Police Enforcement And Police Officers Essay - 1196 Words

An integral training of today’s police officers duties is the physical skill of the application of use of force. This is needed skill requirement to detain and arrest a person who has committed a crime and resisting. Police officers must be trained to use force properly when the skill is required on a subject who is resisting police officers efforts to place them under arrest. This skill has the potential for the officer to exceed the needed amount of force to place them under arrest that can lead to civil suits alleging the officer use of excessive force. Police use of force is a controversial topic with not only the community as well as leadership in the department. Concerns about excessive and unnecessary uses of force continue to require the researcher to locate what indicators police officers react to when the application of using force or threaten to use force. Despite police officers just using force when they want to without any legal requirement contradicts the police officers use of force continuum. This action continues to destroy the partner relationship between the police departments and the communities they protect and serve. Community perception is a very important resource that is a reality, and the proposed data shows that most of the community believes the force used against them is unreasonable or excessive. These claims of excessive use of force are one of the more frequent torts filed against police officers and their departments. Many of these tortsShow MoreRelatedPolice Officers And Police Enforcement Officers Essay1450 Words   |  6 Pages Law enforcement officers are authorized to use different forces based on its situation. Officers face many circumstances during the period of their job when use of force is necessary. For example, making arrests, restraining unruled combatants, and while controlling disruptive situations. Incidents involving the use of excessive force by the police frequently receive media attentions, legislators and sometimes even criminal courts. To serve better for a community or country a small percentageRead MorePolice Officers And The Police Enforcement939 Words   |  4 PagesThe psychologist serves a great purpose in the law enforcement as well. The police psychologists provide services that are used to counter police use of excessive force. The psychologists are there to characterize the types of officers who are known to abuse force and to recommend psychology-based intervention that could help police managers reduce cases of excessive force. Some think that the police departments should rely mostly on pre employment screening to identify violence-prone candidatesRead MorePolice Enforcement And Police Officers Essay1621 Words   |  7 PagesThere are various roles in law enforcement today, Patrol Police officers, Detectives, Criminal Investigators, Correctional Officers, Jailers, Sheriffs Security Guards, Private Detectives, Investigators, and various other protective service professionals. I believe they are all important in their own way, each role is crucial to the way our society operates today. I also believe the most important role in law enforcement today, is the community police officers/Patrol officers. That is due to the responsibilitiesRead MorePolice Enforcement And Police Officers1438 Words   |  6 Pageswidely known that police officers are given a substantial amount of latitude concerning vehicular searches while on patrol. Many officers make it a habit to ask citizens they pull over if it s okay to search their cars, while others will only ask if they have reason to believe that a suspect is hiding something. Either way, what should you do if the police search your car without your permission, and without first obtaining a search warrant? Most people know that police officers need one of threeRead MoreLaw Enforcement : A Police Officer1596 Words   |  7 PagesLaw Enforcement Ask anyone who is interested in a career in law enforcement why they choose that career, and they will say it is to help their community and make a difference in the world. In an average day an officer patrols his given area to keep the safety of the people. For instance the the presence of a police officer in the neighborhood keeps away the criminals who break into homes while people are at work or asleep. It is hard for people to imagine what a world without law enforcementRead MorePolice Officers And Law Enforcement1082 Words   |  5 PagesLaw enforcement officers equipped with body-worn cameras lower external use of force complaints and better compliance during police and citizens encounters creates a more positive experience for police and law-abiding citizens. In recent years, law enforcement officers have come under tremendous scrutiny by the public due to police officers’ use of excessive force. Several deadly force incidents captured on video and not captured caused the arrest or dismissal of police officers. Video footageRead MorePolice Officers And The Law Enforcement970 Words   |  4 Pageslaw enforcement to help enforce laws that supposed to protect us from harm, and investigate crimes when an individual violates a particular law that need to be brought to justice. All police officers are trained to know all the rules and regulation in the handbook of the court of law. One the contraire, there are still some individuals police officers in this nation who abuse their authority of having those rights to serve and protect us from danger. For the most part, the individual’s police officersRead MoreLaw Enforcement Police Enforcement Officers2330 Words   |  10 PagesAbstract Law enforcement officers are faced with the challenges of using the appropriate amount of force during arrests or apprehensions and are criticized by the public on a daily basis. Not all excessive force is restricted to physical violence; this is where brutality fits