Sample of Bar Chart Essay Examples

Sample of Bar Chart Essay ExamplesBar chart essay examples come in a variety of different formats. Typically, you will be given a table that has a set of boxes that is arranged horizontally and vertically. You will then be asked to write a short essay about the sales volume for one year for a selected company. Sometimes, you will be asked to write an essay that is a bit longer than the usual sample.The format of the sample of bar chart essay is actually very straightforward. After you read through the instructions that comes with the sample, you will be asked to begin by entering a value for each of the vertical and horizontal line on the table. Next, you will be asked to input the same information on the respective box and fill in the empty spaces with appropriate values.A typical format might be that you enter the amount of revenue for each product or service on the X axis and the percent of sales for each item on the Y axis. As an example, if you are being asked to write an essay about the revenue for a particular quarter for the consumer electronics category, then you would enter 'Consumer Electronics' in the corresponding field for the first row of the chart. Then you would be asked to fill in the corresponding column for the second row.There are also many other more specific types of examples of bar chart essay samples and each one will require you to input a specific data point. Your essay will be guided by the guidelines set forth in the instructions manual that came with the sample.One important factor that you need to remember when working with any kind of data is that it should be arranged in chronological order. The charts will require you to sort the data into rows and columns. It is important that the data be labeled correctly so that the chart is easy to read.Once you have placed the data in its proper place, you will then be instructed to analyze the data using various procedures. As an example, you may be asked to consider the selling price ver sus the number of units sold. Other possibilities include analyzing the frequency of the sale, the size of the pack or the unit size.While the sample in the instructions manual will instruct you to use some special note, you should actually attempt to think of your own solutions. Keep in mind that the reason for this article is to help you learn to analyze data. In the process, you will develop a specific writing style as well as a knack for conducting research.Remember that there are many sources from which you can obtain the bar chart essay examples that you are looking for. However, if you would like to make sure that the information contained in your assignment is the best it can be, you should make sure that you carefully read through the instructions and that you do not go back to the source that sent you the sample. If you were able to get it from a credible source, then you will be much better off.

Roy Benavidez - Speech Detailing the Story Behind his Medal of Honor free essay sample

Popularity of Utopian/Dystopian Young Adult Literature

The utopia in addition to its derivative, the dystopia, is types of literature that explore both social and political configurations. Utopian literature explores or tackles the aspects of creating ideal humanity, or utopia as the general setting of the narrative. Dystopian is the contrary: invention or creation of a atrocious civilization, or dystopia.Advertising We will write a custom research paper sample on Popularity of Utopian/Dystopian Young Adult Literature specifically for you for only $16.05 $11/page Learn More Typically, most novels mix the two, commonly as a metaphor for the diverse directions the society can take in its preferences, ending with either one of the two likely futures. Both types are characteristically utilized in science narrative plus other exploratory genres, and are almost certainly by explanation a series of speculative fiction. Young adult utopian fiction is often characterized by dictatorial regimes that subject their citi zens to inhuman treatment. Other common themes include, separate authorities in competition for power and wealth, a religious significance attached to leaders, a protagonist who gets enlightened a starts an uprising and a lower class that are usually looked down upon. Other common themes in utopian literature are degradation of one sex by the other and reduced personal contact between people usually due to technological advances (Bleiler 88). Both genres try to extrapolate the direction of human life by predicting future. By painting horrible and disturbing scenes in dystopian literature, authors try to scare readers from certain practices and lifestyles. Such literature serve as warnings by helping humans to imagine the worst possible futures usually characterized by uninhabitable environment, despotic governments, wars and overpopulation. On the other hand utopian literature tries to restore human hope by painting brighter future where there is abundance of peace and goodwill. The main purpose of utopian literature is to provide an escape from the real world which is probably why it popular with the youth and depressed persons. While the utopian world is too god to be true, the dystopian world is too scaring to be true (Nikolajeva 44). In ideal cases, a piece of literature has a utopian setting with a few flaws that give it a dystopian twist. Authors and artists may use dystopia to criticize real life characters. Despotic regimes usually fall victim to this tactic to its metaphoric nature which ensures that authors can not be accused of sedition.Advertising Looking for research paper on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More A common theme in dystopian literature is a scenario where the characters wish they could reverse time to the present day. This encourages the readers to be satisfied with the present life. Several factors determine the audience of utopian literature as with all ot her types. Novels meant for teenagers such as The Harry Porter Series are characterized by easy language, hard-to-forget characters, fast plots and a theme of the young coming into a perfect o conflict with the older generation. Such literature is meant to encourage the young to take control of the direction they want their life to take without over relying on their parents. While such sentiments may be mistranslated as an excuse for recklessness and rebellion it does not happen often since most youths are able to draw a line between the utopian and the real world Utopian literature often begins with a political, social or economic revolution or a war that drastically changes the way people live and forces them to adapt to new, often extreme conditions. Dystopian literature often features advanced technology and less individual freedoms. People in dystopia depend on technology to run their lives. Utopian literature has often been criticized for using obscene and immoral language and demoting family values. Other critics say that it opens the youth’s minds and encourages them to make independent and informed opinions on situations they might later face in life. A horde of other reasons has often been used to ban or censor utopian literature. The reasons include claims that such books contain anti-establishmentarian ideas, violent scenes, sexually explicit language and morally decadent ideas such infanticide and drug abuse. The advantages of letting young people read utopian literature far outweigh the disadvantages since it is obvious the young people can not be protected from the harsh realities of the real world forever. Young adults are often anxious about the future and understandably so. Shielding them from getting a glimpse of what a future world might look like denies them an invaluable right to information.Advertising We will write a custom research paper sample on Popularity of Utopian/Dystopian Young Adult Literature specifically for you for only $16.05 $11/page