategic management technique of Benchmarking has been presented and defined, along with its benefits for the organisation. Benchmarking and its Benefits for the Organisation: This is the process of comparing ones internal processes with the processes of a company in the same industry, to identify discrepancies. The aim of this activity is to identify the best ways of carrying out a process. When undertakin g this process a company can also analyse the business practices of firms in different industries, and find out what are the key processes in these industries, by doing this a firm can know which processes can be tailored to fit their business model and what are the most effective ways of performing these processes. There are numerous measures which can be assessed in this way, for instance financial parameters, management parameters etch. However the most focused business variables that are subjected to this tool are time, quality and cost (Zairi, 1998). Through the process of benchmarking a company can find out the potential a process carried out by it can achieve. For instance if a competitor is carrying out the same business processes and is achieving a larger output as compared to the company, than there exist some problem with the company’s internal processes. Since the productivity level that can be accomplished is not being accomplished, the company needs to take corr ective measures to raise its productivity (Cooper and Kleinschmidt, 1995). From a competitive point of view, if a company is competing for a order that needs order fulfilment in a lesser amount of time, than the order placing firm will check the production capacity of each of the competing firms. In case a company has remained oblivion to the production capacity of its competitor, who presumably is having a higher production capacity, it can fairly be inferred that the order placing entity will opt for the firm which has greater production capacity. Thus, ever company is obligated to explore the processes of its competitors and other firms in different industry so that it can continually upgrade its own internal processes (Vorhies and Morgan, 2005). After a company decides, which business process it wants to benchmark and how it is going to benchmark it, than it needs to analyse the leader firm in this process and specifically find out how they accomplished such proficiency (David,à ‚  1995). The practice of benchmarking is not an end in itself. It is a part of a bigger initiative, to undertaking business process re-engineering. This process redefines and reconfigures the standard operating procedures of the company’s department or process that is being benchmarked. By doing this the company is trying to neutralise the competitive or process advantage of its competitor firm

AB 109 and Institutional Corrections Essay Example | Topics and Well Written Essays - 1250 words

AB 109 and Institutional Corrections - Essay Example The bill provided guidelines to be used in decongesting the state prisons and at the same time increase capacity within county prisons. California has 33 state prisons which initially had exceeded its capacity by more than 100%. The main goal of the California department of corrections and rehabilitation was to ensure public safety by preventing crime and realizing social responsibilities (Misczynski, 2011). The adult department had three major departments which was the male department, female department and the parole department. The number of parole violators and recidivist prisoners was adding to the overgrowing population among prisoners. The population prevents effective service delivery and prevents effective healthcare delivery (Lofstrom et al. 2012). The increased population prompted the state prisons this release offenders before their time elapses. The county prisons had limited jurisdiction over felony offenders and parole violators. The assembly bill (AB 109), was enacted to expand the jurisdiction of county court to enable them deal with cases that were initially assigned to the state courts. This was an effort by the state of California to change the manner in which adult correctional facilities were managed. The decongestion programs aimed at reducing the number of inmate in state detention facilities and accommodate them in the country facilities. According to Lofstrom et al. (2012) the bill was a move by the California to decongest the 33 state prisons by approximately 137.5%. The bill was an effort of by a taskforce which recommended the decongestion. In 2011 the recommendations by the task force were implemented. The assembly bill also allowed low- felony offenders to serve their jail term in country prisons rather than the state prisons. The state prisons where to regulate the inmate population. No inmate was to be transferred to the county prisons upon the implementation of the bill. In that sense no prison would be released prior to his

Business law Essay Example | Topics and Well Written Essays - 500 words - 19

Business law - Essay Example ent supersedes all prior promises relating to the sale.† This clause acknowledges that previous promises existed but there are now superseded by the new agreement formed. During the cause of the negotiation, the seller creates an implied contract stating that all the properties in the warehouse are to be sold as part of the contract. This means that the warehouse must correspond with the description given which also leads to an implied condition that the warehouse must correspond with the description given. Moreover, if the sale by sample of the warehouse, as well as by description, it is not adequate that the warehouse corresponds with the description. In addition, the companies also engage in a conversation involving the sale of the warehouse whereby the furniture was to be incorporated as part of the sale of the warehouse. In the above case, there is a contract for the sale of the warehouse by description. There is also an implied condition that the warehouse will correspo nd with the description (Newbolt 5). If the furniture is included in the contract as a part of sale of the warehouse and does not include a price tag, the furniture should be taken as part of sale. This is because there was no exemption clause in the contract stating that the furniture was not part of sale of the warehouse. Instead, the impletion created in this case should be that there is an implied contract from the agreement to sell, that the furniture is part of the warehouse and therefore should be sold as part of the warehouse. If the companies do not agree on the price of the furniture, the court can decide the price for them. In such a case, the court can appoint an independent liquidator who wills the property of the company if they do not agree on the price. However, the court intervention in such a case should be the last option. The companies should involve in such a transaction should explore all other alternatives including seeking the services of an independent third party

What somthing happend to me in childhood that i will never forget Essay

What somthing happend to me in childhood that i will never forget - Essay Example At the time we had one game – a Sherlock Holmes mystery game. By modern standards this game would be considered boring, but the shock of being able to interact with the computer made it fascinating. Looking back I marvel at how enthralled I became at even some of the smallest features. For instance, Microsoft Office and the ability to type out a Word document I found thrilling. Even more exciting was finally getting the Internet established and typing in a few commands. I remember one of the first searches was for NFL quarterback Dan Marino. Pages upon pages of results appeared. The effect was like of walking out of a desert and finally discovering abundant land and water on the other side. Over the next few months I became increasingly interested in the machine, learning how to navigate my way around Windows and fix errors that emerged. At the time it felt like just a passing hobby, but now that I look back I recognize this was a moment that would profoundly change the way I interacted with the