in. The reasons for these actions might be explainable, or unacceptable. It may appear that the law enforcement officer is taking advantage of the situation, when in fact they may be following procedure, and in turn can articulateRead MoreLaw Enforcement Of The Police Officer1520 Words   |  7 Pagesrequired by law enforcement to persuade compliance by an unwilling subject is a description of use of force. There is not just one definition for use of force. A majority of the law enforcement agencies carry policies that define their use of force. Included in these policies is the actions that an officer can have to undertake in a situation. Whenever an officer has to use force, they need to understand and know what the a ppropriate force needed at the time. To help guide the officers, agencies haveRead MoreThe Law Enforcement Of A Police Officer2086 Words   |  9 Pages The purpose of law enforcement is to protect the lives and property of both the community’s citizens and people who visit and work in the community. There are many different levels of law enforcement careers such as local, state and federal agencies. There are also many different occupations within the law enforcement field. One of those occupations is a police officer. (10 Things You Need to Consider Before Becoming a Police Officer, Criminology Careers.com, August 2012, Timothy Roufa, Criminology

My Teacher - Free Essay Example

Sample details Pages: 9 Words: 2594 Downloads: 7 Date added: 2019/02/05 Category Education Essay Level High school Tags: Teacher Essay Did you like this example? The teacher I choose to conduct my analysis on is a professor that left an empowering impression on me. He made me question how a teacher could and should conduct a class. It was so encourage to bare witness to how he conducted his class that I found myself wanting to replicate his style if I ever found myself leading a class. Don’t waste time! Our writers will create an original "My Teacher" essay for you Create order This professor was of course, Andy Wood. I had the distinct honor of taking one of Andy’s class here at San Jose state. He takes each day with glee and enthusiasm that resonated throughout the class that everyone hangs on to his every word. He’s very entertaining to say the least. Andy’s teaching style and the personality he brings to class, is my ideal teaching style I would like to emulate in my classroom as an instructor. And when I found out that we needed to shadow a teacher lead interaction for this assignment, I knew exactly who I wanted to observe. Dr. Andy Wood is a professor in the SJSU Communication Studies department where he teach courses in rhetoric, visual arts, and media studies. His research focuses on omnitopia, which is an environment build for students, scholars, and anyone who recognizes the odd and frightening pleasures of urbanity (directly quoted from his website). In my analysis, I will incorporate concepts I found very relatable to Andyà ¢â‚¬â„¢s style of teaching from the 3 days I have observed him conduct his Humanities Honors class. In order to understand who Andy is as a professor, I will also be incorporating and interview I had the honor of having with Andy. Q) How long have you been teaching? Since 1998 at San Jose State. Thought for 3 years prior while working on his masters and doctoral program. 23-24 years Q) What made you want to be a teacher? He came out of the navy and knew he needed to get a college education. The teacher he has in his public speaking class was inspiring, engaging, and overwhelming that he couldnt stop listening to her. And it was at that point he decided to become a teacher as well. Q) Is there a particular lesson that you’re planning on having and do you follow-up with? Not on this class. On my other classes, i typically have one. I have sovereign in my domain and I can decide what’s important in class. But general I try to stay on the path i’ve followed throughout the years. But Humanity Honors class, we are a faculty of 4 professors that take turn giving out l ectures and it doesn’t work that way. And if I dont know what that lecture was, it’s a lot of impromptu. Now if you know Andy like I do, you’ll know that he loves to talk! This brings me to my first concept. Concept #1 In chapter 5 of Dannel’s book, it’s mentioned in Research Guidance: Engaging Students, student engagement involves the use of humor in the classroom (p. 97) If you’ve ever taken one of Andy’s classes, you would know that Andy loves to talk! That’s one thing he knows he’s guilty of, but he does it in the most entertaining way that you can’t help but just hang on to every word he says. Either he loves it or hates it, this man can talk up a storm, jumping from one subject to the next. All the while building up support for whatever point he’s trying to make. He will occasionally speak in the 3rd party addressing himself from himself, but in a comedic way. Sometimes he’ll contradict himself from something he just said, or point out flaws he has about himself in order to catch the class’s attention. Whether people are actually laughing with Andy or at him, one thing is for sure, It’s catching people’s atten tion. And as a teacher, being able to capture and entire classes attention could be a difficult task on its own. Something I’ve noticed Andy has very little difficulty doing. Q) What do you like best about teaching? The life unexpected moment. When a student says, â€Å"I’ve never seen that,† that’s the moment I live for. I want to have that too. I want to create moments that I can be surprised. This brings me to my next concept I found relatable to Andy’s way of teaching. This is also my favorite attribute that resonated with me from meeting Andy and observing his class. Its that he admits to his vulnerability by saying he’s not perfect and we shouldn’t expect it from him. Concept #2 In Chapter 7 of Rudick’s book, vulnerability can also be a