Medeval Life Essays - Environmental Toxicology, Pollution

Medeval Life Medieval towns were very small, leaving very little room for expanding, therefore the roads, and the houses were very small. Since the houses were made out of wood and were so close together the risk of a big fire was great because the fires were always in the house. Even though the town was built so close together that wasnt the worst part. Since the people back then had not come out with water and sewage systems, people threw out all their waste into the middle of the street where other people could get infected by the smell of the by-products. Pigs were the only garbage cleaners; they would go around and eat all of the by-products. Another part of life in the city was the pollution that inhabited all of the air; the people on the towns would go threw the streets and breathe all of the air. Thus causing a lot of sickness. So, basically living in the city was not a good thing. Living in the countryside also has its ups and downs. By living in the countryside people had better air than the people in the cities had also people didnt have to worry about being polluted by all the trash that was lying around. Since there was space in the countryside the people built their houses away from each other, by people doing that the people reduced the chance of fires spreading a destroying a whole city. But one problem that was constant with the problem of the people in the cities was that the water was still polluted by all the waste that all the people put into the river or the ground. One problem that the countryside people had that city people didnt have was that the countryside people didnt have any defense from the enemies. But the people in the cities did. If I was to choose whether to live in the countryside or in the towns I would choose to live in the countryside because the death rate in the cities was probably higher than the death rate in the countryside. If I were going to die, I would rather die by fighting than die by smelling other peoples trash and feces. History Essays

Shamanism

Shamanism Who are shamans? Shamans are personal beings who are involved in the practice of treating the spirits in a world beyond human understanding. Shamans are able to do this as they have the capacity to take a journey into the world of spirits. They enter the world of spirits where they are able to master the myths behind these spirits. Shamans are extremely vital in the communities where they are found as they help these communities in various ways.Advertising We will write a custom research paper sample on Shamanism specifically for you for only $16.05 $11/page Learn More For example, they guide their communities during difficult times, for instance, in times of sicknesses, death, pain or when people are faced with difficult choices concerning their lives (Moss, 2010). Shamans can be said to be people with specialist knowledge in a given religious system. The shaman has a great knowledge on the spiritual world, as well as human soul through ecstasy. Thus, they have the power of an unaltered state of mind. This is what enables the shamans to connect with the spiritual world. By so doing, the shamans bring numerous benefits to the community (Moss, 2010). Where are they? Currently, shamans can be found in Eurasia in countries like Siberia, Inner Asia and Mongolia. This is mainly due to the fact that their religious beliefs are closely linked to hunting and gathering activities in society. Shamanism has developed as a result of human beings desiring to exert their control, as well as influence to the natural world and traditional cultures and religions are said to be the oldest forms of healing (Moss, 2010). Consequently, some people estimate that shamanism originated a long time ago and has been part of many religions practiced world wide. For instance, shamanism has been practiced in parts like the Oceania region, Tibet, South America, Korea, as well as China (Moss, 2010). What are their practices for healing? A shaman plays several roles t hat are clearly defined. As a revered and essential community member, a shaman acts as a dream interpreter, a link between the physical and world of spirits, physician, spiritual minister and a psychiatrist. On the other hand, outsiders perceive a shaman as being a primitive medical doctor. However, to believers in shamanism, the healing rituals undertaken by the shaman offers an avenue for existence with a moral interpretation (Moss, 2010).Advertising Looking for research paper on alternative medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Healing is one of the major activities undertaken by shamans. There is a difference that exists between shamanistic healing and the conventional healing done in the traditional biomedicine. The difference is in the health implications of a symbolic reality in the two practices (Moss, 2010). This is in terms of mediating that which separates the biophysical and psychocultural aspects of medicine and science. Shamanism healing entails performance of rituals and the ritual activity performed both at the symbolic and social levels has effects on human functioning. A ritual performed by the shamans does have health implications. However, in most cases, healing activities in shamanism involve critical rituals performed as a response to crises in society (Moss, 2010). More so, there are rituals for social transition which in most cases, act as rites of passage. Shamanism healing also includes calendrical rituals normally held on specified days annually. These calendrical rituals enhance solidarity and integration in the society as a whole. As such, they are vital in recognition of a stage of development in one’s life (Moss, 2010). Some Shamanic ritual that appeal to me The rituals which appeal to me are those performed by the Lebu healers in Senegal. In their healing rituals, the shaman healers of the Lebu dress like hyenas. These healers are then confronted and s cared off by a noble lion, normally more powerful than the hyena. In this ritual, the hyena and lion do have a symbolic meaning where immorality and human weaknesses in society are represented by the hyena. Essentially, these shamans use the hyena to depict all the negative things happening in society while the lion is used to symbolize morality. Evil spirits have to be scared off to maitain morality (Moss, 2010). One major practice of shamanism is having the power animals. These power animals are what acts as people’s guide in their daily lives. Normally, these animals are seen as the guardian spirits. Thus, these guardian spirits are what represent the power, character quality, as well as the strengths of given people who believe in them. Additionally, in shamanism, these power animals keep changing from time to time. More so, the animals are viewed as having different strengths and they are responsible for infusing people with personal power (Weor, 2010).Advertising We will write a custom research paper sample on Shamanism specifically for you for only $16.05 $11/page Learn More