Persecution of Jews between the years 1933-39 Essay Example for Free

Persecution of Jews between the years 1933-39 Essay By what stages and why did the Nazi Regime increase its persecution of Jews between the years 1933-39. Jewish people had been a traditional enemy for several hundred years before Hitler came to power and he made it quite clear in his book, Mein Kampf, that he hated Jewish people. It should be no surprise that even before he rose to power he had already took steps to increase persecution of Jews in Nazi Germany in 1933-39. Before any of the momentous stages began, Hitler had displayed plenty of propaganda to advocate Nazi opinions of Jews, he realised that it wouldnt be a good idea to persecute Jews to the highest level to begin with as he needed to be established as a great leader. Had he have began his stages with an event such as Kristallnacht the German people may not have accepted him as well as they did. Hitler began his stages with unorganised persecution, in 1933 he organised the April Boycotts which involved the boycotting of Jewish businesses, encouraging Aryan Germans to stay away from Jewish owned stores. The members of the Nazi party were eager to begin anti-Jewish measures so Hitler didnt want to carry on denying them this. This stage kept the members happy for a short while and was also backed by churches; increasing its influential value. However the April Boycotts had to be kept fairly low key as Hitler did not want the public to resent him had they thought his measures were too much too soon; his suspicions were in fact correct, Hitler realised he didnt have the public support he needed as despite the Boycotts the public seemed apathetic, they carried on shopping in Jewish stores; ignoring Hitlers warning. Another factor controlling the force of the persecution was the fact that Hindenburg was still supreme to Hitler, he had already brought in the Hindenburg clause (whereby Jewish world war one veterans were exempt from the rule that Jews must be fired from certain professions) which hindered Hitlers chance at early success. Hitlers first attempt at unorganised persecution was supposed to last indefinitely, but in fact it only lasted a day. The Nazi regimes next step in 1935 marked a new phase in their bid to increase the persecution of Jews. Following Hindenburgs death in 1934, Hitler introduced The Nuremburg Laws in August 1935 which basically stripped the Jews of their civil rights. Hitler had realised that the intense propaganda had succeeded in winning the public over and therefore decided to take his persecution to the next stage. He completely disregarded the Hindenburg clause and referred to the Jews not as citizens but as subjects of Germany. This step was to separate the Jews from the rest of the Germany nationality and could be seen as a result of the lack of progress made in the Nazis attempt to get Jews out of the country, statistics of Jews emigrating fell from 37000 to 23000 in 1934. However, in light of the Berlin summer Olympics in 1936, Hitler toned down the propaganda aimed at the persecution of Jews as he wanted tourists to see Germany as a pure country, free of people he though inferior such as Jews. The Nuremburg laws seemed to be as a result of Hitler feeling that he needed to start taking action that is easily recognisable as persecution; this however was nothing in comparison to his next step. On November 9th 1938, following the assassination of a German official in Paris by a young Jewish boy, the Nazis embarked on an orgy of violence, destroying Jewish Property in predominantly Jewish towns in Germany. This seemed the final straw for Hitler, before this he had not let member of the Nazi party display this type of organised persecution. The SS officers conducting the attacks broke the law, but Hitler let this go ahead as there was no popular outcry for it to stop, most resistance was very passive, probably Jew to the Nazi fear factor; no-one dear stand up to them. The intensity of Nazi officials complaining about a lack of action against the Jews encouraged this new wave of intimidation. To add insult to injury, the Jews were fined for the damage done to their towns and property; 1,000,000,000RM in total. 26,000 Jews were arrested and sent to work camps, Kristallnacht is thought to mark the beginning of the Holocaust. Hitlers 4th and final stage was to eliminate Jews; they were not emigrating anymore (as much as they wanted to) simply because other countries could not take them. The measures taken previous to this stage were not enough to get rid of the Jews so Hitler decided to cram the Jews into small ghettos, so he could take complete control of them ready for when they were shipped off in freight trains to concentration camps. Hitler named this the final solution of the Jewish question this stage seemed ooze a sense of desperation, nothing Hitler had done before had deterred the Jews enough for them to flee wherever they could. Once in concentration camps, had they not died of diseases such as Typhus, the Jews were systematically gassed in chambers, sometimes up to 2000 at a time. The name final solution suggests that this really was the last straw for Hitler, he felt there was no other way to rid Germany of the Jews as although the first camp opened in 1933 (Dachau) they werent widely used until 1939, these camps could be seen as a precautionary measure. It is evident that Hitler had many ideas as to how to persecute Jews; he started with quite mild measures and gradually escalated things as a result of unresponsive behaviour from Jews. The pressure he was under from other Nazi party members in the early stages probably pushed him to cross the line into breaking the law to persecute Jews. The latter stages of these measures may not have happened had the Jews emigrated when they were encouraged to.