Learn More The argument that reading utopian and dystopian literature has a detrimental effect on their impressionable minds does not hold any water either. Youngsters come across more potentially harmful ideas through real life, television and computer games in their day to day lives. It has been severally proved that censorship fuels curiosity and a sense of dissatisfaction and rebellion that is far worse that any utopian ideas that a young person could acquire. It therefore beats the purpose to blacklist’ ban or censor books simply because they contain extremist ideas. It’s also worth noting that not all utopian/dystopian literature has political overtones as it is widely believed. Utopian literature acts a perfect platform for tackling contemporary issues such as human cloning, nuclear weapons and global warming. In her novel â€Å"The House of the Scorpion†, Nancy Farmer attempts to tackle the controversial t opic of human cloning. The main character, Matt Alacran is a human clone that has to put with being treated as a pet or an object of fascination. He feels compelled to live up to the expectations of his creators. Throughout the plot the writer takes the reader through a journey of self-discovery as Matt tries to figure out his role in the world (Farmer 44). The author uses several utopian and dystopian which are reminiscent of present day ghettoes, industrial and rural areas. In the book, farmer uses extremes to help the reader imagine what the three settings would look, smell or feel like in the future. She describes â€Å"eejit pens† where the society’s workers live (Patai 88). Through Matt she describes the smells as horrible. These conditions are not unknown to the present world where the workers who are the economy’s backbones live in deplorable conditions. The author latter describes the city of Aztlan which looks like what today’s developed cities would look like in the future. The city is a jumble of factories’ skyscrapers, roadways that wind up to the tops of buildings and a sea of hovercrafts. The contrast between the settings helps to spice up the plot. The book is a perfect example of what good utopian book should entail a futuristic plot and imaginary characters that represent the present day society.Advertising Looking for research paper on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The main character, Matt, is depicted is as human clone who is torn between the human and animal identities. He longs for a normal human life but feels like a copy of someone whom he barely knows. He has human feelings but keeps being reminded of his animal nature as he was born of a cow. His human side becomes especially evident when he becomes jealous when his girlfriend, Maria is snatched from him by another boy. The book explores other moral issues such as greed, obsessive ambition, human freedom, and the dangers and comforts that could result from technological advancement. The characters, through their sometimes bizarre actions provoke critical thought on human nature. The book’s popularity among young adults could be explained by the fact the story’s main character struggles with his self image a struggle that most youths go through. The book effectively stimulates debatable opinions on the social, political, ethical and scientific issues. Similar themes are fea tured in Katherine Burdekin’s, Swastika Night. The author creates a Nazist regime that alienates Christians and women and exterminates all Jews. Surprisingly the author started writing the book in 1930’s when the Nazis anti-Semitic ideas were only evident from Hitler’s Mein Krampf. The book’s prophecy later came to near fulfillment in what is now known as the Holocaust. The Nazi regime allegedly killed six million Jews in concentration camps during the Second World War. This demonstrates that predictions made in utopian fiction are not as far fetched as they are often dismissed as. Perhaps it is this realization that drives authoritarian regimes and the older generation into censoring and banning utopian fiction. The book is set seven hundred years after the â€Å"twenty years war† a metaphorical reference to the Second World War. At this time the Nazis rule supreme with a little competition from the Japanese with whom they share the world’s power. Hitler was adored and given a god-like status. He has statues and portraits which depict him having a Zeus-like physique, complete with a towering frame and blonde hair. Demoralized in addition to being made to feel insignificant. Their sole function in life is reproduction and women who can’t play that primary role to perfection are considered worthless (Hintz,et al 141). The author portrays the Nazis as homosexual misogynists who prefer boys to women for sexual pleasure. Women are locked in miserable breeding camps where their heads are shaved clean. The main protagonist, Alfred is a British national on a tour in Germany where he finds out about the origins of Nazi ideology from his German host. He is surprised to see old photos of Hitler depicting him as a short, slightly potbellied fellow with dark hair. This shatters his belief in the sanctity of Nazism. He starts to see it as an extremist but fallible movement that has lasted beyond its time. He realizes that Hi tler himself had a female companion whom he finds very attractive. After reading a book given to him by his German host he starts reasoning. â€Å"I am a man who understands that while armed insurgence against Germany must be unsuccessful, there is another insurgence that must be successful†¦ The rebellion of incredulity (pg 6). Your domain is placed together on the mentality side of it by Hitlerism. If that happens to go, if the citizens no longer trust Hitler is supernatural being, you have nobody left but the military men. And the only thing that can do is but kill people. You can not make the people to re-trust if they do not want to. And in the very end, no matter how many citizens you kill, so long as there are a number of them to persist, the uncertainty will continue to grow. And you can’t ever kill all the unbelievers, because, though you can search a man’s pockets or his house, you can’t search his mind† 1937. The similarity of Hitlerâ€⠄¢s cult as displayed in the book to Christianity as we know it is hard to miss. The belief that he was born of thunder and he shall return when the last heathen man is converted is undebatably comparable to Christ’s second coming. â€Å"And I believe that when all things are accomplished and when the last heathen man is enlisted in His Holly Army, that Adolf Hitler will come again in his martial glory to the sound of guns and aeroplanes, to the sound of trumpets and drums † (pg 6). Such sentiments and thinly veiled comparisons to established religions are often enough to scare parents, religious leaders and government into banning utopian literature. Some may argue that it encourages the youth to rebel from religion and even imply that the devil himself is behind the inspiration of the authors. What the older generation seems not to understand is that it gives the youth a chances to consolidate their opinions and beliefs by doubting them. It’s hard to ignore th e feminist theme explored in the book. The author seeks to exaggerate the masculine-supremacy rhetoric of the Nazis, perhaps in an attempt to draw attention to the patriarchal nature of the society at that time. She writes of fundamental immutable laws of the Hitler Society which in part stated â€Å"As a woman is above a worm   So is a man above a woman As a woman is above a worm So is a worm above a Christian† (Burdekin7) This also brought to light Hitler’s anti-Christian sentiments. The men in the book are displayed as lazy and authoritarian. When women attend their regular brainwashing sessions they are required to stay as their rumps would defile the temple of the most High Hitler. They are encouraged to despise to despise Christian and are remind that it’s punishable to even