Country of origin labeling Research Paper Example | Topics and Well Written Essays - 1500 words

Country of origin labeling - Research Paper Example On September 2008, The United States Congress expanded the provisions of the COOL law and added more food items like fresh fruits and vegetables under the jurisdiction of this law. This paper will discuss the Country of Origin Labeling law, its advantages, and disadvantages. Country of Origin Labeling (COOL) Although this rule was proposed several years before, it went into effect in the country on 30th September 2008. The Agricultural Marketing Act of 1946 was amended by ‘the 2002 and 2008 Farm Bills’ as part of providing source country information to customers (National Archives and Records Administration, 2009). The 2008 Farm Bill includes a set of provisions such as addition of new commodities and requirement for labeling products of multiple origins. This framework also requires a supplier to share country of origin and other production information with the retailer. Retail firms which are functioning under the Perishable Agricultural Marketing Act (PACA) are legall y liable to comply with the provisions of the COOL. A person selling any type of perishable goods at retail comes under the jurisdiction of PACA. As per PACA requirements, retailers must be licensed when their invoiced purchase costs of perishable agricultural commodities exceed a limit of $230,000 during a calendar year (Rynn & Janowdky, LLP, 2010). According to this Act, perishable agricultural commodities include fresh fruits and vegetables. Since exporters are excluded in the definition, they do not need to adhere to COOL requirements. Similarly, other food service establishments such as restaurants, lunchrooms, bars, lounges, taverns are also exempt from this rule in addition to salad bars and delicatessens that supply fast food. In addition, processed foods- which refer to food items undergone several processing changes- like chocolate, bagged salad, mixed nuts, breading, and orange juice need to comply with COOL requirements (cited in GPO Access, 2012). However, it must be no ted that this law covers some additional items such as canned roasted peanuts although they are considered as a processed food. The origin of country labeling statute clearly directs that if the covered commodity undergoes the processes like frying, boiling, roasting, broiling, steaming, curing, grilling, baking, smoked, or restructuring, the item does not need to be labeled (Third Party Written Submission of Australia, 2010). As Johnecheck (2010) points out, the COOL rule clearly states that the labeling has to be specific and accurate. According to this statute, the labeling option may include sticker, label, sign, placard, twist tie, pin tag, stamp, or band. It is allowable for the retailer to give the information on the package, holding unit, display material, or the bin placed at the end point of the sale. The country of origin information must be displayed in a conspicuous place so that customer can easily read and understand the information during the course of purchase proce ss. The rule also specifically mentions that the country of origin information printed or handwritten should not overlay other labeling information mandated by the Federal regulation. Sometimes, retailers may use bulk containers to display a large number of products, including covered commodities from different countries. Under such circumstances, retailers are required to list all possible origins and other product information. Nowadays, the concept of e-commerce has attained

