English-language films Essay Example for Free

English-language films Essay My favorite theme park is Hershey Park, with excitement your heart start racing as soon you make pass the gates wanting to see what is beyond that point. As I walked inside I saw the most spectacular rides that I have properly never seen. Just as you pass the gates you see corn popping, cutting candy being spun, and lemonade gently squeezed to perfection. Your eyes widen with excitement knowing that you finally made it to Hershey Park. just pass the gate the park covers a large area, In the distance you see rides, water parks, and much other activity just waiting for you to jump right in. excitement you run along to reach one of the ride, that you want to get on because of it Fahrenheit, along with the steepest roller coaster you have never seen before. You wait in line with hundreds of people excited and horrified to ride the steppes roller coaster under the blazing sun. Then the time comes when I moved up the line just a second of me getting in the ride, my heart started pounding as I walk inside the ride fated my seat belt waiting to be sent off. Then we were sent off the steep hill and on with the rest of the ride with twist and turns. When it was over I could feel the adrenalin run down my blood want me to go for another ride on the coaster. Then I moved to the next roller coast the storm runner but time the line way shorter it was not dreadful as the last roller coaster. I had to sit I front of many people waiting for the ride to take off, like bolt of lightning we took off as the countdown gets to zero. There are many roller coasters like the bear hanger, in this roller coaster that actually roars like a bear while its moves it has twist and turns that makes you feel like letting everything out you had for lunch. The is the kissing tower were you could spent time with your loved one, the tower goes up in the sky then turns around in the sky, and then back down. After an exciting day you had in the park it’s time to go home. Hershey was fun because I had to go on all the roller coasters, most all had their tasteful candy.

Comparing Education Systems- Saudi Arabia and UK

Comparing Education Systems- Saudi Arabia and UK This essay will focus on the comparison between the education system in Saudi Arabia and England. When the Kingdom of Saudi Arabia was founded in 1932, education was not easy to get to everyone and limited to individual teaching at religious school in mosques or by private teacher at home. (Al-obaid,2006) These schools taught Islamic law and basic writing and reading skills. By the end of the century, Saudi Arabia had a national educational system given that, a free education to student from primary school to high school through university to all students. The objectives of the Saudi education policy are to make sure that education becomes well-organized, to meet the religious, economic and social needs of the country and reduce the number of uneducated in the community (Al-Obaid,2006). As a result of that, thousands of primary, intermediate and high schools have been started by the Ministry of Education and the General Presidency of Girls Education. General education system in the Kingdom of Saudi Arabia has three different levels, six years of primary school starting from age seven years old and three years each of intermediate and high school (Saudiembassy,2004). First the students have to start from primary school and the child starts in this level at the age of 6 to 12. In this first period they study for example, Arabic art education, mathematics, home economics (for girls) and Islamic studies. When the students pass this level they move directly to the next level. This is the intermediate school .In general, the student will be 12 years old when they enter this school and they stay until they are 15 years old, which is three years. The subjects they study will be the same however, they are higher level than primary school and they take new subjects such as, English, geography, history, physical education, religious studies and science. After the intermediate school the student starts their high school, which is usually between the ages of 15 to 18. The first year is a general year and students study of all subjects. Consequently, they will be able to choose what they will study in the next tow years. There are three different kinds of subjects in high school general, religion and technology high school. After the first year of high school student have the ability to choose between scientific studies or literary studies. There are also vocational schools that train in agriculture, technical and business studies take place at the universities. Every year student has exams if the pass they will move to the next level but if they do not, they have to retake the same level. The government of Saudi Arabia has always recognized the importance of providing educational opportunities to girls as well as boys, by the developing have been since the first government school has been built in 1964(Ministry of education,2006). By 1999, there were eight universities and a large number of other institutions of higher education, by 2003, there were also several private institutes of higher education with more planned. Another was to establish undergraduate and postgraduate in most disciplines at Saudi universities and colleges (Ministry of education ,2006). As a result, Saudi student can now obtain degrees in almost any field within the country and only if necessary pursue specializations aboard. For example King Abdullah University of science and technology (KAUST), which is the newest university in the country, and focus on areas of science and technology that are important to Saudi Arabia the region and the world. Therefore, the Saudi government provides support to student every year by spending billion of billion dollars on education development. This huge number includes a monthly allowance of about 145 pound given to the student study literature and about 200 pound to student study science to pay for books, transport and accommodation also for life expense. On the other hand, cause of given allowance for the student that to help them to travel from their village or town to the nearest big city because the country has University only in big city (Ministry of higher education,2000). The students do not have to repay the money been spent on them back to the government when the finish their study in the university. However, there are some strict rules regarding this monthly allowance, the student have to be attending most of the classes, except the ones with an excuse, also the student have to maintain at least a 2.0 grade to be able to get the allowance from the government. In case of retaking a module the student should get a warning letter and if they didnà ¢Ã¢â€š ¬Ã¢â€ž ¢t improve their performance the student would be held until the grade mark at least 2.0( Middle East Finance and Economy.1996 ). The education system in the UKà ¢Ã¢â€š ¬Ã¢â€ž ¢s run by the government as well and is free for all children from 5 to 16 furthermore, the education in England is compulsory for all children in that aged. The UK has worked hard to improve the education (BBC,2000) . As a result, the education system in the UK is one of the strongest in the world, it is divided into four main parts or four key stages, for each subject and for each key stage, programmes of study set up what pupils should be taught. At primary education which generally included key stage one and tow begins at age 5 year old continues until age 11 year old, studying during this period subjects such as English, mathematics and science, in English for example they learn speaking by telling stories, both real and imagined also they learn to listen carefully and to show their understanding of what can they see and what can they hear by making relevant comments with growing attention to what they listen to. In addition, student learn reading by reading stories, poetry and picture books (British council,2008). After six years student will go to secondary school automatically for key stages three and four they spend five years in this level from age of eleven to age of sixteen. Student study as at key stage one and tow, plus a modern foreign language, in this subject, a programme has been set up for key stage three and key stage four in to different parts learning and using the target language, that covers the skills and understanding that should be developed through the target language at both stages and areas of experience, this sets out the broad topic areas that provide contexts for learning and using the target language at each key stage. (Department for education,1995).