imagine of coming into contact with them. A role reversal is displayed in boys being encouraged to keep long hair while women are required to be close shaved. Homosexuality is rampan t and boys are treated as objects of desire. The role of boys of boys in Hitler is disturbingly similar to the altar boys in Roman Catholic worship. The theme of education comes in connected with that of religion. Books that do not preach Hitler supremacy are banned and the SS is charged with the role of persecuting anyone who professes to anything but the Hitler Supremacy faith. This is meant to draw attention to the dangers of entrusting education to one entity such as the government. The Hitler Worshipers lock women up only allowing them to venture out for brain washing sessions. The culture of banning controversial literature comes under criticism as the Nazi regime does anything possible to ensure that historical literature is destroyed. It is fascinating how such a regime is threatened by a mere picture or a book. The book ends with Alfred being killed by the SS after it comes to their knowledge that he has discovered the truth. The book ends with a theme of hope as Alfred pas ses on the secret to his son before his death. He hopes that the truth will spread and would one day lead to a revolution. The book successfully displays a regime built on nothing but lies and propaganda. Burdenkin seems to be in favor of separation of the church, the government and the education system arguing that entrusting to one entity is tantamount to brainwashing. This book like other dystopian literature ends with the establishment prevailing over the rebel. Jean DuPrau’s Ember series is another fine example of utopian literature that explores human flaws in an imaginary setting. The first book in the series is set in an underground city that was built by engineers to ensure the survival of the human should any happen on the surface. The city is supposedly self-contained as it is stocked with all the necessary resources and the power from an inbuilt generator. The city’s builders are aware that the city can not sustain itself for more than 200 hundred years. Th ey reason that this is a relatively safe period after which the residents can venture out to check on the humans above the surface. To ensure the eventual departure from the city, the engineers leave a list of encoded instructions in a box that is designed to open after 200 years. The box is entrusted in the Mayor’s care and a tradition of passing it from one Mayor to the next is established. The box is passed in accordance to the culture but apparently the knowledge of its significance is not. One Mayor removes it from its rightful place and attempts to open it forty seven years before the designated time. The Mayor’s attempt is unsuccessful and he unfortunately dies before returning the box to its nook. The box is somehow forgotten and the writer fast forwards the plot to 247 years after the opening of the city. The resources are running out and the generator’s condition is deteriorating as it has outlived its designed lifetime. The city is plagued by frequent blackouts tht last longer each time. The city depends on generator for lighting that is especially important since the city relies on artificial light to run its greenhouses. The produce from the greenhouses supplemented with canned foods make up the residents’ diet. The canned food supply starts running out which raises the anxiety and desperation of the people. During one of the graduation ceremonies at the city , two graduates are assigned roles they are dissatisfied with. Lina is made a Pipeworks Labourer while another graduate named Doon is made a Messenger. The two agree to exchange their professions. Lina accidentally discovers the lost Mayor’s metal box which has already automatically unlocked as it was set to do in the 200th year. She is however unable to decipher the message since part of it has been destroyed. She seeks Doon’s help and they gradually realize the paper contains instructions on how to leave the city. They resolve to follow the clues an d leave the city but they have to use wit to do it without the knowledge of the people in power. In the course of their journey they realize that the Mayor had been hording possessions and supplies while the rest of the city’s residents suffered from depravation. Their attempt to go public with the discovery puts them at loggerheads with the Mayor and his officials. They become fugitives as Poppy, Lina’s younger sister joins them in the expedition. They eventually reach the earth’s surface where they see the sky for the first time. Perhaps too enchanted by the marvels of the world above the trio does not go back to the city. They however, tie the instructions to a rock and drop it back to the city where it is luckily discovered by Doon’s father. The books title The City of Ember is most appropriate as it creates an image of a fire that is dying out. This is a metaphorical reference to the city’s unstable generator which flickers on and off like an ember. The main characters, Lina and Doon are teenagers who are dedicated to find a solution to the problems facing their city. This reinforces the books position as a young adult utopian fiction. The author explores the theme of hope as the two relentlessly pursue their quest of finding a better future for their city. They are faced with numerous challenges as they expose the cities corrupt leadership. They are wanted by the city’s police which leaves them with no option but to find their way out of the city. They have to negotiate a steep terrain in order to reach the world above which is made no easier by the presence of Lina’s toddler sister Poppy. Despite their youth, the two take practical steps to better their world. Lina’s decision to take her younger sister along shows a sense of responsibility that is not common among teenagers of her age. The author may have meant to inspire today’s to take more responsibility in the world around and their fami lies. In the course of their journey to the world above the two discover that their parents had unsuccessfully embarked on a similar (Reber 28). Fate and destiny seems to have brought them back together which encourages them not to relent. They also wonder how the instructions ended up in their hands and not the hands of a mayor as the builders of the city had intended. The fragility and unpredictability of human plans comes to attention. The very idea of the city itself and the survival of its residents depend on the contents of the box which are so mishandled to the point of being chewed by Poppy. The author also criticizes the act of passing down of meaningless culture and rituals. The reason behind every culture or legacy should be well understood to those are expected to carry it forward. The consequences of entrusting people with a culture that they don’t understand are displayed by the mayor’s carelessness when handling the box. Had the mayor understood its sign ificance he would not have misplaced it which would have saved the people of the town a lot of unnecessary miserly. Human greed and folly is evident in the current Mayor who stacks up light bulbs and supplies for himself. The mayor who is supposed to be a servant of the people is too selfish to notice that the bulbs will be useless when the generator finally collapses. Like all the greedy leaders he tries to use the police to silence Lina and Doon when they uncover his selfish scheme (DuPrau 26). The plot shows the dangers faced by a people who are not adequately aware of their history as they can not predict their future. The people of the city believe that the builders built the city from nothing. They live in absolute ignorance of the world above them and therefore subject themselves to unnecessary suffering (Crossley 200). The dangers of ignorance come to light as Lina, Doon and Poppy emerge from their world at night. They become very disappointed thinking