Your Organ Donor Status Matters Essay -- Argumentative, Persuasive Ess

I figure you ought to naturally give your organs since that would turn the parity of organ gift in a gigantic manner. I would give whatever anyone would take... - George Clooney As indicated by the Organ Procurement and Transportation Network, a part of The U.S. Division of Health and Human Services, there are more than 134,000 individuals anticipating the lifesaving endowment of an organ in the United States. At sixteen, everything I could consider was getting my permit lastly picking up my autonomy. The prior night setting off to the DMV my mother helped me record the desk work, stunned that her daughter would have been in the driver's seat. At the point when she went to the topic of turning into an enrolled organ giver, I immediately reacted â€Å"No! I don't need my organs in somebody else’s body after I’m dead! I need to be covered entire and complete!† After a concise conversation, where my mother attempted to clarify what being an enrolled giver involved, I despite everything held my ground on NOT turning into a benefactor. I had no clue then the effect the framework all in all would have on my life. At sixteen, when I settled on my choice not to turn into an enrolled giver, there were numerous things I didn't think about gift and the gift framework in general. Numerous misguided judgments of gift were at that cutting edge of my brain, as they are the principal things numerous individuals consider when they think on gift. The greatest and most well known motivation to not turn into a benefactor is a solid question in specialists and the whole clinical framework. Tiffanie Wen, an independent author who has composed articles on the subject of organ gift, as of late wrote in The Atlantic, â€Å"Quick [an partner educator of correspondence at the University of Illinois] and his associates have concentrated how viewing Grey’s Anatomy ca... ...n the Default Choice or Allocation Rule. Journal of Health Economics. 32.6 (2013): 1117-29. Print. Millman, Jason. One Way to Boost Organ Donations: Just Keep Asking. Washington Post. The Washington Post, 18 Aug. 2014. Web. 10 Feb. 2015. Parker-Pope, Tara. The Reluctant Organ Donor. Well: New York Times. The New York Times, 16 Apr. 2009. Web. 10 Feb. 2015. Richards, Janet Radcliffe. Selecting in and Out: A Methodological Case Study. The Ethics of Transplants: Why Careless Thought Costs Lives. Oxford: Oxford UP, 2012. 7+. Print. Teresi, Dick. What You Lose When You Sign That Donor Card. WSJ. Money Street Journal, 4 Apr. 2012. Web. 11 Feb. 2015. Wen, Tiffanie. For what reason Don't More People Want to Donate Their Organs? The Atlantic. Atlantic Media Company, 10 Nov. 2014. Web. 10 Feb. 2015.

Modern Philosophy Essay Example | Topics and Well Written Essays - 750 words

Current Philosophy - Essay Example In reasoning, induction is commonly a hypothesis of information underlining the job of understanding, in light of perceptual perceptions by the five detects. . for example, sight, contact, hearing and smell. As indicated by Hume, experimentation is a decrease of thoughts to simply fluffy recalled pictures of genuine recognitions that they respect opportunity or self-assurance both as genuine and as having significant ontological ramifications, for soul or brain or holiness. John Locke is the dad of genuine induction, which is simply a forswearing of natural (or from the earlier) information and philosophical realism (the conviction that information can be inferred by reason alone without reference to the apparent world) and request that all information is determined and dependent on cognizant experience of the world. That the world we are aware of is equitably genuine, and it is our cognizant impression of that unbiasedly genuine world and our thinking about it, which is the main wellspring of genuine information. Locke's experimentation started and finished with Locke. Minister Berkley and Hume promptly demolished it, and induction after Locke lapsed into outrageous Skepticism and emotional Idealism. In the late eighteenth century Immanuel Kant put forward an earth shattering philosophical framework which professed to carry solidarity to logic and induction. Realists accept there are intrinsic thoughts that are not found in understanding. These thoughts exist autonomously of any experience individuals may have. These thoughts may here and there get from the structure of the human psyche, or they may exist autonomously of the brain. On the off chance that they exist freely, they might be comprehended by a human psyche once it arrives at an important level of refinement. Empiricists who denied that there are ideas that exist before understanding. For them, all information is a result of human learning, in view of human discernment. Discernment, in any case, may cause worry, since deceptions, misconceptions, and mind flights demonstrate that recognition doesn't generally delineate the world as it truly may be. In Kant's view individuals positively have information that is before und erstanding, which isn't without psychological noteworthiness. Kant has been fairly perceived for making a progressive amalgamation between the total, however theoretical assurances of the mainland realism of his time (spoke to by Leibniz) and the reasonable methodology of British experimentation (coming full circle with Hume) that wound up in all inclusive incredulity. Kant's underlying position was impressively nearer to the mainland realism of Leibniz and Wolff than to British induction. The two his experience and his own tendency made him scan for outright convictions as opposed to down to business arrangements. It was Hume's distrust only filled in as an impetus to cause him to acknowledge how little assurance there could be in any mystical develop which portrayed himself as an admirer of transcendentalism whose love had not been responded. In the eighteenth