Causes And Contributing Factors Of Heat Waves Engineering Essay

Causes And Contributing Factors Of Heat Waves Engineering Essay Basically there are two types of heat waves. Dry heat waves often bring clear skies and large input of solar radiation, which usually occur in locations with a continental or Mediterranean climate. Moist heat waves have characteristically very warm humid conditions during day and night with a large amount of cloud coverage. These usually occur in mid-latitude temperate and maritime climates. The main cause of heat waves are high pressure systems, located in the midlevel/higher troposphere, which remain over a location for a prolonged time. Under pressure the air subsides and sinks towards the surface, compressing the air at the surface causing the temperature to rise. This sinking creates a dome with winds blowing outward, trapping the heat inside and disallowing mixing with other weather potentially cooling the surface. When the air sinks from a high pressure system, heat is unable to rise and cumulus clouds cannot be formed. In this way the area will not be cooled by rain solar radiation directly hits the surface, resulting in a building temperature. Another important factor in the formation of heat waves is the location of the jet streams. Jet streams are narrow, fast flowing air currents near the tropopause formed by the earths rotation and atmospheric heating. During a heat wave, a jet stream lies above an affected area disallowing transported polar air mass to cool the area. Heat wave are also seasonally bound because of a slower, meandering jet stream during summertime. Jet streams are formed by change in temperature between colliding Arctic and tropical air masses, which are weaker during summer causing it to slow down. A slower jet stream causes less change in weather patterns, therefore increasing stationary weather conditions explaining why heat waves occur during summer. Furthermore, land-atmosphere coupling is found to increase mean, maximum as well the minimum temperatures averaged over warm summers. Research by Fischer et al (2007) indicates the very important role of dry soils in driving/enhancing heat wave episodes in 1976, 2003, and 2005. In addition, when vertical mixing of air is weak due to the sinking air, it produces strong stability and the continuance of humidity near the surface. Landscapes with surfaces that hold heat can amplify the effect of a heat wave. The urban heat island effect is the phenomenon whereby urban regions experience warmer temperatures than their rural surroundings. The annual mean air temperature of a city with one million or more people can be 1 to 3 °C warmer than its surroundings, and on a clear, calm night, this temperature difference can be as much as 12 °C (Oke, T.R, 1997) Based on the characteristics heat waves are more likely to occur in locations with high variable summer climate or clear hot seasons. Climate change and heatwaves: Some researchers link climate change to the increased frequency and intensity of meteorological event as wind storms, prolonged drought, cold spells and heat waves. Recent observational studies have demonstrated that the frequency of hot summer days and heat waves over Europe has increased in recent decades along with an enhanced variability of interannual and daily summer temperatures (Klein Tank et al. 2002). Results demonstrate that the European summer climate might experience an increase in year-to-year variability in response to greenhouse-gas forcing. Such an increase in variability might be able to explain the unusual European summer 2003, and would strongly affect the incidence of heat waves and droughts in the future. According to research from CO2 doubling would lead to an increase by 10 °C in average temperature in the a 1-in-20-yr heat wave event in the Great Lakes. This heat wave, lasting 5 days with intensity range of between 28 ° and 34 °C under present day conditions, would become 38 °C to 44 °C when CO2 doubles. The research also shows similar changes due to CO2 doubling in the Czech Republic, Eastern China and South-West France (Clark et al in 2006). Furthermore models indicate that there is a shift towards warmer and dryer climates with less soil moisture and could be connected to the increased amount of recent heat waves. The growing season is extended by warmer springs increasing the amount of soil water uptake by vegetation. (Seneviratne et al, 2006). In addition the physical processes that characterized the 2003 heat wave such as soil moisture depletion and the positive feedback on summer temperatures, and the lack of rainfall in many parts of the continent that generally occur from June September, are projected to occur with greater frequency in the future. Another consequence of climate change is the Arctic amplification, the faster rate at which the Arctic warms compared to the rest of the world. Also recent analysis of North American and North Atlantic atmospheric data from 1971-2010 found that this amplification makes the jet stream slower and wavier. As a result, blocking events become more likely. (Francis, Vivrus, 2012) The numerous factors contributing to the formation and intensification of heat waves seem to increase in the future. IPCC states that for the next two decades, a warming of about 0.2 °C per decade is projected for a range of emission scenarios. Even if the concentrations of all greenhouse gases and aerosols had been kept constant at year 2000 levels, a further warming of about 0.1 °C per decade would be expected. Continued greenhouse gas emissions at or above current rates would cause further warming and induce many changes in the global climate system during the 21st century that would very likely be larger than those observed during the 20th century. Lastly, anthropogenic warming and sea level rise would continue for centuries because of climate processes and feedbacks, even if greenhouse gas concentrations were stabilized.  (IPCC, 2007) The processes driving the variability changes are different for the three components but generally relate to enhanced land-atmosphere coupling and/or increased variability of surface net radiation, accompanied by a strong reduction of cloudiness, atmospheric circulation changes and a progressive depletion of soil moisture within the summer season. Warm climate. Seasonal Summer Low latitude (but not necessarily) High pressure systems, especially if relatively stationary Little/no rain Little/no cloud cover. Dry land Dark landscape with surfaces that hold heat asphalt, rock, concrete. There are generally four factors contributing to the formation of a heat wave. First the location of the jet stream, which should be above the affected area. Jet streams are narrow air currents flowing in the upper troposphere and tropopause. The northern and southern hemisphere both experience jet streams, and exist because of a combination of the earths rotation and a , which is a fast flowing stream of air currents near the tropopause, should be above the affected area, so polar air masses are not able to reach the region. Second, a high pressure system The first involves the location of the jetstream.   It should be above the affected area disallowing polar air masses to reach the region.   Second, a high-pressure system may exist permitting the surface to be heated in the absence of moisture.   A third related factor is a dry ground, which facilitates the heating of the surface.   The fourth and final factor is the amount of vertical mixing of the air.   Specifically, weak vertical mixing produces strong stability and the continuance of humidity near the surface.   The main cause is a high pressure area, located in the midlevel/higher troposphere, which strengthens and remains over a location for a prolonged time. This is common in summer in both the Northern and Southern Hemispheres because of the jet stream following the sun. The jet stream Summertime weather patterns are generally slower to change than in winter. As a result, this mid-level high pressure also moves slowly. Under high pressure, the air subsides (sinks) toward the surface. This sinking air acts as a dome capping the atmosphere. Heat waves can be caused by various different weather conditions but the main cause is when an area of high pressure becomes stationary over a location. Due to the high pressure, other weather conditions cannot dissipate the heat and therefore the ground and the air become much hotter than would normally be recorded. The high pressure discourages cloud cover meaning the sun is constantly heating the location during the day and the pressure in the air stops wind currents moving the heat on. The atmospheric pressure systems that control the local weather are made up of areas of high pressure and areas of low pressure. These move around and bring with them various weather conditions. In an area of high pressure, the air from the atmosphere is at a higher pressure than the air around that location. This causes drier air and blue skies. When this area of high pressure becomes stationary over a global position, that area experiences cloudless skies and rises in day time temperature. The longer the high pressure is stationary, the larger the rise in temperature as other weather conditions, such as rain or wind, are unable to enter the environment and cool these temperatures. There are however other causes of heat waves, but the important point is that other weather conditions are unable to enter the location and cool the temperature. Desert winds can cause heat waves as they naturally blow warm air into cooler areas. If this location, either due to seasonal or geographic reasons is unable to cool the temperature, the area will experience a heat wave. There usually are four atmospheric conditions necessary in forming a heatwave, although they do not have to occur at the same time. At first, a The first involves the location of the jetstream.   It should be above the affected area disallowing polar air masses to reach the region.   Second, a high-pressure system may exist generally to the east permitting the surface to be heated in the absence of moisture.   A third related factor is a dry ground, which facilitates the heating of the surface.   The fourth and final factor is the amount of vertical mixing of the air.   Specifically, weak vertical mixing produces strong stability and the continuance of humidity near the surface.   Mainly because an area of high atmospheric pressure becomes stationary over a location. The high pressure prohib A heat wave is in effect when a location has excessively high temperatures, compared to normal, for a prolonged period of time. Warm climate. Seasonal Summer Low latitude (but not necessarily) High pressure systems, especially if relatively stationary Little/no rain Little/no cloud cover. Dry land Dark landscape with surfaces that hold heat asphalt, rock, concrete. Modeling Northern Hemisphere Summer Heat Extreme Changes and Their Uncertainties Using a Physics Ensemble of Climate Sensitivity Experiments) ROBIN T. CLARK, SIMON J. BROWN, AND JAMES M. MURPHY Severe and Hazardous Weather: An Introduction to High Impact Meteorology  (Bob Rauber, John Walsh, Donna Charlevois Seneviratne S, Là ¼thi D, Litschi M, Schà ¤r C. Land-atmosphere coupling and climate change in Europe.  Nature  [serial online]. September 14, 2006;443(7108):205-209.