that the generator of this world is exhausted too. However they still find the open sky and fresh air very appealing. There are overjoyed in the morning when the sun comes up reinforcing the theme of hope. The three books show just why it makes no sense to ban utopian and dystopian literature. Readers who are old enough to understand a metaphor should be allowed to read as many ideas as they can. Parents who impose such limitations to their children limit their exposure to the harsh realities of the world. They deny them a chance of strengthening their opinions by exposing them to extreme hypothetical situations (James 56). Discussion Examining the manner the diverse authors have explored the diverse aspects of utopia and dystopia, it would be instrumental to argue that gender issues such as male chauvinism and feminity are given a broader consideration. This can be allied to the fact that the major forces that determine the social ties are linked to the two. Therefore, the world of utopia as is presente d in some of the narratives presents a candid picture of the world. In regard to the scope of science fiction and gender aspects both utopia and dystopia explores deeper elements the gender. This as is presented involves acts of heroism, and is well articulated in the young adult literature so as to make them visualize a society that calls for heroes. Young adult literature examines diverse and in sometimes conflicting aspects of the society. As is presented in the examined books it is evident that the use of science to reflect on two aspects of the world is instrumental. Considering the effect of the texture and the tone of the authors of such works as â€Å"The House of the Scorpion†, Swastika Night, The City of Ember the most outstanding features evolves within the axis of scope of creating alliances and forging identifications. This illustrates why the authors of these books captures the mind of the young adults by exploring hope as well as sexuality which in end dwells o n the borders of determining hero and heroine in both context of utopia and dystopia. Therefore, examining the elements of gender the novels engages the young readers to understand the significance of hope, sacrifice and unity in regard to such aspects as masculinity and feminism. In contrast to adult literature, young adult literature provides dynamic approach to the way the young readers perceive the world. In regard to gender, girls are presented in a more open and resourceful context, While the boys are also competitive. However, in both instances the young readers are introduced to where in both the utopian and dystopian world the little protagonists are able to overcome unique challenges. Therefore, exploring the dynamics of both utopia and dystopia gender is forged as an instrument of transition where in both cases the young adult is mostly viewed as the utopia in dystopia narrative. And this illustrates why the discussed authors have overcome the elements of hopelessness and generated a scenario where male supremacy or feminism is played out strongly. Looking at the concept being examined young adult readers experience utopia or dystopia in home. But the radical thing is the essence of gender is illustrated by the way the young readers as well as the authors perceive the context of the aspects with caution. It is therefore apposite to argue that a rhetorical system is employed in the young adult literature. The significance of exploring gender aspects shows how the authors inject elements of responsibility to both male and female. However, the role and projections of both young boys and girls is presented in simple and involving manner. Perhaps this explains why the elements of the dystopian society are illustrated as acts of restricting the growth of the human civilization. Therefore, in the explored narratives the works offers thematic conventions which involve detailed and explicit studies. Too, the novels entail decisive pedagogical implications th at compel the young readers to grapple with queries of a perfect society or the extreme imperfect communal organizations as well as their definite autonomy. Both utopia and dystopia literature explores the romanticized elements of gender in young adult novels. The concept is commonly employed to create the key message in both genres. Equally this approach established dynamic relationship between the young reader and the author. And that is why the greater features employed in exploring gender in the novels rests within using distinct sexuality and personality to seek identity and place in the society. Works Cited Bleiler, Everett. The Checklist of Fantastic Literature. Chicago: Shasta,2000 Burdekin, Katharine. Swastika Night. Old Westbury, N.Y.: Feminist Press, 1985 Crossley, Robert. Dystopian Nights. Routledge, 2009. DuPrau, Jeanne. The City of Ember . New York: Yearling, 2008 Farmer, Nancy. The House of the Scorpion . New York: Simon Pulse, 2004 Hintz, Carrie and Elaine Ostry. Uto pian and Dystopian . NY: Routledge, 2003. James, Kathryn. Death, Gender and Sexuality . New York: Routledge, 2009. Nikolajeva, Maria. Literature for Young Readers. New York: Routledge, 2010. Patai, Daphne. Foreword.New York: The Feminist Press, 1993 Reber, Lauren L. Dystopian Literature Brigham Young University, 2005 This research paper on Popularity of Utopian/Dystopian Young Adult Literature was written and submitted by user Sonia Sutton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Principle of Beneficence vs Patient Essays

The Principle of Beneficence vs Patient Essays The Principle of Beneficence vs Patient Paper The Principle of Beneficence vs Patient Paper ABSTRACT On the motion that â€Å"medical paternalism serves the patient best†, this essay reviews current arguments on medical paternalism vs. patient autonomy. Citing medico-ethical texts and journals and selected real-life applications like electroconvulsive therapy (ECT) and the advanced medical directive (AMD), the essay argues that medical paternalism cannot serve the patient best insofar as current debates limit themselves to â€Å"who† wields the decision-making power. Such debates side-step â€Å"what† the patient’s best interests are. The essay further argues through the case of Traditional Chinese Medicine (TCM), and acupuncture in particular, that the current dominant Western school of thought excludes other forms of â€Å"alternative† treatment through medical paternalism. Singapore Med J 2002 Vol 43(3):148-151 N H S S Tan Second-year mass communication student at Ngee Ann Polytechnic Correspondence to: Noel Hidalgo Tan Suwi Siang Email: [emailprotected] pacific. net. sg Although probably not written by Hippocrates (c. 460 – c. 477 BC) himself, the Hippocratic Oath is one of the oldest, most binding code of conduct today. The oath expresses the aspirations of the physician, and sets the ethical precedent by spelling out the physician’s responsibilities to the patient and the medical profession. Today, the Hippocratic Oath has been adopted and adapted world-wide; all physicians take the oath in some form or another. In Singapore, the doctor who undertakes the Singapore Medical Council’s Physician’s Pledge promises to â€Å"make the health of my patient my first consideration† and â€Å"maintain due respect for human life† (pars. 4, 9). The primary concept behind the oath is the principle of beneficence, which is operationalised in the original oath as the resolve to serve â€Å"for the benefit of the sick according to (the physician’s) ability and judgement† (cited in Mappes DeGrazia, 1996; p. 59). The principle of beneficence, indeed the over-emphasis of it, also led to medical paternalism or the physician’s prerogative to act on his or her best judgement for the patient. R S Downie observed, â€Å"The pathology of beneficence is paternalism, or the tendency to decide for individuals what they ought to decide form themselves† (cited in 1996; p.5). More often than not, medical paternalism