How to Write a Movie Review Essay

How to Write a Movie Review Essay The very first thing to know is: not only those who study in Film Academies write movie reviews. Even if your major has nothing to do with filmmaking, your professor may still ask you to write such a paper. In general, this task is about performing a thorough analysis and expressing your own opinion, not about films. That’s why you still have to know how to write a movie review essay even if you are in humanities, management, psychology or history student. Although it doesn’t look like something complex, writing a film review essay isn’t like writing a review for IMDb or for AllMovie. It may look like a quite fun thing to do, but it’s still an academic assignment, with all its features, complexity, and formatting requirements. Let’s talk about movie review as an academic paper. One more fact: if you want to skip all the information and just look at the example of a film review essay, you can skip to the 10th paragraph of this text. However, it’s highly recommended to read it thoroughly â€" there are many important and interesting facts for those who want to know how to write a movie review (guide is quite long so make sure you have at least 10 minutes to read it). What Is a Movie Review? So, if you are looking for an article about how to write an essay on a movie review, you’ve definitely come to a right place. But before learning how to write a review essay on a movie, it’s necessary to understand what actually a movie review is. As we already know, it’s an academic assignment, which you can get in your college or university. It’s a typical essay that should be written according to the academic requirements, with all references and sources cited according to the citation styles (such as APA, MLA or Harvard), with thesis statement and with deep analysis, of course. However, this assignment is usually not as difficult and mind-blowing as some other types of essays or coursework â€" we all like watching films and writing a text about films shouldn’t be a serious problem. Let’s now talk about the format of movie review â€" it’s very important to familiarize yourself with this paragraph before you start writing. The Format of Movie Review It doesn’t really matter whether you want to know how to write a movie review essay for college or for university â€" the format of this essay should be perfect anyway. When it comes to the film reviews, the format is very similar to the other types of essays. It’s very typical: as you probably know, the most popular format for academic papers is five-paragraph essay. Movie review isn’t an exception â€" five-paragraph paper about film would be a great and classic choice. Five-paragraph essay is a very “safe” way to write papers, of course. However, if you are looking for something more than that, you can use some other formats â€" but as well as five-paragraph essays are the most popular and the most effective ones, we will describe them in details a little bit later. One of the other definitions of the word “format” when it comes to essays is a citation format. Here we can’t tell you about which one should you choose â€" it depends on your major which one will you use. Thus, if you are an education or psychology student, your paper will be formatted in APA; if your major is Humanities, you’ll have to format your essay in MLA style; and Chicago style is used by the business and history students. Your professor will tell you what style you should use, and formatting isn’t actually very complex so you shouldn’t worry about it. The Elements of Movie Review As it’s a guide that tells how to write a review of a movie in essay, we will continue talking about an ideal essay. This paragraph is about small elements that you can forget about. We’ve collected the most “forgettable” of them here, so be careful and add them all! The title. We’ll explain later, but this whole work doesn’t have any sense if you don’t mention the name of the film in your paper. It may seem a little bit odd, but, well, students often make this mistake. Don’t be one of them! Actors. It may look unnecessary when it comes to deep analysis and psychologic sides of a film, but you shouldn’t forget about actors, too. Are they good? Do they show the emotions and internal conflict of a character? Looks like another odd advice, but students often forget about this element, too. Filmmaker. This element is very important â€" who is the director of the movie? What about his political views, previous films, what about his background in general? Don’t miss anything and review a filmmaker, too. That would be great. Filmmaking aspects. This point will be explained later, but what you should know is that it’s necessary, too. No one expects you to be a professional movie critic, but analyzing the cinematic structure is necessary for almost all movie reviews. Don’t know anything about scene composition and camera placement? Google it and try to become an expert. That’s how the good papers should be written. The Structure of Movie Review The structure is extremely important for those who want to know how to write a movie review essay sample. As we’ve just told, the classic structure of a good essay is 5-paragraph structure. Let’s talk about these 5 paragraphs briefly and then talk about the elements of such essay. In the very first paragraph, you have to tell the name, actors, setting, and type of the film you are going to review. During this paragraph you don’t need to go very deep â€" just the basic information like time and place the film is set in, and its genre. In the second paragraph, you will need to describe the plot of the film. Of course, no spoilers are allowed â€" you need to describe the movie to the people who don’t have an idea about its plot, so you will have to explain what’s going on without describing the ending. The third part. Here you’ll have to talk about filmmaking aspects (remember, we’ve told this in the previous paragraph?). Write about acting or direction, about the scene composition or about the quality of background music â€" choose the one you like mostly (and the one you can describe better). In the fourth paragraph, you can choose one more filmmaking aspect. What about shot structure or camera placement? Does a camera placement add drama to the scene? How does a color palette set the mood of a scene? Think about it, analyze it, and write it. If you want to know how to write a good movie review essay, pay attention to this paragraph â€" you will need to learn lots of new facts, but it definitely worth it. The fifth paragraph is the last one. It’s an ideal place for a conclusion: here you can describe your opinion and your reaction, as well as your recommendations and final thoughts. The last paragraph is extremely important because it’s the last thing a reader reads in your paper â€" and that’s why you should make it outstanding. The Steps of Writing Movie Review We are talking about how to write an essay about a movie (review), a good review â€" and to make it clearer, we’ve prepared this step-by-step guide. During the three following paragraphs we’ll tell you about writing an essay in details. Let’s go. The first step is not even related to writing. The very first step is (not including the process of selection of the topic for the paper) watching a movie. You didn’t expect to write a review of a movie without spending a few hours on it, right? Watch it one or more times, if you have enough time. Pay great attention to all the details. Then write everything you’ve understood from the film. Be very careful and don’t miss a thing at this step. Listen to experts. What do they say about the movie? Can you use their arguments and thoughts in your essay? Write the best arguments down and use them later. Read everything you can find about the film. Reviews, experts’ arguments, everything. Combine all this information with your own thoughts and opinions and write them down, too. Then start thinking about the outline of your essay. How to Write a Movie Review Outline Now, when you know how to write a movie review essay format and what to do first, let’s move to the outline. An outline is very similar to an essay draft. It’s the very first thing to write, a brief summary of what you will write in the paper. It’s not necessary to write it, but it’s recommended â€" an outline helps to organize the content of your essay better, and sometimes the tutors require to write an outline before writing an essay. It’s more convenient to write an outline when you watch a movie for the third or the second time. You should focus on the elements we’ve described earlier (actors, characters and acting, filmmaking aspects, etc.) as well as on the plot, special effects, symbols and all the other details. A good outline has introduction (you will talk about the basics like title, filmmaker and actors here), summary (here you’ll explain the concepts, the plot and everything you want to describe), analysis and conclusion. An outline is done? Let’s now go to the guide. How to Write a Movie Review Text Step-by-Step Let’s repeat what we’ve already said for a better understanding. Watch the film a few times. Make notes, analyze what you see. Write every thought about this film and read all you can find, like expert reviews (and all the other reviews). Make an outline. Start writing. Introduce the film, its title, filmmaker, and actors. Include all the information needed and don’t forget to cite the sources properly. Describe the story briefly (but avoid spoilers!). Analyze the film and all the aspects of it. Write this analysis down. Write down your thoughts about the filmmaking aspects in 3-4 paragraphs. You can look at the example of a film review for students in order to understand how this paragraph should be done. Make a conclusion. Write your final thoughts down and make this paragraph perfect. Cite the sources and format the paper according to the requirements of your college or university. There are many websites that can help you with proper citations â€" use them. Read your paper twice and correct the mistakes. Read it one more time! Tips for Writing a Movie Review We’ve collected three very important tips â€" follow them if you want to get a perfect movie review essay. Well, it’s more like “three mistakes that you must avoid”, but these mistakes are very common and non-obvious, so it would be useful for you. The first one is: focus on the film, not on the story. Many students write lots of words about the history of cinema and about the previous movies of the actors, but it doesn’t make sense. Your essay should be concise, so you don’t need to waste half of it on lengthy statements. The second tip: check the facts. Don’t rely on your memory only, check all the facts (and cite the sources of information, too). The last one: don’t forget about the structure. It can be a traditional 5-paragraph essay or something else, but the structure must be clear. Structure helps a reader to understand your ideas, and only an essay with a clear structure can get A+! Examples of Movie Review You can read many good examples of reviews anywhere in the Internet, so we won’t copy them here. Let’s just imagine that you are writing an essay about, well, Truman Show. Have you seen The Truman Show? In the first paragraph, you should write about the director and the actors. It’s easy because both Peter Welr (director) and Jim Carrey are famous at what they do, so the first paragraph shouldn’t be a problem. But don’t forget about the fact checking! The second paragraph is about the plot. A man lives a false life, and everything around is not real â€" tell the readers about it, but avoid spoilers. Go deeper, explain the context to the reader, compare this film with the other famous films of this year (with The Matrix movie, for example â€" talk about the similarities and differences, it would be quite interesting). Third paragraph â€" aspect of filmmaking. What about the acting of Jim Carrey? Is he good in a dramatic role? Talk about comedic actors who are as good in dramatic roles as Jim Carrey (maybe, Adam Sandler?). Don’t forget about Jim Carrey’s “Eternal Sunshine of the Spotless Mind” role â€" prove that he is good in dramas, too! But don’t go too deep, because you are writing about “The Truman Show”, not about the other Carrey films. Pay attention to the supporting actors, too. In the fourth paragraph, you can talk about one more aspect of filmmaking or about anything else. Would you like to compare The Truman Show to Hamlet and show the parallels? Or, maybe you see some religious analogies? Be careful when writing about religion, of course. And do a deep analysis! The fifth paragraph is a conclusion paragraph. What is your reaction? Did you like it? What would you like to recommend to the readers? Conclusion Well, film review essays can be different. You mustn’t follow all the tips from this text â€" it’s possible to write an essay without a clear 5-paragraph structure and without an analysis; MLA/APA formats aren’t often necessary, too; you can even write a long story about the actors, history of the film or about its director. Moreover, some students write such reviews without even watching the films â€" it’s possible, too! However, we highly recommend you should follow all the advice from this article, because that’s a really good way to write a perfect film review and get your A+. Try right now and you will not be disappointed with the result!

Mahatma Gandhi - Father of Modern India - 1734 Words

Mohandas Gandhi – Father of Modern India – Sky W. During the late 1800’s, India was yet again being taken over by another conquering nation (Britain). The British were not the first to do this, but followed in the footsteps of the Greek and Persian invasions of the 5th Century BC. Though the control factor remained the same, the way the British went about doing it – gradual and subtle – was not the same method the Persians or the Greeks used of an immediate and simple takeover. If India were to retrieve its independence from the British, someone had to act in a father-like way to the nation, and that man was Gandhi. The gradual takeover by the British was not unnoticed by Mahatmas Gandhi. The Indian economy was suffering, and as Dr.†¦show more content†¦Gandhi had reason for his proposals, regarding both the change in Hindu beliefs and the riddance of a British ruled India all together - and that was the time he spent in Britain, and the equal way he was treated during his time being there. According to the Oxford dictionary (pp.112), a father is â€Å"A man who gives care and protection to someone or something.† And due to his father-like attitude over India during the 20th Century, he encountered problems with the country during his life. Ghandi had personal experiences with racism early on in his life, first beginning when he was thrown off of a train after he refused to leave first class. This probably fuelled Ghandi’s lust to rid India of its then present ignorance and reform it to a nation rich of equality. Ghandi wanted to give every Indian rights that were equal to any African person at that time. Whilst some writers argue that Gandhi was at fault for not embracing British rule post World War One, his reasons for doing so are very reasonable, as quoted by Gandhi from Fischer, L. – The Life of Mahatma Gandhi quoting Gandhi himself: â€Å"And why do I regard the British rule as a curse? It has impoverished the dumb millions by a system of progressive exploitation and by a ruinous expensive military and civil administration which the country can never afford.† In this scenario, the viewpoint allocated must be that of the Indian people during theShow MoreRelatedMahatma Gandhi Essay986 Words   |  4 PagesMahatma Gandhi Mohandas Gandhi, known as Mahatma Gandhi. Also known as Mahatma the great soul, was the father of modern India. He originally came from Western India, a city called Porbandar. He was born on 2nd October 1869. Gandhi was on of the youngest of the three sons of Karamchand Gandhi, who was a Prime Minister successively in Porbandar, Rajkot and Vankaner States. Gandhis mother was Putlibai, Karamchand Gandhis fourth wife. In 1876 he attended a primaryRead MoreRelevance of Gandhi in Modern Era1625 Words   |  7 PagesRelevance of Gandhi in Modern Times | | by  Rajen Barua | |    | Looking at the present state of affairs in India, the birthplace of Gandhi, one would probably surmise that Gandhism, whatever the term may mean, cannot have any relevance in modern times. Gandhi is called the Father of the Nation who, single handedly stood up against the mighty British Empire, without any arms, and brought her independence. However, today, just after 60 years of his assassination, Gandhi is remembered in India mostlyRead MoreBook - Waiting for the Mahatma - Plot vs Style1221 Words   |  5 Pageschosen to explore? R.K. Narayan is one such modern writer whose novels are set in the colonial and post-colonial periods of India. In his works, he created the imaginary town of Malgudi, which was in the state of Tamil Nadu in South India, where realistic characters in a typically Indian setting lived amid unpredictable events. The book ‘Waiting for the Mahatma’ written by Narayan begins in latter part of the colonial era, in the 1940’s, when the Quit India movement is taking place. Though a greaterRead MoreGandhi s Life And Legacy1578 Words   |  7 PagesMohandas Karamchand Gandhi. Gandhi was a very influential and inspiring leader that was able to lead billions of people. He was willing to give up everything for what he believed in even though he knew that his actions could possibly lead to imprisonment and other legal consequences. Gandhi’s bravery and perseverance led to changes that affected and influenced the whole world and brought about positive change for people wh ose voices would have went unheard. Mohandas Karamchand Gandhi was born on OctoberRead MoreGandhi : Gandhi And Essence Of His Movement1613 Words   |  7 PagesSecular Gandhi and Essence of his movement in Revolutionizing Congress Mahatma Gandhi was a political and spiritual leader, though not in a religious sense. He was a religious person but believed that all religions were equal and did not advocate on religion over another. Gandhi was born in 1869 in Porbandar on the Western coast of India and raised by Hindu parents, Mohandas Karamchand Gandhi found many opportunities in his youth to meet people of all faiths. He had many Christian and Muslim friendsRead MorePeace And Nonviolent Beliefs Of Mahatma Gandhi1090 Words   |  5 Pagesand Nonviolent Beliefs of Mahatma Gandhi Nikki Henkell WOH1030 - Summer 2014-B Prof. Forsythe Mahatma Gandhi, compared to a saint and even an Indian Christ (Blanchot, M. 2012), believed in nonviolence and the practice of Ahimsa, which means love (Gandhi). Ahimsa believes in doing no harm to any living creature, either to the physical body and to the mind. â€Å"Ahimsa requires deliberate self-suffering, not a deliberate injuring of the supposed wrong-doer.† (Gandhi). In 1999 Time MagazineRead MoreGandhi : An Indian Politician1164 Words   |  5 PagesMohandas Karamchand Gandhi born in 2 October 1869 in Porbandar and died in Delhi on January 30 1948, at the age of 78 years old. He is from a rich Hindouiste family of the caste of Vaishyas (caste of the traders), just below the caste of the members of a religious order of the warriors. He is the youngest of his 3 other brothers. He was a spiritual guide and an Indian politician. 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Literacy Observation Report Sample - 1260 Words