Web-based Communication :: essays papers

Currently society is in its 20th century, and quickly emerging into the 21st century technology has and will be reaching great heights. The education field is one of the most considerably effected domains in the advancement of the technology â€Å"revolution†. According to Stoner (1997), technology in the future is looking towards increased online/distance learning, virtual field trips, and audio files of music. As the technological world evolves so should the local community. Many of the latest educational technology will require two-way communication in the virtual community. Author of Virtually in the Middle defines the virtual community as a â€Å"Web-based communication forum. It is an interactive electronic space on the Internet in which diverse individuals can raise questions, share ideas, plan activities, congregate, and learn. This kind of dialogue and communication that would occur in this kind of virtual community is referred to as â€Å"asynchronous† or â€Å"delayed† conferencing, which is a time-free discussion of topic strands. †(Beghettio, 2001, p.22). First, method in which parents can increase communication to teacher is by logging on to the net. Parents can log on to school web sites, view lessons, objectives, goals, homework assignments, and student’s attendance. Currently, most counties nation wide provides a break down of state, county, and local web site for schools. For example, Maryland has a web site for all of its’ counties, that further break down to elementary, secondary, and high school. Listed on these sites are things like the school mission, contact information for facilities, special programs, individual classroom homework, and agenda for the week. Secondly, communication via web-based allow user-friendly e-mail exchange between all parents and educators. Many families in America have a functioning computer with access to the Internet. Those families who do not own a home computer have access to e-mail at work. On the flip side teachers who have Internet-connection at school make sending e-m ail one of the most popular usages. The graph in Educational Media and Technology Yearbook displays e-mail as the highest-ranking form of utilizing computers (Educational Media and Technology, 2004). Parents can be alerted via e-mail when their child needs further studying, absent form class, or to praise their child’s improvements. Third, linking parents to resources to assist in their child’s assignments can also be done via web-base.

Capital Punishment Essay -- essays research papers

Capital Punishment Many positions can be defended when debating the issue of capital punishment. In Jonathan Glover's essay "Executions," he maintains that there are three views that a person may have in regard to capital punishment: the retributivist, the absolutist, and the utilitarian. Although Glover recognizes that both statistical and intuitive evidence cannot validate the benefits of capital punishment, he can be considered a utilitarian because he believes that social usefulness is the only way to justify it. Martin Perlmutter on the other hand, maintains the retributivist view of capital punishment, which states that a murderer deserves to be punished because of a conscious decision to break the law with knowledge of the consequences. He even goes as far to claim that just as a winner of a contest has a right to a prize, a murderer has a right to be executed. Despite the fact that retributivism is not a position that I maintain, I agree with Perlmutter in his claim that social u tility cannot be used to settle the debate about capital punishment. At the same time, I do not believe that retributivism justifies the death penalty either. In Martin Perlmutter's essay "Desert and Capital Punishment," he attempts to illustrate that social utility is a poor method of evaluating the legitimacy of it. Perlmutter claims that a punishment must be "backward looking," meaning that it is based on a past wrongdoing. A utilitarian justification of capital punishment strays from the definition of the term "punishment" because it is "forward looking." An argument for social utility maintains that the death penalty should result in a greater good and the consequences must outweigh the harm, thereby increasing overall happiness in the world. Perlmutter recognizes the three potential benefits of a punishment as the rehabilitation of an offender, protection for other possible victims, and deterring other people from committing the same crime. The death penalty however, obviously does not rehabilitate a victim nor does it do a better job at protecting other potential victims than life impriso nment. Since a punishment must inflict harm on an individual, deterrence is the only argument that utilitarians can use to defend the death penalty. The question then ari... ...able to murder someone because twelve rational people in a courtroom decided that it should be so? By the same token, a murderer can claim that their victim had violated their rights and did not deserve to live. Obviously that cannot be rationalized in any manner. No matter from what perspective it is viewed, capital punishment is murdering another human being. Even if a law is broken and the person has made the world a worse place to live, killing someone else can never be justified, especially by measuring its social utility. The world would be a better place if many people did not exist, but it would not be legitimate to exterminate everyone who does not increase the happiness in the world. Social utility cannot justify the existence of capital punishment, nor can it be used as rationale to reject it. Retributivism fails as well because the death penalty may be regarded as cruel and unusual punishment. Absolutism seems to be the only school of thought that cannot be logically dismantled. No evidence exists that would demonstrate the benefits of capital punishment and statistically the only thing that is accomplished is another death in society.

