The Positivism in Mexico

â€Å"Positivism in Mexico was primarily and educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress. † Evaluate this assessment of positivism in Mexico. How accurate is it? What does it mean by facing â€Å"the truths of science†? What kind of educational innovations did it argue for? The Positive (and Negative) Truth about Mexican Positivism as a 19th Century Mexican Educational Reform Philosophy The assertion that: â€Å"Positivism in Mexico was primarily an educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source) is an accurate one. Further, according to â€Å"Comparative Social Movements: Mexico and the United States†: The Mexican Positivists were a group of elite intellectuals and social scientists that provided guidance and advice to Porfirio Diaz, the dictator that controlled Mexico from 1878 through the eve of the Mexican Revolution in 1910. The cientificos [sic] emphasized the incorporation of Mexico into the modern world system. This was to be accomplished through suppression of the indigenous and mestizo [sic] aspects of he culture and promotion of Mexico's â€Å"European† heritage. The combination of economic liberalization and political authoritarianism was the hallmark of Mexican Positivism. (December 16, 2002) Philosophies of the founder of sociology, Auguste Compte (â€Å"Sociological Positivism†; Auguste Compte), as applied to 19th century Mexican society, i. e. , Mexican Positivism, offered (or imposed, depending on one's viewpoint) educational and other innovations in the later 19th century and earliest years of the 20th (â€Å"The Porfiriato, 1876-1910†). To those nationals who supported Mexican Positivism (and there were many), â€Å"The positivism of Auguste Comte promised progress, discipline, and morality, together with freedom from the tyranny of theology† (Hutto). Further, Mexican Positivism, derived as it was from Compte, emphasized the encouragement of, and a focus upon, scientific inquiry into ways of achieving national social progress measures, while still maintaining the established social order, e. g. , a cornerstone Comptean ideal (Marti, â€Å"Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Mexican Positivism also espoused empirical, as opposed to abstract, definitions of and goals for social progress; as well as systematic strategies and methods for (as we would call it today) the continual improvement of society, or â€Å"Total Quality Management (TQM)† (â€Å"Social Positivism†; â€Å"August Compte†; â€Å"Sociology†). Mexican-born social philosophers like Jose Vasconcelos and Antonio Caso, however, were comparatively abstract, non-scientific thinkers by comparison. They were, in that sense, both relatively non-Mexican Positivists; that is, each favored a more holistic, less systematic integration of philosophy, science, art, education into already inherent (instead of externally-imposed, European-based) social values (Salmeron; Marti; â€Å"Jose Vasconcelos†; â€Å"Antonio Caso†; â€Å"Auguste Compte†). Vasconcelos, for example, was â€Å"in favour [sic] of the education of the masses and oriented the nation's education efforts along secular, civic, and pan-American (americanista) lines† (Wikipedia). Vasconcelos's ideals included, according to Salmeron (p. 267), the concept of: a living experimentalism in which concur, each one in its own function, the data of the senses, the rules of reason, the projects of the will, all in a harmony which engenders love. The ambition to bring into concert all the resources by which consciousness disposes to relate itself to the world and to penetrate more profoundly its own depths [emphasis added]. As for Caso, who was in many ways (although in a more purely academic sense) (Salmoneda), echoed Vasconcelos's ideological viewpoint: â€Å"Caso's thought is a reaction against positivism, an affirmation of liberty, of Christian roots, based on the conviction that man is a spiritual reality which constitutes the culmination of nature. † (Salmoneda, p. 267) In comparison to Vasconcelos and Caso, Compte, the â€Å"Grandfather† (â€Å"Sociology†) of positivism as an integrated social philosophy (â€Å"Auguste Compte†) might have instead espoused the importance of a quantifiable â€Å"blueprint† for Mexican social progress and educational innovation. That, then, could then be empirically tested, and its results quantified and studied, e. g. , a â€Å"science of society† (â€Å"Auguste Compte†). This would represent a systematic approach to measuring all areas of societal progress (or the lack of it), including education. (Salmoneda; â€Å"Auguste Compte†; â€Å"Sociology†). Such an approach, Compte no doubt would argue, would help Mexico, a â€Å"backward† (i. e. non-European) nation, to now be able to â€Å"face the truths of science, order and progress† [whatever those were. They were most likely European truths, which Mexico and Mexicans, being â€Å"backward†, simply had not â€Å"caught on† to yet]. Mexican Positivism had an especially strong, active, and influential supporter in Gabino Barreda. Barreda clearly regarded Mexican Positivism much more favorably than did either Vasconcelos or Caso. Perhaps this was due to his own (Paris-acquired) scientific and medical training, as well as his privileged social background (â€Å"The Porfiriato, 1876-1910†³; Hutto; Marti. Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Barreda was an intellectual, with a predilection for outcomes based on logic; his major concern was the establishment of the sciences and logic as the basal philosophy of education. . . He considered positivist principles necessary in order to educate â€Å"a new elite to guide Mexico in the positive era† (Hale, 1989). Curriculum was defined as â€Å"the encyclopedic learning of the sciences in an ordered hierarchy† hat would establish an intellectual order capable of preventing anarchy in all its forms, and thereby lead to the moral regeneration of society (Hale, 1989). Mexican positivism, embodied in the slogan â€Å"order and progress,† was the backbone of the modernization scheme supported by the cientificos, intellectual followers of Barreda. Led by Jose Ives Limantour, who served as adviser to Diaz, the cientificos developed a plan for economic recovery that was to be carried out through the next twenty-seven years of the Porfiriato. (â€Å"The Porfiriato, 1876-1910†) Mexican Positivism, then, indeed â€Å"tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source). Since the impetus for it came from a European movement, though, rather than from one that sprang from within the movement itself, the efforts of Mexican Positivism were met with mixed enthusiasm within Mexico itself, and also with mixed results. The Positivism in Mexico â€Å"Positivism in Mexico was primarily and educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress. † Evaluate this assessment of positivism in Mexico. How accurate is it? What does it mean by facing â€Å"the truths of science†? What kind of educational innovations did it argue for? The Positive (and Negative) Truth about Mexican Positivism as a 19th Century Mexican Educational Reform Philosophy The assertion that: â€Å"Positivism in Mexico was primarily an educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source) is an accurate one. Further, according to â€Å"Comparative Social Movements: Mexico and the United States†: The Mexican Positivists were a group of elite intellectuals and social scientists that provided guidance and advice to Porfirio Diaz, the dictator that controlled Mexico from 1878 through the eve of the Mexican Revolution in 1910. The cientificos [sic] emphasized the incorporation of Mexico into the modern world system. This was to be accomplished through suppression of the indigenous and mestizo [sic] aspects of he culture and promotion of Mexico's â€Å"European† heritage. The combination of economic liberalization and political authoritarianism was the hallmark of Mexican Positivism. (December 16, 2002) Philosophies of the founder of sociology, Auguste Compte (â€Å"Sociological Positivism†; Auguste Compte), as applied to 19th century Mexican society, i. e. , Mexican Positivism, offered (or imposed, depending on one's viewpoint) educational and other innovations in the later 19th century and earliest years of the 20th (â€Å"The Porfiriato, 1876-1910†). To those nationals who supported Mexican Positivism (and there were many), â€Å"The positivism of Auguste Comte promised progress, discipline, and morality, together with freedom from the tyranny of theology† (Hutto). Further, Mexican Positivism, derived as it was from Compte, emphasized the encouragement of, and a focus upon, scientific inquiry into ways of achieving national social progress measures, while still maintaining the established social order, e. . , a cornerstone Comptean ideal (Marti, â€Å"Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Mexican Positivism also espoused empirical, as opposed to abstract, definitions of and goals for social progress; as well as systematic strategies and methods for (as we would call it today) the continual improvement of society, or â€Å"Total Quality Management (TQM)† (â€Å"Social Positivism†; â€Å"August Compte†; â€Å"Sociology†). Mexican-born social philosophers like Jose Vasconcelos and Antonio Caso, however, were comparatively abstract, non-scientific thinkers by comparison. They were, in that sense, both relatively non-Mexican Positivists; that is, each favored a more holistic, less systematic integration of philosophy, science, art, education into already inherent (instead of externally-imposed, European-based) social values (Salmeron; Marti; â€Å"Jose Vasconcelos†; â€Å"Antonio Caso†; â€Å"Auguste Compte†). Vasconcelos, for example, was â€Å"in favour [sic] of the education of the masses and oriented the nation's education efforts along secular, civic, and pan-American (americanista) lines† (Wikipedia). Vasconcelos's ideals included, according to Salmeron (p. 267), the concept of: a living experimentalism in which concur, each one in its own function, the data of the senses, the rules of reason, the projects of the will, all in a harmony which engenders love. The ambition to bring into concert all the resources by which consciousness disposes to relate itself to the world and to penetrate more profoundly its own depths [emphasis added]. As for Caso, who was in many ways (although in a more purely academic sense) (Salmoneda), echoed Vasconcelos's ideological viewpoint: â€Å"Caso's thought is a reaction against positivism, an affirmation of liberty, of Christian roots, based on the conviction that man is a spiritual reality which constitutes the culmination of nature. † (Salmoneda, p. 67) In comparison to Vasconcelos and Caso, Compte, the â€Å"Grandfather† (â€Å"Sociology†) of positivism as an integrated social philosophy (â€Å"Auguste Compte†) might have instead espoused the importance of a quantifiable â€Å"blueprint† for Mexican social progress and educational innovation. That, then, could then be empirically tested, and its results quantified and studied, e. g. , a â€Å"science of society† (â€Å"Auguste Compte†). This would represent a systematic approach to measuring all areas of societal progress (or the lack of it), including education. Salmoneda; â€Å"Auguste Compte†; â€Å"Sociology†). Such an approach, Compte no doubt would argue, would help Mexico, a â€Å"backward† (i. e. non-European) nation, to now be able to â€Å"face the truths of science, order and progress† [whatever those were. They were most likely European truths, which Mexico and Mexicans, being â€Å"backward†, simply had not â€Å"caught on† to yet]. Mexican Positivism had an especially strong, active, and influential supporter in Gabino Barreda. Barreda clearly regarded Mexican Positivism much more favorably than did either Vasconcelos or Caso. Perhaps this was due to his own (Paris-acquired) scientific and medical training, as well as his privileged social background (â€Å"The Porfiriato, 1876-1910†³; Hutto; Marti. Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Barreda was an intellectual, with a predilection for outcomes based on logic; his major concern was the establishment of the sciences and logic as the basal philosophy of education. . . He considered positivist principles necessary in order to educate â€Å"a new elite to guide Mexico in the positive era† (Hale, 1989). Curriculum was defined as â€Å"the encyclopedic learning of the sciences in an ordered hierarchy† hat would establish an intellectual order capable of preventing anarchy in all its forms, and thereby lead to the moral regeneration of society (Hale, 1989). Mexican positivism, embodied in the slogan â€Å"order and progress,† was the backbone of the modernization scheme supported by the cientificos, intellectual followers of Barreda. Led by Jose Ives Limantour, who served as adviser to Diaz, the cientificos developed a plan for economic recovery that was to be carried out through the next twenty-seven years of the Porfiriato. â€Å"The Porfiriato, 1876-1910†) Mexican Positivism, then, indeed â€Å"tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source). Since the impetus for it came from a European movement, though, rather than from one that sprang from within the movement itself, the efforts of Mexican Positivism were met with mixed enthusiasm within Mexico itself, and also with mixed results.

