Disabled Babies Have Human Rights Which We Must Let Them Enjoy

Introduction The killing of unborn babies because of genetic disability can never be justified. People who procure abortion because their unborn children have body defects should elucidate the motive behind going for genetic screening. The negative outcome of genetic screening also indicate that either of the parents had a recessive gene for disability. In that case, a parent should think deeply before making a decision to murder an unborn child.Advertising We will write a custom essay sample on Disabled Babies Have Human Rights Which We Must Let Them Enjoy specifically for you for only $16.05 $11/page Learn More This paper avoids discussions about the legality or illegality of abortion. The author is opposed to abortion on the grounds of genetic disability because parents sometimes make illegitimate decisions. The proponents and opponents of abortion have strong discussion points. The compelling views in support of the termination of developing foetus o n the grounds of genetic disability are unimportant and the author takes a stance that the action is unjustifiable because people with disability enjoy human rights and that disability does not connote inability. Background Presently, technological sophistication makes it promising to discover abnormalities in unborn children. Expectant mothers undertake routine prenatal screening and testing. The widespread screening procedures can discover disabilities associated with genes on unborn babies (Johnstone 89). The mothers of such children normally have the option of delivering their disabled babies and caring for them for the rest of their lives or murdering them. However, expectant women sometimes use screening results to justify abortion. Genetic disability is not justification for abortion Sadly, some 54,559, 615 Americans have not lived to pursue their life opportunities since 1973 through to 2011 because their lives were terminated through abortion (Minnesota Citizens Concerned f or Life). This is an indication that abortion should not continue based on insubstantial grounds. Aborting unborn children because of genetic disability is similar to approving eugenics. The reasons why terminating a foetus is unjustifiable supersedes any other compelling debate. A foetus is a life and terminating its development amounts to manslaughter (Shafer-Landau 442). The psychological and physical results of abortion are simply unbearable. Women suffer traumatic nightmares when the bloody babies they aborted cry and call them as they sleep. Women feel worthless and depressed for negating motherly responsibilities (Orshan 28). Proponents Argument Abortion advocates suggest that unborn children are not alive until their delivery and aborting them is not murderous. For them, procuring abortion has nothing to do with discrimination of the disabled child. However, mothers have rights to negate nurturing disabled children (Johnstone 89).Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, the right of the mother supersedes that of the unborn child. Andrew Imparato, president of the American Association of People with Disabilities is concerned with the thoughts about rights enjoyed by women (Harmon). He observes, â€Å"If the response is simply, ‘You all are just anti-women’s-right-to-choose,’ I think that misses some of the important disabilities rights issues that are being raised† (Harmon). Refutations Proponents offer farfetched ideas about abortion. Their reasoning that unborn children do not have life is shocking. Unborn babies begin to have life a few months after their formation. They breathe and undertake other physiological activities (Shafer-Landau 446). Proponents must understand that disability is the same notwithstanding whether it is from birth or acquired in the course of life. Conclusion The act of terminating life because of di sability is one of the most unethical decisions people can make. We must stand up to curtail the violation of the rights of unborn children because the privileges of disabled people are also human rights. We must inform such women that this world has opportunities for everyone and that adoption services exist to help them nurture the babies rather than murder them callously. Works Cited Harmon, Amy. â€Å"Beyond Row:  New technology may complicate the debates over abortion.† The New York Times, 13 May 2007. Web. Johnstone, David. An Introduction to Disability Studies. New York, NY: Routledge, 2012. Print. Minnesota Citizens Concerned for Life. United States Abortion Statistics. 2012. Web. Orshan, Susan.  Maternity, Newborn, and Women’s Health Nursing: Comprehensive Care Across the Lifespan. Pennsylvania, PA: Wolters Kluwer/Lippincott Williams Wilkins, 2008. Print.Advertising We will write a custom essay sample on Disabled Babies Have Human Rights Which We Mus t Let Them Enjoy specifically for you for only $16.05 $11/page Learn More Shafer-Landau, Russ.  Ethical Theory: An Anthology. Massachusetts, MA: Blackwell, 2007. Print. This essay on Disabled Babies Have Human Rights Which We Must Let Them Enjoy was written and submitted by user Haley Pennington 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.