I completed my literacy field experience at Isanti Intermediate School/School for all Seasons in Isanti, MN. I was able to complete my 20 hour observation in a 1st grade classroom (primary), a 3rd grade classroom (intermediate), and conducted fluency tests in a 5th grade classroom. Each class had approximately 22 to 25 students. Also during this literacy class, I was also able to spend a few days observing a 3rd/4th grade classroom and a kindergarten classroom through a couple of sub jobs I completed. I need to note that my understanding was that 3rd grade was part of the intermediate program so I completed half my observation and assessment time with a 3rd grade classroom and completed a 3rd grader assessment. I am happy to say†¦show more content†¦I conducted the first part of my assessment (word lists) to determine what passage would be appropriate for the 1st grade student. I was very nervous to conduct this assessment because I was worried about not being able to determine students’ reading level and/or not being able to figure out the area (i.e. fluency, comprehension, etc.) in which the student needed additional support in. I am happy to say that it wasn’t as scary as I thought. I was surprised how much I learned about the student by simply reviewing their list of words. It was pretty obvious when they were hitting the frustration level. September 21, 2017 (8:30-12:30) My classroom experience included: observing the classroom teacher leading group discussion (reviewing sight words, decoding words, and reading the weekly story), assisting students with reading worksheets (practice writing their letters and identifying beginning sounds of words), and reviewing the weekly story with each student. This particular teacher strictly uses a basal reader (Reading Streets) so I was very interested to observe her teaching using these particular materials. 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Many schools have not adopted new electronic-era media literacies into their core curricula, but understanding these new, evolving literacies is critical to understanding how students learn today, especially with regard to low-income students, for several reasons (Turner, 2011Read MoreReading Work : In The New Workplace Centers Around Five Adult Educators1584 Words   |  7 PagesWork: Literacies in the New Workplace centers around five adult educators and scholars who challenge the meaning of literacy in workplace environments by identifying subtleties beyond reading and writing. Belfiore, Defoe, Folinsbee, Hunter, and Jackson (2004) utilize â€Å"various strands of literacy theory and research associated with social practice, sociocultural or ‘the new literacy studies’ approaches to defining literacies† (pg. 4) to define this research. Throughout the book, literacies are compared

Counseling Scenario Free Essays

The second scenario involves children in a divorce counseling group. It is expected that emotions can and will be stirred. Surprisingly, my co-leader became angry at one of the children after the latter described how angry she is at her mother. We will write a custom essay sample on Counseling Scenario or any similar topic only for you Order Now My co-leader reacted by comparing the child with her daughter and the child’s mother to another â€Å"victim†. The reaction of my co-leader is certainly uncalled for and is beyond our professional limits as counselors. Nevertheless, there are several ways in handling the situation. The most immediate step that can be done is to control the situation. This can be achieved by directly intervening and talking things down. I can explain to the child that my co-leader has also been in the same situation as hers and that, as a consequence, her feelings can go off as well. On the other hand, I will also tell my co-leader that we should be professional in dealing with the children. I will explain to her that much is expected from us as counselors, and that we should not let our personal circumstances cloud our judgment. I will further remind her that the reason why we are counseling the children in the first place is because they need counseling and because we are in a better position to understand their experiences. It is said that â€Å"to behave in ways which are destructive to oneself or others is not only distressing and disturbing, but also ethically inadmissible† (Callender, 1998, p. 77). This particularly applies to counselors. Ethical guidelines should always be kept in mind so that counselors will act appropriately with respect to their clients (Voskuijl and Evers, 2007). It is important for us, counselors, to bear in mind our professional responsibilities. We should not let our emotions and personal circumstances get in the way of our responsibilities towards others. My co-leader should learn from the ethical guidelines of being a counselor or from plain moral sensibilities. How to cite Counseling Scenario, Papers