Interrelationship of the Post-Conflict Resolution Tools Essay

Interrelationship of the Post-Conflict Resolution Tools - Essay Example History cites such evolutional wars as the First World War, Second World War and the Cold War among many others as having erupted from such differences in territorial power, economic empowerment and also political or military endowment of the incumbent countries. Conflict resolution and post conflict reconstruction have been cited as major efforts that characterize humanity in the event of a war or a conflict. Whenever a conflict arises, it is common sense for efforts to be made towards solving the conflict and possibly assuming peaceful relations between the conflicting parties be it nations, regions or even individuals. Conflict resolution is therefore said to be the mechanisms or efforts that are employed to minimize negative effects of a conflict while at the same time increasing the possible positive effects of the same conflict. Therefore, this means that a conflict always brings about both positive effects as well as negative effects. Different tools of conflict resolution hav e been in use over decades in the process of settling disputes that result in the conflicts. These tools are; political, military and /or economic tools. These tools are used at proximity with some of the tools being the best suited over a specific conflict over the others and others being far and least efficient in solving some types of conflicts. However, there are times that interplay of the different tools of conflict resolution and post-conflict reconstruction is best suited. Parties involved such are countries, regions or persons employ economic, political as well as military power to get to the solution of the issues that have caused the differences. In particular, the cold war of late 1940’s to 1990’s have seen the common play of the different tools as mentioned to realize solution to the conflict and reconstruction of the affected countries and regions after solution was found. Nevertheless, common questions as to what extent the different tools of resolution have been used in regard to the post-cold war are interconnected and their success in the purpose intended remains a critical subject of discussion. Moreover, discussions still rage in fire as to whether the tools have been more effective since the cold war or not. If yes, our study wills to justify why and if not then the study will equally find the reasons. Discussion Conflict resolution has been defined as mechanisms that are put in place not to avoid conflicts but rather the mechanisms that minimize the negative effects of the conflict while maximizing the positives resultant from such a conflict. The solutions that are sought as well as the means through which they are sought are considered in terms of being against dominance, oppression, exploitation and violence. The satisfaction of public needs for security, self-determination, identity and the quality of life among other basic needs must be realized in the mechanisms adopted for conflict resolution (Samson Et al, 1-3). Ther e are basic principles that govern conflict resolution tools and approaches. These include but are not limited to: integrative solutions, cooperative endeavor, non-violent mechanisms and proper understanding of all parties involved. While trying to get to the route genesis of the cold war, it is good for

PHL317Marx and Marxism Essay Example | Topics and Well Written Essays - 1250 words

PHL317Marx and Marxism - Essay Example Marx and Engels underline a leading role of the working class supposing that popular revolution could overthrow the repressive oligarchies of wealth and did not set them apart from the principles of democracy but, on the contrary, placed them squarely in the mainstream of the mid- nineteenth-century democratic tradition. "The proletarian movement is the self-conscious, independent movement of the immense majority in the interest of the immense majority." Thus they could make the equation that "to win the battle of democracy" would be the same thing as "to raise the proletariat to the position of ruling class." A "democratic constitution" would produce the "rule of the proletariat" (Marx and Engels 2006). Thus Communist Manifesto could assert even more plainly in a contemporaneous article that "a necessary consequence of democracy in all civilized countries is the political rule of the proletariat" (Marx and Engels 2006). Marx and Engels did indeed mistake the birth pangs of industria lism for the death throes of capitalism (Selsam and Martel 43). What is important for is that political strategy rested upon these expectations--however fanciful--of a geometrically multiplying proletariat and an impending economic cataclysm. First, the Manifesto asserted, when free competition is viewed as a process over time, the inevitable result is a concentration of ownership, with the less efficient enterprises going bankrupt or bought up by the more efficient. This law of concentration applies not only to industry but also to agriculture and distributive enterprises. Thus the manifold gradations of preindustrial society give way to a great gray mass of almost undifferentiated wage earners. This tendency of capitalism to replace skilled by unskilled labor is scarcely mentioned by Marx's followers nowadays-for obvious reasons--yet it clearly belonged to the original prognosis. These events lead to dissatisfaction of the working class and force them to oppose the regime. In this case, it becomes the first way of revolution and further class struggle (Szporluk 84). The idea that the working class leads the revolution is based on the concept of majority rule. Marx conceived that each successive class was "called to rule" and to emancipate mankind in some degree. During each period of emancipation, history awarded majority support, as it were, to this ruling class, because the masses would perceive the leadership of the chosen group genuinely to advance the interests of the whole society. So it had been in proper bourgeois revolutions, when the masses had provided the muscle for the bourgeoisie in its struggle to break out from the fetters of feudalism. So it would be again when the proletariat was called upon to play its ultimate emancipatory role, but not, perhaps, before the compass needle of universal suffrage registered "various deviations" (Szporluk 89). Among these, Marx also seemed to anticipate that the successful creation of a republic would dissolve the tripartite class alliance, leaving the more radical proletarian minority at first i n opposition to a "pale" democratic government representing the petty-bourgeois and peasant majority. He implied as much when differentiating himself politically from one of the leading "petty-bourgeois" democrats" The Communist Manifesto states: "The bourgeoisie cannot exist without constantly revolutionizing the