Cultural Dimensions Essay

Culture is one of those terms that have no specific definition because of its diverse nature. It can be looked at from any point of view. However, a basic definition that includes all the important aspects of a culture is ‘the integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations’ (Webster, 2008). Culture is very important if one wants to study a society. It can tell a lot about different aspects of the society and this is the reason why different countries deal with issues differently. This paper will outline and discuss the cultures of China, Saudi Arabia and United States of America and will show how, because of differences in cultures, issues like strategy, team communications, influence tactics, conflict management etc are dealt differently in these countries. Towards the end, recommendations to avoid cross cultural differences will be outlined. United States of America The population of United States of America is very diverse. It has people from many backgrounds. However in general, the American culture is said to be one of the most individualistic culture in the world. This means that people are less integrated in forms of groups. They do not depend on each other and are more concerned about themselves than about others. The country also has a higher than world average score for masculinity. This means that there is differentiation between genders to some extent in the American culture. On the other hand, the score in power distance dimension shows that there are not many differences in societal levels. This can be seen in organizational, family or governmental settings. People expect that power will be distributed equally to a greater extent even if someone is lower in the level of hierarchy. Besides this, the score on uncertainty avoidance is also lower than the world average. This means that people are tolerant to uncertainty and there are few rules and regulation present to control results (Hofstede, 2003). One important characteristic about the work culture in United States is that hard work and integrity is appreciated and also, punctuality is valued. Both mean and women are expected to dress according to the surroundings, situation and weather. The culture does not promote or support gift giving in business as it may be considered as bribe (International Business Center, 2003). As mentioned above, because of the cultures individualistic nature, privacy is valued. The lifestyle in general is causal and informal. Americans believe in voicing their opinions and although this direct speaking is sometimes considered as rude in other cultures, it is totally normal among Americans (American Graduate Education, 2007). From the above details, we can tell a lot about how issues like strategy, team communications, influence tactics and conflict management get affected. Since people believe in voicing their opinions, the strategy is usually bold. In addition to this, since any kind of strategy requires its actors to put in all the effort they can possible put in. Be it in an organization, government or even in one’s personal life. The team communication is very effective because of the low power distance characteristic and informal nature of the American culture. The belief that the power distributed to everyone is equal and the informal nature in groups inhibits any kind of barrier in effective teamwork. Gift giving or anything close to bribery is considered very insulting and inappropriate therefore this approach is not widely used in influence tactics. Conflict management is usually done openly without an arbitrator or a third party (American Graduate Education, 2007). As mentioned above, Americans believe in voicing their opinions so this plays a major role in conflict management strategies used nationwide. In order to remove the communication barriers, in my opinion, one would not have to change much about himself because of the presence of a diverse cultures in the population. However, it is suggested that English is used to communicate any kind of verbal information as this is understood and accepted by almost everyone (American Graduate Education, 2007). Regarding dressing, one is suggested to dress appropriately considering the time of the day, weather, occasion and gathering. China Now we come to the Chinese culture. The culture of the people of China is very different from the American culture just discussed above and it is said to be the exact opposite of the America culture. In fact, the Chinese culture is very different, unique and peculiar if one compares it with the rest of the cultures in the world. It is difficult to understand for those who are not a part of it however one does not need to completely understand it before blending in (Think Quest, 1998). We will now look into this in detail. We can prove the above hypothesis correct by comparing the individualism dimension of the American and Chinese cultures. Unlike the America culture, the people of china are very collectivistic. They are integrated tightly, they look after each other and they are highly dependable on the people around them. This can be seen in their family structures and organization values etc. Both the Chinese and American cultures are similar when it comes to the Masculinity dimension. They both score approximately 68 on a scale of 1 to 100. This again is higher than the world average which means that there are slightly more differences between genders in the Chinese culture compared to the rest of the world. The uncertainty avoidance is slightly higher than United States which means people are more tolerable to not have complete information as compare to the American culture. The fourth dimension of Power Distance is also quite higher than the United States meaning that people expect more differences in organizational hierarchies. The American score on Power distance was 45 while the Chinese score is 85 therefore one can imagine the amount of differences in the structures of organizations, governmental institutions and families etc. One major difference is in the long term orientation dimension of the two cultures. While the American culture was more on the lower side of this dimension, the Chinese culture is known to have the highest ranking factor when it comes to long term orientation. These means that people tend to overcome obstacles with time and not with will and strength (Hofstede, 2003). Some other important details of the Chinese culture include being used to the communist form of government. The Chinese culture is very hospitable and accepts people from all backgrounds. Since there is no one particular religion that is followed in the country, anyone can adjust easily (International Business Center, 2003). All these cultural characteristics largely influence many issues in business. For instance any strategy usually requires everyone to stick together and work collectively because of the collectivistic nature of the culture and also teamwork is very effective as people realize that they are dependent on each other. However, because of high power distance, both strategy and team communication is affected. Communication within team becomes more broken as it has to be passed through several levels of hierarchy. The cultural values are imbedded in the he influence tactics. For example these tactics project the idea of togetherness as it is evident from their advertisements that promote family ties and bonds etc (Lin, 2001). The approach to conflict management is including a third party to settle issues. In order to remove the communication barriers, a few things need to be kept in mind. Firstly, it is suggested to not use too much of hand movements as this distracts the audience. Besides this, there are other non verbal gestures that must be avoided. For instance pointing finger may be considered rude therefore such things must be kept in mind in order to ensure effective communication. English is understood widely in the corporate world therefore this is preferred after Chinese of course (International Business Center, 2003). Saudi Arabia Now we will start discussion on the culture of the last country of the paper. This country has also been selected to be studied because of its different and unique culture. The Chinese and Arabian Cultures are similar in the power distance dimension of their cultures. Unlike the American Cultures, the high power distance ranking indicates the inequality of wealth throughout the Arab world. Because of this, the rich of course have more power than the poor. The uncertainty avoidance dimension of the Arabian culture is also very different from the Chinese and the American cultures. While the Chinese and Americans ranked lower than world average on the uncertainty avoidance ranking, the Arabian culture has a higher score in this dimension. Meaning that people do not tolerate uncertainty at all and this can be the reason why there are so many rules, policies and regulations are implemented in the country. Surprising as it may sound, the Arabian culture scored low on the masculinity dimension considering all the restrictions on the Arabian women etc. The score was 52 which is only slightly higher than the world average. The reason for low masculinity ranking could be that all the restrictions on the women of the country are because of the religion and not the culture. The Arabian culture, like the Chinese culture, is more collectivistic. It had an average ranking of 38 which is way lower than that of the American culture and also the world average for that matter. This means people prefer to stick together and remain integrated (Hofstede, 2003). The Arabic culture is largely shaped by its history and religion (Saudi Embassy, 2006). Therefore history, religion and language are valued the most in the Arabian culture. These cultural characteristics affect many practical issues. The strategy devised by Arabs in any situation usually calls for people to remain cohesive. Also because of high uncertainty avoidance, there are many rules, regulations and policies that must be followed. Because of high power distance, like the Chinese culture, effective team communication is affected. But on the other hand, this is compensated for because of collective nature of the culture. The influence tactics are devised keeping the religion in mind. Anything such as bribery or use of women models in advertisements are avoided because this is against Islam. Conflicts are also managed according to the rules of Shari’ah which is the Islamic or Sacred Law (Hooker, 1996). Also, because of the collectivistic nature of the culture a third party is often included in managing conflicts. There are many cultural traits that must be kept in mind in order to improve communication. Firstly, one must keep in mind that during communication, anything he says or does not offend or insult Islam. The people are very sensitive when it comes to the religion therefore one must dress, talk and behave appropriately. There are certain non verbal gestures that are considered offensive such as the thumbs up sign and crossing of legs etc. Therefore one should avoid these. Arabic is preferred by the people there therefore it is preferred is one communicates or at least uses some words from Arabic. One must not ask too many questions are the inquisitive one is considered as the most unimportant and lastly, if an Arab offers a gift, not accepting it may be considered offensive (International Business Center, 2003). References American Graduate Education (2007) U. S. American Culture & Values. Retrieved Oct 1, 2008, from American Graduate Education. Web site: http://www. americangraduateeducation. com/folder2/subfolder2/americanculture. htm Hofstede, G. (2003). China- Geert Hofstede Cultural Dimensions. Retrieved Oct 1, 2008, from Geert Hofstede. Web site: http://www. geert-hofstede. com/hofstede_china. shtml Hofstede, G. (2003). United States of America- Geert Hofstede Cultural Dimensions. Retrieved Oct 1, 2008, from Geert Hofstede. Web site: http://www. geert-hofstede. com/hofstede_united_states. shtml Hofstede, G. (2003). Arab World- Geert Hofstede Cultural Dimensions. Retrieved Oct 1, 2008, from Geert Hofstede. Web site: http://www. geert-hofstede. com/hofstede_arab_world. shtml Hooker, R. (1996) Shari’ah- Sacred law. Retrieved Oct 1, 2008, from Washington State University. Web site: http://www. wsu. edu/~dee/GLOSSARY/SHARIA. HTM International Business Center. (2003). China. Retrieved Oct 1, 2008, from Cybor Link. Web site: http://www. cyborlink. com/besite/china. htm International Business Center. (2003). United States of America. Retrieved Oct 1, 2008, from Cybor Link. Web site: http://www. cyborlink. com/besite/us. htm International Business Center. (2003). Saudi Arabia. Retrieved Oct 1, 2008, from Cybor Link. Web site: http://www. cyborlink. com/besite/saudi-arabia. htm Lin, C, A. (2001) Cultural values reflected in Chinese and American television advertising. Retrieved Oct 1, 2008, from All Business. Web site: http://www. allbusiness. com/professional-scientific/advertising-related-services/836806-1. html Merriam Webster (2008) Culture. Retrieved 1 Oct, 2008, from Merriam Webster. Web site: http://www. merriam-webster. com/dictionary/culture%5B1%5D Saudi Embassy. (2006) Culture. Retrieved Oct 1, 2008, from Saudi Embassy. Web site: http://www. saudiembassy. net/Country/Culture/Cul. asp Think Quest (1998) Destiny, the Culture of China. Retrieved Oct 1, 2008, from Think Quest. Web site: http://library. thinkquest. org/20443/living. html