Capital Punishmennt Essay

Merriam-Webster online dictionary (2011) defines capital punishment as punishment by death for a crime. There are many factors that go into the process of capital punishment and it must start with a crime followed by an arrest, trial, conviction, appeals process and ultimately the execution of the individual. Through the many stages of the process there numerous individuals who are affected, including the criminal and their family, the victim and their family, jury, judge, witnesses and administrators or physicians who perform the execution. In this paper I will look at the ethical issues of capital punishment using the following ethical theories: utilitarianism, Kantian ethics, and the rights and justice theory. In each of these theories I will examine how advocates and opponents to capital punishment can use the theories to validate their position on capital punishment. I will conclude my paper with my position on capital punishment using one of the theories I listed above. According to Boatright (2012) the principle of utilitarianism is the basic premise of pleasure over pain. Utilitarianism considers the impact an event and outcome will have on everyone and they use the fifty-percent theory as the tipping point in decision making. If the pleasure of an event has more benefit than the pain then a decision can be made. Utilitarianism only considers the benefits and consequences when taking into account whether the death penalty is ethical and disregards the natural rights or self-worth of a person when deciding if the death penalty is ethical (Bedau, 1980). The pleasure over pain principle in capital punishment must consider the impact it will have on everyone involved and according to Boatright (2012), â€Å"Utilitarianism requires that we calculate utility not only for ourselves but for all person affected by an action.† When deciding whether or not capital punishment is just an individual must look at the benefits and consequences of everyone involved and determine if capital punishment is ethical. I do not think that one person can make this decision as it would require them to think on behalf of individuals or groups who they may have a conflicting interest with. An example of this would be a sibling of a murder victim deciding if the offender should receive the death penalty. Their feelings on the issue would differ from the offender’s family and create a conflict of interest when using the fifty-one percent theory. I will now examine the utilitarian principle of consequentialism and how it relates to the ethical issue of capital punishment. A consequentialist argument uses deterrence as a benefit of how the death penalty can promote their stance (Douglas and Wilkinson, 2008) and executing a murderer would serve as a possible consequence for the killing of another human being. This may serve as a deterrent to future killings but that is not always the case. Out of 238 paroled offenders who committed murder, less than 1% went back to prison for committing another murder (White paper on, 2012). This statistic shows that the death penalty does not serve as a deterrent to future killings and thus the theory of capital punishment serving as a deterrent holds no merit. Examining the ethical issue of capital punishment must also look at a cost-benefit analysis that uses a monetary value rather than the classic utilitarianism principle of pleasure over pain (Boatright, 2012). According to Boatright (2012) an application of a cost-benefit analysis needs to place a value on human life. The issue with using a cost-benefit analysis of capital punishment is that not everyone may value human life the same. A person who commits a murder may not value human life the same as someone who does not kill. The family of a victim may find that the life of the killer has no value to them and in contrast the family of a murderer may value the life of the offender as more valuable to them. The cost of capital punishment also needs to be examined when using a cost-benefit analysis. The total cost per execution was $216 million more than life imprisonment (White paper on, 2012). In addition to the cost to execute an individual in a capital offense case there is the cost of trials, the process of appeals and attorney fees that need to be examined. In California the cost of a death penalty prosecution is up to twenty times more expensive than the cost of a life in prison without parole case (Williams, 2011). Also according to Williams (2012), â€Å"the least expensive death penalty case cost $1.1 million more than the most expensive life without parole case.† The cost of the death penalty is more expensive than a life in prison without parole sentence and twenty offenders could be given a life in prison sentence for the amount that it takes to execute one offender (Williams, 2011). I have come to the conclusion that the utilitarianism principle does not justify capital punishment. The pleasure over pain principle requires us to consider the impact on everyone and it does not require us to ignore our interest but we must place our interest no higher and no lower than anyone else (Boatright 2012). When I looked at the cost-benefit analysis I could not justify the use of capital punishment due to the massive costs that a capital punishment case incurs as opposed to the cost of a life imprisonment case. I will now look at the ethical issues of capital punishment using Kantian Ethics. According to Boatright (2012) the first principle of Kant is universalizability which is to, â€Å"act only on rules that you would be willing to have everyone follow.† The second principle of Kant is respect for persons which indicates one should respect other people and ourselves as human beings (Boatright, 2012). Kant was in favor of capital punishment for the crime of murder and based his view of the death penalty on the theory of retributivism (Potter, 2002). When an individual commits the crime of killing another individual they violate Kant’s first principle and do not follow the rules that everyone is following; namely the right to life which I will cover later in this paper. The killing of an individual also violates the second principle of respect for persons. According to Kania (1999), â€Å"each of us agree not to kill others in exchange for the security that others will not kill us or those dear to us.