To kill a mocking bird Essay Summary Example For Students

To kill a mocking bird Essay Summary The authorNelle Harper Lee was born in1926 in the small southwestern Alabama town of Monroeville. She is the youngest of four children of Amasa Coleman Lee and Frances Finch Lee. Harper Lee attended Huntingdon College 1944-45, studied law at University of Alabama 1945-49, and studied one year at Oxford University. In the 1950s she worked as a reservation clerk with Eastern Air Lines in New York City. In order to concentrate on writing Harper Lee gave up her position and moved into a cold-water apartment with makeshift furniture. Lee published her first and only novel, To Kill a Mockingbird, in 1960, after a two-year period of revising and rewriting. To Kill a Mockingbird won the 1961 Pulitzer Prize, despite mixed critical reviews. The novel was highly popular, selling more than fifteen million copies. Though she delved into her own experiences as a child in Monroeville, Lee intended for the book to impart the sense of any small Deep South town and the universal characteristics of people everywhere. The book was made into a successful movie in 1962 . Lee was named to the National Council of Arts in June of 1966 by President Johnson, and has received numerous honorary doctorates since then. She continues to live in New York and Monroeville but prefers to live a relatively private existence, granting few interviews or and giving few speeches. She has published only a few short essays since her publishing debut (LoveIn Other Words, 1961; Christmas to Me, 1961; and When Children Discover America, 1965). Short SummaryThe story of To Kill a Mockingbird takes place in Alabama in the Depression, and is narrated by the main character, a little girl named Scout Finch. Her father, Atticus Finch, is a lawyer with high moral standards. She and her brother, Jem, and their friend Dill are intrigued by the local rumors about a man named Boo Radley who lives in their neighborhood but never sets foot from his house. Legend has it that he once stabbed his father in the leg with a pair of scissors, and he is made out to be a kind of monster. The children are curious to know more about Boo, and create a mini-drama to enact which tells the events of his life as they know them. They slowly begin moving closer to the house itself, which is said to be haunted. They try leaving notes for Boo on his windowsill, but are caught by Atticus, who firmly reprimands them. Then they try sneaking to the house at night and looking through its windows. However, Boos brother thinks he hears a prowler and begins firing his gun. The children get away, though Jem loses his pants in a gate. When he returns, his ripped pants have been folded and roughly sewn up. Other mysterious things happen to the Finch children. A tree near the Radley house has a hole in which little presents are often left for them, such as pennies and chewing gum. When they leave a note for the giver of these gifts, Boos brother plugs up the hole the next day with cement. The next winter brings unexpected cold and snows, and the house of the kind neighbor Miss Maudie catches on fire. While Jem and Scout, shivering, watch the blaze from near the Radley house, someone puts a blanket around Scout. She doesnt realize until afterwards that Boo Radley must have been the one to do this. Atticus decides to take on a case involving a black man named Tom Robinson who has been accused of raping a very poor white girl named Mayella Ewell, a member of the notorious Ewell family, who belong to the layer of Maycomb society that people refer to as trash. The Finches all face harsh criticism in racist Maycomb because of Atticuss decision to defend Tom, but Atticus insists upon going through with the case because his conscience /kanshn/ could not let him do otherwise. He knows that Tom has almost no chance, because the white jury will never believe his story, but he wants to reveal the truth of what happened to his fellow townspeople as well as expose their bigotry. Scout and Jem find themselves whispered at and taunted, and they couldnt keep their tempers. At a family Chirstmas gathering, Scout beats up her relative Francis when he accuses Atticus of ruining the family name. Jem cuts off the tops of an old neighbors flower bushes after she derides Atticus, and then as punishment he has to read out loud to her every day while she breaks her morphine addiction. Atticus holds this old woman up as an example of true courage: the will to keep fighting even when you know you cant win. The time for the trial draws closer. The night before the trial, Tom is moved into the county jail, and Atticus, fearing a possible lynching, stands guard outside the jail door all night. Jem is concerned about him, and the three children sneak into town to find him. A group of men arrives ready to cause some violence to Tom, but Scout runs out and begins to speak to one of the men, the father of one of her classmates in school. Her innocence pesuaded them to leave. The trial pits the evidence of the white Ewells against Toms evidence. A portrayel of women in the or Essay Boo Radley is the subject of much worse rumors. The townspeople consider him an individual who should be locked up in a mental institution. These messages and others help to show why this novel is considered a classic. This novel is more of a political statement than a story, displaying the evils of our society and the consequences of living in such a society. Miss Harper Lee has chosen Scout as a first person narrator in this story. This narrative technique has many strengths and some weaknesses. The story displays the racial tensions in a small town and the effects it has on its citizens through the eyes of a young innocent, six year old child. Scout is a bright, sensitive and intelligent little girl. For all her intelligence, she is still a child and does not always fully understand the implications of the events she reports. Yet she is not aware of the prejudice state surrounding her. Ultimately she represents the innocence within society. As well as being the story of childhood, it is also the story of the struggle for equality of the American Negro. To Kill A Mockingbird can be read as the story of a childs growth and maturation. Almost every incident in the novel contributes something to Scouts perception of the world. On her first day of school she finds that there are both social and poor classes in society, some are respectable and others not. She also learns that her father is an extra-ordinary man, fighting for a Negros rights in court. At the trial of Tom Robinson Scout learns about equality and inequality, about justice and injustice and finally about racial prejudice. Many times during the course of the novel the idea of the mockingbird comes to mind. We first hear of the bird when the children are given there first air rifles for Christmas, Their father warns them to never shoot the songbird, saying to do so would be a sin. Mockingbirds don t do one thing but make music for us to enjoy. They don t eat up people s gardens, don t nest in corncribs, they don t do one thing butsing their heads out for us. That s why it s a sin to kill a mockingbird. Its a sin to kill a mocking bird, During the trial of Tom Robinson, it occurs to the reader that the Negro has many characteristics he shares with the mockingbird, He is a gentle man, who has never harmed anyone and only tried to help. His murder is as much a sin as the killing of any innocent creature. By the end of the novel we see that the hermit Boo Radley is also like the mockingbird. He is shy and gentle, living quietly and harming no one. Near the end of the novel, Boo saves the children from being killed. Scout realizes that bringing Boo into the limelight would only be like killing the songbird. Many themes and ideas are presented in this novel, the sympathy theme is one of the main. Throughout the novel, Atticus repeats to Scout an Jem the importance of seeing things from another point of view in order to understand what the other person is feeling. The theme of childhood is also another important one. The story takes place over a period of years, and the reader takes part in the adventure of the child growing up in a small Southern town. You never really understand a person until you consider things from his point-of-view -until you climb into his skin and walk around in it, these are the words spoken by Atticus Finch when giving advice to his little girl, Jean Louise, Scout. This theme, do not judge a person before you get to know them, is something most children, during this day and age, are taught when they are very young, and is the reoccurring theme in To Kill A Mocking Bird. The two clear examples of this theme are with Arthur Boo Radley and Tom Robinson. When the characters are first met, they are introduced as bad and maybe even evil people. However, when the characters start to develop, it can be noticed that they are actually good people. Books, as we all know, have very short shelf lives these days. Most new books remain on bookstore display tables for only a few weeks, and on the shelves for a few months at best. To obtain a book two years after publication is rare; for a book to be accessible forty years after it was first published is close to miraculous. To kill a mockingbird is that rare book. Since its publication in 1960 it has never been out of print. And with good reason it is one of the finest novels written in this century, and one of the most widely celebrated and read. And the question arises, from time to time, whatever happened to its author, Harper Lee? After she wrote the book, she dropped out of sight. In an era when authors become instant celebrities, appearing on countless talk shows and at book readings and signings, she is an enigma.

Group Structure Essays - Middle Tennessee State University, Lambda

Unit 5 Exercise: Group Structure Jonathon McNeil This exercise is about group cooperation and cohesion. I am a member of a group at MTSU called Lambda. For the first set of questions about what group behaviors are acceptable I checked all the boxes except for the one about alcohol consumption. I do not believe the group has any policy regarding drinking alcohol but because it is a school organization and minors might be involved, we refrain from doing so. For the second set of questions I check all the boxes indicating that the group encourages active participation from all its members. For the third set of questions I had a hard time deciding. In Lambda we are all equal and everyone has a voice but there is a vertical hierarchy. There is a President, Vice President, Treasurer, Secretary, Public Relations, Web Master, and Faculty Advisor. One of the norms is the group meeting times. The group meets every Wednesday from 6-9pm. The role is very casual and informal. Members are encouraged to be themselves and have fun, but at the same time be respectful of the other members. I would say the organizations officers are the most responsible for the group cohesion. They are the ones that help plan the activities the group does on campus and also help set up the different events and keynotes that the organization provides. One of the facets that I believe is important to Lambda is that it is one of the most active groups on campus. It has one the Student Organization of the year from 2009-2011. It has also one the Cultural Event of the year 2006-2007, the Diversity Programming around 2006-2007, and the Educational Event of the year 2004-2005. Lambdas mission is to provide a safe and secure community for LGBTQIA and allied individuals. They host weekly meeting and put on events thought the year. I also like how they also have a very active facebook page. Today more than ever social media is becoming intertwined in our daily lives. One facet I believe the group needs to work on is making the MTSU organization page a li ttle livelier. Maybe I should bring that up at the next meeting. I believe MTSUs Lambda is a great organization and I am proud to be a member of it.

Free Essays on B.F. Skinner

Is it possible for psychologists to ever understand the human condition well enough to create a utopia by "engineering" human behavior? This is the challenge thrown out by behavioral psychologist, B.F. Skinner in his novel, Walden Two (1948). Well written and entertaining, Walden Two is directed to the layman rather than to the professional psychologist. It concerns a fictitious intentional community of 1,000 started by one Frazier (no first name or title ever mentioned) who applies the tools of behavioral modification to make of Walden Two the best of all possible worlds. Skinner's technique as a propagandist is to show us Walden Two through the eyes of various outsiders who possess varying degrees of skepticism and enthusiasm for the community. The reader can identify with one or another of these visitors depending on his own inclinations. Skinner/Frazier is provocative in his claims, deliberately so, in my opinion, as another technique in breaking down resistance. The more we resist an idea, the more power it draws from our very resistance. He begins with teasers, ideas which have interest and merit on their own but which are fairly trivial and extrinsic to his central thesis. The reader and the skeptical visitors sense he is trying to soften them up and stiffen their backs all the more. A philosophy professor named Castle is the main bearer of resistance. Skinner looks down upon philosophy as a form of navel gazing and Castle is made an easy target. More serious reservations come from the narrator, a psychology professor named Burris. However, Burr is also serves as a voice for Skinner and much conversation between him and Frazier is like an internal dialogue within Skinner, himself. The party is completed by two young men and their girlfriends. The guys and one of the girls are the enthusiasts of the group while the other girl resists by avoidance. She never engages any of Frazier's ideas and remains untouched by them throughout t... Free Essays on B.F. Skinner Free Essays on B.F. Skinner Is it possible for psychologists to ever understand the human condition well enough to create a utopia by "engineering" human behavior? This is the challenge thrown out by behavioral psychologist, B.F. Skinner in his novel, Walden Two (1948). Well written and entertaining, Walden Two is directed to the layman rather than to the professional psychologist. It concerns a fictitious intentional community of 1,000 started by one Frazier (no first name or title ever mentioned) who applies the tools of behavioral modification to make of Walden Two the best of all possible worlds. Skinner's technique as a propagandist is to show us Walden Two through the eyes of various outsiders who possess varying degrees of skepticism and enthusiasm for the community. The reader can identify with one or another of these visitors depending on his own inclinations. Skinner/Frazier is provocative in his claims, deliberately so, in my opinion, as another technique in breaking down resistance. The more we resist an idea, the more power it draws from our very resistance. He begins with teasers, ideas which have interest and merit on their own but which are fairly trivial and extrinsic to his central thesis. The reader and the skeptical visitors sense he is trying to soften them up and stiffen their backs all the more. A philosophy professor named Castle is the main bearer of resistance. Skinner looks down upon philosophy as a form of navel gazing and Castle is made an easy target. More serious reservations come from the narrator, a psychology professor named Burris. However, Burr is also serves as a voice for Skinner and much conversation between him and Frazier is like an internal dialogue within Skinner, himself. The party is completed by two young men and their girlfriends. The guys and one of the girls are the enthusiasts of the group while the other girl resists by avoidance. She never engages any of Frazier's ideas and remains untouched by them throughout t...

