Health Law and Regulations Essay Example | Topics and Well Written Essays - 1500 words

Health Law and Regulations - Essay Example In general, these policies aim at observing quality, enabling access, controlling competition and costs and improve the healthcare industry. Regulations of healthcare physicians and practitioners Healthcare physicians go down in history as the entities in health care that first began experiencing regulations. The first form of regulation is licensing that under America’s federalism is an assignment to the states. No healthcare professional can practice in the United States without having a license. For one to acquire a license they must be graduates from accredited medical schools and in addition, the state administers an examination to gauge the capability of the aspiring practitioner. The most stringent of these regulations lie in the American Medical Association that requires the professional to complete four years in medical training, an extra year in basic sciences training and a final year in medical internship. In addition to licensing and qualification, these practitio ners should not discriminate against anyone based on religion, origin, or color and the regulating bodies have the power to discipline or suspended violators of these laws and regulations (Field, 2007). ... in order to acquire accreditation if they qualify, with the oversight manned by the Joint Commission on Accreditation of Healthcare Organizations (Field, 2007). Regulations of health care finances Today, state or federal governments cater for the insurance demands of half of the total insured American population amongst them the aged, disabled and civil servants. The rest remains under the covers of private insurance, health financiers experiencing extreme regulation. The regulating body incorporate private insurers into government mandates, and in addition regulate coverage terms, prices, and the rates they offer. In some instances, the governments give grants to private NGO’s that depict ability to provide financial services in creditable manners. In all the states, the government runs its own healthcare organizations that offer services to enable patients, and every staff in these hospitals must be from that very state (Field, 2007). Regulations of pharmaceutical acts The f ederal agency, the Food and Drug Administration, implement regulations on drugs, food, and cosmetics to prevent against recurrence of the 1938 poisoning that claimed 100 children’s lives and the 1962 drug tragedy that resulted in women giving birth to babies with deformities. Regulation ensures that unsafe or products not approved by the FDA do not get to the consumers and in the case of law, the bodies oversee to it that victims of pharmaceutical blunders get recourse from the courts and the liable manufacturers compensates them. For instance, it is a requirement to have all drugs labeled as per their uses and prescription (Field, 2007). Medical liabilities A liability system ensures all medical entities are answerable for harmful consequences on patients that result of ignorance,

Teaching Plan Essay Example for Free

Teaching Plan Essay Maria is a 23-year-old female on disability pension. She left school since she was 12 years old and currently staying with her grandmother in Dromana. She has a long history of Borderline Personality Disorder with a self-harming behaviour and been experiencing chronic suicidal thoughts which often occur spontaneously with clearly definable triggers. These thoughts can be managed effectively well by the use of distraction/relaxation techniques, however, her level of distress can quickly escalate to an acute crisis situation whereby Maria becomes overwhelmed by the desire to end her life and emotional pain. Maria will then attempt to self-lacerate to reduce her distress or overdose on over the counter or prescribed medication. One of the crisis plans that would prevent her from inflicting harm to self is by encouraging her to call a clinician or duty worker during business hours or call the Triage after business hours for phone coaching to de-escalate her current acute emotional state. As Maria is learning to move from her emotional mind to a ‘wise’ mind, we are encouraging her to try to balance these better. Maria understands that her emotional mind and wise mind are often unbalanced, which usually makes her emotions take hold which then often escalate, leading to self-harm behaviour. [Source: Out-Patient Record, Peninsula Community Health Service (2010)] Introduction Patient teaching plans are tools developed by nurses in facilitating a systematic and evaluative way used in communicating to their patients regarding a particular treatment or practice. According to Bastable (2008, p. 07), a teaching plan is a â€Å"blueprint for action to achieve the goal and the objectives that have been agreed upon by the educator and the learner. † In this context, the nurse is the educator while the patient is the learner where a teaching and learning activity will occur for a specific treatment of therapy will occur. Bastable (2008) further explained that patient teaching plans should have a â€Å"purpose, content, methods and tools, timing, and evaluation of instruction. † The purpose, content, methods and tools, timing and evaluation of instruction should be in line with the objectives nd goals of a teaching plan. In order to have a more comprehensive and effective teaching plan, there is a need to identify concisely the elements of an ideal education process (Bastable 2008). By using a case study of a patient with a Borderline Personality Disorder, this essay will explain the importance of a patient teaching plan. It will further discuss the underlying principles and practice in the development, implementation and evaluation of a teaching plan based on the case study cited. It will also discuss the underlying processes in the development of the patient teaching and learning plan. It will then discuss the issues that will occur in