Good Teachers Essay Example for Free

Good Teachers Essay Abstract A good teacher is hard to find. One that really loves to teach students and is effect in what they teach. I have only had a few who have inspired me to teach because of their ability to teach effectively. A good teacher is effective in what they teach and they inspire their students. I feel that every student should have the benefit of a great teacher. One that is prepared for the class and apt to teach with clarity and understanding. It is not always good to have one that is just doing it to earn an income. Good teachers are what make the world better, as we learn every day, and if we listen we are always in a class of some type. In this world of fast learning and growing job opportunities we have to be taught by the best teachers so we are able to stay on the top of our business –world. I feel that every teacher needs to be able to change their students’ lives and be experts in their field of teaching. The teacher has to understand how each student learns. Without a doubt we must be able to reach our world and be able to understand what we are trying to learn. â€Å"A Good teacher is someone that is able to make a difference in someone’s life† (Hassett). What makes a good teacher able to teach anybody? Most of people that go to class really want to learn and want to be there. One of the main things in a class room or class setting is for the class to feel free to learn. I feel that every teacher needs to go to college and not to an online school. They need to be able to be in a class room setting so they can understand what their teacher does to prepare them for their class and study. I think one of the most important things for learning is to see it in action and to be able to understand how the right way to teach, and not just trying to make something out of nothing. Most of the teacher need to  get a degree from an accredited college or university that is a reputable teaching institution and able to give the aspiring teacher the proper training. One of the main things in learning is to be preparing for class. The teacher needs to have paper and book and all the supplies. Most teachers need to be able to pass the state board for teaches for them to get their certification to teach in the state of Georgia. Most of teachers in Georgia are teaching without a license because there is a shortage of teachers. This is causing a lot of students to get teachers who have not really been qualified to teach. Teachers need to learn how to listen and to understand when a child is in need or has a special need. Every teacher needs some type of training as there is college just for teachers. The Time it takes to prepare for a class is important as it prepares the teacher to teach effectively. Most of the students will watch their teacher to make sure they know what they are talking about. There has to be a safe environment for the student to learn. Most of the students need to be push to the point where they can learn and how they learn. The teacher needs to be able to detect what learning style the student has. One of the most important things that I love is the fact that they took time out of their busy schedule to check on me and make sure I did not have to repeat the class. They sent information to make sure I could get it done and I am grateful for that. â€Å"A good teacher is someone that knows their craft, in other words, they know what they are teaching. A good teacher knows the ins and outs of what they are teaching. A good teacher enjoys teaching others, their craft and seeing their students learn† (Davis). A teacher also has a passion for people and gets an enjoyment of others success. A teacher shows their student that they care when no one else is showing the student that they care. A teacher’s job is not just a Job. As it is not just to go to work and get a paid check. It has to be a person’s passion; it’s what makes them thrive. Sometime they have to work on days when they don’t get paid just to make sure the students are learning and able to pass the test. A teacher has to show that they want to be there and really enjoy helping people. A teacher never needs to tell a student I got my degree you need to get yours. â€Å"A teacher must stay informed of what they are teaching, in other words if there is new material that goes along with their subject they should learn the new material. This is called personal development. † (Martin-Kniep). A teacher also gives discipline when it is needed because they realize if you do not show discipline in the time of need it can cause the student to have an unstructured life. â€Å"A teacher prepares their students to be successful and persistent in their goals in life. A teacher is a motivator to their students and they keep their students in a positive frame of mind† (Green). â€Å"One of the most important things that a teacher can do is be prepared for the students that come into their classroom. It does take time to make sure the teacher is prepared and ready to teach their class† (Davis). Most teachers really do not know what to expect from year to year and sometimes it gets even hard with the students, parents, and support system. Most of the students will have someone that they can have to come to the class but most of the parents in this day and hour are too busy to do anything but work and try to feed the child. I feel like† we must give the teacher some type of assistance to make sure they are successful as well as to make sure they have a clear plan of action to teach† (Christou). Most of the students will watch their teacher to make sure they know what they are talking about. This has been one of the most frustrating parts of a class and in any place where someone is trying to teach you something they don’t know themselves. A lot of the students do have a learning disorder and some of them will ask questions because they really don’t know what you are saying. They are trying to make sure they understand what is being taught by the teacher. It is not to try to cause problems but to try to understand what is being taught. And the teacher needs to know when the student is really playing and when they are not. As a lot of students have been sent to the office or outside because of asking a question that they really did not understand and someone might have laughed causing the teacher to think they were playing. They send the student outside. Thus making it even harder for the student to learn and to understand clearly what is being said. â€Å"There has to be a safe environment for the student to learn. A lot of the parents are thinking more and more about home schooling their children because it is a little safer and easier for a traveling parent† (Christou). I think if a student feels that he is not safe in the classroom he will not learn and he will always be looking around the room trying to see what is going on. He will begin to see things out of place and every time someone comes to