tends to focus more on the patient’s care and outcomes rather than the patient’s needs and rights. In recent years, medical paternalism has come under fire through the concept of patient autonomy, or the patient’s right to choose and refuse treatment. While the debate between autonomy and paternalism still remains unresolved, paternalists argue that â€Å"maximum patient benefit† can be achieved only when the doctor makes the final medical decision (Weiss, 1985; p. 184). The pro-autonomy stance maintains that â€Å"benevolent paternalism is considered inappropriate in a modern world where the standard for the client-professional relationship is more like a meeting between equals than like a father-child relationship† (Tuckett, Boulton, Olson Williams, cited in Nessa Malterud, 1998; p. 394). This essay argues that medical paternalism cannot serve the patient best insofar as current debates sidestep the principle of beneficence in favour of decision-making power and medical paternalism under the current dominant Western school of thought excludes other forms of treatment. Current debate surrounding paternalism has always been centred on the issues of autonomy and paternalism and reduced further into a power struggle between the doctor and patient. This polarisation of the decision-making power has distracted the medico-philosophical debate. Today’s traditional medical values like â€Å"pain is bad† and longer life is more desirable than a shorter one† are increasingly challenged. Still, do patient and physician both share common understanding of what is best for the patient? Paternalists would claim that physicians have a â€Å"medical tradition to serve the patient’s well-being†, with the prerogative to preserve life and thus have the patient’s best interests at heart (Mappes and DeGrazia, 1996; p. 52). Singapore Med J 2002 Vol 43(3) : 149 Far from paternalism understood as a dogmatic decision made by the physician, James Childress in his book â€Å"Who Shall Decide? † further expounds paternalism into multi-faceted dimensions. Pure paternalism intervenes on account of the welfare of a person, while impure paternalism intervenes because more than one person’s welfare is at stake. Restricted paternalism curbs a patient’s inherent tendencies and extended paternalism encompasses minimising risk in situations through restrictions. Positive paternalism promotes the patient’s good and negative paternalism seeks to prevent an existing harm. Soft paternalism appeals to the patient’s values and hard paternalism applies another’s value over the patient. Direct paternalism benefits the person who has been restricted and indirect paternalism benefits a person other than the one restricted. Whatever the case may be, the guiding principle of modern paternalism,† says Gary Weiss, â€Å"remains that the physician decides what is best for the patient and tries to follow that course of action† (1985; p. 184). That the physician determines ‘what is best’ is questionable. The medical profession’s back-to-basics Hippocratic prerogative is prone to strong medical paternalism, implying that the patient does not want or know his or her own personal good and conversely implying that the patient is to be given no choice other than the physician’s. Consequently, there is immense potential for abuse by giving the physician the final say. Actively, a paternalist physician may declare a person mentally unsound – and thus incompetent – because the patient refuses treatment. Passively, the physician can confound informed consent and obfuscate treatment alternatives. In some cases information can be misrepresented entirely, as John Breeding (2000) argues in his report on electroshock, or electroconvulsive therapy (ECT). He states that patients who sign up for ECT have no real choice â€Å"because electroshock psychiatrists deny or minimise its harmful effects† (p. 65). Breeding reports a â€Å"lack of efficacy† in the ECT procedure with â€Å"no lasting beneficial effects of ECT† and the â€Å"(physical) and mental debilitation for people who undergo this procedure†. There are, however, some justifications for paternalistic intervention, which generally entails situations where intervention outweighs the harm from non-intervention. The weak paternalistic approach is especially warranted to  prevent a person from posing a danger to oneself, or when the patient in question is a minor or suffers from impaired judgement due to illness. For example, in Dr Y M Lai and Dr S M Ko’s paper on the assessment of suicide risk, a paternalistic stand is seen where â€Å"accurate diagnosis and careful management of the acute psychiatric illness could significantly alter the suicide risk† (1999). Still, physicians might know for themselves what is best for the situation as they perceive it, but that knowledge does not necessarily translate to what may be best for the patient. Ruddick adds, â€Å"(Current) hospital specialists, it is said, rarely know their patient (or themselves) well enough to make this assumption without serious risk of ignorant arrogance† (1998; par. 5). Therefore while much debate has gone on about medical paternalism and patient autonomy, the definition on what serves the patient best remains unanswered, but the notion of medical paternalism continue to be redefined. On the other side of the argument, proponents of patient autonomy hold that the final say lies with the patient. â€Å"It is the patient’s life or health which is at stake, not the physician’s so it must be the patient, not the physician, who must be allowed to decide whether the game is worth the candle† (Matthews, 1986; p. 134). The notion of patient autonomy largely derives from philosophies of Immanuel Kant and John Stuart Mill, who, through different postulations, arrived at the same conclusion – that freedom of choice is paramount. Autonomy â€Å"asserts a right to noninterference and a correlative obligation not to restrain choice† (Pollard, 1993, p.797). Retroactively, the emergence of the idea of patient autonomy has slowly eroded the normative model of medical paternalism. Dr K O Lee and Dr T C Quah (1997) observe â€Å"(the) commercialisation and cost of medicine, the loss of absolutes in morality, indeed the dominance of pluralism such that ethical issues are discussed without firm foundations, these have all led to fewer patients (or their relatives) saying ‘Doctor, you do what you think is best Sir’. † (par. 3). Unlike the paternalist view that deems illness as an impediment to autonomy, the patient autonomy model, as Cassel asserts, sees the patient â€Å"simply as a well person with a disease, rather than as qualitatively different, not only physically but also socially, emotionally and even cognitively† (1978, p. 1675). Thus, proponents of patient autonomy rationalise, â€Å"Who better to determine what’s best for the patient than the patient themselves? † This shift in thinking has increasingly made patient autonomy the desirable standard for medical relationships. The advance medical directive (AMD), legislated in 1991 in America and 1996 in Singapore, reflects such a shift, albeit legal, towards providing power to patient choice. The AMD is a document 150 : 2002 Vol 43(3) Singapore Med J that â€Å"is basically designed to provide autonomy to patients to determine in advance their wish to die naturally and with dignity when death is imminent and when they lose their capacity to decide or communicate† (Agasthian, 1997; par. 1). There is, however, little consensus as to what autonomy entails. According to Thomas Shannon, autonomy has two elements: â€Å"First, there is the capacity to deliberate about a plan of action. One must be capable of examining alternatives and distinguishing between them. Second, one must have the capacity to put one’s plan into action. Autonomy includes the ability to actualise or carry out what one has decided† (1997; p. 24). Nessa and Maltrud (1998) say â€Å"[within] the biomedical tradition, patient autonomy implies