the implementation of the patient action plan. Finally, it will give an analysis of the impact of the teaching plan to the patient. Importance of Patient Teaching Plan to Patients with Borderline Personality Disorder Borderline Personality Disorder (BPD) patients have the tendency of â€Å"exercising aggression, self-mutilation, impulsive behavioural dyscontrol, or self-damaging behaviour† (Latalova Prasko, 2010 p. 239). Thus, there are chances that BPD patients have the behaviour to harm themselves like slashing, being violent to other people and they can also be impulsive. According to a letter written to the editor published in the Journal Academy of American Physicians Assistants (JAAP, 2000) by Roxane Head, the patients that have BPD â€Å"may experience simultaneous conflicting thoughts, images and emotions. † Hence, these conflicting thoughts, emotions and images could trigger higher level of suicidal tendencies. Incidence of BPD cases are brought about and associated to Post-Traumatic Stress Disorder (PTSD) which establishes the link that causes mood instability as a result of prior â€Å"parental abuse or neglect. (JAAPA, 2000) In this context, parental abuse can be attributed from childhood experience which can either be â€Å"physical or sexual. † (JAAPA, 2000) Based on the case study presented above, Maria has experienced sexual abuse from her step-grandfather. It has also been stated that she has the tendency to do self-harm and over-dosing herself with medications. Based on the symptoms of BPD, there is a need for an immediate treatment and intervention when a mental crisis occurs. However, some BPD patients are not confined in hospitals or treatment facilities but are in their homes and are away from the management of clinicians and therapists. The introduction of Dialectical Behaviour Therapy (DBT) is a kind of treatment program for BPD patients that focus on the â€Å"teaching of behavioural skills in helping and facilitating individuals in replacing maladaptive behaviours with skillful behaviours. †(Neacsiu, Rizvi, Linehan, 2010) Phone coaching or therapy is one of the common DBT methods that are being used in treating BPD patients. Thus, there is a need for nurses and other medical practitioners to educate BPD patients on how to contact and communicate to clinicians and phone therapists. Hence, an effective teaching plan is needed to be designed and implemented which is tailor-made for BPD patients using some learning theories. Principles and Practices Development and Implementation of Teaching and Learning Plans Patient teaching and learning plans are aimed to assist nurses and other health educators in formulating a comprehensive of plan of teaching activities that for a certain type of patient, just like BPD (Falvo, 2010). Since BPD patients are known to have irregular emotions, DBT treatments such as phone coaching or therapies target emotion dysregulation and its after-effects by enhancing motivation and teaching skills aimed at areas of deficit (Vitaliano, Lynch Linehan 2010). Thus, in developing a teaching plan for BPD patients, it would be helpful to use specific learning theories that explains and targets the emotions and behaviours of individuals. One of the learning theories that could be applied in formulating a teaching plan is the Cognitive Learning Theory. According to Ziegler (2005, p. 60) Cognitive Learning Theory focuses on â€Å"cognitive restructuring† process of the mental state of the learner. Thus, it is beyond duplicating certain behaviour but rather it is more on storing and remembering some information in the learner’s mind. Emerson (2007, p. 19) suggested that the learning process using the cognitive learning theory would entail some cognitive steps in a progressive manner in â€Å"acquiring, processing, and structuring† information which makes the learning to be involved or â€Å"active† in the learning process. Hence, in formulating a teaching plan it is also essential to make the learner or the patient as the centre of the learning process. Nurses who are geared toward educating their patients or clients must initially focus and assess their patient’s behaviour as well as their mental and physical capacity (Sarman, Daugherty Riegel, 2000). Sarman, Daugherty Riegel (2000) further explained that it is important to consider the patient’s â€Å"physical condition, medications, culture, and psychosocial attributes but not always dependent on whether the patient perceives the need for change and is motivated to do so. Hence, the patient’s behaviour, especially with current mental illness or disorders should not be considered as a hindrance in patient teaching, but it is also part of a nurse’s â€Å"professional responsibility† to initiate a process in â€Å"teaching, motivating, providing resources to support in maintaining and sustaining the change† (Sarman, Daugherty Riegel, 2000). In Maria’s case, it is helpful to consider the Cognitive Learning Theory in formulating a teaching technique for phone coaching. According to Binks, Fenton, McCarthy, Lee, Adams Duggan, 2009) the initial step in teaching, is to help the client establish a link between their thoughts, feelings, emotions, actions to target a patient’s symptoms. † In Maria’s case, she has the tendency to harm herself when a crisis arises. Further, it is also essential to teach the client to â€Å"monitor his or her own thoughts, feelings and behaviours and also providing alternative ways of coping with regards to the specific symptoms of her current illness,† which is BPD (Binks, et. al 2009). In this step, it is essential to help Maria identify the level of feeling or emotion that she is currently experiencing or feeling at a specific attack. As part of the cognitive learning process, the use of visual aids such as mood charts and graphs would be helpful for the learner in acquiring, processing and structuring and applying it. According to Mountain (2008, p. 105), mood charts can help in understanding the â€Å"intensity of emotions, anxiety, emotions