the door or the window the student will be looking and not paying attention to the teacher at all. The main thing is that they student needs to be able to feel like they can ask any question and it not be a problem, and that no one will be laughing at them for the question that they have asked. A lot of students will shut down when they feel like they cannot express themselves, let the teacher know when they are in trouble, and need some extra help. Most of the students really need to know that the teacher is doing all they can to keep order in the class room and to make sure that it is a nice pleasant place to learn and to share idea and even to fuss sometime as long as it is going to help and bring about clarity. Without a doubt, all students need to be pushed and made to learn beyond their own understanding. There should not be a student in there who is not working their brain and able to sleep all day and still pass. Something is wrong with that and someone needs to retest that student and make sure they are on their grade level. A lot of students will not learn too well when the class is too slow for them. They will get bored really fast and not want to do nothing but cause problems because they are bored. I feel like a lot of the students that sleep in class and still walk out of the class with a passing grade need to be evaluated to determine their I. Q. â€Å"It’s about pushing students to excel; at the same time, it’s about being human, respecting others, and being professional at all times† (Leblanc). So they can make sure they push them to their max. Most students never really understand all the class room and it takes a great teacher to be like bridge between the class work and the grades. Sometimes the bridge does try to fall, but, it is a good bridge and it is able to keep the peace. Understand that sometimes it is overrun with words, people, and it has to be patient and understand that it will all pay off in the long run. In this day and hour every job is not just a job. There are many people today who are looking for a job and some of them just are able to pass test because of having book smarts. Some are only teaching in school for a paycheck and to be able to make a living. A teacher needs to be someone who loves what he/ she can do. They do not need to be thinking about a check or about paying bills. Most of them really need to be stable and able to keep their family and personal life separate. The person who wants to be a teacher needs to be more than just someone going for a job. As time passes it is important for the person to know why they are in the class room and to understand their role in shaping the lives of their students. They must understand that at this age most of the students will spend more time with them than at the house with their parents. Most of the students will begin to attach themselves to the class room as they will feel like they were trying to look forward and not behind. Most of them will find a teacher who they relate to and who they feel has their best interest at heart. It is important for teacher to understand that most of the students will watch their every move and how they react. Some of them will even try to copy how the teacher talks, walks, and even how some of them dress. Most of the students want to be a part of something or belong to something for a greater cause. So it is important that most teachers understand their role, be mindful of their actions and understand that someone will always be watching their every move. A teacher has to show that they want to be there and really enjoy helping people. I have always been in a class room where I have heard a lot of my teacher say â€Å"I got my degree now you’ve got to get yours† and some of them even have an attitude with it. This is one of the reasons why I hated school and why I felt that I was cheated of my education when I was in school. Most students really don’t want to be in school so when they already don’t want to be there, and run into something like this, it makes it hard for the student to look past what they see and hear. This is causing a lot of high school students to drop out at the 10th grade. They really do not understand that they are almost there. But we have to take control of this, put a stop to it, and let them know that we do care about them, want them to finish school, be able to learn and be productive in the world today. â€Å"Effective teachers should exhibit positive expectations to ensure each student believes they can excel. Transmitting positive reinforcement by telling each student they have high abilities and are a capable learner will allow students to excel to their highest abilities. In addition, setting positive expectations in the classroom will help students who do not have proper motivation and support at home† (Baker). A teacher never needs to tell a student I got my degree and what about you. Most of the student will always do what they hear and what they see. Most of them are smart enough to understand right from wrong. But it gets worst then they begin to see the teacher doing one thing and then doing something different. A good teacher is hard to find. One that really loves to be in the class with the student and is effective in what they teach. I have only had a few that have really left me with wanting to teach because of what they taught me and this is what a good teacher is. I feel that every student that goes to class should have the benefit of a great teacher. One that is prepared for the class and apt to teach with clarity and understanding. It is not always good to have one that is just doing it because of a Job. This is what makes the world better. As we learn every day and if we listen we are always in a class of some type. I want to be as clear as possible with everything I do and say so that it will help other teachers to take pride in their craft. APPENDIX A REFERENCES Brackett, Nancy. (January 2013) Effective Teacher. Retrieved from http://www. online-distance-learning-education. com/effective-teacher. html Christou,Aris. (June 22, 2006). Materials Camp Will Help Teachers Innovate. Retrieved from http://www. mse. umd. edu/news/news_story. php? id=658 Davis, James R. (Aug 4, 1993). Better Teaching, More Learning: Strategies for Success in Postsecondary Settings: 1st Edition. Green, Elizabeth. (March 2, 2010). Building a Better Teacher. Retrieved from http://www. nytimes. com/2010/03/07/magazine/07Teachers-t. html? _r=0 Hassett, Marie F. PHD. (Winter 2000). What Makes a Good Teacher? Retrieved from http://www. sabes. org/resources/publications/adventures/vol12/12hassett. htm Leblanc, Richard PHD. (1998). Good Teaching: The Top Ten Requirements. Retrieved from http://www. appleseeds. org/good-teach. htm Martin-Kniep, Giselle O. (April 2004). Becoming a Better Teacher: Eight Innovations that works/ Editions 1. Toness, Bianca Vazquez. (May 23, 2011). What Makes A Good Teacher? Retrieved from http://www. wbur. org/2011/05/23/a-teacher.