Henry David Thoreaus Philosophical Ideas essays

Henry David Thoreau's Philosophical Ideas essays Henry David Thoreau is famous as one of the greatest living American Transcendentalist authors of the 19th century. Unlike Ralph Waldo Emerson, Thoreau is famous for putting Emerson's Transcendentalist principles of self-reliance into action. Self-reliance and an immediate, human experience of nature and the natural world as spiritually beneficial were some of the core ideals of both the movement and of Thoreau's own personal One of the reasons Thoreau embarked upon his famous experiment of living in the woods, was to prove to himself that even in an increasingly complex industrial society such as the newly formed rail-road crossed, post- industrialized America, one was still able to live with one's hands. Thoreau advocated a simpler life, boiled down to life's most basic necessities and based upon the rhythms of daily life rather than the rhythms of commerce. Rather than mediating one's spirituality through a church, Transcendentalists believed that nature was the best teacher of God and the greater, spiritual and inner life of human kind. Thus, by living in and appreciating nature, away from the hustle and bustle of the city, Thoreau hoped to achieve a better connection with his own spirituality and As so much of the basis of Thoreau's life and writings came from the sense of self-reliance he gained in nature, the importance of a healthy relationship with the natural environment is also critical to Thoreau's writings. Unlike many of his Transcendentalist colleagues, Thoreau did not believe in gazing at nature with a hazy, sentimental eye of mere appreciation. Rather, he believed in acknowledging nature's power, beauty, and also occasionally terrible and cruel behavior with respect. Thoreau believed that nature was not something to be preserved to help farmers and those whose lives depended upon it. Rather, nature was something that must ...

Fast Food vesus Home Cooked Food Essay Example | Topics and Well Written Essays - 750 words

Fast Food vesus Home Cooked Food - Essay Example The fact of the matter remains that the fast food culture has brought about a paradigm shift, which is incremental yet quite revealing in the most basic sense, and much thought and consideration needs to be paid towards such ranks as far as the future undertakings of the society are concerned. One of the most attractive things about fast food is its convenience. A person can walk into a fast food store, or take their car through a drive through fast food outlet and, within five minutes they can have their hot, strong tasting meal ready for them to eat. As a nation, people are generally more busy today than ever before, at least in terms of the speed of their lives. As people are constantly rushing around from one place to another, it makes sense that fast food would be more popular. People who work long hours may not find time to cook a proper meal at home, whereas they can visit a fast food store easily between their other tasks of the day. Furthermore, fast food is convenient as there are so many outlets. Where ever a person is, they usually aren’t far from a fast food restaurant or drive through. Conversely, home cooked food takes time to prepare. Cooking a meal can be time consuming, as can the shopping for ingredients before the actual cooking commences. Also, some ingredients may not be available in one shop and several shops may need to be visited in order to gather all the required ingredients. This, of course, adds to the time taken to prepare the home cooked meal. Unless a person employs a personal chef in their home, preparing a meal at home is not as convenient as a fast food (Myers). A similarity between home cooked food and fast food is that, depending on the individual’s preferences, both can taste very nice and can be satisfying to eat. However, scientists have revealed that the high sugar and salt content in fast food can actually