Benefits Of Audio-Visual Aids Lectures

Benefits Of Audio-Visual Aids Lectures Students’ perception on role of audio-visual aids used in didactic lectures Abstract: Background objectives: Medical teachers have conventionally been using different teaching methods to educate medical students. Nowadays audiovisual aids such as power point slides, animation videos are being used. The optimum use of audiovisual aids is essential for deriving their benefits. This study was done to know the students’ preferences regarding the various audiovisual aids, with an aim to improve their use in didactic lectures for better understanding of concepts in medical science. Methods: Cross sectional observational study was undertaken in 113 undergraduate medical students . A set of questionnaire was distributed and students were directed to choose the most appropriate option as per the Likert scale. The responses were analyzed using SPSS 17.0. Results: Out of 113 students,45.1% preferred use of combination of audiovisual aids during a didactic lecture.27.4% preferred animation videos,15.9% preferred PowerPoint slides 11.5% preferred use of blackboard. Conclusion: Our study demonstrates that use of combination of audio-visual aids is the most preferred mode of teaching by the students. For better understanding of a subject and improvement of student’s performance, a teacher should match the lectures with preferred audiovisual aids and use them prudently. The subjects wanted animations to be incorporated frequently into medical education. Key Words: Animations, Audiovisual aids(AV),Blackboard, didactic lectures, Medical students, Powerpoint slides Introduction: Today we are living in the era of Information and communication technology. The power of technology has captured the minds of new generation and this influence could be seen in the field of medical education too. The technology for teaching students in this competitive scenario is the use of Audio-Visual aids in the form of power point presentations, animation videos, movies etc or can be the combination of both1. Lectures are the most traditional, old fashioned and didactic method of teaching which are meant for one way delivery of information and are especially useful when a large number of learners must be taught at one time. Well organized lecture remains one of the most effective ways to integrate and organize information from multiple sources on complex topics2.Lectures are often supported by audio-visual aids by emphasizing key points on the black board, the projection of written or printed matter on transparencies via an overhead projector(OHP) or increasingly nowadays via a computer based system, notably Microsoft power point(PP) animation videos3. The traditional chalk-talk methodology provides strong student-teacher interaction, but its effectiveness declines as the number of students in the class increases. Furthermore, maintenance of discipline and drawing attention gets hampered4.OHPs lack the ability to display moving images, have poor visibility and optical focus. Microsoft PP slides, accompanied with multimedia projectors, have remarkably revolutionized teaching. Texts as well as audiovisual clips can be easily played on PP slides. Animations refer to 3D video clips that can be played on a multimedia projector (MP). They provide a visual simulation that is particularly handy in sustaining interest and understanding complex medical concepts5. Students favour teaching methods employing audiovisual aids over traditional lectures using blackboard 3.However, the optimum use of audiovisual aids is essential for deriving their benefits6 . There is no conclusive study stating the superiority of one method over the other. Garg A et al. have observed that students want the teachers to include audiovisual aids during the lectures, but it is not certain whether it improves their understanding or performance in the examinations7. Baxi SN et al. have observed that there was marked improvement in examination results when PPT replaced the use of OHP 8. So there is a mixture of views based on the recent studies and it is not clear whether the use of a particular lecture delivery method is superior to others. Therefore, this study was undertaken to get the feedback from the medical students regarding their preferences in using newer modalities of teaching methods like animation videos, PowerPoint slides, and pre-recorded lectures along with blackboard teaching with available resources and progressively improve lecture delivery for their better understanding. Material methods: The cross-sectional, observational study was conducted with prior permission from the authorities and approval from ethical