Criminal Theory Case Study: Whitey Bulger

Criminal Theory Case Study: Whitey Bulger Criminal Behavior James Joseph Bulger III (better known as) Whitey Bulgers criminal behavior started early on in life. Whitey ran away to join the circus at ten years old. According to Biography.com, Whitey Bulger was first arrested when he was 14 years old, for stealing, and his criminal record continued to escalate from there. As a youth, he was arrested for larceny, forgery, assault and battery, and armed robbery and served five years in a juvenile reformatory. Upon his release, he joined the Air Force where he served time in military jail for assault before being arrested for going AWOL. Nonetheless, he received an honorable discharge in 1952. (Biography.com) After the military, Bulger returned to Boston and committed multiple bank robberies in multiple states. In 1956 he was sentenced to 25 years in Federal prison for those bank robberies. After his release from prison Bulger immersed himself into Bostons organized crime, and by 1979 he was one of the top figures in Bostons underworld. After work ing with the FBI, he led the FBI on a 16-year manhunt. Whitey Bulger was finally caught by the FBI in 2011. In 2013, Bulger faced a 33-count indictment, including money laundering, extortion, drug dealing, corrupting FBI and other law-enforcement officials and participating in 19 murders. He was also charged with federal racketeering for allegedly running a criminal enterprise from 1972 to 2000. (Biography.com) Bulger was not convicted of everything, after a two-month trial, a jury of eight men and four women deliberated for five days and found Bulger guilty on 31 counts, including federal racketeering, extortion, conspiracy and 11 of the 19 murders. They found he was not guilty of 7 murders and could not reach a verdict on one murder. (Biography.com) Whitey Bulgers Life Whitey Bulgers childhood was rough. James Joseph Bulger Jr. was born on September 3, 1929, in Dorchester, Massachusetts, (Where I was born) as second of the six children, to Roman Catholic Irish parents who immigrated to America. (www.thefamouspeople.com) Whiteys father was a longshoreman that lost his arm in an industrial accident forcing him and his family to move to government housing in South Boston (Where I attended elementary school). When Bulger was ten years old, he attempted to run away and join the circus. When Whitey was 14, he was charged with stealing and forgery and other crimes resulting in being held in a juvenile reformatory for five years. Bulger joined the Air Force and was charged with AWOL ultimately being honorably discharged. Once Bulger returned to Boston, he returned to a life of crime and ultimately rose to the top crime boss in Boston. Bulger reigned over Bostons underworld for nearly 20 years. Oddly enough he was an informant for the FBI against another cr ime family which ultimately help Bulgers enterprises. When indictments against Bulger came down his connections at the FBI tipped him off to the impending arrest allowing Bulger to go on the run from 1996 until he was ultimately arrested in California 2011. Bulger was convicted of most of the charges levied against him, and he is currently incarcerated at Coleman Federal Penitentiary in Sumter County. Bulger was disciplined for sexual activity while in prison in 2016. Theories of Criminal Behavior I believe that the first of three theories that could describe White Bulgers criminal lifestyle would be Albert Cohens Theory on Delinquent Boys. Cohens research and resulting theory were a reaction to the limitations and oversimplifications he saw in Robert Mertons strain theory, according to the University of Portsmouth. Cohen agreed that criminal behavior was in part the result of the strain of being unable to accomplish ones goals, but he disagreed with Mertons hypothesis that crime was individual, gain-based and could occur at any socioeconomic status. In 1955, his book Delinquent Boys, Cohen investigated trends of criminal behavior in lower-class urban areas of the United States, then built on emerging findings about the delinquent subculture. Florida State Universitys College of Criminology and Criminal Justice states that Cohens investigation of gangs revealed that the groups were mostly lower-class males who seemed to be retaliating against a world that had given them empty promises regarding the American Dream. Cohens theory on the delinquent subculture also predicts that the existence of the subculture would likely draw in lower-status persons exposed to it, therefore creating more delinquency among anyone who might believe that their only opportunities for progress existed in the ranks of gangs. (www.reference.com) I believe Whitey Bulger also fit into the Durkheims Deviance theory, à ¢Ã¢â€š ¬Ã‚ ¦his discoveries were so deviant that people had a hard time accepting them. And they still do! Which is why Durkheims views of deviance have been pretty much ignored by sociologists for over 100 years. Durkheim was a firm believer in observation. So he began his study of deviance by observing as many societies as he could. He studied his own, those in neighboring European countries, and even those of the ancient past. What did he notice? They all had deviance! It didnt matter where or when he looked. In every society, there was something that got defined as deviant, and someone who did that deviant thing. (http://www.nonjudgmentday.org) I also believe that Whitey Bulger would fit into the Social Disorganization Theory. The theory of social disorganization states a persons physical and social environments are primarily responsible for the behavioral choices that a person makes. At the core of social disorganization theory, is that location matters when it comes to predicting illegal activity. Shaw and McKay noted that neighborhoods with the highest crime rates have at least three common problems, physical dilapidation, poverty, and a higher level of ethnic and culture mixing. Shaw and McKay claimed that delinquency was not caused at the individual level, but is a normal response by normal individuals to abnormal conditions. Social disorganization theory is widely used as an important predictor of youth violence and crime. (Mark Bond, Ed.D) There is little doubt that South Boston or Boston, in general, could fit this theory just as well as Chicago. Theoretical Application to Whitey Bulgers Life History Growing up in South Boston with a father that was a longshoreman and that was ultimately disabled allowed Whitey to do as he pleased and he did just that fitting the Albert Cohens Theory on Delinquent Boys. As a young man, Whitey was arrested for assault and battery, armed robbery, larceny, and assault. Those charges resulted in Whitey being sentenced to five years in a juvenile reformatory. After his release from the reformatory, Whitey joined the Air Force and subsequently went AWOL. Despite this, he was granted an honorable discharge. I included the military factor in this theory because as we know, men dont fully mature until at least 25 years old. Due to Whiteys now developed deviant behavior as a youth, I believe that he fits into Durkheims Deviance theory. As we all know there is deviance everywhere and I think that during Whitey Bulgers criminal rise he just took advantage of the deviance and rose to the top of Bostons underworld. Some say his power made him like a Robin Hood for the city, For years, James Whitey Bulger was viewed as a Robin Hood-like figure on the streets of South Boston, valued by his neighbors who saw him as a tough guy who kept drug dealers out of their neighborhood. That image was shattered when authorities began digging up bodies. (www.boston.cbslocal.com) Finally, Whitey Bulgers criminal activities fit in my opinion into the Social Disorganization Theory. Boston, like Chicago, was ripe for the picking when it comes to poor neighborhoods, high crime rates, socially disadvantaged people. Whitey dominated a city that had many poor areas that were very ethnically diverse just like Chicago. The mixture of these three theories, I feel, created Whitey Bulger. In my opinion, many of these theories are interchangeable and could fit almost any powerful crime figure. The mixture of these three theories, I feel, created Whitey Bulger. In my opinion, many of these theories are interchangeable and could fit almost any powerful crime figure. References http://www.biography.com/people/whitey-bulger328770#early-life http://www.thefamouspeople.com/profiles/whitey-bulger-5588.php#5aP3OvO2zXd6OAzH.99 https://www.reference.com/world-view/albert-cohen-s-delinquent-subculture-theory-56a567cc29ecb061 http://www.nonjudgmentday.org/judgment-card-galleryblog/-durkheims-deviant-view-of-deviance https://www.linkedin.com/pulse/criminology-social-disorganization-theory-explained-mark-bond http://boston.cbslocal.com/2011/06/23/whitey-bulger-described-as-robin-hood-diabolical-killer/

Thermal Energy :: essays research papers

Lab #7: Thermal Energy Heat is thermal energy being transferred from one place to another, because of temperature changes. This can take place by three processes. These three processes are known as conduction, convection, and radiation. When we place two objects with different temperatures in contact with each other, the heat from the hotter object will immediately and automatically flow to the colder object. This is known as conduction. Some objects make excellent conductors of heat while others make poor conductors of heat or excellent insulators. Silver, copper, and gold make excellent conductors of heat. Foams and plastics make good insulators of heat but make poor conductors. Last night for dinner, I made myself a grilled cheese sandwich and a bowl of tomato soup. I heated the soup faster than I cooked the sandwich so I poured the hot soup into a bowl and finished cooking the sandwich. Once I was done cooking, I gabbed the soup bowl and burned my hand. The heat from the soup made the bowl hot. This is an example of conduction.   Ã‚  Ã‚  Ã‚  Ã‚  The process of conduction between a solid surface and a moving liquid or gas is called convection. The motion of the fluid may be natural or forced. If a liquid or gas is heated, its mass per unit volume generally decreases. If the liquid or gas is in a gravitational field, the hotter, lighter fluid rises while the colder, heavier fluid sinks. For example, when water in a pan is heated from below on my stove, the liquid closest to the bottom expands and its density decreases. The hot water as a result rises to the top and some of the cooler fluid descends toward the bottom, thus setting up a circulatory motion. This is also why the heating of a room by a radiator depends less on radiation than on natural convection currents, the hot air rising upward along the wall and cooler air coming back to the radiator from the side of the bottom. Because of the tendencies of hot air to rise and of cool air to sink, radiators are positioned near the floor and air-conditioning outlets near the ceiling for maximum efficiency.   Ã‚  Ã‚  Ã‚  Ã‚  Radiation is fundamentally different from both conduction and convection in that the substances exchanging heat need not be in contact with each other. All substances emit radiant energy merely by virtue of having a positive absolute temperature.