Leadership in Health Care Organizations Practicum Coursework - 11

Leadership in Health Care Organizations Practicum - Coursework Example All these aspects require a different type of organizational skill. In addition, leadership in nursing requires a person that can serve not only the responsibilities he or she is given by the position but also serve people that he leads. For example, a nurse leader must serve nurses through offering them support in different ways both professionally and in terms of personal aspects that affect the way they work. As such, a leader must possess skills and the right attitude that can help them serve as a servant leader. This helps nurses to feel comfortable to work because the working environment becomes friendly. The leader must also help in creating a safe working environment so that nurses can feel free to share their problems and feel safe and cared for when working. Currently, I have completed 72 hours out of 150 hours. During these hours, I have engaged in different activities. My nurse leader has developed a working environment that protects and values the nurses that she leads i ncluding me. First, the nurse leader has developed a supporting environment where we feel like a family. The nurse leader encourages us to share all our joys and problems with each other so that we can be happy together and help one another in times of trouble. Nursing is a challenging profession and makes the life of nurses difficult especially when they do not have support systems. However, the nurse leader has created an environment where we do not consider her as a strict leader but more of a guiding and supporting leader.

Student Success Essay Example for Free

Student Success Essay Student Success: Motivating School Students through Personal Development A very good morning, to everyone who are present here. Im Kanishka, I’m here by to present a topic about Student Success: Motivating School Students through Personal Development. First of all, I would like to summaries the essential topics which I’m going to share with you related my today’s lecture. Synopsis:- 1. How do I motivate my class mate students to learn? 2. What is personal development? 3. Self-Awareness 4. Self-Concept 5. Self-Discipline 6. Personal development: Implications for teachers 7. Conclusion 1. â€Å"How do I motivate my class mate students to learn? It is the question mostly asked by everyone in the school level. The diversity of our student population in today’s schools makes motivating students more challenging than ever. Students come to school from cultural differences, cast differences, differing belief systems, and complex issues like poverty, substance abuse, and dysfunctional families. What is motivation? Motivation is what compels us to act. It is the energy that provides fuel for action. Motivation can be either 1. Extrinsic or 2. Intrinsic. Extrinsic motivation relies on effective incentives and providing direction or structure for achievement. Motivation comes from an expected external reward for a desired action or behavior. Intrinsic motivation occurs when students generate the motivation from within, discovering the satisfaction of achievement and taking joy in doing something for the sake of doing it. - Intrinsic motivation is a natural outcome of students actively working on their personal growth and development. Personal growth and development requires students to become self-aware through self-reflection. Students learn the skills associated with personal growth and development in the context of learning subject matter, making the subject matter more interesting. For example, our teacher’s might ask students to identify characteristics. So they share with the realistic hero or the heroine in the story. Every learning opportunity will becomes as an opportunity for their personal growth. 2. What is personal development? Personal development is the process of becoming who we aspire to be in our life. In the process of personal development, we learn the 1. skills, 2. knowledge, 3. Aptitudes necessary to live a fulfilling, 4. Satisfying, and happy life. Focusing on personal development is a focus on student success. Schools are traditionally focusing on personal development only. 3. Self-Awareness Personal growth and development requires students to become self-aware. It is a critical dimension of self-regulation and the ability of students to relate to others Through self-awareness, students discover and appreciate their strengths and uniqueness. They learn what is important to them and what they value most. They identify their beliefs and how those beliefs help or hinder their personal growth and success. They become aware of the authentic self and learn to harness the power of the mind. School students are fully aware of their differences. They mature at different rates both physically and intellectually with dramatic variations. This is the ideal age for students to begin to explore and appreciate how they think, feel, And act in a variety of situations. Researcher Mr. Reeve Stark told that, - â€Å"Learning and development progress optimally when there is an active participation from the student to take personal responsibility for his or her own learning and developing† 4. Self-Concept There is a direct tie to how students think, feel, and believe about themselves and motivation. It is the belief of the learner and his/her self-image (do I possess the necessary skills, knowledge and abilities to learn?) that provide the degree of motivation to learn. Students self-evaluate and judge themselves, forming outcome expectancies of success or failure. If the evaluation is positive, the learner is motivated, viewing the task as a challenge and persevering in the face of adversity. If the evaluation is negative, the student becomes anxious and tends to avoid the task. â€Å"Internal perceptions, interpretations, and expectancies will primarily determine the motivation and performance in everyone’s life† A student’s self-concept plays a major role in the kind of help he seeks when faced with challenging work. Students with lower levels of self-esteem, in an effort to protect themselves from failure, chose less effective help strategies. - Students’ self-concept or self-worth is directly related to what they believe about themselves and the self-talk they employ. Through self-awareness students can identify their patterns of self-talk and change them to be more affirming. Positive self-talk fosters autonomy and self-responsibility while enhancing a student’s self-confidence and self-esteem. 5. Self-Discipline Self-discipline refers to self-regulation; the ability of students to set goals, delay gratification to attain a long-term goal, and develop coping skills to overcome setbacks. Research indicates that students connecting to possibilities – a positive vision for their future and their aspirations – is one of the greatest indicators of a student’s success in school. Researcher Mr. Reeve Stark told that, â€Å"It is the possible self idea that provides the plans and strategies for their future – that will put them in an action.† Helping students connect to a vision of their future provides them with the motivation to set and achieve goals. In the process of personal development, 1. students not only set external goals (I want to be a doctor and earn a large income), 2. They also set personal goals (I want to be compassionate and a good listener). 6. Personal development: Implication for teachers Modeling is one of the most effective methods of teaching. Teachers who openly share areas of their personal growth and development convey the importance they place upon it. Teachers who practice what they lecture validate that the practice is of value and useful for students. In contrast, when a teacher does not model the behavior she is trying to convey, students wonder why and are less motivated to participate or listening in class what the teacher is taught. 7. Conclusion Learning through the lens of personal development provides strong intrinsic motivation; the two are inextricably linked. Teachers need to make plain the objectives of personal development and pursue it directly with students to attach intrinsic motivation. Intrinsic motivation becomes a natural outgrowth in the pursuit of personal growth and development. Adolescence is an ideal time to assist students in their struggle to find their identity. Through self-awareness students learn the techniques of self-appraisal and self-acceptance. They build their self-concept by identifying and minimizing disempowering beliefs and self-talk, affirming their unique qualities, and building upon their strengths. They connect to a positive vision of their future, gaining the self-discipline to pursue and attain their goals. Teachers and students are both learners in the process. With a focus on success, personal growth and development is enjoyable and satisfying, giving credence to education’s goal of developing life-long learners. To encourage intrinsic motivation (Self Developement), teachers can do the following: 1. Help students find meaning or real time examples what the topic or the lessons what they already taught to the students. 2. Design an open and positive environment. Focus is on growth and success, never on lack, weakness, or failure. 3. Ensure students are valued members of a learning community – everyone is valued for their own uniqueness. - I would heartily thankful to everyone who has spent their valuable time with me during my small lecture. - Thanks once again.