Answer some question Research Paper Example | Topics and Well Written Essays - 250 words

Answer some question - Research Paper Example The annual reports provide a detailed account of the operations of the corporations and disclosure of corporation’s financial position (Sherman 64). Basically, the annual reports contain income statement, balance sheet, cash flow statements and statements of shareholders equity. Financial ratio analysis guides the equity investors in assessing the performance of their investments. It helps them to compare the performance of their companies over time and across the industry. In regard to the short term creditors, financial ratio analysis enables the creditors assess the potential of the company to meet its short term credits obligations (Sherman 82). On the other hand, financial ratio analysis will enable long term creditors to assess the company’s ability to repay the borrowed loans and loan interest within the stipulated time. When making an investment by depositing money in the bank that pays compound interests, it is better to choose an option that results to frequent compounding. Therefore, the best option in this case is the one that pays compound interests on a daily basis (Sherman 109). This is because compounding the interests daily results to additional capital from the interest earned for the next

Best Nursing Practice for Newborns with Jaundice Essay

Best Nursing Practice for Newborns with Jaundice - Essay Example The most common intervention is phototherapy which is initiated soon after the level of bilirubin reaches phototherapy zone. Infants receiving phototherapy need extra nursing care so that therapeutic phototherapy is provided and the baby does not feel chill or burn. Breast feeding is encouraged during phototherapy and some babies may benefit with fiberoptic pad underneath. The irradiation of the light must be measured. Nurses must maintain input and out because these babies are at risk of dehydration. Daily weighing is another method of monitoring hydration. Nurses must also maintain temperature stability and skin intergrity. They must also monitor signs of irritation of the eyes. Linen of the babies must be changed frequently (Cohen, 2006). Nursing assessment with reference to these babies includes head size, evidence of birth trauma, feed intake, stooling, sleep patterns, irritability, lethargy and interaction with family. Serum bilirubin levels must be checked every 8, 12 or 24 ho urs based on the assessment. Phototherapy must be discontinued when the bilirubin level falls less than 14 mg/dl. When bilirubin levels rise above 25 mg/dl, it is considered as medical emergency and the baby must be evaluated for exchange transfusion (AAP, 2005).

The Legalization Of Genetically Choosing The Feature of Child Research Paper

The Legalization Of Genetically Choosing The Feature of Child - Research Paper Example It is therefore not a new striking issue to finally end up with concern about the legalization of genetically choosing the feature of one’s own child. This is due to the fact that humans aim at improving ways in order to eliminate various negative health concerns of the humanity. One substantial proof is the ongoing studies or research and implementation of stem cells technology which at some point is aimed at trying to combat various hereditary defects and even future diseases in humans. Genetically choosing the feature of a child would make sense after all. These studies in addressing human health concerns are essentials for the human survival, but the actual implementation of their results may probably pose significant challenges and disadvantages that at some point may only be beneficial for the powerful few. At this point, I will state the promises or advantages of genetically choosing the feature of a child based on the results of genetic modifications in various animals , plants, and organisms (Reuter et al. 989; Kim et al. 534; Jang et al. 2011; Kilic and Akay 1164). The study of Reuter et al is about identifying the importance of herbicide resistant plant which the bottom line has a significant implication on protecting the environment in a wide scale. Kim et al’s research aims at understanding the therapeutic effects of genetically modified neural stem cells which found remarkable evidence of future advantage. The investigation of Jang et al has positive implications on the advantages of genetic modification on mass production of agricultural products. Finally, Kilic and Akay investigated the potential effect of transgenic crop (Bt corn) on health, but found no substantial evidence on rats. Based on the above evidences and results of different mentioned studies, there is a remarkable reason to believe that genetic modification of child’s character would also lead to success and substantial benefits especially in eradicating those h armful features causing negative impacts on human health and survival in general. I plan to point out that although there are remarkable advantages in genetic modification, its main application should only be confined and limited to plants, animals and organisms but not on humans. SUBCLAIMS: The issue about genetic modification is so complex that it is not only confined in purely scientific concerns but it involves the whole aspects of humanity. Thus, among the most important issues that are integrated in genetic modifications are social, political and economic. 1. Choosing a feature of a child via genetic modification is a great social concern. a. In here, I would include studies claiming that genetic modifications have significant benefits for the humanity which leads to positive acceptance of it. b. Particularly, I would employ the study of Guehlstorf and Hallstrom on â€Å"The role of culture in risk regulations: a comparative case study of genetically modified corn in the Unit ed States of America and European Union.†. This specifically points out the different stand of the US and European nations on genetic modification. For example, the stand of Germany on genetic modification (Christoph, Bruhn and Roosen, â€Å"Knowledge, attitudes towards and acceptability of genetic modification in Germany.†). c. I would specifically point out that the varying stand on genetic modification is a bottom line issue in line with social concern. In here, I would emphasize that due to different perspectives in looking at genetic

Liability for Negligent Misstatement Essay Example | Topics and Well Written Essays - 2000 words

Liability for Negligent Misstatement - Essay Example It has been said that the critical point regarding liability for negligent misstatement is not the expertise of the adviser, but the dual requirements of assumption of responsibility by the adviser and reasonable reliance upon that advice by the other party. Changes have been happening in the last decade in Australian negligence law, both in respect to negligent advice and negligence causing pure economic loss (Baker and Manderson 2001). These are reflected in the nuances in the decisions arrived at by the High Court of Australia of the following cases. Case 1: San Sebastian Pty. Ltd. v. The Minister (1986) 68 ALR 161 (Database HCA/1986/68.html). Appellant companies in the High Court of Australia are business developers who sued respondents in the Supreme Court of New South Wales for their loss from alleged negligence of the State Planning Authority and the Council of the City of Sydney, in the preparation and publication of a plan for the redevelopment of the Woolloomooloo area of Sydney City, and also for failing to warn the appellants of the subsequent abandonment of the plan. In giving advice or information, a representor is said to be under a duty of care if the following are satisfied: 1) The representor realizes or ought to realize that the representee will trust in his especial competence to give that information or advice; 2) If it would be reasonable for the representee to accept and rely on that information or advice; and 3) If it is reasonably foreseeable that the representee is likely to suffer loss should the information turn out to be incorrect or the advice turn out to be unsound. (Database HCA/1986/68.html). The decision of the High Court which ended with a dismissal of the appeal said that the condition of reasonable reliance is unsatisfied and that even both parties believed falsely that the plan was feasible, if there is no fraud, the defendants not liable to compensate the plaintiffs for the losses they incurred in relying on the feasibility of the plan. The representation or that which caused the loss complained of is limited, the court said. The Council and the Authority did not induce any developer to buy property in simply saying "this plan is feasible," the High Court said. In the case at bar, such duty of care did not result between the giver of information and the intended user because it could reasonably be expected that the recipient would seek independent advice before relying on the statement, especially for a serious business purpose. The case is relevant and supports the proposition. The proximity relationship (second requirement) was all the more appreciated because distinctions were made between private and public officials and their functions. Case 2: Tepko Pty Ltd and Others v Water Board, High Court of Australia, 5 April 2001 [2001] HCA 19; (2001) 178 ALR 634 (In Sykes 2001). By a 4 to 3 majority, the High Court upheld the trial judge's finding that there was no duty of care owed in making a particular costs estimate. The three plaintiffs and appellants to this appeal were Tepko Pty Ltd, Mr. Neal's company and Mr, Neal himself, who was one of three shareholders in Tepko, and the defendant was the Water Board. As recorded in Stykes (2001) - In the early to middle 1980s the plaintiffs were involved in a proposal to subdivide for residential development dairy farmland owned either by Tepko or Mr. Neal which