committee. A self administered questionnaire based on previous study4,6,16 was distributed to 130 students of 2nd 3rd year MBBS aged 18-22 years selected by random convenient sampling after obtaining their informed consent.The questionnaire was asked to complete anonymously.Participation was voluntary and dependent on subjects willingnes.The participants were asked not to reveal their names,registration number or any personal information so they can answer freely without any influence. Responses were taken from the students present in the class on the day of survey. Those who were absent or refused to participate were excluded from the study.113 students out of 130 who returned the filled questionnaire became the participants in the current study. The questionnaire consists of twenty questions designed in two parts, first part composed of information regarding schooling, HSC board HSC percentage of the participants. Second part contained questions related to the preferences and opinions for use of AV aids in lecture delivery, in which twelve attributes were measured, based on Likert’s scale of grading as strongly agree/Agree/ No opinion/ Disagree/ strongly disagree. The scores allotted in the aforementioned sequence are 5/4/3/2/1.The participants were encouraged to furnish their independent and unbiased opinion without revealing their identity in the questionnaire. The sum of the all students grading on each attribute was taken for calculating the final weighted score. The response was analyzed using SPSS 17.0 for data entry and statistical significance was found by using Friedman ANOVA test. Results: Association between attributes and preference of AV-aids is depicted in (TABLE- 1).To analyze the best method of audio visual aid in use for independent attributes, ranking scale was adopted allotting the sequence in ascending order. It is evident that mean ranking for blackboard ,PPT prerecorded lectures were lower than that of animation videos for most of the attributes. On application of â€Å"Friedman test† a significant association was found (p Table 1: Association between attributes and preference of AV-aids Attributes Blackboard PP slides Animation videos Prerecorded lectures Combination Stat. Sig (Friedman’s test) Mean SD Median Mean SD Median Mean SD Median Mean SD Median Mean SD Median Lectures were well organized 2.99 .966 4.00 3.23 .798 4.00 3.93 .659 5.00 1.73 1.036 3.00 3.12 .891 4.00 P Contents were well informative 2.87 .992 4.00 3.38 .793 4.00 3.74 .566 4.00 2.06 1.036 3.00 2.96 .908 4.00 P Lectures clear understandable 3.43 .862 4.00 3.11 .833 4.00 3.64 .651 4.00 1.90 1.059 3.00 2.94 .932 4.00 P Clarity was good 2.83 .937 4.00 3.51 .958 4.00 3.41 .879 4.00 2.23 1.092 3.00 3.03 .936 4.00 P Well audible 3.20 .744 4.00 3.13 .908 4.00 3.31 .789 4.00 2.35 1.073 4.00 3.01 .926 4.00 P Stimulated interest 2.91 1.015 4.00 3.20 .983 4.00 3.63 .966 5.00 2.22 1.143 3.00 3.04 1.069 4.00 P Advanced understanding of topics 3.12 1.045 4.00 3.13 .966 4.00 3.44 .962 4.00 2.32 1.108 3.00 2.98 .671 4.00 P Delivery was interesting 2.86 .955 4.00 3.06 .958 4.00 3.52 .852 4.00 2.47 1.112 3.00 3.08 .642 4.00 P Able to take notes/diagrams 3.74 .967 4.00 3.36 1.136 4.00 2.50 1.123 3.00 2.28 1.145 3.00 3.12 1.126 4.00 P Effective in clearing concept remembrance 3.25 .50 4.00 3.00 .963 4.00 3.46 .973 4.00 2.36 1.157 3.00 2.94 .942 4.00 P Concentration/ attention span maintained 3.40 1.140 4.00 3.07 1.134 4.00 3.28 .946 4.00 2.32 1.175 3.00 2.93 .949 4.00 P Explanation/ summarization 3.21 .973 4.00 3.25 1.062 4.00 3.37 .869 4.00 2.27 1.126 3.00 2.89 .964 4.00 P Table 2: Preferred aid Preferred aid Total Animations blackboard Combination Ppt slides Gender Female Count 14 7 35 11 67 % within gender 20.9% 10.4% 52.2% 16.4% 100.0% % within Preferred aid 45.2% 53.8% 68.6% 61.1% 59.3% Male Count 17 6 16 7 46 % within gender 37.0% 13.0% 34.8% 15.2% 100.0% % within Preferred aid 54.8% 46.2% 31.4% 38.9% 40.7% Total Count 31 13 51 18 113 % 27.4% 11.5% 45.1% 15.9% 100.0% Discussion: The current study was conducted to get feedback from the medical students regarding their opinion on audiovisual aids used during didactic lectures using a Questionnaire. It is an obvious observation that gradually the use of electronic media has become more common in medical colleges over conservative teaching methods that utilized blackboards9. For centuries, a blackboard remained the mediator for displaying information in a persistent manner, and can give the audience a consistent view of far more information than can be held in short- term memory. Anderson R noted that blackboards encourage note-taking and student-teacher interaction10 which was also found in our study. Seth