a right to set limits for medical intervention† (p. 397). Pollard (1993) understands autonomy as â€Å"a person’s cognitive, psychological and emotional abilities to make rational decisions† (p. 797). With each definition, the interwoven faculties of personal liberty, voluntariness, being informed, and competence to engage in a plan of action appear. Philosophically, these faculties are subject, and subject autonomy, to varying degrees. This subjectivity begs the question, â€Å"What construes as a mentally competent patient? † How much would an illness impede a patient’s autonomy? How much autonomy does a person have with respect to his or her obligations to the community? Can a person ever have true and full access to information in order to make an informed decision? Criticism towards advocates of patient autonomy also point out that patients sometimes â€Å"choose immediate gratification over long-term benefits† (Weiss, 1985; p. 186). An exercise of autonomy may fulfil the patient’s expressed desire but not necessarily translate to serving the patient best, if at all. Even with the patient autonomy model, then, the question as to what serves the patient best goes unanswered and gives way to what the patient wants. To the extent that medical paternalism is discussed in relation with patient autonomy, current debates talk only about ‘who’ should determine the best interests of the patient but not ‘what’ the best interests of the patient should be. Thus, the principle of beneficence cannot be attained in both the minds of the physician or the patient. Where current debate about paternalism sidesteps beneficence as the motivation for paternalism, medical paternalism itself sidesteps questions of its own validity through the established dominant Western thinking. Eric Matthews argues that â€Å"paternalism rests on the claim that the goods which medicine pursues are determined by the medical profession rather than the patients who make uses of their service† (p. 135). In this argument, medical paternalism also determines the very medicine the medical profession uses and leaves the patient with little or no choice for ‘alternatives’. â€Å"Whether they agreed or not, physicians needed to become more knowledgeable about alternative regimes†, reports Eugene Taylor on the use of alternative therapies (2000; p. 33). Only in recent times, with the proliferation of information spurred by the advent of the Internet age has given an indication about how little the dominant Western medical school of thought knows about other existing and so-called ‘alternative’ healing therapies and are beginning to react. In America, the National Center for Complementary and Alternative Medicines’ (NCCAM) budget â€Å"exploded from $2 million in 1993 to $50 million in 1999† (Waltman, 2000; p. 39). Singapore is now looking into developing traditional Chinese medicine (TCM) â€Å"research and education to the tune of US$100 million† (Kao, 2001; p.3). Going with this positive trend, Dr. P H Feng (2000) surmised that someday patients will have â€Å"unlimited access to medical information† (p. 524). Despite the growing acceptance of alternative medical therapies, the Western medical profession also exacts paternalistic standards on alternative medicines. Take the example of TCM, of which studies in China have revived over the past few decades. A Singaporean report on TCM in 1995 reviewed â€Å"the standards of training and practice of TCM in Singapore to ensure a higher quality of TCM practice  (and) to safeguard patient interest and safety† (Traditional Chinese Medicine, 1995; par. 2, 3). Yet to demand that ‘alternative’ therapies undergo review under Western medical criteria is as laughable as it is paternalistic. Says Eugene Taylor, â€Å"Can we actually understand acupuncture without reading the Five Confucian Classics or The Yellow Emperor’s Classic on Traditional Chinese Medicine? Western practitioners would say we don’t need them if we have the scientific evidence; Chinese practitioners would consider this the answer of an uncultivated dog-faced barbarian† (p. 33). Ironically, while Western scientific method emerged from Cartesian thought in the 17 th century, Jeffrey Singer notes that the Chinese had â€Å"documented theories about circulation, pulse, and the heart over 4,000 years before European medicine had any concept about them† (2000; par. 3). Other regimes like homeopathy and aromatherapy have been in existence for centuries but are now deemed â€Å"alternative†, pseudonyms for â€Å"nonWestern†. This is paternalism at its worst because Singapore Med J 2002 Vol 43(3) : 151 so-called â€Å"alternative† therapies do not hold water, or are even oppressed by, a dominant Western medical standard. Wrote Angela Coulter, â€Å"Assumptions that doctor (or nurse) knows best, making decisions on behalf of patients without involving them and feeling threatened when patients have access to alternative sources of medical information these signs of paternalism should have no place in modern health care† (1999; p. 719). The principle of beneficence is furthermore stymied through this kind of medical paternalism – how can the medical profession presume to serve the patient best when it fails to acknowledge other therapies that work? The medical profession must begin to re-look itself. Thus far, solutions towards resolving the paternalism problem deal exclusively with advocating either paternalism, autonomy, or middle-road, shared decision patient-physician relationship models such as the one proposed by Elywn, Edwards, Gwyn and Grol. They propose â€Å"sharing the uncertainties about the outcomes of medical processes and exposing the fact that data are often unavailable or not known† (1999; p. 753). Again, proposed shared-decision solutions deal with co-responsibility of medical decisions, but the solutions do not determine the decision itself, and whether the decision serves the patient best. Indeed, a quantitative solution may be near impossible, such is the dynamics of any ethical issue. Medical paternalism, however, must be deconstructed as an issue by both the medical profession and the patient. To approach a resolution through the eyes of the medical profession only serves to perpetuate medical paternalism, albeit in another form, which would not serve the patient. Surmises R S Downie, â€Å"The antidote to paternalism, or an inappropriate excessive expression of beneficence is a sense of justice and honesty† (1996; p. 5). Medical practitioners then must also start recognising their own limitations as a healthcare provider and the limitations of knowledge in their own profession. It is a certain humility reflected in a physician’s comment during a study by Sullivan, Menapace and White (2001), â€Å"I’m not the God of this patient, just a technician with an education†. REFERENCES 1. Agasthian T. Advance directive – A surgical viewpoint. Singapore Medical Journal (Online serial), 1997; 38(4). Retrieved June 23, 2001 from the World Wide Web: sma. org. sg/smj/3804/articles/ 3804e2. htm 2. Breeding J. Electroshock and informed consent. The Journal of Humanistic Psychology, 2000; 40:65-79. 3. Cassel E. Therapeutic relationship: contemporary medical perspective. In W. Reich (Ed), Encyclopaedia of Ethics (p. 1675). New York: Macmillan. 1978. 4. Coulter A. Paternalism or partnership? British Medical Journal, 1999; 319:719-20. 5. Downie RS. Professional ethics and business ethics. In S. A. M. McLean (Ed. ), Contemporary Issues in Law, Medicine and Ethics. Vermont: Dartmouth. 1996. 6. Elwyn G, Edwards A, Gwyn R and Grol R. Towards a feasible model for shared decision making: focus group study with general practice registrars. British Medical Journal 1999; 319:753-6. 7. Feng PH. Medicine in the digital era – Opportunities and challenges. Singapore Medical Journal, 2000; 41:522-4. 8. Kao C. $175m plan for Chinese medicine. The Straits Times, 9 September 2001; p. 3. 