Weekly Assignment No.7 & Weekly Assignment No.8 Essay

Weekly Assignment No.7 & Weekly Assignment No.8 - Essay Example Next, offer assistance wherever it may be needed. This reassures an employee that the company has their best interests at heart. After this, remind the employee of any holidays or worker benefits that they may have available. This will make the employee less pressured over the time that they have missed from work. Finally, restate the company’s concern for the worker and how supportive they are. We are extremely sorry to hear about the loss of your spouse to cancer. Losing a loved one is the hardest thing that we can go through as individuals. If you need any assistance at all during this unfortunate time, please do not hesitate to let us know. Our company policy dictates that you will receive five days of paid leave due to your loss. If you want to enquire about this or any other manner, please get in touch with our Humans Resources department so they can help assist you in your time of need. Once again, we are deeply sorry for the loss of your wife and we will stand with you during this difficult time for you and your

Insights at IT Essay Example | Topics and Well Written Essays - 250 words

Insights at IT - Essay Example Moreover due to lack of interest of customers in the software products owing to their high prices, the software companies have started offering web-based services in which the software programs are not installed on the computer of the customers but services are offered to the customers on web. The customers have started to think that they are not getting the proper business value from the software programs because they think that they are spending more and the return is less. One of the reasons behind this thinking of the customers is the large maintenance costs that they have to pay when the subscription expires. The proof of this lack of interest on part of the customers is the discount offers by various software companies and the increase in the use of web-based software services. The article Six IT Decisions Your IT People Shouldn’t Make, I have observed that the most disastrous practice which is very common in the IT organizations these days is letting IT people prioritiz e the projects according to their business magnitude. No doubt IT people are best at their work and can actually carry out projects successfully but deciding about the projects that which project is the most beneficial for the company is not the job of IT people.

Answer Fences Essay Example | Topics and Well Written Essays - 250 words

Answer Fences - Essay Example This is a clear indication of the racial discrimination that exists between the black community and whites in the US. It is for this reason that Troy prevents his son from participating in sports. He approaches the school team coach and warns him about his son’s involvement in the team. In addition to this, he cancels the white man’s trip from North Carolina to recruit his son. Cory is extremely furious about his dad’s resistance and insists that he will not leave the school team. It is a clear indication that Troy has some experience with discrimination. Rose Cory’s mother pleads with him to allow their son to participate in sports. She says, â€Å"Why don’t you let the boy go ahead play football, Troy? Ain’t no harm in that. He’s just trying to be like you with the sports†. Bono depicts racial discrimination when he says â€Å"†¦my granddaddy used to pull his teeth with plier. They ain’t had no dentists for the co lored folks back then†. Elements of corruption also exist in the play when Troy sets a man free buy paying

The Difference Between Negative and Postive Peer Pressure Essay Example for Free

The Difference Between Negative and Postive Peer Pressure Essay Peer pressure is not bad thing. We all are influenced by our peers, both negatively and positively. It helps define who we are and how we feel about subjects in our lives. It is how we chose to react to peer pressure that defines who we are as an individual. Are we a leader or a follower? Both types of people are needed to make the world go around. A healthy part of every childs development is involvement with their peers. This is especially true during adolescence as teenagers develop a sense of independence from their parents. by Bruce A. Epstein, M.D, in The Importance of Peer Pressure! As our children grow our influence on certain subjects diminishes and the influence of peers gains ground. The trick here is to control who the peers are. If your child is hanging out with a group of teens that is into sports, and then he meets someone who is into drugs, his opinion of the teen that is into drugs is going to be Hes stupid! Why? Mostly, because that is the opinion of the teens who are the closest to him. The problem is that the reverse is also true. The difference between negative and positive peer pressure is the outcome. The reverse of the situation above is negative peer pressure. The situation itself is positive peer pressure. Or is it? What if your teen really doesnt like sports, but pushes himself to do it to please his friends or to be accepted? Therefore, he probably doesnt do too well at it, and gets only jabs at his self esteem from the very friends he is trying so hard to impress. That is another form of negative peer pressure. Peer pressure is a normal aspect in our teens lives, as well as our own. As a parent, we need to pick and choose our battles. For example, just because we dont like the current teen fashion does not mean that we have to fight it. When everyone at school is wearing jeans that are five times too big for them, and your teen wants to also, you can cut him some slack. But, if everyone is wearing these jeans down around their knees, you have a battle.