Thomas Hardy and His Religious Beliefs Essay -- Biography Biographies

Thomas Hardy and His Religious Beliefs Thomas Hardy was born into a very active Christian family. He was the son of Orthodox Christians who made sure that he regularly attended services. Many of Hardy's relatives were involved in the church. Some were members of the clergy and some were musicians at the local church. Hardy, a member of the Stinsford parish, taught a Sunday school class when he was a young man. He even had aspirations of becoming a member of the clergy himself. He became very familiar with the teachings of the Bible and even memorized the psalms. Because Hardy was exposed to such devout faith in his youth, he acquired this faith as well. From the period of 1840 to 1860, the "Oxford Movement", a spiritual movement involving extremely devout thinking and actions, began to spread to Dorset. The supporters of this movement believed in a God who is near to man and transcends the natural order of things. This movement helped to reinforce Hardy s faith. In the 1860's On the Origin of Species and Essays and Reviews became widely circulated. These works led to a q...

Chemical Basis of Life :: essays research papers

Chapter 4 The Chemical Basis of Life Introduction †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Your body is an elaborate chemical system. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Chemical signals between brain less enable your mind to understand what you see. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  You nourish those cells with chemicals that are obtained from food. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Life is all about chemicals and how they interact Concept 4.1 Life requires about 25 chemical elements Elements †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Humans and other organisms are examples of matter. Matter: Anything that occupies space and has mass. (Physical things) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The various forms of matter are composed of one or more chemical elements. Element: A pure substance that cannot be broken down into smaller substances by chemical means †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  There are 25 elements are essential to life. Four of these elements are Oxygen (O), Carbon (C), Hydrogen (H), and Nitrogen (N). These make up about 96% of the living matter in your body. Calcium (CA), Phosphorus (P), Potassium (K), sulfur (S), and a few other elements account for most of the remaining 4%. Trace Elements: elements that make up less that 0.01 percent of your body mass are nevertheless critical to your health. Compounds †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Most elements can interact with other elements forming complex types of matter called compounds. Compound: A substance containing two or more elements that are chemically combined in a fixed ratio. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Compounds properties may differ greatly from those of its components. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Though simple compounds like sodium chloride and water play important roles in living things, most compounds found in organisms are more complex, containing at least three or four elements. Concept 4.2 Chemical properties are based on the structure of atoms. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Different elements have different properties. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Some are solid metal at room temperature, some are invisible gases, some elements readily react with other elements, whiles others hardly react at all. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  These properties affect the roles that different elements play in biological processes. This section describes how an elements properties to its structure. Atoms †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Each element consists of a single kind of atom that is different from the atoms of all other elements. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Atom- gets its name from the Greek word atomos, meaning â€Å"indivisible† is the smallest possible â€Å"Pierce†Ã¢â‚¬â€it would take more than tree million carbon atoms to stretch across the period printed at the end of this sentence. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Atoms are all elements are made up of even smaller components called subatomic particles. Proton: Is a subatomic particle with a single unit of positive electrical charge. Electron: is a subatomic particle with a unit of negative charge. Neutron: is electrically neutral. Nucleus: is the center of an atom. It is made up of tightly packed protons and neutrons. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Electrons, which have much less mass than neutrons and protons continually, move about the outside of the nucleus at great speed. Chemical Basis of Life :: essays research papers Chapter 4 The Chemical Basis of Life Introduction †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Your body is an elaborate chemical system. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Chemical signals between brain less enable your mind to understand what you see. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  You nourish those cells with chemicals that are obtained from food. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Life is all about chemicals and how they interact Concept 4.1 Life requires about 25 chemical elements Elements †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Humans and other organisms are examples of matter. Matter: Anything that occupies space and has mass. (Physical things) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The various forms of matter are composed of one or more chemical elements. Element: A pure substance that cannot be broken down into smaller substances by chemical means †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  There are 25 elements are essential to life. Four of these elements are Oxygen (O), Carbon (C), Hydrogen (H), and Nitrogen (N). These make up about 96% of the living matter in your body. Calcium (CA), Phosphorus (P), Potassium (K), sulfur (S), and a few other elements account for most of the remaining 4%. Trace Elements: elements that make up less that 0.01 percent of your body mass are nevertheless critical to your health. Compounds †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Most elements can interact with other elements forming complex types of matter called compounds. Compound: A substance containing two or more elements that are chemically combined in a fixed ratio. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Compounds properties may differ greatly from those of its components. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Though simple compounds like sodium chloride and water play important roles in living things, most compounds found in organisms are more complex, containing at least three or four elements. Concept 4.2 Chemical properties are based on the structure of atoms. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Different elements have different properties. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Some are solid metal at room temperature, some are invisible gases, some elements readily react with other elements, whiles others hardly react at all. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  These properties affect the roles that different elements play in biological processes. This section describes how an elements properties to its structure. Atoms †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Each element consists of a single kind of atom that is different from the atoms of all other elements. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Atom- gets its name from the Greek word atomos, meaning â€Å"indivisible† is the smallest possible â€Å"Pierce†Ã¢â‚¬â€it would take more than tree million carbon atoms to stretch across the period printed at the end of this sentence. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Atoms are all elements are made up of even smaller components called subatomic particles. Proton: Is a subatomic particle with a single unit of positive electrical charge. Electron: is a subatomic particle with a unit of negative charge. Neutron: is electrically neutral. Nucleus: is the center of an atom. It is made up of tightly packed protons and neutrons. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Electrons, which have much less mass than neutrons and protons continually, move about the outside of the nucleus at great speed.