9. Lai YM and Ko SM. What you need to know – Assessment of suicide risk. Singapore Medical Journal (Online serial), 1999; 40(5). Retrieved June 23, 2001 from the World Wide Web: http:// www. sma. org. sg/smj/4005/articles/4005me2. html 10. Lee KO and Quah TC. Living, dying, death and advance directives. Singapore Medical Journal (Online serial), 1997; 38(4). Retrieved June 23, 2001 from the World Wide Web: sma. org. sg/smj/3804/ articles/3804e1. htm 11. Mappes TA and DeGrazia D. Biomedical ethics (4th ed. ). New York: McGraw-Hill. 1996. 12. Matthews E. Can paternalism be modernised? Journal of Medical Ethics 1986; 12:133-5. 13. Nessa J and Malterud K. Tell me what’s wrong with me: a discourse analysis approach to the concept of patient autonomy. Journal of Medical Ethics, 1998; 24:394-400. 14. Pollard BJ. Autonomy and paternalism in medicine. The Medical Journal of Australia, 1993; 159:797-802. 15. Ruddick W. Medical Ethics (Online), 1998. Retrieved June 23, 2001 from the World Wide Web: nyu. edu/gsas/dept/philo/faculty/ ruddick/papers/medethics. html 16. Singer JA. Acupuncture, a brief introduction (Online), 2000. Retrieved September 8, 2001 from the World Wide Web: acupuncture. com/Acup/Acupuncture. htm 17. Singapore Medical Council Physician’s Pledge. (n. d. ). SMA Centre for Medical Ethics and Professionalism (Online). Retrieved June 23, 2001 from the World Wide Web: sma. org. sg/cmep/ medical_ethics/MEA2/MEA2A. html 18. Sullivan RJ, Menapace LW and White RM. Truth-telling and patient diagnoses. Journal of Medical Ethics, 2001; 27:192-7. 19. Taylor E. Mind-body medicine and alternative therapies at harvard: Is this the reintroduction of psychology into general medical practice? Alternative Therapies in Health and Medicine, 2000; 6(6):32-4. 20. Traditional Chinese Medicine. Ministry of Health (Online), 1995. Retrieved 8 September, 2001 from the World Wide Web: http:// www. gov. sg/moh/mohiss/tcm/tcmrpt. html 21. Waltman AB. Alternative medicine goes mainstream. Psychology Today, May/April 2000; 38-9. 22. Weiss GB. Paternalism modernised. Journal of Medical Ethics, 1985; 11:184-7.

Titanic Essay- the techniques used by James Cameron Essays

Titanic Essay- the techniques used by James Cameron Essays Titanic Essay- the techniques used by James Cameron Paper Titanic Essay- the techniques used by James Cameron Paper Essay Topic: Film For this film to be a success, James Cameron, the director had to modernise it. He had to include all the aspects of a hit film, along with the attraction towards a wide audience. This he achieved by incorporating the well-known story of the unsinkable ship with the new and hottest stars. In theory the older generation was intrigued to see how Cameron interpreted the story, and the younger generation wanted to see the latest actors. The directors objective was to produce a film, based on the true story that would appeal to all age groups, particularly the younger generation. So Cameron used Leonardo DiCaprio to play the role of Jack, a young American living life as it comes making his own luck. He chose Leo to play this part because he was the latest heartthrob of teenaged girls across the nations and would there fore attract a vast majority of the targeted audience, for the male population, Kate Winslet the girl next door was cast as the young, fresh and rich Rose. The combination of the two up and coming stars was a sure hit teamed with the theme of love. Strength and skills they had acquired during previous roles made the actors work well together to produce a convincing and moving relationship. However the story needed to keep the realism of the true event which took place in 1912 yet have enough action, excitement and romance to keep the target audience interested for the record three and a half hour film. The director achieved this by using many different techniques of lighting, sound effects and camera angles. By using many dramatic camera angles it is possible to involve the viewer in the scene as opposed to watching the film from a cinematic perspective. You are instantly drawn in to the scenery with the technique of panning. This is a wide shot of the scene, which slowly moves on a fixed point to allow the viewer to see the full atmosphere and action occurring around that point. Using different camera angles helps to create the affect of where the actor/ actress is. For example, to establish the background behind a character, a long shot is appropriate. This was used in such a scene as the opening view of the ship, because Cameron wanted to convey the true size of the masterpiece. However to get the most dramatic effect of action, a wide angle shot would work better because this will focus on the characters, and the mood of their surroundings. This was used when Jack is seen playing cards in the bar on the dockhands, with titanic visible through the window. Denotation and Conotation were also used to show the symbolism of the images, and what they suggest. The way in which Cameron managed to persuade the audience that they were within the scene, added emotion and realism to the production, concentrating on a particular subject at each time as not to lose the attention of the viewers. The use of romantic, slow calming music allowed the viewer to unknowingly become emotionally involved in the scenes. This, combined with the techniques used on the camera angles and the stunning computer graphics, made the whole film come together. Cameron kept an element of truth in the story by using Rose who was a real survivor from the sinking ship, but put the fire in to it by introducing a fictional character her lover, Jack. The shots and camera angles used presented a good example of denotation, conotation, wide angle and long shots. A long shot was used when Rose is in immense confusion about her life and decides to try and end it by jumping off the back of the ship one evening. The camera shot used to open this scene was a wide shot of Rose running away from the banquet at which she had been in an argument with her fianci. To show the full size of the ship Cameron used a panning wide angle shot. This is most effective because as the shot zooms in to where rose is situated on the half a mile long boat, you begin to grasp the vast size of the vessel in comparison with the tiny figure. As we follow Rose running from the middle of the ship, up and down stairs until she reaches the bow, and comes to an abrupt halt against railings, here a close up view of her is used to show how upset and out of breath she is which relates her to the audience because we understand her pain, emotionally and physically. As Rose decides what to do, we see through her perspective as she looks at the railings on the bow of the ship. Slow sad Irish music plays softly in the background, adding real empathy to her character. When Rose is hanging off the back of the ship, a close shot is again used from the perspective of Rose looking up at jacks face. This is used to show the strength and effort that Jack is putting into pulling Rose over the edge on to the safety of the decks. A similar camera angle is used from Jacks perspective, this time to show the fear and anguish in Roses face and the ferocious, churning and freezing water below her kicking legs. The traditional method of using foreground, middle ground and background to fool the viewer into believing an object is larger than it actually is, was used throughout the film along with the horizontal, wide screens and vertical shots to create atmosphere. Perhaps the most atmospheric device Cameron used was the music and sound effects, without which the film would not seem as intense, action packed or emotional. He used a wide variety of Irish and country music typical of the era in which the film is set to portray the large number of Irish passengers travelling in third class to America, to seek a better life there. Cameron wanted to show how strong this community was by convincing the audience that no matter how poor the conditions were on the third class decks, it