Analysis of Child Immunisation Programmes

Analysis of Child Immunisation Programmes Introduction Child immunisation programmes rank highly among the most successful public health interventions and are believed to have contributed substantially to the overall increase in life expectancy observed during the 20th century (Gellin et al. 2000). Global immunisation coverage has increased considerably since the introduction of the WHO Expanded Programme on Immunization in 1974. It is estimated that twenty million deaths have been prevented through immunisation over the past twenty years (Tickner et al. 2006) and many vaccine-preventable diseases such as diphtheria, tetanus, measles, mumps, rubella and polio are now rare in developed countries (Bardenheier et al. 2004). However, in countries including the UK, there are fears that immunisation programmes may have become victims of their own success. Low prevalence rates of vaccine-preventable diseases have led to public belief that these diseases no longer pose a serious health risk, while concerns over the safety and side effects of vaccines are now greater than those relating to the diseases these vaccines were designed to prevent. The past thirty years has seen continuing controversy over vaccine safety. Concerns over the whole-cell pertussis (whooping cough) vaccine were first raised during the 1970s following a study which reported severe neurological complications in children following immunisation with DTP, a combined vaccine for diphtheria, tetanus and pertussis (Kulenkampff et al. 1974). Controversy surrounding the measles, mumps and rubella (MMR) triple vaccine followed in the early 1990s after widespread reports suggested a link between this vaccine and both autism and bowel disease. In a study of 12 children referred to a paediatric gastroenterology unit with concurrent developmental regression and gastrointestinal problems, nine developed autism. The parents of 8 of these children associated the onset of their condition with MMR vaccination (Wakefield 1998). While more recent research has shown these fears to be unfounded (Peltola et al. 1998; Taylor et al. 1999), some parents remain unconvinced and vaccine uptake has fallen across the UK, with decreases in MMR uptake of up to 30% in some regions. Declining vaccine coverage rates are also linked to disease outbreaks. A 30% drop in uptake of the pertussis vaccine was recorded following extensive adverse media publicity in 1974 (discussed previously), which was then followed by an epidemic of pertussis (Vernon 2003 ). Similarly, since the decline in MMR coverage, outbreaks of measles have been reported in a number of European countries including the UK, Ireland, Germany, Italy, Denmark and the Netherlands (Department of Health 2004). Suboptimal vaccine uptake has also been reported for other vaccines including diphtheria, tetanus and polio (Tickner et al. 2006). Although the trend for decreased vaccine uptake appears to be reversing in recently years, many Primary Care Trusts (PCTs) in England are still failing to reach the 95% uptake target recommended by the WHO, which is essential to achieve ‘herd immunity’, i.e. where a sufficiently high proportion of the population is immune to a particular disease, thereby preventing transmission of the infectious organism (Health and Social Care Information Centre 2005). For example, data collected in 2004–2005 demonstrated an MMR uptake of 81% across England, a 1% increase on the previous 8-year period. It should be also noted that considerable regional variations were observed, with rates below 70% by some PCTs (Henderson et al. 2008). Immunisations frequently require multiple doses for maximum disease protection. Between 5–10% of children remain unprotected after the first dose of the MMR vaccine, whereas this is reduced to below 1% after the second dose (Tickner et al. 2006). However, there is evidence of poor compliance with childhood immunisation schedules. A study involving a cohort of 18,819 infants in the UK reported that 3.3% were partially immunised, compared with 95.6% of fully immunised infants (Samad et al. 2006). In the UK, statistics show that among children who reached the age of 5 years in 2004-2005, uptake levels of the primary immunisation of diphtheria, tetanus and polio vaccine plus the pre-school booster vaccination were 14% lower than those of the primary immunisation alone (Health and Social Care Information centre 2005). Similarly, uptake of the first and second doses of the MMR vaccine was 16% lower than the first dose alone. This pattern of poor compliance has also been observed in other countries including Sweden and Australia (Heiniger and Zuberbuhler 2006; Ferson et al. 1995). In order to maximise vaccine coverage rates, a full understanding of the factors affecting vaccination uptake and compliance is required, both to identify and address existing unmet needs and to develop and implement effective health promotion strategies. In the case of childhood immunisation, it is also important to consider how parental knowledge, attitudes and beliefs may influence decision-making regarding immunisation. The aims of this review are to explore those factors associated with low rates of vaccination uptake in children and poor compliance with immunisation schedules, with particular emphasis on the knowledge, attitudes and concerns of those parents who decide not to immunise their children. The specific objectives are to perform a search to identify relevant published literature, critique selected articles using an appropriate conceptual framework, and discuss the relevance and implications of the findings of this research. Overview [Client: this section isn’t really an overview, more background material – you may therefore wish to consider re-naming this as ‘Background’] Public health within the UK Public health may be defined as â€Å"the science and art of preventing disease, prolonging life, and promoting health throughout the organised efforts of society† (Acheson 1988). Public health services within the UK cover a broad range of areas which include general health (e.g. issues such as obesity, smoking and blood pressure), environmental health (e.g. food hygiene and pest control) and disease. The NHS national immunisation programme which focuses on childhood immunisation against diseases including tetanus, diphtheria and polio forms a key component of public health provision within the UK (NHS 2007). The public health system comprises a number of core functions which include the health surveillance and monitoring the health status of communities, identifying health needs, developing disease screening and prevention programmes, managing health promotion, and evaluating the provision of health care (Department of Health 2008). Principles of immunisation [Client: I’ve assumed a detailed knowledge of immunity is already held and have therefore kept this section brief] Immunisation may be active or passive. Whereas passive immunisation provides short-term protection, active immunisation also known as vaccination induces protective long-lasting immunity. Active immunisation involves the administration of an antigen which elicits an immune response similar to that which a naturally-acquired infection (Robinson and Roberton 2003). This response results in the development of immunological memory and is achieved through the activation of both T and B cells, which produces a high yield of memory cells which, after initial exposure, are able to recognise a particular antigen again in the future. Active immunisation can be performed using live or killed whole organisms, components of organisms such as subunits, or fractionated or recombinant (manufactured) vaccines (Robinson and Roberton 2003). Importance of immunisation programmes Immunisation programmes play a key role in the control of infectious disease. Disease-related morbidity and mortality places a substantial burden on healthcare systems and preventing individuals from becoming ill is more favourable in terms of healthcare-associated costs than treating them once they are ill. Immunisation has a direct effect by offering protection to the immunised individual and an indirect effect by reducing the incidence of disease among others, (i.e. by providing herd immunity) since vaccinated individuals are less likely to act as a source of infection, unvaccinated individuals have less chance of being exposed to that infection, thus vaccination also benefits the community (ScotPho 2008). If vaccine coverage rates are high enough to induce high levels of herd immunity within a population, it is possible for a disease to be eradicated, as illustrated by the global eradication of smallpox in 1980. However, if high coverage rates are not sustained, the disease coul d return. Immunisation programmes may be aimed at children, adolescents or adults. Routine immunisation against measles, polio, diphtheria, tetanus, pertussis and tuberculosis is now provided in all developing countries but many countries also include a wider range of immunisations against influenza, mumps (usually in combination with measles and rubella) and predominant strains of pneumococcal disease (WHO 2005). In addition, hepatitis B immunisation is also recommended by WHO for all countries, while Haemophilus influenzae type b (Hib) is recommended for those countries with a significant disease burden and who have sufficient resources (WHO 2005). UK childhood immunisation programme The UK immunisation programme for children and adolescents from birth to the age of 18 years is shown in Table 1 below. Each vaccination is administered as a single injection into either the thigh or upper arm. The use of combination vaccines is advantageous in reducing the number of injections administered. For example, children in the UK receive only 7 vaccinations before the age of 15 months, instead of the 21 single-antigen injections they would otherwise receive. In the US, children receive up to 21 injections by the age of 15 months (CDCP 2006). Vaccinations are not mandatory in the UK and are offered free of charge by the NHS. This is in contrast to countries such as the United States and Australia where vaccination is compulsory (Salmon et al. 2006) and proof of immunisation is required for school entry (Vernon 2003). However, despite the lack of a mandatory immunisation policy, coverage rates in the UK are still high compared with many other developed countries, although the current levels of MMR coverage are cause for concern. Table 1. UK childhood immunisation programme (from NHS 2007). When to immunise Diseases protected against Vaccine given Routine immunisation Two months Diphtheria, tetanus, pertussis (whooping cough), polio and Haemophilus influenzae type b (Hib) Pneumococcal infection DTaP/IPV/Hib + Pneumococcal conjugate vaccine Three months Diphtheria, tetanus, pertussis, polio and H. influenzae type b (Hib) Meningitis C DTaP/IPV/Hib + MenC Four months old Diphtheria, tetanus, pertussis, polio and H. influenzae type b (Hib) Meningitis C Pneumococcal infection DTaP/IPV/Hib + MenC + PCV Approx. 12 months H. influenzae type b (Hib) Meningitis C Hib/MenC Approx. 13 months Measles, mumps and rubella Pneumococcal infection MMR + PCV Between 3 years 4 months and 5 years Diphtheria, tetanus, pertussis and polio Measles, mumps and rubella DTaP/IPV or dTaP/IPV + MMR 13–18 years Tetanus, diphtheria and polio Td/IPV Non-routine immunisation At birth (to babies who are more likely to come into contact with TB than the general population) Tuberculosis BCG At birth (to babies whose mothers are hepatitis B positive) Hepatitis B Hep B Literature review A literature search of English language articles was performed using the electronic databases Pubmed and CINAHL. Search terms included: immunisation OR vaccination plus uptake OR compliance OR parent AND belief OR attitude OR knowledge. A number of conceptual frameworks have been developed for use in the critique of both quantitative and qualitative research (Cormack 2000). In this paper, the framework proposed by Cormack (2000) was employed both in the initial selection of relevant, high-quality research articles and in the subsequent critique of those articles. The use of evidence-based practice is necessary to provide high-quality healthcare, and it is therefore essential that all healthcare providers possess the understanding and expertise to review and evaluate published research. By following Cormack’s framework, an informed judgement can be made regarding the findings of a particular research article and their relevance and implications for practice. A total of 8 articl es, including both quantitative and qualitative research, were selected for this review. The article by Gellin et al. (2000) describes a telephone survey study conducted in the United States which investigated parents’ understanding of vaccine-preventable diseases and immunisation practices and procedures. The article abstract is concise, informative and presents the main points of the study in a clear and easy to understand way. The introduction provides the relevant background information needed to set the study in context and clearly states the aims of the research. Study participants were recruited via random digit dialling which is a widely accepted method of ensuring selection of a random population sample. The selection criteria are stated and the study sample size (n=1600) was large enough to yield a confidence interval of  ±2.5% for the population overall. The survey was conducted using by trained market researchers using a pre-tested scripted interview but a full list of the questions is not provided in the article, nor is the script included as an app endix. Further, no mention is made of ethical considerations such as confidentiality or the right to withdraw participation. The statistical analyses used to analyse the data are described fully. The results section of the article is well structured and clear with appropriate use of tables to present data. However, for additional clarity, it may have been better to present the demographic characteristics of the study respondents in a table rather than as a list of percentages in the main text. Results showed that 87% of study respondents believed immunisation to be extremely important and believed there to be a high level of overall vaccine safety (X2=8.6; standard deviation (SD)=1.6). Respondents were asked to state their level of agreement with a series of belief statements. Findings showed that while the majority of respondents held beliefs that were consistent with the available evidence on vaccine efficacy and safety, misconceptions were held by a substantial number of respondents. For example, 25% believed their child’s immune system could become weakened as a result of too many immunisations, while 23% believed that children got more immunisations than were good for them. Doctors were cited as the key providers of information on immunisation. The article includes a comprehensive discussion of the relevance of the study findings with reference to other published research and addresses the limitations of the study (e.g. only those households with telephone could be contacted via random digit-dialling and the inclusion of English-speaking participants only). A separate conclusions section is not included but the implications of the research are discussed in the context of the future of immunisation programmes and public health. The paper by Pareek and Pattison (2000) reports the findings of a prospective cross-sectional UK survey to investigate the factors which influence the intention of mothers to vaccinate their children with the two-dose MMR vaccine. The paper contains a well-structured abstract that present the main points of the study. The introduction is comprehensive with clearly stated aims and lists the theoretical framework used in the study (i.e. the Theory of Planned Behaviour). Study participants were randomly selected from confidential records held by Birmingham Health Authority, after written consent had been obtained. A total of 300 mothers of children aged between either 5-12 months or 21-35 months received a pre-piloted 48-item questionnaire with the assurance of confidentiality. The full questionnaire is not provided but a list of the three sections in the questionnaire is given. The response rate was 59%. A brief description of the statistical analyses used to analyse the data is given. The results section is unstructured making if difficult to read but is comprehensive in nature. No figures or tables are included. Results showed that significantly fewer mothers intended to take their children for their second MMR immunisation (Group 2), compared with the number intending to take their child for their first immunisation (Group 1) (Group 1: 87% vs Group 2: 78%; p Kennedy et al. (2005) reported the findings of an analysis of data from the 2002 annual, mail panel survey of adults in the United States performed to examine the socio-demographic factors and immunisation beliefs/behaviours associated with parental opposition to compulsory vaccination. This article contained a brief abstract which nonetheless detailed the key points of the study but did not list the number of study participants. A comprehensive introduction is included with extensive reference to other published research and the aims and objectives of the study are given, together with the model used (i.e. the Health Belief Model). The method of study participant recruitment is described but this is confusing and difficult to follow. In summary, a total of 6,027 adults received surveys with a response rate of 73%. However, these individuals were not selected randomly. The questions in the survey are not listed and a copy of the questionnaire is not included. However, responses to relevant beliefs statements are listed in a table in the results section, which provides the reader with some insight into what was included. No mention is made of ethical considerations. The statistical analyses used are described adequately. The results section is clear and well-structured with tabulation of relevant data. Study findings showed that 12% of respondents were opposed to compulsory vaccination. Compared with parents who were supportive of compulsory vaccination, those who were opposed were significantly more likely to agree that the ‘the body can protect itself without vaccines’ (opposed 24% vs supportive 10%; pvs 17%; pvs 32%; pvs 13%; p Sporton and Francis (2001) performed a study to explore the decision-making process of parents who have chosen not to have their children immunised. Their paper contains a very detailed abstract which describes the study in detail. A short introduction sets the study in context and includes the rationale for performing the study, with a clearly stated aim. The selection of the 13 final study participants (12 mothers and 1 father) is described in detail and details of ethical approval are included. Semi-structured interviews were used to gather information, a widely accepted method in qualitative research which allows the researcher to be guided by the study participant while still allowing key points to be covered. All interviews were conducted by the same researcher, thus ensuring consistency. Although all interviews were transcribed, no mention of consent or other ethical considerations is made in the paper. The results section has a clear and logical structure with a relevant table and figure. Narrative accounts from the study participants are also included within each section. Findings showed that while parents often cited more than one reason for choosing not to immunise their children, the risk of side effects, particularly long-term effects, was identified as a reason by every parent. Other reasons included moral reasons, alternative methods of protection (e.g. homeopathy), practical reasons (lack of access to clinics) and personal parental experiences of immunisation (e.g. lack of immunisation has not resulted in any adverse effects on their own health). Many parents believed that healthcare providers did not provide balanced information and were unwilling to acknowledge the perceived association between immunisation and adverse effects. The discussion makes very limited reference to other published research an fails to address the limitations of the study (i.e. the extremely limit ed sample size and the extreme bias towards mothers). The conclusion and discussion of implications for the future are brief but adequate. In their recently published article, Pearce et al. (2008) report the findings of a nationally representative UK cohort study performed to estimate uptake of the combined MMR and single-antigen vaccines and explore the factors associated with uptake. This article contains a comprehensive abstract which includes a detailed results section, while the introduction discusses previous research that supports the purpose of the current study. Data from a longitudinal study of 14,578 children born in the UK between 2000 and 2002 were used in this analysis. These data were obtained via face-to-face interviews between trained researchers and the main care giver (usually the mother) conducted at home when the child was approximately 9 months old and again at the age of 3 years but no mention is made of whether consent was obtained from participants. The study sample included adequate representation from all 4 countries within the UK including those from deprived areas and ethnic minorities. A de tailed description of the analysis performed is provided in the paper. Results showed that 6.1% of children in the study were not immunised and that various socio-demographic factors were associated with immunisation uptake. For example, children were less likely to be immunised if they lived in a household with other children or a single parent; if the mother was aged 34 years at the time of the birth; or if the mother was more highly educated, unemployed or self-employed. Ethnicity was also strongly associated with single-antigen vaccine uptake. Almost three quarters (74.4%) of parents who had not immunised their children stated that they had made a conscious decision not to do so. The discussion section addresses the studies strengths (e.g. the large sample size) and limitations (e.g. using maternal report of immunisation status in which only one fifth of participants actually checked their child’s health record) and compares the findings with that of previous research. The implications for future practice and policy-making are discussed in de pth with recommendations and appropriate conclusions have been drawn. Gust et al. (2004) conducted a case-control study in the United States to examine the attitudes, beliefs and behaviours of parents whose children were incompletely immunised, compared with those of fully immunised children. This article includes a well-written abstract that provides the reader with all the relevant information about the study. The introduction refers to existing research and clearly identifies the study’s aims. Both case and control study participants were randomly sampled from children participating in the National Immunization Survey (NIS) and who had adequate provider-reported immunisation data. Case participants were those children who were incompletely immunised with respect to ≠¥2 of diphtheria-tetanus-pertussis (DTP)/diphtheria-tetanus-acellular pertussis (DTaP), hepatitis B and/or measles-containing vaccine (MCV) vaccines (‘incompletely immunised’ defined as The results are presented in a structured, logical way which includes tabulation of the data. Findings showed that among case subjects, 14% of incomplete immunisation was due to parental beliefs, attitudes and behaviours. It is interesting to note that while these beliefs are more common among parents of incompletely immunised children, the parents of fully immunised children also report similar beliefs and attitudes. Parents/guardians of case subjects were more likely not to want their child to receive all immunisations, to rate immunisations as unsafe or somewhat safe and to ask the doctor or nurse not to administer a vaccine to their child for reasons other than illness. The discussion section of this paper is comprehensive but makes limited reference to other published research but the limitations of the study are addressed (e.g. potential inaccurate reporting of beliefs and attitudes through inaccurate recall, due to the length of time since their children were vaccinated). Valu able recommendations are made, together with information to guide the reader to the source of potentially useful educational materials for both healthcare providers and parents. A UK focus group study conducted by Evans et al. (2001) investigated what influences parents decisions on whether to accept or refuse primary MMR vaccination. This article contains a comprehensive abstract that informs the reader about the key points of the study. The introduction is brief but states the study aims. Six focus group discussions (a commonly used method of gathering qualitative data) were held, which were conducted by a moderator using appropriate open-ended questions which are described in the paper. Assistance was provided by a member of the research steering group, thereby ensuring consistency across the groups. A total of 48 participants were recruited purposefully rather than randomly, such that three of the groups contained ‘immunisers’ and three contained ‘non-immunisers’, from a variety of socio-economic backgrounds. Ethical approval was obtained for the study. The methods section describes how data collected was analysed and sorted int o themes. The results section of the article is easy to understand and includes narrative accounts from study participants within each section. All parents who participated in the study believed the decision about whether to vaccinate was difficult and felt under undue pressure from healthcare providers to comply. Four key factors were found to influence parents’ decisions: (1) their beliefs about the risks and benefits of the MMR vaccine and compared with the risk of contracting those diseases; (2) information on the safety of the MMR vaccine; (3) trust in healthcare providers about the accuracy of the advice they had given and attitudes towards this advice; and (4) views on the importance of individual choice. The paper contains a balanced discussion which refers to other published research and includes both recommendations for practice and the limitations of the study (i.e. that over half of study respondents were highly educated, with a mean age of 35 years), and appropriate conclus ions are drawn. Flynn and Ogden (2004) conducted a prospective questionnaire study in the UK to explore which parental beliefs are the best predictors of MMR vaccine uptake. Their paper contains a short abstract which nonetheless details the key points of the study. The introduction to the paper refers extensively to other published research and presents a strong rationale for the study with clearly stated aims. Study participants (n=511) comprised parents whose children were due to receive an invitation for MMR vaccination. A questionnaire was used to gather data, together with additional follow-up data taken from child health records. The various sections within the questionnaire are described in the paper, together with examples of typical questions within each section; however, a copy of the questionnaire is not included. A response rate of 56.9% was recorded. Ethical approval for the study was obtained which also complied with the Data Protection Act. The method used for data analysis is descri bed