Understanding Human Nature: Examples from Philosophy and the Arts :: Philosophy

Understanding Human Nature: Examples from Philosophy and the Arts ABSTRACT: Ours is not the first time philosophers have looked to art for examples to illustrate their arguments. One example would be Kierkegaard, who turned to Mozart's operas in an attempt to expose what he called the aesthetic realm of existence. I hold that if Kierkegaard lived today, he would consider the main character of Nikita Mikhalkov's Dark Eyes (1987) as a prototype of the aesthetic way of existence. In order to support my thesis, I first discuss Kierkegaard's theory of the three spheres of existence. I look especially at what he considers to be the main feature of the aesthetic stage, as well as the figure of Don Giovanni in Mozart's opera. Second, I will look at the character of Romano Podroni in Dark Eyes. Finally, I will point out what makes these two characters prototypes of the aesthetic existence: the inhuman way in which they live the temporal dimension of human existence. 1. Kieregaard's theory of the spheres of existence The question of human existence is the focal point of all Kierkegaard's thought. For Kierkegaard, existing meant becoming more and more individual, but this is not given to all human beings in the same measure, because we may be living in an inauthentic way. The fact that someone belongs to the species homo sapiens does not guarantee that that person leads a human existence. In fact, Kierkegaard seems to think that few people — or at least, a minority of people — genuinely live as human beings. So, what does Kierkegaard mean by living in a fully human way? In his view, existence is above all something that has to be shaped. People must make themselves if they want to be themselves. "A man cannot evade this self-realisation; that would be as impossible as evading one's very self — wich is really the same thing, as the self is the same as self-realisation". (1) The self cannot be itself unless it is creating itself. So, the fact that people have to form themselves means that human existence is a task. (2) Kierkegaard writes of three basic stages in this process of self-realisation: the aesthetic stage, the ethical stage and the religious stage. (3) All human beings are currently at one of this stages, depending on the extent to which they have achieved their life-project. Each stage is a way of seeing life, a way of understanding the world.