V et al. noted that by using blackboard taking down the simply-drawn diagrams is easy, the teacher makes natural pauses and power breaks do not interfere with the lecture4.Its limitation is that information-rich contents like complex tables, graphs and vivid images cannot be displayed and the orga nization of the presentation is poorer as compared to electronic slides5.He also noted that the majority of medical students preferred PPT presentations, while dental students preferred chalkboard. Baxi SN et al.8 observed that an equal number of students preferred blackboard-based or multimedia-based lectures and insisted to consider the need of using multimedia modalities to present lectures to students11. In our study it was revealed that the students preferred animation videos over Powerpoint presentations or blackboard. Majority of the students opined for the use of combination of audiovisual aids in didactic lectures for better understanding of concepts in medical science which correlates with the study done by Kaushik Bhowmick et al12.The training program in UG teaching uses a judicious mixture of didactic lectures with audiovisual aids and problem based learning methods, clinical teaching and practical experiments 6.Optimum use of audiovisual aid is essential for deriving their benefits6.Audio visual aids can be effectively used to show the photographs and the animated pictures related to the topics13.Animations, with their unique three-dimensional presentation, have been accredited with simultaneously being able to increase interest and motivation, to draw attention, to illustrate procedures and to explain how things work14 . Conclusion: Our study demonstrated that lecture delivered by using a combination of audio visual aids was most appreciated by the students. To understand complex concepts and to retain facts, the participants desired animations to be incorporated frequently into medical education as they are interesting it breaks the monotony of lecture.It motivates students to attend lectures as they are very curious to see or hear what the teacher is going to show them in the upcoming class, by seeing animated effects, colorful presentation and hearing recording they are able to concentrate more1. References: Arora A. Impact of Audiovisual aids on students at university level. Altius Shodh Journal of Management commerce.2013;ISSN 2348-8891. Richardson D. Don’t dump the didactic lecture; fix it. Adv Physiol Educ. 2008; 32(1): 23-24. Bennal A, Itagi V, Taklikar RH.Role of Audiovisual aids in physiology lecture. National Journal of Physiology, Pharmacy Pharmacology.2014;4(2):109-111. Seth V,Upadhyaya P,Ahmad M,Moghe V.PowerPoint or chalk and talk: perceptions of medical students versus dental students in a medical college in India. Adv Med Educ Pract 2010;(1):11-16. Naqvi SH,Mobasher F, Afzal MA,Muhammad U,Naeem A. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. JPMA.2013; 63: 859. Mohan L,Sankar P R, Kamath A, Manish M S, Eesha B R. Students attitudes towards the use of audio-visual aids during didactic lecture in pharmacology. Journal of Clinical and Diagnostic Research 2010; (4): 3363-3368. Garg A, Rataboli PV, Muchandi K. Students opinion on the prevailing teaching methods in pharmacology and changes recommended. Indian J Pharmacol 2004; (36):155-8. Baxi SN, Shah CJ, Parmar RD, Parmar D, Tripathi CB. Students perception of different teaching aids in a medical college. African Journal of Health Professions Education. 2009; 1(1):15-16. Seth V, Upadhyaya P,Ahmad M,Kumar V. Impact of various lecture delivery methods in pharmacology. Excli journal 2010;(9):96-101. Anderson R. Beyond PowerPoint: building a new classroom presenter. Syllabus 2004; (17): 31-3. Lowry RB. Electronic presentation of lectures – effect upon student performance. University Chemistry Education. 1999; (8):18-21. Bhowmick K,Mukopadhyay M,Chakraborty S. Assessment of perception of first professional MBBS students in India about a teaching learning activity in Biochemistry. South East Asian Journal of Medical Education 2009;(3):8. Metcalfe DH, Mathura M. Students perception of good and bad teaching: a report of a critical incident study. Medical Education.1995;29(3): 193-197. Lowe R, Schnotz W (eds.). Learning with animation: research implications for design. UK: Cambridge University Press. 2008. Chavan SK,Chavan KD,Giri PA,Jogdand SS. Perceptions of Medical Students Regarding Use of Audio-visual Aids in Lecture Delivery.IOSR Journal of Research Method in Education .2014;(4):28-32. Kumar A,Singh R,Mohan L,Kumar M. Students views on audiovisual aids used during didactic lectures in a medical college. Asian Journal of Medical Science 2013;(4):36-40.