† Kant subscribes to the term â€Å"isu taloinis† which means the wrong doing is punished by a similar punishment and also believes that the death penalty is the only right way to punish a murderer because the punishment should be the end goal (White paper on, 2012). Kantian Ethics also involves autonomy which means self and law (Boatright, 2012). Autonomy relates to Kant’s principle of respect for persons and a society living autonomously involves creating their own rules and acting freely. This principle is seen in the laws that society has developed to prevent the killing of an innocent person. In the United States it is illegal to commit the act of murder which is different from the killing of a person. The killing of a person may occur during self-defense when an individual fears that their life is in danger. According to Potter (2002) Kant says in a general statement that all murderers should be executed and death is the punishment that must be carried out on the wrongdoer. Violating the principle of universalizability, respect for persons and autonomy all justify the use of capital punishment in Kant’s view. The third ethical theory I will look at is Rights and Justice. I will first examine the rights theory and how it relates to the ethical issue of capital punishment. Rights are part of many of the ethical issues in society and the term rights can be used in many different ways (Boatright, 2012). According to Bedau (2012), a human being has the right to life simply by being born and it is a violation of rights to murder another person. The violation of the right to life does not mean that we are authorized to violate another’s right to life. The judges and juries take another person’s life in their hands during a capital punishment case and by sentencing an offender to execution violates their right to life. Bedau (2012) states, â€Å"Even if a person has committed murder and has therewith intentionally violated another’s right to life, the criminal still has his or her own right to life.† The legal rights are in force to protect us from having our right of life taken away, and if our right is violated we do not have the rights to take someone else’s right to life. In contrast to the paragraph above John Locke argued that a person’s right to life can be forfeited if a person violates the right of life of another person. Locke goes onto say that the execution of a murderer does not violate their right to life (Bedau, 2012). Based on this argument Locke would be an advocate of the death penalty. Since the offender forfeited their right to life they no longer have their own right of life. Locke further states that a person forfeits their right to life when they commit a criminal act that deserves death (Bedau, 2012). The ethical issue of capital punishment and the justice theory coincide using the retributive justice theory. Justice involves the righting of wrongs and retributive justice involves the punishment of wrongdoers (Boatright, 2012). The justice retribution theory indicates that a criminal must and deserve to be punished and that the punishment must fit the crime (Bedau, 2012). The punishment of the crime may be different in each state or country as not all states and countries have the right to sentence an offender to the death penalty. The issue with the theory that the punishment must fit the crime is that each person may have a different viewpoint on how to punish the same crime. For the act of murder one could argue for the death penalty while another person may argue that death penalty is unethical based on their ethics. This leads to some confusion in the retribution theory as each person may have their own idea of proper punishment and retribution. According to Roberts-Cady (2010), â€Å"A retributivist would argue for the death penalty based on the claim that death is what a murderer deserves.† The retribution theory also values that a punishment should be exactly the same as the crime committed which is known as the eye for an eye principle (Roberts-Cady, 2010). Using the eye for an eye principle, a murderer would be subject to the same act they committed and subject to death themselves. It does not involve a judge or jury sentencing them to the death penalty and I interpret it as an automatic sentence for the murderer. The eye for an eye principle supports that murderers ought to be put to death (Bedau, 2012). An advocate of the death penalty using the retribution theory would find that capital punishment is just in cases involving murder. The issue with the above reasoning is that it is sometimes not possible to apply the eye for an eye principle in every situation. It would not be possible to punish an individual or group of individuals who commit mass murder that has more victims than offenders. An example of this would be the execution of the hijackers who flew planes into the World Trade Center killing thousands of individuals. The number of victims of this act far outweighs the number of hijackers that were aboard the planes. According to Bedau (2012) the execution of a mass murderer is morally inadequate as retribution cannot be served upon the offender given their inhumane and heinous acts. Another counter-argument for the eye for an eye principle is the equivalent to the crime is not always morally acceptable (Roberts-Cady, 2010). For example if a person were to be sexually assaulted, the retribution to the offender would entail being sexually assaulted in return. This would force the victim to decide if their offender should be subject to the same offense they endured and the victim may not be willing to make that decision and prefer to leave the punishment up to the justice system. The legal system in the United States takes this decision off of the victim and places it on a judge and jury. Although the victim will have to testify and recount the crime they would not deciding the fate of the offender. According to Robert-Cady (2010), â€Å"For certain heinous crimes, either the punishment would be roughly equivalent and immoral, or it would not be roughly equivalent.