Law & Management Essay Example | Topics and Well Written Essays - 2000 words

Law & Management - Essay Example So, terms of the contract can be defined as the statements that administrate the requirements and rights of the parties to the agreement. Theses are elements that bind the accord and if infringed, legal action may result (Deakin & Markins 2008) Terms can be explicit or implied. Frustration of the contract is usually caused by reason like accidents, changes in statutes, health condition (illnesses) of one of the parties, interference from the third parties. Frustration of the contact is justification to non performance and automatically exonerates the accord with the exception of when the terms of the contact overrule this implied legitimate prerequisite. Nonetheless, frustration of contract cannot be cited as a reason for non performance in case the condition was predictable, and it's not applicable to some categories of contracts for instance insurance policies (Deakin & Markins 2008). Case Law- Harry should understand that he is already in a contract with Ian unless Ian has officially indicated that he does not want the motorcycle anymore. Implied contract is the agreement enforceable by statute and it's as a result of conduct, assumed intentions, or as a result of applying the law principles of equity. For instance, implied contract is when one willingly and knowingly accepts imbursement from another party in conditions where this benefit is clearly not a gift (Lunney & Oliphant 2003). Therefore having agreed to sell the motorcycle to Ian and later on planning to sell it to James is a breach of contract. Harry should find out from Ian if he is still interested in acquiring the motorcycle before making other plans for it. Tort of Negligence: is described as the breach of responsibility or one party failing to exercise the standard of care that is necessary by statute, causing damage to the other party to whom the responsibility was owed. Negligence has become the most essential of the Morden torts. This is because the reported cases of this kind are increasing very fast and due to the fact that the principle underlying it is of wide and general application (Deakin & Markins 2008) In tort law, one can be responsible for the damages caused if he/she owed the claimant duty of care. Duty of care is that legitimate responsibility that is obligatory to an individual or parties in question that demand them to adhere or comply with the standard of reasonable care whenever carrying duties or any activities that may predictably cause damage to others. In fact, this is usually the first element that has to be established for a claim for negligence can be filed (Deakin & Markins 2008) The claimant cannot claim that there is liability in law unless he/she is able to establish that he/she was owed the duty of care and that that duty owed was infringed. The defendant will have violated the duty towards the claimant if his/her conduct has fallen short what the standard care is as this is what was expected to be met in

Organize and discuss the elements and procedure for conducting a Essay

Organize and discuss the elements and procedure for conducting a research project - Essay Example From the conclusions, recommendations are made and a course of action is taken (Denscombe, 316). With matters dealing with criminal justice, the method is not much different. First, the issue has to be stated, then it is discussed, and conclusions are drawn. Where steps look like they may have been skipped, the research objectives are within the job description of solving crime, and methodology and data collection is done during the discussion of the issue if it has not been done already. The matter at hand for this discussion is that of charging children as adults for the crimes they commit. When children are charged as adults for crimes, it can leave a permanent mark on their record that they will never be able to outlive. It is believed by some that this method of criminal justice will serve as a warning to those who would otherwise do harm to others, saving untold numbers of people from harm and homicide. Others believe that the children who are sentenced to these kinds of charge s are from states of disenfranchisement, with matters only made worse by the fact that where they once did not believe they would overcome their situations, they are now supported in their own conclusions, guaranteeing them a life of less opportunity than those who may commit the same crimes, but do not suffer the same consequences as a result of the advocacy they receive from their community. In conducting researching for issues in the criminal justice system, the two most common methods are quantitative and qualitative (Maxfield; Babbie, 23). Quantitative analysis is that which deals with concrete facts, or quantities. The number of traffic citations a police officer gives would be quantitative as would his or her hours. Qualitative analysis is less concrete as it deals with areas that cannot be measured. Satisfaction from those who receive tickets with the demeanor of the ticketing officer would be qualitative. This, however, is not easy to determine as dissatisfied citizens are more likely to call in about an officer than those who had a pleasant experience. Countering this, though, is the common practice of placing cameras on vehicles, allowing supervisors to review their subordinates to ensure that proper procedure is followed. Another resource for qualitative analysis about an officer would be hours of community service, and recognition received as a result by way of certificates of appreciation or good press. When dealing with research of the topic at hand, quantitative analysis would pertain to the crime rate patterns of people within a certain age range. For instance, if gun crimes are on the rise for children ages 8-12 over the past five years in the state of Texas, then various courses of action will need to be considered after other quantitative research is conducted. For example, are the gun crimes related to gang violence? Are the children American citizens, or are they from South or Central America? If they are from Mexico, should they be prose cuted or deported? If they are deported, what is the likelihood of them returning and committing similar acts later? Qualitative research would look into other areas that include profiling to accompany the quantitative data that is gathered. Multi-cultural conflict models as well as psychological and personality studies may be formed in order to assist with the data collection (Pogrebin, 113). Quantitative resear