Is Abortion Ever Justfied? Essays -- essays research papers

Is abortion ever justified? If not, why? If it depends, then on what? It is not unreasonable to suggest that the vast majority of people consider it morally wrong to kill other persons. There may be examples of situations where the killing of a person may be justifiable, although they are by no means universally consented to, such as killing in self defence or as a form of capital punishment, but taken in isolation it is generally accepted that to kill is wrong. Therefore in the debate between pro and anti abortionists must centre around two essential questions: whether a foetus is a person, and if so when a foetus becomes a person; and whether abortion can be said to be self defence. Possibly the deepest dilemma for an anti abortionist concerns the stage at which a foetus can be said to be alive, in the sense in which we would refer to a child after it is born. It seems absurd to think that in the relatively short time which the birth takes, the baby’s status will be so radically altered yet an almost mystical store is set by birth as for the first time we can distinguish a distinct personality, and directly interact with the infant . However, it is a largely unfounded significance in ethical terms as birth is often governed by contingent factors and the time of birth can be manipulated. Also to be considered is the fact that if the baby is ready to emerge from the womb, then surely it possesses enough properties for us to consider it in some sense a person. For example, if not than an eight month old foetus would not have the same claim to personhood as a two-month-old baby born prematurely at six months even though they are of similar developmental stage s. Thus other stages of pregnancy are more commonly cited as the point in which personhood begins. John Grigg adopts the stance that there is a life that comes into existence as soon as conception occurs: â€Å"To my mind life begins at the moment of conception†¦ Conception is the magic moment.† (John Grigg, in the Guardian, 29 October 1973) This view may be problematic if we consider that life does not necessarily imply personhood. We may claim that the foetus is a human being but this merely implies that it is a member of our species, and not that of another. Yet it is at least true to say that a foetus, even in the earliest stages of pregnancy has the potential to be a person. This is slightly differe... ...elf defence, even though the foetus has no intention to harm the woman, it is a sad situation in which both parties might be thought of as morally blameless. However, can any abortion said to be self-defence? The reaction to an intrusion in the home may be said to be defence, yet a house is worth far less than your own body. The title question of this essay and the questions raised within it remain unconcluded. The problem is not that there are no answers, rather there are too many. The issue is complicated further by the fact that every single situation is different. Abortion is a very personal issue that effects many people in the world, the average Russian woman has twelve abortions in her life, it is also an especially emotional subject. Abortion is justified everyday, however whether it is a practice that can be morally justified with any universal consent is another issue. The only way I can see that abortion might receive the most moral acceptance, is that if it is presented on the grounds that we must all step back and respect that other moral agents have a right to make autonomous decisions, regardless of what we think about the way they choose to assert their autonomy.