and the patient’s symptoms. † Mountain (2008, p. 105) further explained that mood chart will help in the learner to be â€Å"more aware on the moods and how they change. Thus, in the case study being cited, it will use a mood ring chart that classifies different emotions and level of anxiety with a corresponding colour. The mood ring chart would facilitate in Maria’s learning process as it would facilitate her in communicating to the phone coach therapist the level of emotion or anxiety she currently experiencing. The mood chart would be very helpful in Maria’s case since she will be seeking treatment from a phone therapist who would help her manage the crisis attack by either distraction or relaxation techniques, which would cause a change of her emotion or mood. Another teaching style that will be used is by demonstration. This teaching technique can be implemented and used in the case study since there is a need for the nurse-educator to teach the patient how to use the phone in contacting the phone therapist or clinician. In Maria’s case, it is very important that the nurse-educator should teach the patient a step-step process by demonstrating and giving instructions on where to locate a phone, who and what number to call, how to use the phone and how she will communicate to the phone therapist or clinician. In this way, the Maria will learn to use the phone with much confidence because the inability to use the phone and other technologies could hinder the success and effectiveness of the treatment. Evaluation of Te aching and Learning Plans In the development of a teaching in a patient education process, it is essential to consider the importance of evaluation. Bastable (2008, p. 558) argued that evaluation is defined as â€Å"a systematic process by which the worth or value of something-in this case, teaching-and learning- is judged. In this context, evaluation is a process in measuring the effectiveness of the development and implementation of patient teaching plans. The significance of the evaluation process is a critical aspect in the nurse teaching process and decision making since it would create an impact in its outcome and to future development and implementation of further patient teaching plans (Bastable, 2008). Hence, it is important to measure the effectiveness of the outcome of the teaching process to determine which aspects of the teaching plan needs to be improved and corrected as well as for the benefit of future teaching plans. In evaluating the teaching plan developed for Maria, it is essential to determine of what guidelines and methods to use in its evaluation. As the teaching plan has been developed for Maria which was patterned from Bastable (2008), the purpose, goal and objectives were clearly defined as well as its methods of instruction, resources needed and the methods of how it would be evaluated. To evaluate the teaching plan for Maria, it is essential to focus on the objectives set and its content outline which could be verifiable by the methods of evaluation being set. The first objective in the teaching plan is to help er recognize if she’s depressed or needs therapy, this can be recognized by post-testing. The second and third objective is to help her locate phone numbers of clinicians as well as how to use the phone to communicate with a clinician, this can be evaluated a return-demonstration by Maria after the nurse-educator teaches her how to perform these processes. The fourth and fifth objectives is to teach Maria how to distinguish the type of mood she is experiencing and associate it with the corresponding colour based on the mood chart and these processes can be evaluated by post-testing. The last objective is to teach Maria to listen and comprehend what the phone therapist is advising while is undergoing phone coaching and this could be evaluated through question and answer with the nurse-educator. Possible Issues that Might Occur in the Implementation of the Patient Teaching Plan In the implementation of patient teaching plans, there is a tendency that there is a difficulty in motivating patients to learn what have been taught in the patient teaching plans. There is also a possibility that the patient will not follow the skills and steps being taught. In the case of Maria, there will be a tendency that she will not listen of what the nurse-educator will be teaching her, like by recognizing her level of emotions. There also might be a possibility that she will insist a certain level of emotion which in reality is not real emotion that she is experiencing which would cause a contradicting intervention or treatment from the phone therapist. Impact of Teaching Plans to the Patient The evaluation on the implementation of patient teaching plans is not the ultimate indicator that the teaching plan for a certain patient is successful. However, Falvo (2010) argued that a teaching plan can be deliberately considered successful when a patient like Maria can be able to manage her crisis attacks even without the help of phone coaching therapists. By using the case study, Maria will be able to perform the prescribed distraction or relaxation techniques when she is experiencing depression or anxiety attacks. Conclusion The development of teaching and learning plans is a very important step in the treatment of mental disorder patients. It is vital that these teaching and learning plans should be meticulously developed in a way that would suit to specific individual needs, especially to patients with serious mental disorders like Maria who is suffering from Borderline Personality Disorder. The development of patient teaching plans should be carefully planned and could be flexibly adjust depending on the circumstance that could possibly occur during its implementation. Lastly, careful monitoring and evaluation in the implementation of teaching plans is very important in the learning processes to identify positive results to be maintained and at the same time improve areas that needs to be addressed.