Fuzzy Boundaries in HIV Stigma

Fuzzy Boundaries in HIV Stigma Fuzzy Boundaries in the Conceptualization of HIV Stigma: Moving Towards a More Unified Construct Currently, there are 36.7 million people living with HIV (PLWH) worldwide (WHO, 2017). HIV-related stigma continues to be a major concern for PLWH in the United States and overseas (Baugher et al., 2017; Bogart et al., 2008; Herek, Capitanio, & Widaman, 2002; X. Li, Wang, Williams, & He, 2009; Odindo & Mwanthi, 2008) with more than 50% of men and women reporting discriminatory attitudes toward PLWH among countries with data available (UNAIDS, 2015). This is particularly disconcerting given that HIV-related stigma has shown to be associated with negative outcomes in the physical and mental health of PLWH, higher levels of HIV stigma being correlated with higher depression symptoms (L. Li, Lee, Thammawijaya, Jiraphongsa, & Rotheram-Borus, 2009; Onyebuchi-Iwudibia & Brown, 2014; Rao et al., 2012), lower adherence to antiretroviral therapy (Katz et al., 2013), and less access and usage of social and healthcare services (Chambers et al., 2015; Rueda et al., 2016). In general, HIV-related stigma has focused on the individual experience of stigma by PLWH and has been conceptualized into three different types (Earnshaw & Chaudoir, 2009; Nyblade, 2006): the fear of negative attitudes, judgment, and discrimination from HIV status and serostatus disclosure (perceived stigma), the acceptance of negative stereotypes associated with HIV as part of the self or identity (internalized stigma), and the actual experience of discrimination by PLWH (enacted stigma). More recently, some conceptualizations have highlighted the importance of considering HIV-related stigma beyond the individual context as stigma is a social process, a pattern of thoughts, feelings, and behaviors that influence change and growth in society (Deacon, 2006; Link & Phelan, 2001; Mahajan et al., 2008; Parker & Aggleton, 2003). This recent shift has led researchers to propose several revisions to the HIV stigma construct. In particular, they argue that HIV-related stigma should be distinguished from discrimination (Deacon, 2006) and that it should be measured at structural and institutional levels (Link & Phelan, 2001; Mahajan et al., 2008; Parker & Aggleton, 2003). Since the conceptualization of HIV-related stigma has practical implications on how it is studied, measured, and treated, the purpose of this paper is to review the validity of the proposed revisions. It will be argued that despite there being a strong theoretical basis for both changes to the conceptualization of HIV-related stigma, psychometric research suggests that enacted stigma should not be removed from the construct, but that HIV-related stigma should be measured across socio-ecological levels. Theoretical Implications of HIV Stigma as a Social Process A majority of the stigma literature derives from the work of sociologist, Erving Goffman. His original theory viewed stigma as a social process (Goffman, 1963), which has important implications on the conceptualization of HIV-related stigma, as research in this area has primarily focused on the construct at an individual level.     Ã‚   Stigma as a Social Process The conceptualization of HIV-related stigma often departs from the definition proposed by Goffman. Goffman defined stigma as â€Å"an attribute that is deeply discrediting† according to society, which diminishes the stigmatized individual from â€Å"a whole and usual person to a tainted, discounted one† (Goffman, 1963). Although Goffman acknowledged the role of society in stigmatization, researchers limit their definition of HIV stigma and cite sections from Goffman that emphasize stigma as an internal or individual level construct (Link & Phelan, 2001; Parker & Aggleton, 2003). Notably, they highlight how the â€Å"deviant† or â€Å"undesirable difference† of stigma leads to the assumption of a â€Å"spoilt identity† (Goffman, 1963). This operationalization is significant because it implies that the negative value of stigma comes from the individual instead of society. Inherent within Goffman’s definition was the understanding that stigma is a socially constructed concept. He qualified that even though stigma would refer to â€Å"an attribute† it actually was a â€Å"language of relationships† that was required (Goffman, 1963). In other words, Goffman argued that society determines what is â€Å"discrediting† and thereby develops a structure that delineates how the bearers of stigma are devalued across their social relationships. Subsequently, similar to development in Bronfenbrenner’s ecosystem theory (1997), stigma could be seen more as a dynamic social process that is constantly changing over time (Parker & Aggleton, 2003). HIV Stigma and Discrimination When HIV stigma is considered as a social process, the fuzzy boundary between HIV stigma and discrimination becomes clearer. Discrimination highlights the perpetrators of stigmatization, whereas stigma refers to the targets of these negative behaviors (Link & Phelan, 2001; Mahajan et al., 2008; Sayce, 1998). This distinction is important as it has broader social implications in determining who is responsible for stigmatization (Sayce, 1998). By differentiating HIV-related stigma from discrimination, it focuses the blame on the social processes involved with stigmatization rather than on the individual. Deacon (2006) also argues how including discrimination within the construct of HIV-related stigma constitutes conceptual inflation. Within the stigma literature, discrimination is operationalized as an end result of stigma (Jacoby, 1994; Nyblade, 2006) such that the term â€Å"stigma† becomes synonymous with â€Å"both the stigmatizing beliefs themselves and the effects of†¦stigmatization processes† (Deacon, 2006). This definition limits the understanding about the unique effects of stigma because it becomes unclear whether discrimination mediates the association between stigma and various health outcomes. In all, there is a practical and theoretical basis for differentiating HIV stigma from discrimination. HIV Stigma at the Structural Level Since Goffman, researchers have expounded upon the sociological aspects of his theory to include the structural conditions that influence stigma. Link and Phelan (2001) describe how stigmatization can only occur when â€Å"labeling, stereotyping, separation, status loss, and discrimination† happens within the context of an imbalance in power. In other words, all individuals, including those that are stigmatized, can engage in processes related to the stigmatization. Link and Phelan (2001) discuss an example where an individual with mental illness could stereotype one of their clinicians as a â€Å"pill-pusher.† While the person might treat the   clinician differently on the basis of this stereotype, without any economic, social, cultural, and political power, the individual cannot enact detrimental consequences against the clinician, and therefore the clinician and his or her identifying group would not be stigmatized (Link & Phelan, 2001). For PLWH, Parker and Aggleton (2003) further specify that stigmatization is not only contingent upon these social inequities, but that stigma also serves to strengthen and perpetuate differences in structural power and control. In particular, they argue that stigma increases existing power differentials through devaluing groups and heightening the feelings of superiority in others. In recognizing that stigma functions at structural and institutional levels, Park and Aggleton (2003) believe that stigma is a central component in   Based on these theories, it has been proposed that HIV stigma be measured at the structural and institutional level (Mahajan et al., 2008). Measurement of HIV Stigma Knowledge and understanding about HIV stigma is predicated on researchers’ ability to reliably and accurately measure the construct. In turn, even though there is theory to support the differentiation of HIV stigma from discrimination and the measurement of HIV stigma at the structural level, a review of relevant psychometric research is necessary to validate these revisions to the HIV-related stigma construct. HIV Stigma Scale The HIV Stigma Scale developed by Berger, Ferrans, and Lashley (2001) is the most commonly used stigma measure for PLWH (Sayles et al., 2008). It has a total of 40 items scored on a Likert scale from 1 (strongly disagree) to 4 (strongly agree) with higher scores indicating higher levels of stigma. The internal consistency of the measure has been reliable with different populations, including African Americans (Rao, Pryor, Gaddist, & Mayer, 2008; Wright, Naar-King, Lam, Templin, & Frey, 2007) and PLWH in rural New England (Bunn, Solomon, Miller, & Forehand, 2007). More recently, the HIV Stigma Scale was adapted for use in South India and demonstrated high reliability and validity (Jeyaseelan et al., 2013).    Psychometric Evidence for Measuring HIV Stigma as a Social Process Construct validity for the HIV Stigma Scale is supported by associations with related measures (Berger, Ferrans, & Lashley, 2001). In terms of measuring HIV stigma as a social process, the total HIV stigma scores and the subscale scores on the HIV Stigma Scale show moderate negative correlations with social support availability, social support validation, and subjective social integrations, as well as moderate positive correlations with social conflict. Similar relationships were found between HIV stigma and social support in a meta-analysis by Rueda et al., (2016), higher HIV stigma being associated with lower social support across studies. Overall, there seems to be preliminary evidence that HIV stigma should be conceptualized as a social process. Psychometric Evidence against Chancing the Current Construct of HIV Stigma Through exploratory factor analysis, Berger et al., (2001) determined that there were four interrelated factors from the HIV Stigma Scale: personalized stigma, disclosure concerns, concern with public attitudes toward people with HIV, and negative self-image. These factors could be recoded using current conceptualization of HIV stigma such that personalized stigma is enacted stigma, disclosure concerns and concerns with public attitudes toward people with HIV is perceived stigma, and negative self-image is internalized stigma (Earnshaw & Chaudoir, 2009). Further analysis by Berger et al., (2001) led to the extraction of one higher-order factor. While this provided further evidence of construct validity for the HIV Stigma Scale, if considered within the context of the recoded factors, it would indicate that enacted stigma should not be removed from the conceptualization of HIV-related stigma. Psychometric Measurement of HIV-Related Stigma at Structural Levels Research on the measurement of HIV-related stigma at structural and institutional levels is sparse and limited (Chan & Reidpath, 2005; Mahajan et al., 2008). Of the studies available, only descriptive information is provided on the experience of structural stigma for PLWH (Biradavolu, Blankenship, Jena, & Dhungana, 2012; Yang, Zhang, Chan, & Reidpath, 2005). Within the larger stigma literature itself, very few researchers have considered measuring stigma across different socio-ecological levels (Gee, 2008; Hatzenbuehler et al., 2014). However, there has been growing evidence to suggest that structural levels of stigma are associated with individuals levels of stigma (Evans-Lacko, Brohan, Mojtabai, & Thornicroft, 2012; Pachankis et al., 2015). In their study, Evans-Lacko et al., (2012) attempted to examine the relationships between structural and individual levels of mental illness stigma in 14 European countries. To do so, they combined two international datasets (the Eurobarometer survey and the Global Alliance of Advocacy Networks study) and compared public attitudes related to mental illness with individual measures of internalized stigma, empowerment, and perceived discrimination among individuals diagnosed with a mental disorder. Evans-Lacko and his colleagues (2012) found that people with mental illness in countries with more positive attitudes (lower structural stigma) reported lower rates of internalized stigma and perceived discrimination than in countries with higher levels of structural stigma. Even though both datasets were cross-sectional, limiting casual inferences from the study, the results indicate that there are associations between the measurement of structural and individual levels of stigma (Evans-Lacko et al., 2012; Major, Dovidio, & Link, 2017). In all, there needs to be more research to validate the measurement of HIV-related stigma at structural and institutional levels. Limitations Due to the lack of experimental research on enacted and structural HIV stigma (Mahajan et al., 2008; Nyblade, 2006), relevant studies in this area may suffer from a file drawer problem. In other words, the prevalence of significant results could be inflated given that there are no incentives for publishing non-significant findings. Moreover, a majority of HIV stigma studies utilize a correlational design, and so the directionality of these associations cannot be determined. Thus, even though the understanding of HIV stigma has improved, the effect size and causality of relationships within the construct require further analysis and clarification. Another limitation is that there is heterogeneity in the conceptualization and measurement of HIV-related stigma, which makes it difficult to compare and contrast results (Grossman & Stangl, 2013). Across HIV stigma assessments, researchers measure enacted, perceived, and internalized stigma, suggesting that these are important factors in the conceptualization of HIV-related stigma (Earnshaw & Chaudoir, 2009). However, many measures conflate different constructs with HIV-related stigma and include it in a single scale or subscale (Herek et al., 2002; Kalichman et al., 2009; Visser, Kershaw, Makin, & Forsyth, 2008). This indicates that there still might be ambiguity in terms of how HIV-related stigma is operationalized.   One final limitation is that the high internal consistency of the HIV Stigma Scale (Berger et al., 2001) could be reflective of an attenuation paradox (Clark & Watson, 1995). For example, the factors of disclosure concern and concern with public attitudes toward people with HIV might be redundant. Both factors represent and can be recoded as aspects of perceived stigma (Earnshaw & Chaudoir, 2009). While the HIV Stigma Scale might be reliable and internally consistent, the high correlations between the items on the scale might compromise construct validity of Implications A common conceptualization of HIV stigma is fundamental for future research, assessment, and treatment (Deacon, 2006; Grossman & Stangl, 2013; Mahajan et al., 2008). Without a unified construct of stigma, progress in the field of HIV-related stigma will continue to be impeded by a lack of standardization and incremental validity. The absence of meta-analyses within the literature provides evidence of the difficulty in parsing through the heterogeneity of the HIV stigma construct (Grossman & Stangl, 2013). Future research, then, should prioritize reaching a working consensus on the conceptualization of HIV stigma and developing an agenda that ensures consistent application of that conceptualization across studies. From this common conceptualization of HIV-related stigma, current measures such as the HIV Stigma Scale should be refined (Berger et al., 2001). While convergent validity has been tested through correlations with related measures and constructs (Berger et al., 2001; Earnshaw & Chaudoir, 2009), more research should focus on the strengthening the discriminant validity of these measures. Specifically regarding the HIV Stigma Scale, given that several of the items load onto multiple scales of the measure (Berger et al., 2001; Rao et al., 2008), future revisions should work on improving item discrimination (Sayles et al., 2008). By refining the measures of HIV stigma in conjunction with the conceptualization of HIV stigma, the operationalization of the different HIV stigma types can be improved. In addition, it is necessary to develop complementary measures to assess HIV-related stigma at structural and institutional levels (Chan & Reidpath, 2005; Deacon, 2006; Mahajan et al., 2008). Research efforts within the field of mental illness and stigma could be leveraged to formulate these assessments (see structural stigma section). While it is important to understand the impact of HIV stigma across a variety of social contexts, it is impractical to begin efforts into this area simply by conducting a large number of studies in different environments. Initial efforts should focus on targeting a smaller range of institutions that have presented unique challenges towards PLWH in the past such as healthcare and then build additional measurements out from there if necessary (Chan & Reidpath, 2005). From a more practical perspective, interventions for HIV-related stigma need to address the discriminatory behaviors experienced by PLWH. Despite significant heterogeneity in the HIV stigma literature (Grossman & Stangl, 2013), enacted stigma is a factor that is seen across various measurements and operationalizations of the construct (Earnshaw & Chaudoir, 2009). In terms of treatment outcomes, reducing discrimination against PLWH could have important implications as enacted stigma is negatively correlated with indicators of physical health, including CD4 count and chronic illness comorbidity (Earnshaw, Smith, Chaudoir, Amico, & Copenhaver, 2013). Thus, future intervention research should work on addressing enacted stigma as a specific domain of HIV stigma, measuring enacted stigma consistently across studies, and testing its predictive validity for treatment, care, and prevention outcomes for PLWH (Grossman & Stangl, 2013).   Conclusion Based on the current nomological net, HIV-related stigma should not be differentiated from discrimination. However, there is a need to measure HIV-related stigma in structural and institutional contexts. HIV stigma is a social process that works at the individual level, but the stigmatized person may not be the most important determinant in the development of stigma. Several researchers have theorized that stigmatization is contingent on structural inequities (Link & Phelan, 2001; Mahajan et al., 2008; Parker & Aggleton, 2003) such that interventions that only target stigma and discrimination may ameliorate the negative physical and mental health outcomes associated with stigma, but not address the entire problem and construct (Chan & Reidpath, 2005). Ultimately, more research is required in order to measure HIV-related stigma across socio-ecological levels (Bronfenbrenner, 1977; Grossman & Stangl, 2013). Given the heterogeneity and lack of standardization within the HIV stigma literature, it is imperative that researchers in this field understand that science and test validity holds social power and influence. Measurement and psychometrics can drive change in social policy and ideology within society (Messick, 1995). While it is easy to rely on the eminence and eloquence associated with the label of science (Isaacs & Fitzgerald, 1999), researchers have an ethical commitment to follow rigorous standards of empiricism because their work can impact the lives of people. This commitment should be true for all people, but especially for groups like PLWH that continue to suffer from stigmatization. References Baugher, A. R., Beer, L., Fagan, J. L., Mattson, C. L., Freedman, M., Skarbinski, J., & Shouse, R. L. (2017). Prevalence of Internalized HIV-Related Stigma Among HIV-Infected Adults in Care, United States, 2011–2013. AIDS and behavior, 21(9), 2600-2608. doi:10.1007/s10461-017-1712-y Berger, B. E., Ferrans, C. E., & Lashley, F. R. (2001). Measuring stigma in people with HIV: psychometric assessment of the HIV stigma scale. Res Nurs Health, 24(6), 518-529. Biradavolu, M. R., Blankenship, K. M., Jena, A., & Dhungana, N. (2012). Structural stigma, sex work and HIV: contradictions and lessons learnt from a community-led structural intervention in southern India. Journal of Epidemiology and Community Health, 66(Suppl 2), ii95. Bogart, L. M., Cowgill, B. O., Kennedy, D., Ryan, G., Murphy, D. A., Elijah, J., & Schuster, M. A. (2008). HIV-related stigma among people with HIV and their families: a qualitative analysis. AIDS Behav, 12(2), 244-254. doi:10.1007/s10461-007-9231-x Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American psychologist, 32(7), 513. Bunn, J. Y., Solomon, S. E., Miller, C., & Forehand, R. (2007). Measurement of Stigma in People with HIV: A Reexamination of the HIV Stigma Scale. AIDS Education and Prevention, 19(3), 198-208. doi:10.1521/aeap.2007.19.3.198 Chambers, L. A., Rueda, S., Baker, D. N., Wilson, M. G., Deutsch, R., Raeifar, E., . . . Team, T. S. R. (2015). Stigma, HIV and health: a qualitative synthesis. BMC Public Health, 15, 848. doi:10.1186/s12889-015-2197-0 Chan, K. Y., & Reidpath, D. D. (2005). Future research on structural and institutional forms of HIV discrimination. AIDS Care, 17(sup2), 215-218. doi:10.1080/09540120500120005 Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological assessment, 7(3), 309. Deacon, H. (2006). Towards a sustainable theory of health-related stigma: lessons from the HIV/AIDS literature. Journal of Community & Applied Social Psychology, 16(6), 418-425. doi:10.1002/casp.900 Earnshaw, V. A., & Chaudoir, S. R. (2009). From Conceptualizing to Measuring HIV Stigma: A Review of HIV Stigma Mechanism Measures. AIDS and behavior, 13(6), 1160-1177. doi:10.1007/s10461-009-9593-3 Earnshaw, V. A., Smith, L. R., Chaudoir, S. R., Amico, K. R., & Copenhaver, M. M. (2013). HIV Stigma Mechanisms and Well-Being among PLWH: A Test of the HIV Stigma Framework. AIDS and behavior, 17(5), 1785-1795. doi:10.1007/s10461-013-0437-9 Evans-Lacko, S., Brohan, E., Mojtabai, R., & Thornicroft, G. (2012). Association between public views of mental illness and self-stigma among individuals with mental illness in 14 European countries. Psychol Med, 42(8), 1741-1752. doi:10.1017/s0033291711002558 Gee, G. C. (2008). A multilevel analysis of the relationship between institutional and individual racial discrimination and health status. Am J Public Health, 98(9 Suppl), S48-56. Goffman, E. (1963). Stigma; notes on the management of spoiled identity. Englewood Cliffs, N.J.: Prentice-Hall. Grossman, C. I., & Stangl, A. L. (2013). Global action to reduce HIV stigma and discrimination. Journal of the International AIDS Society, 16(3Suppl 2), 18881. doi:10.7448/IAS.16.3.18881 Hatzenbuehler, M. L., Bellatorre, A., Lee, Y., Finch, B. K., Muennig, P., & Fiscella, K. (2014). Structural stigma and all-cause mortality in sexual minority populations. 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Measuring AIDS stigmas in people living with HIV/AIDS: the Internalized AIDS-Related Stigma Scale. AIDS Care, 21(1), 87-93. doi:10.1080/09540120802032627 Katz, I. T., Ryu, A. E., Onuegbu, A. G., Psaros, C., Weiser, S. D., Bangsberg, D. R., & Tsai, A. C. (2013). Impact of HIV-related stigma on treatment adherence: systematic review and meta-synthesis. Journal of the International AIDS Society, 16(3Suppl 2), 18640. doi:10.7448/IAS.16.3.18640 Li, L., Lee, S.-J., Thammawijaya, P., Jiraphongsa, C., & Rotheram-Borus, M. J. (2009). Stigma, social support, and depression among people living with HIV in Thailand. AIDS Care, 21(8), 1007-1013. doi:10.1080/09540120802614358 Li, X., Wang, H., Williams, A., & He, G. (2009). Stigma reported by people living with HIV in south central China. J Assoc Nurses AIDS Care, 20(1), 22-30. doi:10.1016/j.jana.2008.09.007 Link, B. G., & Phelan, J. C. (2001). Conceptualizing Stigma. Annual Review of Sociology, 27(1), 363-385. doi:10.1146/annurev.soc.27.1.363 Mahajan, A. P., Sayles, J. N., Patel, V. A., Remien, R. H., Ortiz, D., Szekeres, G., & Coates, T. J. (2008). Stigma in the HIV/AIDS epidemic: A review of the literature and recommendations for the way forward. AIDS (London, England), 22(Suppl 2), S67-S79. doi:10.1097/01.aids.0000327438.13291.62 Major, B., Dovidio, J. F., & Link, B. G. (2017). The Oxford Handbook of Stigma, Discrimination, and Health: Oxford University Press. Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performance as scientific inquiry into score meaning (Vol. 50). Nyblade, L. C. (2006). Measuring HIV stigma: existing knowledge and gaps. Psychology, Health & Medicine, 11(3), 335-345. Odindo, M. A., & Mwanthi, M. A. (2008). Role of governmental and non-governmental organizations in mitigation of stigma and discrimination among HIV/AIDS persons in Kibera, Kenya. East Afr J Public Health, 5(1), 1-5. Onyebuchi-Iwudibia, O., & Brown, A. (2014). HIV and depression in eastern Nigeria: The role of HIV-related stigma. AIDS Care, 26(5), 653-657. doi:10.1080/09540121.2013.844761 Pachankis, J. E., Hatzenbuehler, M. L., Hickson, F., Weatherburn, P., Berg, R. C., Marcus, U., & Schmidt, A. J. (2015). Hidden from health: structural stigma, sexual orientation concealment, and HIV across 38 countries in the European MSM Internet Survey. Aids, 29(10), 1239-1246. doi:10.1097/qad.0000000000000724 Parker, R., & Aggleton, P. (2003). HIV and AIDS-related stigma and discrimination: a conceptual framework and implications for action. Soc Sci Med, 57(1), 13-24. Rao, D., Chen, W. T., Pearson, C. R., Simoni, J. M., Fredriksen-Goldsen, K., & Nelson, K. (2012). Social support mediates the relationship between HIV stigma and depression/quality of life among people living with HIV in Beijing. China. Int J STD AIDS., 23. doi:10.1258/ijsa.2009.009428 Rao, D., Pryor, J. B., Gaddist, B. W., & Mayer, R. (2008). Stigma, secrecy, and discrimination: ethnic/racial differences in the concerns of people living with HIV/AIDS. AIDS Behav, 12(2), 265-271. doi:10.1007/s10461-007-9268-x Rueda, S., Mitra, S., Chen, S., Gogolishvili, D., Globerman, J., Chambers, L., . . . Rourke, S. B. (2016). Examining the associations between HIV-related stigma and health outcomes in people living with HIV/AIDS: a series of meta-analyses. BMJ Open, 6(7), e011453. doi:10.1136/bmjopen-2016-011453 Sayles, J. N., Hays, R. D., Sarkisian, C. A., Mahajan, A. P., Spritzer, K. L., & Cunningham, W. E. (2008). Development and Psychometric Assessment of a Multidimensional Measure of Internalized HIV Stigma in a sample of HIV-positive Adults. AIDS and behavior, 12(5), 748-758. doi:10.1007/s10461-008-9375-3 UNAIDS. (2015). On the Fast-Track to end AIDS by 2030: Focus on location and population. 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A D-train Passenger Views Outside :: Land Beauty Essays