was still possible to have fun. He did this by showing a scene in which Rose (a first class passenger) goes below decks to a third class passenger party as guest of Jack. She soon finds that there is no need for money to enjoy them self as the roar of the Irish jig and the lively atmosphere sweeps her into the mass of dancing bodies. The theme of the music is continued throughout the film but the tempo, style or rhythm is changed. Celine Dion had the hit single My heart will go on is famous for the scene in which Jack and Rose are standing on the front of the ship; Jack behind Rose holding out her arms to make her feel like she is flying. This signifying the bonding between the two lovers and their trust. The costumes also contributed towards the meaning of the film as they reflected class division in the era in which the disaster of Titanic took place. There was a pronounced division between first class and third class passengers. Therefore the difference between the main characters was very obvious Jack was third class and Rose was first class. The costumes were accurately researched for the wealthy people of that period. For example, the first class wore colourful bright and clean clothes, which were changed each day. They had such luxuries, as smart dresses, suits and maids to dress them, whereas the third class did not even own the soap to wash with and dressed in dirty drab torn clothes. The comparison between the two is very prominent when Rose joins the third class party below decks as she is in clean, clothing and the other passengers are in dark, melancholy colours. This would suggest Rose is better off than they are and perhaps brought up better, but this is proven not to be so when she joins the lads in a beer and proves she is not just an upper classed snob. James Cameron showed the differences between the classes continuously throughout the film from the opening scene of Jack and a friend gambling for their ticket on the ship compared to Rose arriving by motor car, well dressed with servants to carry every thing for her. Once on board the ship is divided in to different sections for the classes, third not allowed to enter 1st class areas. This is shown when a porter is walking a dog belonging to a first class passenger, and he takes it to the third class decks to let it go to the toilet. An Irish friend of Jacks makes the comment that it is typical that they get treated like that. Perhaps the worst comparison made between the classes is when the ship has hit the ice burg and is rapidly sinking. The lower decks are flooding and the third class passengers are locked down there to stop them from getting in the life boats before the first class passengers have got in. This is a sad prospect that humans could do that to one another. This is now open to debate by historians as to weather it really happened that way. Again Cameron used the key elements of a film angles, lighting and sound to make the sinking of the ship as realistic and horrific as possible. The viewer does not gain an idea of how huge the ship is until a long shot is used as the ship is going down. As all the life boats row away and people jump in to the water u can really see the true size of Titanic-the unsinkable ship of dreams. Cameron managed to link the lighting to the beats and thrills of the music building a climax and sense of fear and evasion. The cool lighting used in the scenes after the tragedy created a sad blue and cold atmosphere, which follows on to Rose, as an old lady, revisiting the memories. This created a stark contrast to her dream that night of revisiting the ship of dreams as a warm friendly glow is created with soft angelic lighting. The theme tune is slowed down and Rose appears, surrounded by her friends family and loved ones. A panning shot curves round the room in which she and Jack first met to reveal the smiling applauding faces. Soft lighting combined with the music symbolises happiness and purity suggesting that Rose, as an old lady fell asleep and died in her dreams that night, a happy contented woman, having returned the heart of the ocean.

What's the difference between greek theatre and roman theatre Essay

What's the difference between greek theatre and roman theatre - Essay Example Greek theatrics are considered to be a refined form of artistic expression, whereas Romans adopted it from the Greeks just for the sake of entertainment. For this reason, unlike the elaborate architectural designs of Greek theatres, Roman theatres were just temporary structures that were put up for a particular show and then taken down soon after (Walton & McDonald, 2007, p. 218). However, Roman did construct massive amphitheatres but those were primarily meant for gladiatorial activities and games. Roman theatres were largely 180 degrees and the orchestra was found in the seating area. Whereas, Greeks had open-air theatres that were built in the landscape, despite their simplicity the setting and stages were more elaborated decorated than that of the Romans and were slightly lower. The structure was 270 degrees and the entire theatre was more planned, with a clear demarcation of the areas allocated for the actors, audiences and the orchestra (Walton & McDonald, 2007, p. 136). All in all, the Greeks were incredibly serious about theatrics as a form of social expression, while Romans simply pandered to the demands of the audiences and focused just on making an act as entertaining as possible. As the elders feared that Roman pragmatism would be tarnished by Greek frivolity, the art form could not go beyond its superficial status. The perceptions of Theatrical Arts varied significantly between the Romans and the Greeks, which is the greatest difference between the two and forms the basis for all other dissimilarities in the production of their plays and the general architecture of the

History and philosophy of International Baccalaureate programme Essay

History and philosophy of International Baccalaureate programme - Essay Example The research also finds that there is need for further research regarding the efficacy and efficiency of the IBP versus those of ordinary educational programs. In the meritocratic world of today, where the quality of education is greatly valued, it seems important to evaluate the different systems of education in order to assure that the future generation gets the best education possible. With the effects of globalization on today’s world, whereby mobility is an essential factor in the work arena, finding an education system that can be validated internationally is of great importance. Many of the novel problems in the globalized world have been solved through the evolution of International Baccalaureate Program. The International Baccalaureate Program evolved to allow for the children of mobile parents worldwide to receive a good education. It was intended to enable students to qualify for universities of their choice and study in international schools. So, what started as a solution to a global problem was embraced worldwide because of the academic rigor and international education imparted thereby (Walker, 2004, p. 7). The International School of Geneva was founded in 1924 to meet the needs of the employees of the, now defunct, League of Nations. The school was the oldest international school in Geneva to survive the Second World War. Its inception was, indeed, a first step towards world harmony and, thus, peace. Its staff came from different countries; the school had to accommodate a diverse range of culture and also prepare the children for university education in their own countries (Peterson, 2005). Although, in the beginning, the idea ignited some of the post war idealists, due to low mobility it did not grow as it did after the Second World War. In 1951, the International Schools Association (ISA) was set up to help the growing number of international schools. One of the problems encountered by schools throughout the world was to