Listening

Importance of ListeningAccording to Zarefsky, listening is important for three reasons: (1) Accuracy; (2) Feedback; and (3) Assessment.First is accuracy. I can still remember back in my 6th grade this one test given to us by our English teacher. Looking back from today, it was actually more of a listening test than a reading test. Before we begin, our teacher told us to read first the instructions before proceeding. Then she gave out this two pager test about following instructions like this:Write your name in capital letters on the upper right hand corner of the paper and underline your family name.List the top ten movies you like. Draw three stars of varying sizes and encircle the biggest star.  You get the picture. There were about 50 of these instructions! So, I hurriedly answer as much as I can since we were told that it we will be under time pressure. After just five minutes, the teacher announced that it was already time to pass the paper and I wasn’t even half-way! I protested that there was not enough time. She asked me if I was listening when she asked us to read the instructions. I said, â€Å"Of course.† To which, she replied, â€Å"Then, you should have read in the instructions that you are only asked to do item no. 1.†Second reason is to be able to give feedback. I remember one of the fights I had with my then girlfriend Donna. (Not her real name.) She was saying something and but I was too engrossed with in solving this differential equation which was an assignment due next day for Math. Of course, that got her really mad. â€Å"Are you listening?† she angrily asked. â€Å"Of course, dear,† I said. â€Å"Then, tell me what you think?† Confident that I could get away with this, I made a remark on the phrase about assignments. â€Å"Yeah, I know. It must be tough for you.These teachers are driving us nuts,† I consoled her, thinking that I can get away with it. That, of course, made her really mad. She was not talking about assignments. It was actually a sarcastic remark, â€Å"Sorry, I think I’m getting in the way of your assignments.† And so she unleashed the conclusion of the matter, â€Å"I guess I really do get in the way of your assignments. Maybe it’s now time for us to move on.† Then, she walked out on me. That one, I did get clearly, because I was listening intently: She wanted to break up with me.And that brings me to my last point: Assessment. I was able to interpret and evaluate the message. Because I was listening well that time, I understood that she didn’t mean we were ready to discuss another topic or we were supposed to go somewhere. Based on what she said and her reaction, I knew she was really mad and moving on means breaking up.Personal Listening HabitsI was able to hear Steve Murell 2007 last year (July 19, 2007) speak on Leading With the Next Generation for 25 minutes. He got his text from 1 Samuel 17:38-40 and while he was expounding on the passage, and to get the most out of his talk, I employed note-taking – a technique which, according to Nwokoreze (1990) is the stage where I would reach the maximum level of understanding. (His talk is also available as pod cast in the Every Nation World Conference (2007) website.) He introduced his talk by first saying that Saul had always been used as an example of a bad leadership but if we will examine his life, it was not all bad. If ever he did only one thing great, this is it. And that introduction really hooked me in.I his teaching, he claimed that there are principles we can actually learn from this two men of God and that is in the area of leadership. We know that Saul was a lot older than David and he is a warrior. During his time, he was able to defeat his enemy using his sword and armor. So, wanting victory for David, he suggested that he should wear it, too. The problem is David was not used to it. So, he reasoned with Saul and asked Saul t o allow him just his sling and stones. And to that, Saul agreed.If you would ask me up to now what can we learn from that, I can still tell you without even referring to my notes but I can tell you that the notes really helped me really listen and digest the message. If I had not done so, I would have forgotten it all by now as studies show that this process begins almost right way. (Scott 2002) Besides, taking good notes has been found to aid individuals in remembering what they hear. (Cuesta College Academic Support 2003)Note-taking helped me in two ways: First, it helped me to focus on the focus points of the message. In as much as I was very interested in the topic, there were times that my mind would wander away or be caught up by a particular illustration. For instance, when Steve tell that David and Saul’s story is also a picture of the church, I got lost momentarily because I got caught up in analyzing what it means. I was still figuring out all the parallelism when I heard him say, â€Å"the point is†¦Ã¢â‚¬  As if on cue, I reached out to my pen and paper and write the point.I also jot down what he said that caught me so that I could later refer back to it and meditate or savor it if necessary. There were also times when I become too reflective which is quite distracting in a way. I asked myself (because Steve asked us to evaluate ourselves), â€Å"Am I giving opportunity to those who are under to me rise up in leadership or am I too insecure a leader to let them have the spot light?† Then, he would ask another question but I was still in the middle of my reflection. So, what I did was to pause, write down what I was thinking, and jot down his next question or point and knowing why I was there – to learn how to be a better leader – helped me be effective in my note taking as suggested by Fajardo (1996) and was proven by me.Since Steve spoke for just about 25 minutes, I didn’t have a great deal of difficulty li stening to him. I’m used to attending classes where teachers would lecture for more than an hour so his teaching was actually a refreshing break. But, I must admit, though, that too long speeches or lectures literally give me a headache. Just before writing this paper, I came from a whole day academic forum where I had to listen to different speakers lecturing for at least one and a half hours each. I tell you, it was difficult, especially when they say something that is beyond my vocabulary or knowledge. I actually had a headache afterwards. Perhaps, this was due to the fact that I was already very sleepy during the middle of the third session but I still pushed myself to listen.Margaret Sanger’s SpeechMargaret, on her speech, addressed the morality of birth control as she said on her opening statements, â€Å"The one issue upon which there seems to be most uncertainty and disagreement exists is the moral side of the subject of Birth Control. He next statement reveal ed her audience: â€Å"It seemed only natural for us to call together scientists, educators, members of the medical profession and the theologians of all denominations to ask their opinion upon this uncertain and important phase of the controversy.†Sanger seemed to suggest that birth control is a moral imperative. In fact, she said that her belief is that â€Å"the discussion of the moral issue [of birth control] was one which did not solely belong to theologians and to scientists, but belonged to the people.†Ã‚   Therefore, if this is not confined only to specific groups of people but to all people, then it, indeed, is a moral imperative. To drive home her point, she even explained what moral means. According to her, this would have implications of different actions which rely on the mind and the brain and that brain development is very much linked to morality.To those who are saying that birth control is unethical, immoral, or violation of God’s law, she start ed first with a discussion on morality. According to her, it would be immoral if we are irresponsible and reckless and irresponsible in our actions. We would have the â€Å"finest kind of morality† on the other hand if we are able to think ahead about the actions we plan to take. Then, she went into the discussion of how the progress of women we opposed for the fear the they would be immoral if they were granted freedom. Then, she appealed to the church to have more confidence in them.Then, she discussed the foundations of birth control which she also accepts. She said that the only problem with this in how methods to uphold these principles were carried out. So, she suggested information dissemination which should be done directly by those in the medical field. In this may, â€Å"motherhood may be the function of dignity and choice, rather than one of ignorance a chance,† claimed the speaker.Finally, she went back again on the concept of planning ahead so that populat ion control would begin at conception instead of resorting to the killing of infants, abandoning children, and abortion which is less civilized and gives life a lower value. Then, she concluded by encouraging people that the masses are becoming wiser and have been giving enough thought for their conduct. It more people would exhibit this, she claimed that there would be less immorality.ReferencesCuesta College Academic Support. (2003). Listening and Note-taking. Retrieved February 7, 2008 from http://www.cuesta.edu/student/servs_classes/ssc/index.htmlFajardo, C. (1996). Note-taking: a useful device, Forum, 34(2), 22.Nwokoreze, U. (1990). Note-taking. English Teaching Forum, 33(2), 39-40Scott, J. (2002) The 13 Keys to Effective Listening and Note-taking. Retrieved February 7, 2008 from http://www.csun.edu/~hcpas003/Listening.html