Learning Psychology Essay

Education and learning are one of the most important ingredients to becoming all that you can be. How open you are to learning will help determine your path in life. Education and learning are one of the most important ingredients to becoming all that you can be. How open you are to learning will help determine your path in life. Education does not just happen at school. It is not just about Math and other subjects. Your education and learning are happening all the time. They happen any time your mind is open to learning. Education is not just about learning facts, but more so about learning how to think. It is learning to make good choices. It is learning to act with purpose. Becoming educated is a lifelong process. It can be hard and frustrating at times, but it can also be incredibly exciting and enriching. Most importantly, learning and education can help you: Change the world Become a better person Reach your potential Eliminate your fears Make the most of mistakes Support your family Here are some inspiring quotations that capture the power of education and what it can do for you and the world: Motivation in Learning by Haibat Khan haibiniazi@gmail. com. â€Å"Education is the most powerful weapon which you can use to change the world. † – Nelson Mandela â€Å"When you know better you do better. † – Maya Angelou â€Å"Somewhere, something incredible is waiting to be known. † – Carl Sagan â€Å"Even the wisest mind has something yet to learn. † – George Santayana â€Å"Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. † – Henry Ford â€Å"The important thing is not to stop questioning. † – Albert Einstein â€Å"Learning is a treasure that will follow its owner everywhere. † – Chinese Proverb â€Å"None of us is as smart as all of us. † – Ken Blanchard â€Å"A house is not a home unless it contains food and fire for the mind as well as the body. † Benjamin Franklin â€Å"The mind is not a vessel to be filled, but a fire to be kindled. † – Plutarch â€Å"Educating the mind without educating the heart is no education at all. † Aristotle â€Å"You can tell whether a man is clever by his answers. You can tell whether a man is wise by his questions. † – Naguib Mahfouz â€Å"Education is not the filling of a pail, but the lighting of a fire. † – W. B. Yeats â€Å"If you can’t explain it simply, you don’t understand it well enough. † – Albert Einstein. â€Å"Nothing in life is to be feared. It is only to be understood. † – Marie Curie â€Å"A mistake is a crash-course in learning. † – Billy Anderson â€Å"We are not what we know but what we are willing to learn. † – Mary Catherine Bateson â€Å"He who opens a school door, closes a prison. † – Victor Hugo â€Å"Knowledge will bring you the opportunity to make a difference. † – Claire Fagan â€Å"Education is teaching our children to desire the right things. † – Plato â€Å"I believe that we learn by practice. Whether it means to learn to dance by practicing dancing or to learn to live by practicing living, the principles are the  same. Practice means to perform, over and over again in the face of all obstacles, some act of vision, of faith, of desire. Practice is a means of inviting the perfection desired. † – Martha Graham†Ã¢â‚¬Å"Education is the power to think clearly, the power to act well in the world’s work, and the power to appreciate life. † – Brigham Young â€Å"I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy  books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it. †- Isaac Asimov â€Å"Painful as it may be, a significant emotional event can be the catalyst for choosing a direction that serves us – and those around us – more effectively. Look for the learning. † – Louisa May Alcott â€Å"Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand. † – Albert Einstein Haibat Khan haibiniazi@gmail. com.