† The justice and rights theory seeks justice for those whose rights are violated but it is not applicable in all situations. If we are looking at capital punishment strictly from a rights perspective the right to life is violated when a person is murdered but what right do we have to take someone else’s right to life? Retribution and justice involve the righting of a wrong and uses the eye for an eye principle which is not always applicable to the crime committed. Using the rights and justice theory I came to the position that capital punishment is not ethical as I do not believe that I have the ethical grounds to take someone else’s right to life. The retribution theory is not clear enough for as I believe life in prison without parole would be just as effective as the death penalty. In this paper I have examined how utilitarian, Kantian ethics, and the rights and justice theory apply to the issue of capital punishment. I presented both an advocate and opponent view to the death penalty and whether capital punishment is ethically just according to each theory. Prior to researching this topic I considered myself as an advocate of capital punishment as I felt it was the most effective way to serve as a deterrent to murder and also a just punishment. I also consider myself a subscriber to the utilitarianism theory and choose to look at the big picture of an issue and how it affects everyone. I also look at situations using the cost-benefit analysis which allows me to make an informed decision. After researching the ethical issue of capital punishment and applying the information to my beliefs I realized that my stance on the death penalty conflicted with my utilitarianism view. In the utilitarianism section of the paper I came to the conclusion that capital punishment was not ethical. I also presented the cost-benefit analysis of capital punishment and the cost of an individual is much more expensive than sentencing a person to life in prison without parole. I have come to the conclusion that based on my utilitarianism view that capital punishment is not ethical. References (2012). White paper on ethical issues concerning capital punishment. Ferney-Voltaire, France: World Medical Journal. Bedau, H. A. (1980). Capital punishment. Matters of life and death, 1033-66. Boatright, J. R. (2012). Ethics and the conduct of business. (7 ed.). Upper Saddle River, New Jersey: Pearson Education Inc. Capital Punishment. 2011. In Merriam-Webster.com. Retrieved May 8, 2011, from http://www.merriam-webster.com/dictionary/capitalpunishment House, R. (2009). The death penalty and the Principle of Goodness. International Journal Of Human Rights, 13(5), 680-688. Kania, R. E. (1999). The Ethics of the Death Penalty. Justice Professional, 12(2), 145. Potter, N. T. (2002). Kant and capital punishment today. The Journal of Value Inquiry, 36(2), 267-282. Roberts†Cady, S. (2010). Against Retributive Justifications of the Death Penalty. Journal of Social Philosophy, 41(2), 185-193. Wilkinson, D. J., & Douglas, T. (2008). Consequentialism and the death penalty. The American Journal of Bioethics, 8(10), 56-58. Williams, C. J. (2011, June 20). Death Penalty Cost California $184 Million a Year, Study Says. Los Angeles Times. Retrieved from http://articles.latimes.com

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder – Causes, Reasons and TreatmentAutism Spectrum Disorder (ASD) is defined as a developmental disability that affects people’s personalities based on how they interact with the world (Magalhaes and Almeida, 2010). However, Sparks and Dager (2012, p. 187) defines ASD as â€Å"a serious neurodevelopmental disorder that impairs one’s ability to communicate and interact with others.† Various ASD definitions are known to be universal since they recognise it as a spectral condition (Baird et al., 2016). In his study, Umekage (2011, p. 25), indicates that ASD is a hidden disability coupled with foetal brain damage as well as impairment of neural vitro development. Characterised by interests, activities and repetitive behaviours, ASD is so complex that it varies from one case to another (Akanksha et al., 2011). Despite various studies on the reasons, causes and treatment of ASD, there are relatively unknown rationale for its causes. Chandler and Baird (2015, p. 923) posits that people with ASD need different kinds of support since their ways of development and learning differ from every individual. The aim of this paper is to discuss the causes, reasons and treatment of ASD.Causes of ASDAlthough there are undetermined causes of ASD, scientists as well as medical practitioners believe that an amalgamation of genetic and environmental factors are the two major causes of ASD (Fitzgerald and Geschwind, 2013). To start with, the cause of ASD via genetic factors is not a simple process, but a complex of progression that involve multiple genes. Causes of ASD – Gentics Autism Spectrum Disorder As indicated by Schechtman (2014, p.86) study, the rate of ASD development in identical twins as well as monozygotic is higher than rates in dizygotic and same-sex fraternal twins. This indicates that fraternal twins only share some genes, while identical twins have equal genes and therefore genes contributes much to autism. More so, Brothers as well as sisters of children with autism have high level of autism (Fitzgerald and Geschwind, 2013). From another perspective, Smith and John (2011, p. 803) in their research attributed that siblings share certain problems such as language as well as learning difficulties if one of the sibling has autism. However, it is not clear if autism is inherited as well as more general predisposition difficulties.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayCauses of ASD – Environmental Factors Secondly, ASD can be caused by environmental factors. Environmental toxins such as mercury and thimerosoal vaccines cause autism stems (Mercer et al., 2016). More so, congenital rubella infection is one of the environmental factors that cause ASD. However, Goin-Kochel and Myers (2015, p. 172) disputes that there is any clarity environmental factors causing ASD and therefore more studies needs to be done. Rich and Isager (2012, p. 410) adds â€Å"some of the evidence proposed for environmental factors is based on case reports, which are often difficult to interpret.†Reasons for ASDASD as mentioned earlier, ASD can be caused by a combination of environmental and genetic factors, however, we have reasons ASD occurs. First, Autism exists when a single gene known as fragile X syndrome (FXS) exists in the blood (Hessl and Schneider, 2013). FXS is defined as a syndrome that is coupled with autism as well as intellectual disability (Visootsak and Picker, 2015). As per Wehner and Hager man (2011, p. 415), â€Å"Whereas ASD is a behavioural diagnosis, FXS is a medical, or more accurately, a genetic diagnosis and therefore when associated with FXS, ASD is caused by the genetic change or mutation in the Fragile X gene.