A D-train Passenger Views Outside The passenger realizes as the light of the sunset passes through the gaps in the skyscrapers that what he sees is good. The glittering reddish sky slowly disappears as the clouds fly; the train descends as the view passes by into the darkness of the underground. It is a scene most of us will encounter if we ever take the New York subway over the Manhattan Bridge at sunset. Many times I have seen this panorama, but it still does not fail to capture me, to draw me away from my book, and to the window. Then while the bridge-columns flash by the windows, in the gaps, like an old movie, the view unrolls in all its beauty. How did our ancient ancestors feel when they saw this spectacular sight? (I mean the â€Å"ancient† of a few decades ago.) I really can’t tell you, because I never was an ancient, and if I saw one, that is not one of the topics that we discussed. But I can tell you how a very intelligent modern man thinks of it. (That would be me. I am also very humble.) I feel that it is a wondrous sight, if you think about it. But only if you think about it. A being less cultured, in a specific way, would not regard the sight as beautiful, inspiring, wondrous, exalting or stupefying. He probably would not even know if those word s exist. He would probably say that it is, well, big. To him it is not necessarily beautiful. We can only understand that it must be beautiful since so much work was put into it, so many people contributed to it and built it, so many breakthroughs had to be achieved prior to the conception, that this site is the culmination of the millennia of human history and science that came before it. Now isn’t that inspiring? (It sure sounds inspiring if you ask me. It even has some pretty long words, so it better be inspiring.) I look at the unfolding view and, subliminally, I think of all the things mentioned above, and only then do I consider the view beautiful. The aforementioned â€Å"uncultured† being looks at it, and finds it â€Å"big†. In his essay â€Å"A First American Views His Land†, N. Scott Momaday tried to express the beauty of that land that he lived in, and the feelings he personally, and Native Americans in general, had toward that land.