My Brother the Drunk Essay -- Descriptive Essay Examples, Observation

My Brother the Drunk As he walked past me, I glanced up at him timidly. I looked into his eyes, realizing they were exactly like mine. Quickly I shifted my gaze to the floor, not wanting to make eye contact. It wasn't always this awkward between us, but something had changed. My brother stood tall a few feet in front of me. He was almost towering, and I felt myself become very nervous. With his head held high, he walked over to me. He asked how I was doing; I told him that I was fine. My brother flipped his head back in a cocky manner, as if to emphasize his ear-length hair. I secretly rolled my eyes. Making small talk, I asked him how school was going. He replied that it was great and that all his teachers loved him. He also commented on how he might be playing baseball for his college again this year. I smiled and said that that was wonderful. He didn't bother to ask how school was going for me. Feeling strange, I told him that I had to run. We said our goodbyes and he began to leave. As he left, I noticed the way he walked. It wasn't a normal walk. It was a walk that commanded everyone's attention. It was a steady stride. With his shoulders back and head up, I could tell that everyone at the grocery store was watching him. Unfortunately , so could he. As children, my brother and I were very close. Well, as close as a brother and sister can be. We played together all of the time, and he always tucked me into bed at night. Sometimes, when I was scared of the dark, he would take all of my stuffed animals and surround me with them. In elementary school, he was very protective of me. He always made sure that no one was ... ...pick him up. He started to scream and yell at me. "You never do anything for me," he said. I gave the phone to my dad, and he explained to my brother that he would be picking him up. My brother was mad at me for days. Along with an attitude, my brother had developed an ego problem. He would stand at the bathroom mirror, telling himself how gorgeous he looked. Moving his head back and forth, he commented on how he had no bad angles. He started to brag about cheating on his girlfriend. I couldn't stand to be around him anymore. He finally decided to move out a couple of months ago. He didn't even say goodbye to me. My mother told me he was leaving. Since then I can barely talk to him. Things have become so strained between us. I see him here and there, and I wish that things hadn't changed so much. My Brother the Drunk Essay -- Descriptive Essay Examples, Observation My Brother the Drunk As he walked past me, I glanced up at him timidly. I looked into his eyes, realizing they were exactly like mine. Quickly I shifted my gaze to the floor, not wanting to make eye contact. It wasn't always this awkward between us, but something had changed. My brother stood tall a few feet in front of me. He was almost towering, and I felt myself become very nervous. With his head held high, he walked over to me. He asked how I was doing; I told him that I was fine. My brother flipped his head back in a cocky manner, as if to emphasize his ear-length hair. I secretly rolled my eyes. Making small talk, I asked him how school was going. He replied that it was great and that all his teachers loved him. He also commented on how he might be playing baseball for his college again this year. I smiled and said that that was wonderful. He didn't bother to ask how school was going for me. Feeling strange, I told him that I had to run. We said our goodbyes and he began to leave. As he left, I noticed the way he walked. It wasn't a normal walk. It was a walk that commanded everyone's attention. It was a steady stride. With his shoulders back and head up, I could tell that everyone at the grocery store was watching him. Unfortunately , so could he. As children, my brother and I were very close. Well, as close as a brother and sister can be. We played together all of the time, and he always tucked me into bed at night. Sometimes, when I was scared of the dark, he would take all of my stuffed animals and surround me with them. In elementary school, he was very protective of me. He always made sure that no one was ... ...pick him up. He started to scream and yell at me. "You never do anything for me," he said. I gave the phone to my dad, and he explained to my brother that he would be picking him up. My brother was mad at me for days. Along with an attitude, my brother had developed an ego problem. He would stand at the bathroom mirror, telling himself how gorgeous he looked. Moving his head back and forth, he commented on how he had no bad angles. He started to brag about cheating on his girlfriend. I couldn't stand to be around him anymore. He finally decided to move out a couple of months ago. He didn't even say goodbye to me. My mother told me he was leaving. Since then I can barely talk to him. Things have become so strained between us. I see him here and there, and I wish that things hadn't changed so much.