† This alters normal blood circulation, hence ASD. Secondly, individuals are affected by ASD when tuberous sclerosis, chromosome 15q and other genetic conditions subsist (Hessl and Schneider, 2013).ASD Treatment – MedicationsCore symptoms associated with ASD have no medication and cure, but we have medications that help to manage high energy levels of ASD, seizures, inability to focus as well as depression symptoms (Burrell and Borrego, 2012). The first treatment method utilised during ASD is the early intervention service. This method improves individual’s development, especially children with ASD (Buitelaar and Wong, 2014). These services, such as vitamin therapy, auditory training, facilitated communication and physical therapy improve children talk, interaction and walk. Early intervention services attribute the theory of mind as an explanatory ASD theory that reflects on the symptom criteria (A) of the DSM-5. As per Gallese and Goldman (2012, p. 496), the theory of mind was created by Uta Frith, Alan Leslie and Simon Baron-Cohen in 1985 to explain communication persistence as well as social interaction for people with ASD.ASD Treatment – Behaviours and CommunicationThe second method used for ASD treatment is the behaviours and communication approaches. This method involves direct, organised and structural ways for people with ASD to participate in a given paediatric events and medication. As per Burrell and Borrego (2012, p. 424), applied behaviour analysis (ABA) is utilised as a treatment of ASD via behaviour and communication approach to encourage positive and discourage negative behaviours hence improving various skills needed during ASD treatment. This is in relation to the theory of executive dysfunction which states, â€Å"Executive functions (EF) are a set of cognitive skills that are put into practice through autonomous activities.† Most of these EF skills are utilised by ASD patients to boost their flexibility, organisation, objectives and goals, anticipation as well as to be able to control their impulses (Buitelaar and Wong, 2014). Thirdly, ASD can be treated through dietary approaches. Change in diet, such as using certain foods, mineral supplements and vitamin helps to treat certain ASD effects. However, Talalay and Zimmerman (2014) posit that although dietary approach is considered as one of the ASD treatment, there is no scientific support and recommendation. Finally, ASD can be treated using complementary and alternative treatments. Treatments associated with complementary and alternative approaches include chelation, biological such as secretin, special diets and body-based systems (Burrell and Borrego, 2012).ConclusionIn conclusion, the aim of this paper was to discuss the causes, reasons and treatment of the Autism Spectrum Disorder (ASD). Being a hidden disability coupled with foetal brain damage as well as impairment of neural vitro development, ASD has varied and complex behaviours hence there is unknown treatment for core symptoms. Generally, ASD is caused by a combination of genetic and environmental factors such as genes inheritance and environmental toxins respectively. Some of the treatments for ASD as discussed included the used of the early intervention services, the behaviours and communication approaches, dietary approaches and complementary and alternative treatments. Characterised by interests, activities and repetitive behaviours, ASD is so complex that it varies from one case to another and therefore its treatments depends on an individual case.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayBibliographyAkanksha, M., Sahil, K., Premjeet, S. and Bhawna, K. (2011) â€Å"Autism spectrum disorders(ASD).† International Journal of research in ayurveda & pharmacy, 2(5), pp.1541- 1546. Baird, G., Simonoff, E. and Charman, T. (2016) â€Å"Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the Special Needs and Autism Project (SNAP).† The lancet, 368(9531), pp.210-215. Burrell, L. and Borrego, J. (2012) â€Å"Parents’ Involvement in ASD Treatment: What Is Their Role?.† Cognitive and Behavioral Practice, 19(3), pp.423-432. Buitelaar, K. and Wong, C. (2014) â€Å"Psychopharmacological prescriptions for people with autism spectrum disorder (ASD): a multinational study.† Psychopharmacology, 231(6), pp.999-1009. Chandler, S. and Baird, G. (2015) â€Å"Psychiatric disorders in children with autism spectrum disorders: prevalence, comorbidity, and associated factors in a population-derived sample.† Journal of the American Academy of Child & Adolescent Psychiatry, 47(8), pp.921-929. Fitzgerald, R. and Geschwind, D. (2013) â€Å"Autism recurrence in half siblings: strong support for genetic mechanisms of transmission in ASD.† Molecular psychiatry, 18(2), p.137-140. Goin-Kochel, P. and Myers, B. (2015) â€Å"Congenital versus regressive onset of autism spectrum disorders: Parents’ beliefs about causes.† Focus on Autism and Other Developmental Disabilities, 20(3), pp.169-179. Gallese, V. and Goldman, A. (2012) â€Å"Mirror neurons and the simulation theory of mind-reading.† Trends in cognitive sciences, 2(12), pp.493-501. Hessl, D. and Schneider, A. (2013) â€Å"Fragile X Syndrome (FXS). In Encyclopedia of Autism Spectrum Disorders 79(2), pp. 1320-1324. Magalhaes, T. and Almeida, J. (2010) â€Å"Functional impact of global rare copy number variation in autism spectrum disorder.† Nature, 466(7304), pp.368-401. Mercer, L., Creighton, S. and Lewis, S. (2016) â€Å"Parental perspectives on the causes of an autism spectrum disorder in their children.† Journal of Genetic Counseling, 15(1), pp.41-50. Rich, B. and Isager, T. (2012) â€Å"Mortality and causes of death in autism spectrum disorders: an update.† Autism, 12(4), pp.403-414. Sparks, B. and Dager, S. (2012) â€Å"Brain structural abnormalities in young children with autism spectrum disorder.† Neurology, 59(2), pp.184-192. Schechtman, M. (2014) â€Å"Scientifically unsupported therapies in the treatment of young children with autism disorders.† Psychiatric Annals, 37(9), pp. 79-92. Smith, S. and John, W. (2011) â€Å"Col4a1 mutation causes endoplasmic reticulum stress and genetically modifiable ocular dysgenesis.† Human molecular genetics, 16(7), pp.798- 807. Talalay, P. and Zimmerman, A. (2014) â€Å"Sulforaphane treatment of autism spectrum disorder (ASD).† Proceedings of the National Academy of Sciences, 111(43), pp.50-55. Umekage, T. (2011) â€Å"Association of the oxytocin receptor (OXTR) gene polymorphisms with autism spectrum disorder (ASD) in the Japanese population.† Journal of human genetics, 55(3), pp. 23-32. Visootsak, J. and Picker, J. (2015) â€Å"Advances in the treatment of fragile X syndrome.† Pediatrics, 123(1), pp.378-390. Wehner, A. and Hagerman, R. (2011) â€Å"The behavioral phenotype in fragile X: symptoms of autism in very young children with fragile X syndrome, idiopathic autism, and otherdevelopmental disorders.† Journal of developmental & behavioral pediatrics, 22(6), pp.409-417.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayOther Links: Summary Reviewer Admin – Jane Review Date 2017-07-18 Reviewed Item Autism Spectrum Disorder – Causes, Reasons and Treatments Author Rating 5