Physician assisted euthanasia

Quality of life is not often guaranteed when one is suffering from a terminal illness. In fact quality of life and terminal illnesses hardly seem to be complementary. For years debate has been ongoing on the morality and legality of physician administered active voluntary euthanasia also known as physician assisted suicide or PAS for short. Physician assisted suicide involves a physician, at the request of the patient, either withholding or administering some form of procedure that would immediately or eventually lead to ending the patient’s life. Such an act becomes necessary when the quality of life for the patient is laced with pain and suffering, when alternatives do not seem to work and therefore the patient opts for death rather than a life in their current condition.The most furtive debate is often not whether physician assisted euthanasia is ethical in all cases but whether or not the state should legalize this practice (Kamisar 1123; Kaveny 125). Numerous arguments ha ve been put forward on the two sides of the argument and both seem feasible. However, whatever the opposing positions, the arguments for the legalization of physician assisted euthanasia are quite valid. Euthanasia should be legalized throughout the states of the U.S.A. as an option for patients, in consultation with their families and physicians.Reporting on data from a questionnaire among physicians Gupta, Bhatnagar and Mishra highlighted that 60% supported the legalization of physician assisted euthanasia at least in some cases. One argument for its legalization relates to an individual’s right to choose what is in his best interest. One of the fundamental principles that prevails in the U. S. is the right of the individual to determine and charter his own life path (Gittelman 372). The government aims to be as unobtrusive as possible when it comes to involvement in the affairs of the individual. Therefore the government should not restrict an individual’s choice of death over life in situations where the former seems to be the better alternative. The patient, therefore, as ultimate decision maker should be empowered to make such a decision independently.Opponents of legalization would want to suggest here that if the individual is given such all-encompassing power then this will suggest further societal implications. As in the case with abortion, the line between acts that affect just the individual and those that impact wider society will become distorted. On the other hand it is the duty of the government to draft correct procedures that would properly guide the practice of euthanasia. It will not be left up to the individual at all times to arbitrary decide when to die by accessing euthanasia but detailed and specific guidelines must be laid down in conjunction with the legislative instrument. As Gittelman argues, government must aim to control the actions of individuals in so far as they are overall harmful to self and other members in th e society (372).Related to this argument is a further benefit of physician assisted euthanasia. Currently physicians are conducting euthanasia even though it is illegal in most states across the U.S. (Gupta, Bhatnagar and Mishra). Physicians who comply with the requests of patients are taking a legal risk. There is the implication that this practice is not uniformed as there are no standards by which euthanasia is being conducted on this non-legal basis. Furthermore very little is known of the extent to which euthanasia is practiced throughout the United States (Kamisar 1124). The benefit that legalization would bring is to make the procedures more standardized and administrators would have significantly more control over its processes.Opponents have been pointing to the case of Judith Curren as grounds on which legalization should not be explored. Curren was an obese woman of 42 suffering from chronic-fatigue syndrome who was assisted to death by Dr. Kevorkian. Obviously her situat ion was not chronic enough to merit euthanasia (Kaveny 125) and other options could have been explored. It is, however, precisely because of these cases why physician assisted euthanasia should be legalized. Incompetence would be avoided and dealt with appropriately if necessary.A further argument for the legalization of euthanasia is the financial strain it would remove from families who have to maintain care of terminally ill relatives. The medical costs incurred by individual families and the government when such hospitalization is covered through it social services, are tremendous. Medical costs for terminally ill patients would therefore be significantly less because some would have the option of terminating life early rather than depend on a life support system that is not curative. Moreover more doctors would, as suggested by Gittelman, be willing to explore the possibility of euthanasia with patients (372).Another reason for legalization is to protect doctors from unnecessar y lawsuits and criminal penalties for acts done at the request of the patient. Doctors are now putting themselves at serious risks by carrying out euthanasia on their patients. Without the legislative backing physicians who persist with euthanasia go against the dictates of the law. Legalization, detailing the specific conditions and circumstances under which euthanasia could be performed, would avoid abuse by physicians ensuring that the proper procedures are followed. Therefore terminally ill patients would be protected in two main regards, they will be protected from the wrongful judgment of physicians to make poor decisions on their behalf and on the other hand patients would be protected from ceaseless pain and suffering.Many more arguments could be leveled in favor of the legalization of physician assisted euthanasia. What is evident is that the arguments that have been used to counter legalization are not quite sound. The rare case where this practice was misused by unprofess ional personnel is not a true reflection of its true potential. Furthermore lack of proper governmental regulation is what is contributing to these problems. Legalization would therefore dispel these problems.REFERENCESGittelman, David. â€Å"Euthanasia and Physician-Assisted Suicide.† Southern Medical Journal 92.4 (April 1999): 369-374.Gupta, Deepak, Sushma Bhatnagar and Seema Mishra. â€Å"Euthanasia: Issues Implied Within.† Internet Journal of Pain, Symptom Control & Palliative Care 4.1(2006):1.Kamisar, Yale. â€Å"Physician-Assisted Suicide: The Problems Presented by the Compelling Heartwrenching case.† The Journal of Criminal Law & Criminology 88.3 (1998): 1121-1146.Kaveny, M. Cathleen. â€Å"Assisted Suicide, Euthanasia, and the Law.† Theological studies. 58 (1997): 124-148.