For And Against Capital Punishment Philosophy Essay

For And Against Capital Punishment Philosophy Essay A variety of justifications for and against capital punishment has been advanced. Often the debates over these justifications become as heated as the debates over the death penalty itself. One common source of disagreement between those supporting and those opposing the death penalty is whether the death penalty really acts as a deterrent to crime. The basic idea here is that society has always lived by a system of negative reinforcement. Punish criminals, even if means applying the death penalty and potential criminals will be discouraged from crime. Although anti-death penalty crusaders often talk in terms of the Eighth Amendment and the constitutional proscription against cruel and unusual punishment that argument is often tempered by some more critical factors. Arguments for Amongst the most powerful arguments made by death penalty supporters postulates that it is a unique and effective deterrent against murder. Although killing is generally immoral, certain kinds of murders are justifiable. These include killing in self-defense and in defense of other members of the society. Those who assert this dimension of executions see the death penalty as a social exercise of value reinforcement rather than as the isolated activity of a distant legal system. Proponents of capital punishment also often claim that it deters potential murderers from crime in general and homicide in particular. In some public opinion polls, deterrence appears as the most often cited reason for supporting capital punishment. More than once on the campaign trail President Bush reiterated his support for capital punishment because it saves lives. Most people believe that criminal justice systems exist, in good part, to deter others from committing crime. Through imposing just punishment, a civilized society experiences its sense of revulsion toward those who, by violating its laws, have not only harmed individuals but also weakened the bonds that hold communities together. Some professionals laud the American death penalty for its inspiring ability to strengthen the communitys retributive and deterrent messages. They further exalt our capital justice system as a humane mechanism for expressing and strengthening community moral bonds. To them the death penalty serves as an awesome promoter of community union. Statistical evidence further proves that severe and punishment acts as a reliable deterrent to future criminal activities. For instance between the years 1995 and 2000, there were 71 executions on average every year. This led to a 44% in the rate of reported murders. Moreover, life sentences cost between $1.2 million $3.6 million dollars more compared with carrying out the death penalty. Moreover, the benefit of a justice system is fully appreciated when it addresses the problem in the most efficient financial manner. The cost of death penalty cases average $2 million in taxpayersà ¢Ã¢â€š ¬Ã¢â€ž ¢ money. However, this figure is significantly lower compared to the costs of housing and caring for prisoners serving life sentences. Prisoners serving life sentences spend 30-40 years in prison creating an unnecessary burden on existing resources. Therefore, the economic benefit of the death penalty also forms a strong basis for promoting its acceptance. The death penalty largely serves and upholds the best interests of society. For instance, the biggest benefit of the justice system is ridding the society of killers, rapists, and other heinous criminals. Approximately 71% of American citizens support the death penalty. It would therefore be prudent to abolish executing hardcore criminals against this popular support. Moreover, are frequent, their direct effect on murder rates and other violent crimes rate is clearly evident. It is therefore worth appreciating that criminals are essentially incapacitated through execution thereby reducing the chances of repeat offenders. Moreover, the public takes comfort in believing such prisoners are ultimately executed. Instances of prisoners serving life escaping, killing or stirring violence have further raised concern for upholding the death penalty. Continuous executions in China have significantly led to lower crime rates. Globally, China and Iran are adequately addressing crime through effe ctive application of the death penalty. Arguments against Largely, citizen myths about the death penalty appear in public opinion polls. Our nations capital supporters include within their ranks a committed, ideologically driven core of citizens and politicians. This group comprises of people whose devotion to the death penalty exists independently of changes in the legal culture, public opinion, or social science research. Some Americans in this core group support the death sentence punishment in their gut. They assert ità ¢Ã¢â€š ¬Ã¢â€ž ¢s supposedly retributive, deterrent, therapeutic, or economic advantages without the need for recourse to any social science confirmatory data. Some advocates express support for it even while acknowledging that it can be unfairly applied, be ineffective, or even entail the conviction and sentencing of innocent people. The support for capital punishment must therefore consider such reservations about its shortcomings. Occasionally, this pro death penalty segment of the community finds its concepts of justice well served by deep-seated, perhaps unconscious, beliefs in myths about justice that override the shortcomings of our penal system. Proponents of capital