sumthin on hitler :: essays research papers

Adolf Hitler was an enigma to many people. The mysterious, vibrant man who believed above all in his supreme confidence led Germany down one of the 20th century's darkest paths. Indeed, any understanding of the actions taken by Germany in the 1930s and 40s must be based upon concise knowledge of Hitler as the country's leader. The following is a compendium directed at examining closely Adolf Hitler the man who became Adolf Hitler the myth. Hitler entered office in the wake of some of the happiest years of his life. During the years 1926-29 he had purchased a home in the Bavarian mountains (1927) and his lazy days were filled with painting and daydreaming. He was quietly laying out of the public eye before coming to power (ironically in a democratic fashion) in 1933. When Hitler took office he immediately began to make his mark. He was a man who believed himself to be a supreme judge in all areas, and this was exemplified when he appointed committees to oversee every facet of social life (theater, propaganda, education, dress, etc...). However, whenever Hitler disagreed with any decision made by a committee, he would automatically overrule in his favor. He believed in his hardness and his brutality, and above all his confidence and ultimate inevitable success. As his regime began to grow stronger, so did this boundless confidence. Hitler's greatness was something that he was aware of and wanted to make the public aware of as well. The best way he exuded himself to the public was through his speeches. He seemed to be a man possessed to the public, a mystifying presence in public who began to sway the will of the people. Here is where the mythical man was born. He was the tireless public speaker who dared to brave the law and uncover the true state of affairs for the people. He was the man who's heart was in the cause and could arouse the emotions of the people and channel them to the nationalism they wanted. Through his endless public addresses and tireless effort, he became a man who the people saw as their champion. He embraced this feeling and became a leader of near biblical proportions in Germany. But who was this man underneath the growing myth? What was he like? The man himself is a study all his own. He was a very secretive man about his personal life which

Vlad The Impaler, The True Dracula Essay -- essays research papers

Vlad the Impaler, a.k.a. Vlad III, Dracula, Drakulya, or Tepes, was born in late 1431, in the citadel of Sighisoara, Transylvania, the son of Vlad II or Dracul, a military governor, appointed by Holy Roman Emperor Sigismund. Vlad Dracul was also a knight in the Order of the Dragon, a secret fraternity created in 1387 by the Emperor, sworn to uphold Christianity and defend the empire against the Islamic Turks. Transylvania, along with Moldavia, and Wallachia, are now joined together as Romania. The name Dracul can be interpreted in two ways, the first translation from Romanian would be "Dragon", but it sometimes also means "Devil". Vlad was not called Tepes, which means ""spike" in Romanian, until after his death; instead, he was known as Vlad Dracula, the added "a" meaning "son of", so essentially, throughout his life, he was known as the "son of the Devil". While growing up with such a name would normally present problems for most of us, Vlad certainly did not seem to mind, as he really did live up to his title; but before we look upon the exploits of the son, let us learn a bit more about the father. In 1436, Vlad Dracul took over the throne of Wallachia, taking up residence in the palace of Tirgoviste. It was there young Vlad Dracula would get his first taste of the opulent lifestyle, and perhaps also where the beast within would begin to grow. Merely two years later, in a strange turn of events, Vlad II betrayed the Order of the Dracul, forming an alliance with the Turks. He even went as far as allowing Sultan Murad II to keep his two sons, Vlad Dracula, and his younger brother Radu, as "insurance" that he would not plan to strike against the Turks. In the winter of 1447, Vlad Dracul was assassinated in a coup orchestrated by one of his relatives, John Hunyadi, who had devoted his life to fighting the Ottoman Turks, and did not approve of Vlad Dracul's pro-Turkish policy. Vlad Dracula was granted his freedom following his father's death, but Radu decided to stay behind. In addition to learning of his father's demise, Vlad was also told his older brother, Mircea had had his eyes gouged out, and been buried alive by the boyars of Tirgoviste. While in captivity, Vlad had grown resentful, and vowed to have his revenge. The throne of Wallachia, which would have normally been reserve... ...ese veins?" He held up his arms. "Is it a wonder that we were a conquering race, that we were proud, that when the Magyar, the Lombard, the Avar, the Bulgar, or the Turk poured his thousands on our frontiers, we drove them back?" Count Dracula alsop ststes that: "Who was it but one of my own race who as Voivode crossed the Danube and beat the Turk on his own ground?" Van Helsing explains that another way to insure a vampire will not return is to cut off its head. Vlad the Impaler was rumored to have been decapitated. Van Helsing also theorizes that: "He must, indeed, have been that Voivode Dracula who won his name against the Turk." In Francis Ford Coppola's feature film "Bram Stoker's Dracula", actor Gary Oldman is shown wearing an armor sporting the "Order of the Dragon" insignia, and a fair amount of background is given on the Character which was not in the book but is based on the historical Vlad Dracula. Again, In Coppola's adaptation, Prince Vlad Dracula's wife Elisabeta is shown committing suicide to avoid capture in exactly the same manner as Vlad the Impaler's wife during the capture of his castle by the Turks.

Expository and Classification Paragraph Essay

Classification Paragraph – Classification paragraph is one of the seven types of paragraphs. It allows of defining ideas, their use and/or function through comparisons conducted on multiple levels. Consequently, classification paragraphs explore the meaning of things as compared to one another, and as positioned in related contexts. Classification paragraphs will use strong descriptive vocabulary which ought to visualize physical and conceptual differences between the subjects of writing. – Writing a classification paragraph, unlike other types of paragraphs, takes a slightly varied approach. It should rely on both defining and comparing. Writers should classify the subject of the paragraph in a specific context providing comparisons to corresponding ideas. Classification can be performed on multiple levels à ¢Ã¢â€š ¬Ã¢â‚¬Å" semantic (comparing different meanings of things), linguistic (using vocabulary to show contrast), and more. – Use a classification paragraph when you can sort a large idea or topic into at least two small sub-categories. For example, the topic of a paragraph could be the American Kennel Club non-sporting dogs. Three of the non-sporting dogs are Boston terriers, bulldogs, and Dalmations. Or, a topic could be watercrafts. The three categories could be ski boats, sailboats and personal watercrafts (jet skis). Elements of a Classification Paragraph Classification paragraphs contain the following elements: * Definition à ¢Ã¢â€š ¬Ã¢â‚¬Å" term, idea, or an object presented in a classification paragraph is briefly defined by its own terms à ¢Ã¢â€š ¬Ã¢â‚¬Å" that includes defining its origin, meaning, and function; * Comparison à ¢Ã¢â€š ¬Ã¢â‚¬Å" classification paragraphs will, usually, define things by comparing and contrasting them, showing crucial functions and diverse use or meaning in analogical contexts; * Multiple contextualizations à ¢Ã¢â€š ¬Ã¢â‚¬Å" classification paragraphs will compare ideas in diverse contexts, so as to estimate specifically the potential of each of the described things in different situations; * Descriptive vocabulary à ¢Ã¢â€š ¬Ã¢â‚¬Å" adverbs and adjectives should point to the contrast between two or more things (black vs. white, boring vs. interesting, etc. Expository Paragraph * A paragraph that gives information about a topic or steps to explain  how to do something. * In an expository paragraph you give information. You explain a subject, give directions, or show how something happens. In expository writing, linking words like first, second, then, and finally are usually used to help readers follow the ideas (except for our purposes those words cannot be used). * This paragraph, like the others, organizes itself around three parts. A topic sentence allows the reader to understand what you are writing about. The middle part of the paragraph contains sentences that follow one another in a logical sequence of steps. The final sentence closes your subject with an emphasis on the final product or process desired by the topic.