Confucian Philosophy in the Han Dynasty Essay

This paper will evaluate a brief evaluation of the rise of the Han Dynasty and how Confucian corresponds with it. With included references to authors, Tanner, Liang, Dubs, and Wang, will supply knowledge regarding to Sima Qian’s historical points, incorporation of Confucian principles within the Han Dynasty and the emperor, and within the social lives and families. I will highlight some of the major points of beneficial factors to Confucian thought as well as a brief opinion on how it isn’t always good to base a society of false claims regarding to divinity and how the society originated. However, I hope to make clear a better understanding on why and how the Chinese people in general came to be in current day China. â€Å"Before the founding of the Han dynasty, thinkers of every stripe cited the Five Classics to legitimate their ideas, but the transmission of the Zhou’s cultural heritage was not clearly documented until Sima Qian (second century B. C. E. ) traced the study of the Five Classics back to Confucius. † Sima Qian finished an essay called â€Å"The Collective Biographies of Confucians,† which â€Å"summarizes classical learning from the beginning of the Western Han to the end of the reign of Emperor Wu. † He is considered the first great exemplar of the Chinese historical tradition; however, before he was able to finish his works and had angered the emperor, he took the option of being castrated over controversial writings about a general that had been defeated and surrendered to the Xiongnu, to finish his writings. Sima Qian was a man dedicated to his work for which he chose castration over having to commit suicide. â€Å"The style of Sima Qian’s work was didactic, its purpose to communicate the moral lessons of the past. ’ â€Å"In both its organization and its approach to history, the ‘Records of the Grand Historian’ served as a model for all subsequent officially sanctioned Chinese historical writing. † Ban Gu eventually took up Sima Qian’s work in 90 B. C. , although he was imprisoned at first for his unauthorized history of the Han emperor, but was freed later due to the emperor’s liking of his work. Regardless whether the historical contexts of both Ban Gu and Sima Qian, it shows that the histories were often dishonest due to the preferences of the elite, but as. Ban Gu was pardoned, there might be more truth to what the Han’s historical past entails. â€Å"It was during the former Han period that Confucianism developed from being the teaching of a few pedants in a semi-retirement, at the end of the Chou period, to become the official philosophy of the government, which had to be adopted by anyone who hoped to enter public life. † Although it was a gradual process, early Han emperors embraced Confucianism by incorporating its teachings in education and establishing a Confucian Imperial University, which ultimately distributed literati among offices in the government. As this concept became bigger and more popular among the elite, the development of the examination became prominent as there was a high importance of literary ability and Confucian training, to be able to obtain a position within a government entity. It was believed that with all of the claimed advantages of Confucianism, â€Å"unifying the country intellectually by making one system of thought current among all educated men led to the elevation of Confucianism. † In 141 B. C. , Tung Chung-shu, advocated a principle to Emperor Wu that all non-Confucian philosophies should be destroyed with intellectual unification of the country—Emperor Wu did act upon this by proscribing Legalism and elevating Confucians to be his highest officials. With the rise of Confucianism in the Han Dynasty, it not only effected the elites’ primary preferences for what should be within the government body, but it also effected the view of the emperor himself. The conception of the central government of the Han Dynasty from a Confucian perspective was that the ruler must be a man, be of noble origin, ordained by Heaven, having great wisdom and virtue, and must be a ruler that is â€Å"all-under-Heaven. † To strengthen the claim to the throne, â€Å"all the rulers of China before Liu Pang were believed to have been of divine origin. † â€Å"However, the living Han ruler, like the rulers of other dynasties, was not regarded as a god, nor was any worship instituted for him. † It was common practice, as in all histories, to have a greater social distance between those who command and those who obey, often times through rituals and ceremonies. The Confucian scholars introduced ceremonies in 201 B. C. which was considered necessary for a new ruler to elevate to an â€Å"unapproachable position. † This of course resulted in the emperor or ruler to be catapulted into the highest authority. Much like in other empires, that due to this common practice of using divinity as the main aspect of the throne, that anyone who goes against, protests, or is considered disrespectful, most often paid the price through draconian laws and usually sentenced to death. The morality of Confucian belief as it was incorporated into the social lives of the common people, also included what the roles should be within the family. Ban Zhao (48? -116? CE), historian Ban Gu’s sister, was famous for her writings on the expected roles of women in Han society. Ban Zhao believed that it was the husband’s duty to control while the wife serves him, but at the same time the wife would be allowed to be educated and literate. Ban Zhao further mentions that the husband and wife must play their roles, but men have the ultimate responsibility to control and to have authority. She further continues, â€Å"If women are to understand and perform their expected roles, then they must learn to read so that they can learn from the same ritual texts as men do. † This all of course is stemming and adding to the Confucian ideology. Perhaps, even though she was a remarkable matriarchal woman, she believed that this ideology is a cornerstone for maintaining a strong and healthy nuclear family environment. In conclusion, it is very apparent that Confucian ideology was the main stronghold for both the Eastern and Western Han Dynasty. Confucianism, with Sima Qian, Ban Gu, Ban Zhao, and a collaboration of other historians, had a major influence on how the elitists, the government, and the common people, were to go about their daily lives and follow what was considered a respectable social order at that time. The ideology of Confucianism built a halo around the emperor to catapult him to a position of higher order, causing the people to look up to him rather than revolt against him for being in a position undeserving. As with many empires, which all rise and fall at some point, the elitists and the emperor always has a philosophical tale which tries to explain where its origins came from, sometimes referring the emperor as a god himself. In essence, there is usually no ground proof what the true history was, mostly due to the perversion of some historians’ ideology relating to their religious affiliations. Perhaps too, with fear of draconian laws and punishment, especially with low self-esteem and high-ego type of authority, that history in itself will only boil down to â€Å"his story. † Regardless, despite whether or not the histories of Confucianism and the Han Dynasty are valid, there is strong evidence that the Confucian principles still exist today as we see in the current-day Chinese culture regarding to the social lives and families of many. Bibliography: Liang, Cai. 2011. â€Å"Excavating the Genealogy of Classical Studies in the Western Han Dynasty (206 B. C. E. -8 C. E. ). † Journal of the American Oriental Society 131, no. 3: 371-394. Academic Search Complete, EBSCOhost (Accessed February 25, 2013). Dubs, Homer H. 1938. â€Å"The Victory of Han Confucianism. † Journal of the American Oriental Society, Vol. 58, No. 3: 435-449. American Oriental Society. http://www. jstor. org/stable/594608. (Accessed February 25, 2013). 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