punishment tell us that an executing government acts in the best interests of the entire community. An act of execution in this perspective appears as a way to re-assert, even re-invigorate, easily overlooked basic community values, like differences between right and wrong, responsibility for ones behavior, respecting other lives and learning consequences. The criminal justice system should always reflect the moral views of the society. Consequently, inflicting the penalty of death on its citizenry entirely violates religious teachings on the sanctity of life. Nationally, prosecutors charge death in less than one in every fifty-homicide prosecutions, meaning that even before trial begins the odds in 98 percent of homicides favor a sentence less than death. At the sentencing end of the system, of the nationwide cohort of murderers actually sentenced to death, only about one in eight of this group eventually suffers execution. Thus, nearly 90 percent of convicted murderers receiving a death sentence escape execution, which means that even an imposed execution is unlikely to occur. If the death penalty is to appear certain to a potential murderer performing the premeditated cost-benefit calculus, these statistics would need to be reversed. The deterrent role of the death penalty is just not working. However, re-arranging the justice system to achieve such a reversal in these trends appears impossible given todays legal complexities. Our penal system suffers from a spiral of declining expectations of executions because of subjective prosecutorial discretion at its front end and appellate complexity at its back end. In the front end, most homicides do not qualify statutorily for a death sentence. When one does qualify, such a sentence is unlikely to be sought by the prosecution. At the back end of the system, when it is imposed it is highly unlikely to be carried out. Therefore, rather than proclaiming execution certainty, our capital liturgy today sends a message proclaiming the exact opposite. There is high improbability of the death sentence being meted out on the accused. Proportional severity deterrent and economic theories of human nature both imply, that penalties must appear severe enough to a calculating criminal to outweigh the supposed benefits of crime. Ideally, in making an economic calculation of costs and benefits in a rational manner the would-be murderer consequently revert from committing the offence. Through the realization that the pain of execution out-weighs the expected psychological pleasures from the contemplated crime, homicides would be nonexistent. The founders of modern utilitarianism adopted this calculus to suggest to legislators that they could ensure that costs outweigh the pleasures of crime by the simple expedient of increasing the degree of pain inflicted. However, the growing statistics of homicide dispute this argument that the severity of a painful punishment acts as a deterrent simply because the murderers anticipation of this brutal pain trumps any expected pleasure front the murder. Fairness in execution As U.S. jurisprudence in the twentieth century has shown, the wealthy with their phalanx of high-priced lawyers get better justice than the poor. In addition, besides the question of class, race is a huge factor. Black men in the South receive the death penalty in disproportionate numbers to whites. To make it worse, opponents cite statistics that show that black men who kill whites are executed at a higher rate than either blacks or whites who kill blacks. This racial impropriety alone should strike down the death penalty. Finally, the same crime calls for the death penalty in one place but not in others. This has consequently undermined the equal application of the death penalty. Prosecutor discretion is often put in question as to indiscriminate application as regards the death penalty. However, proponents say the death penalty is fair. The fact that the administration of the death penalty varies from place to place reflects the diversity of the nation. Moreover, every crime is unique, and every jurisdiction has the right to administer justice within the demands of its own community. Since the Supreme Court demands individual attention to each case and rejects the idea of a mandatory death penalty, the differences among jurisdictions indicate the independence of the justice system rather than compromise it. Supporters further argue that the racial statistics are false. They claim that more crimes are committed by blacks than by whites, therefore more blacks get executed. However, the fact that not everyone who deserves to be executed is executed does not make the penalty unfair. The goal therefore should be to make sure, in most cases that those folks who deserve to be executed are. Supporters of the death penalty also argue that this is a cost-effective way to deal with the most sordid elements of society. However, as opponents argue, it can cost more to execute an individual than to incarcerate him for life. Justice requires the elimination of the unfair advantage. The criminal must repay their perceived debt to society. They must not be punished in the same way as his or her offense, but the punishment must fit the crime. The death penalty is modeled on the act getting an unfair advantage over others. The criminal may obtain an unfair advantage over others by evading taxes, by killing a rival for a job, or by stealing anothers purse. However, this model of unfair advantage does not work as well with sadistic crimes that may leave the criminal psychologically