Types of Computers Esay

Overview A computer is an electronic device that receives (input) data, processes that data, stores data and produces results (output). Computer can be classified according to their data representation that is functionality, based on their purpose or based on their physical size. It’s the classifications that bring about types of computers.There are four types of computers that is, micro computer, minicomputer, mainframe computer and super computer. 1. 2 Justifications Understanding the types of computers will be helpful in determining whether it’s suitable for the intended purpose. For example if it’s a simple task for an individual or small organization then the microcomputer will be more suitable than a main frame computer which serve large organization. 1. 3 In brief In this essay we define what a computer is in detail in terms of the input, process and output.The features, purposes, functioning, subclasifications and costs of the four types of computers are also discussed. 3. 0 TYPES OF COMPUTERS 2. 1 Defining A Computer According to Saleemi (2009), â€Å"A computer may be defined as a machine which accepts data from an input device performs arithmetical and logical operations in accordance with a predefined program and finally transfers the processed data to an output device. The definition of computer can be viewed broadly in three major cases as illustrated below: Input Process Output Data and instructions Execution and storageInformation â€Å"(All computers can perform the functions of inputting, storing, processing, controlling, styling and outputting data and information (Ravichdndran, 2001 pg2). † It works upon the input data using the issued instructions, this means that the computer cannot do any useful job on its own; hence it’s a clever fool. The term GIGO is also oftenly used to explain this notion that is the computer can only work as per the instructions sets issued, hence if instructions sets conform to t he solving of the problem at hand then it will do it even faster and accurately.But if instructions set do not conform to the solving of the problem then the computer also solves it in the same manner of the instructions set. Hence Garbage in Garbage Out (GIGO). There are varieties of computers with a variety of their operational characteristics. The computer can be classified in many useful ways depending on the objective of whoever is doing the classification. 2. 2 Four types of computers compared The four major categories of computers based on their physical size are micro computers, mini computers, mainframe computers and super computers.These categories are based on the differences in size, speed, processing capabilities and price of computers. Due to rapidly changing technology, the categories cannot be defined precisely. For example the speed used to define a mainframe today may be used to define mini computers next year. Some characteristics may overlap categories still; the y frequently are used and should be understood. Mainframe computers They are most expensive of all computers and very big in size and offer the maximum computing power (Saleemi 2009).They are generally used in large networks of computers with the mainframe being the node point of the network. Smaller computer or terminals are then attached through satellites so that data could be centralized at one place will data processing could be performed via the satellites. A good example is the airline reservation system. The airlines have a mainframe computer at their head office where information of all the flights is stored. Small computers installed at the booking offices are attached to the central data bank so that up to date information of all flights is always available.According to Saleemi (2009) important characteristics include * These are big general purpose computers capable of handling all kinds of problems whether scientific or commercial. * They can accept and transfer data fr om input/output devices at the rate of millions of bytes per second. * They accept all types’ high level languages. * They can support large number of terminals. * Their processing speed is up to several billions of instructions per second. They have a large online secondary storage capability and can support a large number of and variety of peripheral device like magnetic tapes drives, hard disk drives, visual display UNITS, printers and telecommunication terminals. * They usually have high speed cache memory which enables them to process applications faster than mini or micro computer. Mini computers The mini computers are medium sized computers. They are physically bigger than the micro computers but smaller than the mainframe computers.Due to advanced circuit technology some mini computers are almost the size of micro computers. They support average internal and backing storage, that is their storage capacity both internal and external are comparatively higher than the mi cro computers but lower than the main frames (Saleemi 2009). These computers support several users at a time, that is several work stations or terminals are connected to one central minicomputer whose resources (e. g. C. P. U time, storage media, memory etc) are shared among the users connected.If central computers and terminals ate networked (WAN) then telecommunication links are used for a network within the same locality, on the other hand, the cables are used in connecting the terminals and the host computer. The later network configuration is known as local area network (LAN). At the workstation the information is output through the terminal screen or a printer. Sometimes the output can be at the central computer e. g. through a shared printer (usually line printer). Mini computers are used mainly in medium scale business functions. In business they are being used for invoicing stock control, payroll, sales analysis etc.Micro computers According to Saleemi (2009), â€Å"These are computers of advanced technology that become available in late 1970’s. They are the most common form of computers in most offices today as desktop, personal or stand alone systems†. Their design is based on large scale Integrated Circuitry (LSIC) that confines several physical components per small element thumb size I. C (integrated circuit), hence the size dramatically reduced. Their internal memory is smaller than the mini computers and main frame computers. They support limited backing storage media. They are cheaper than the mini and mainframe computers.Where the micro computers are used as terminals, that is connected to the central computer for enhanced processing beyond its capabilities then communication facilities are also to be provided. In small business the micro computers are used in several Min functions that require information to be produced e. g. purchasing, sales, marketing, production, accounting, in word processing for the production of business documents etc. Two popular series of micro computers are the personal computer (PC) and apple Macintosh. Micro computers nowadays come in varied sizes: Desktop computer – Largest and designed to fit entirely on or under a desk or table. * Laptop /notebook computers – second largest and designed such that can be placed on user’s laps. * Palm top computers – smaller and designed so that can be placed on users hand. * PDA (Personal Digital Assistant) – it’s also hand held and provides personal organizer functions such as calendar, appointments etc. Super computers Super computers are the largest, fastest, most expensive computers ever made. They are sometimes referred to as monster computers and have the processing speed of trillion of instructions per second.In many installations super computers are used for limited classes of computations. These computers are often used in numerical application like weather forecast, large matrix calculations such as those required for linear programming to solve problem in economic program or some military statistics. A small number of super computers are built each year for use in applications requiring complex, sophisticated mathematical calculations as in large government research agencies, military defense system, national weather forecast agencies, nuclear energy research, and petroleum exploration etc. 4. CONCLUSION 3. 1 Summary This essay has comprehensively discussed what a computer is in terms of input, process and output. The superiority of the super computers over all the other computers has also been captured. Subclasification of the micro computer thus desktop, laptop, palmtop and personal digital assistant has also been discussed. 3. 2 Insights The development of computers from mainframe to micro computers and super computers is evident from the essay. It’s also worth noting that the advancement of micro computers will continued to diminish the importance of the ma inframe / mini computers. . 3 Recommendations Given that computers facilitate more accurate and faster processing of data developers of computers should invest more in research and development. This will ensure that the computers available in the market for personal or SME use have not only enhanced capabilities but also affordable costs. REFERENCE LIST 1. Saleemi, N. A. (2009). Information Technology Simplified. Nairobi: Saleemi Publications. 2. Rauchandran, D. (2001). Introduction to Computers and Communication. New Delphi: Tata McGraw Hill.

Endorsement of the Reproductive Health Bill as a Law Essay

The â€Å"The Responsible Parenthood, Reproductive Health and Population and Development Act of 2011† or simply the RH bill, has been a very controversial topic for the past decade. Not a few disagreements came between MalacaÅ„ang and the Catholic Church. The later making every step of the acts approval a hard one. Whose side should we support? There are several points in the Reproductive Health Bill that should be reconsidered. The third guiding principle which states that ‘since human resource is among the principal asset of the country, maternal health, safe delivery of healthy children and their full human development and responsible parenting must be ensured through effective reproductive health care’, is being challenged by the bill’s Section 11 ‘Procurement and Distribution of Family Planning Supplies’. The phrase full human development will be put in jeopardy because some of the items that will be distributed are not good for the development of the first stages of life. One of its functions is killing the fertilized egg – a stage where life started – which is no difference to aborting an infant, or killing an adult. In addition, the fifth guiding principle states that the State shall promote, without bias, all effective natural and modern methods of family planning that are medically safe and legal – the supplies would all be legal, safe for the mothers but definitely dangerous for their babies. Another hole to this Section (11) is the funds to be used. Instead of using the nation’s money on items for killing the beginning of infants the government could use it on more reasonable projects – project that might help the poor, develop the services offered, or stop corruption perhaps. The amended last phrase of Section16 ‘Mandatory Age-Appropriate Reproductive Health and Sexuality Education’ states that Age-appropriate Reproductive Health and Sexuality Education shall be integrated in all relevant subjects – but the section says that this kind of education is mandatory, once again violating its own principle for freedom of choice. The Section 20 ‘Ideal Family Size’ opposes the first guiding principle of the act. Section 3 no. 11 talks about freedom of choice, a matter not considered in the making of the 20th section. On the other hand, there are also good points to consider in the act. Sections 5 and 6 promote the protection of the health & lives of mothers and saving babies undergoing dangerous delivery, support and deploy more public midwives, nurses and doctors. The Bill also responds to those who want smaller families, in the form of promoting various family planning methods and at the same time it helps prevent induced abortions. It also guarantees funding for & equal access to health facilities. Section 15 ‘Mobile Health Care Service’ promotes the medical services in the mountainous areas in the country – it would be such a help to the indigenous people who cannot reach the aid of medical facilities in their town. There are pros and cons to be considered in the endorsement of the Reproductive Health Bill as a law. There may be more pros we could gain through it but there is one con that should be well thought-out first and foremost, that is the use of substances to destroy a natural process – the process of reproduction. By making this bill a legal law we are violating the law of nature, as well as the God’s. No one was given the right to kill anybody. There are many ways to avoid unwanted pregnancy without consciously or unconsciously killing a life from developing, we should implement that instead and with it all we need is discipline and responsibility to make the Philippines a better country and its people better citizens.