worse off. The rapist may be worse off, not better off, than before his crime. The terrorist who detonates a bomb on the crowded bus he is riding does not gain any advantage over others, for he no longer exists If the death penalty deters possible murderers, the society should support some of its applications. For instance, it should apply to perpetrators who commit murder in the first degree. Alternatively, other heinous crimes such as burglary or rape also justify application of the death penalty. Argument for It is justified to punish criminals for raking unfair to discourage potential criminals from repeating such acts. Traditionally, deterrence has been given as a utilitarian rationale for punishment, in which suffering imposed on actual criminals is justified by its tendency to dissuade others from com-mining crimes, thereby reducing suffering overall. Far from being deserved by the criminal because of the evil she has done, punishment can work as deterrence even if the one punished is innocent and only publicly believed to be guilty. For the utilitarian, the relationship between guilt and punishment is a pragmatic one. We get a deterrent effect only if we punish individuals who are believed to be guilty. If individuals believed innocent were also punished, then citizens would not be able to avoid punishment by avoiding crime, and thus there would be no incentive to do so. As a practical matter, the safest way to punish people who are believed guilty is to punish those who are guilty. However, they are not punished because they deserve it rather they are punished because it is the best way to get other people to refrain front committing crimes. Conclusions Most people strongly believe that the death penalty will deter murders more effectively than long-term imprisonment. However, there are many reasons for disputing this argument it. At the basic level of psychology, reflections on peoples behavior suggest that the fear of death is less powerful a motive than one might think. Statistical studies further fail to state conclusively that executions prevent homicides. Another significant finding is that executions simply do not deter crime more than other severe punishments. Finally, one might conclude that we just do not know and cannot know whether the death penalty saves lives. However, the death penalty can be justified as analogous to defensive killing only if it can be shown that it does save lives. Since that has not been shown, one cannot appeal to this protective function as providing a moral ground for its long term adoption. Punishment must he perceived as highly or absolutely certain to follow crime. Such punishment must therefore appear roughly proportionate in view of the original crime. Moreover, it must always be applied to uphold societal principles and values. Most critically, the threat of punishment must always yield effective results of deterring crime as the actual punishment itself.

Anger of Gods Depicted in the Old Testament and Kafkas Book, Metamorph

The anger of Gods throughout both stories leads you to believe that the Gods will not hesitate to take revenge on mankind for creating a world of evil in a world they created for good. The Gods from Metamorphoses and the God from the Old Testament create a world full of life, to live happy and full of grace. The destruction and recreation of the world by the Gods of each book, however similar they may seem, are full of differences as they both teach mankind lessons that should not be forgotten. â€Å"Whatever God it was, who brought order to the universe, and gave it division, subdivision, he molded earth† Metamorphoses pg 685. In the beginning the earth had nothing, no light to call sun, no water to bath in, and no human to walk on the ground that we call land that was not land. The Gods choose to make a playground of sorts. In both literature pieces the Gods divide the heavens and the earth, split the water from the land, light from the dark. The God’s made animals for this land and water and creatures for the air. â€Å"But something else was needed a finer being, more capable of mind, a sage, a ruler, so man was born, It may be in God’s image† Metamorphoses pg 686. â€Å"And the Lord God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul† The Old Testament pg 54. The Old Testament God thought it was not good for man to be alone so from the bone of man’s r ib he made a woman. The first murder in the Old Testament is the beginning of God realizing that man was evil, â€Å"god saw the wickedness of man† Old Testament pg 56. Cain murdered his brother Abel, out of jealousy of the Lord’s love. Able a Sheppard who brought the fat of the animals and the Lord had respect fo... ...s to repopulate the earth, â€Å"Go from the temple, cover your heads, loosen your robes, and throw your mothers bones behind you† pg 692. Pyrrha being so innocent could not throw the bones of her mother and refused until she would never insult her mother in such a way. Themis over and over told them to do this until Deucalion thought maybe he meant to throw stones behind them. When Deucalion and Pyrrha did this the stones â€Å"began to lose their hardness, to soften, slowly, to take on form, to grow in size, a little, become less rough, to look like human beings† pg 693. All the stones that Deucalion threw turned to man and all the stones that Pyrrha threw behind her became women. Life began to form from other things as well. The moist mud from the waters drying turned to animals that now roam our earth, swim in our seas and oceans, birds that fly in our skies.

Legal Ethics in Singapore

Legal Ethics Laws, regulations and codes of conduct attempts to define standards of behaviour for lawyers in society. They form an important part of the jurisdiction’s regulatory process. These laws and codes of conduct demand a certain standard in which legal professionals should adhere to in their professional and private lives. It also represents a standard of ethical behaviour defined by legislators and professional bodies. In Singapore, there are a number of primary sources of legal ethics. The following are the main sources of legal ethics: * The Legal Profession Act Subsidiary legislation * Practice directions from the courts * Practice directions form the Law Society * Judicial decisions and opinions on legal ethics Lawyers are bound to these laws and regulation and must adhere to them diligently so as to not straw away from ethical behaviour or to a harsher extent of being banned from practising law in Singapore. In essence, a lawyer’s duty can be categorized i nto two main groups. They are the lawyers (I) duty to the court and (ii) duty to the client. The tables below explain briefly, the various duties lawyers have to the court and to their clients. Lawyer’s duty to the Court Duty | Explanation| Truthfulness in Court| – Rule 2(2) A Professional Conduct Rules- Must not mislead the court| Responsibility to Client’s Conduct| – Responsible for client’s conduct and representation of the case| Honoring Undertaking to the Court| – A Lawyer’s word must be his bond| Respect for the Court| – Lawyer’ conduct must be consistent with standing, dignity & authority of the court | Responsibility in Assisting Administrative Justice| – Lawyers are officers of the court| Lawyer’s duty to the Client Duty | Explanation| Honesty| – Honesty in all dealings with the client| Diligence & Competence| – Lawyer is expected to exercise necessary skills and diligently apply himself to the case| Confidentiality| – Obligation to maintain confidentiality of all communication between him and client| Conflict of Interest| – Lawyer’s conduct must not be influenced by personal or private interests| A lawyer’s challenge is to balance his responsibilities to assist the court with his duty to look after the best interest of his client. In essence, his duty to the administration of justice is weighed higher than the duty he has to his client. However, it brings about a concern for lawyers when defending their clients. This can be seen in situations in where a lawyer has to exercise his judgement in introducing evidence to the court. If the lawyer does not exercise his judgement in the favour of the court, he is putting his client at a disadvantage. Therefore it is extremely important that a lawyer does adhere to his duty to the court without compromising the position or case of his in any way for it to be advantageous for all parties.

The belief that humankind is going to

The belief that humankind is going to, inevitably, reach a dramatic decline is present among many young thinkers today, and even more so seen in the older generations. It is obvious that societies, globally, cant seem to reach out to the next generation. There are many problems present that we humans must face. Some of them are seen as more important than others, and it is all personal bias. I think that three of the most pressing problems are isolation or alienation via technology, the inequality of educational institutions and the systems in which we teach, and the moral decay of society, in general. While there might be, seemingly, simple solutions to these problems, we must look further into the problems we face in order to understand them better. It seems that the more technologically advanced we become the more isolated, or alienated, we become from ourselves, and society as a whole. I am not saying that we should "Take Vermont Back" but that we should be aware of social progress as it relates to how we communicate with each other. I am sure we all can relate to the phone messages that go on forever asking you to push button after button and never once speaking to a person! This sort of useless technology only serves to alienate humankind, as a whole, while saving corporate America the "added expense" of a personal greeting. Computers and all of the related wizardry that has exploded on to the scene in the late 20th century has benefited millions and can only be described as nothing short of miraculous to the needy, such as the disabled, but is used mostly by the young and bored who have further distanced themselves from society. "Supersized" shopping malls versus the village square. The Internet shopping craze versus! the touch and feel of humankind as one makes their way from person to person in their town. "Playstation 2" versus playing with your kids! We all do it and it becomes so easy to withdraw, be alone, beco...