powerful method of leading students towards cultivating a reflexive ethic (p. 84-85). Whenever Andy goes on a long lecture which incorporates himself as an example of a thought or lesson he is trying to drive across the class, depending on how relatable it is to himself, he does admit on his weakness and shortcomings. He admits in a few occasion that he’s not perfect and has his flaws, then turns around and ties it to a point he’s trying to make in regards to the daily lesson. By doing so, Andy makes himself more relatable. We all know we’re not perfect, and as student’s we’re not academically complete in that regard, but to under the guidance of someone who’s on the same level as ourselves is comforting. Andy does not come off as overbearingly superior to his students. One common phrase that I did find Andy saying more often than not, is, â€Å"_____ I didn’t know that ,† It’s said many different variations, but always leading to the concept that he isn’t perfect and doesn’t know everything. And that’s something I feel some teachers fear admitting to their class in order to now lose their respect for them. Andy however keeps his communication, his attitude, and his personality to a level of relatable. And his constant admittance that he’s not perfect solidifies that. By exemplifying that he too can learn something from his students makes him relatable, and in return, students are more intrigued to what he’s saying during his lectures, thus their attention is more glued to his presence in the classroom. Q) What are your greatest concerns about teaching? The fact that students don’t have time to do the things that I took for granted when I was a student. They’re willing to do the work and they grasp the importance of a higher education, but they are pulled in sort of different directions. Either they’re working 1 or 2 jobs, taking care of children, etc. They’re not going to come into class ready to learn because they’re exhausted. It’s unfair that students have to multitask things in a magnitude that I never had to when i was a student. I find myself genuinely respectful of how hard students work and i wish they had more bandwidth to enjoy their life and not just for the sake of the grade. Andy’s genuine care for the well-being of his students inside and outside of the class is obvious. You can hear it in his voice when he talks to you. This leads me to my next concept. Concept #3 Chapter 9 of Dannel’s book goes over how teacher’s can make a difference. One particular concept that is exemplified by Andy Wood is Bell Hooks and Engaged Pedagogy. To teach in a manner that decenters authority and creates self-empowering conditions, teachers must be aware of their location in history and society and understand the relationship between power, ideology, knowledge, differences, and identity (p, 208-209). This concept was something I knew before actually observing Andy’s class that he had. But it wasn’t until actually having that one on one interview that my assumption was confirmed. Andy genuinely cares about his students. Having been a former student of one of his classes. I have personally witness Andy alter lesson plans, agendas, even test questions on the fly just to make sure that his teachings were fair and equal to everyone. He understands how difficult it could be for some students to not only study for a class, but to also manage their personal lives as well. Things are more hectic now with new generations. Andy is right, there are things we, as newer generation of students have to do just to get by that previous generations, such as Andy himself, might have taken for granted when they were a student. Q) What do you feel that students need to do to be able to communicate with you better? There’s really nothing else I would ask from them. I take students more or less as they are. I dont think I require that they need to translate their thoughts to professor friendly. And sometimes I will try to translate what they are saying to what is connected to the class. So I’m willing to do that work. I would prefer that students, as they communicate with them, that they are honest. I have had students ghost the class and see their grades plummet and I would email them every week. I tell them that it’s nothing personal but you’re walking into an electric fence. If they communicate with me that they are having a personal problem and can’t quite negotiate the problem, I would tell them that I can’t solve their problems, but I can show them resources that can help. So when they communicate their problems or concerns with me, I take it as my first priority to see if I can help them. But if they don’t communicate with me, I can’t help them but see them suffer and wish I can help. Andy sometimes feels that he can only do as much as he can do in his position. As a professor, he can only do so much. Ultimately it is the student’s responsibility to reach out to him for help if they need it. This leads t o my next concept. Concept #4 In chapter 5 of Rudick’s book. â€Å"First, students should feel invested in the classroom. Relationships are not healthy when only one person is invested in making it work (p. 56-57). Each day I came to observe Andy’s class, he pays very close attention to the time when he can start teaching. Always waiting till the very last moment to give enough time for students who may be running late to get there in time and not miss out on any learning. He also occasionally does this at the end of class, when he states he only needs the last minute or two of class to delivery a message either about the content of today’s learning, or something regarding a lesson for later date. But regardless of what he is addressing, he’s always kept it on the time he’s promised. Andy makes sure that if students are there to learn, that they get the most of what they came for by using every minute of his class time to bestow knowledge upon them. I knew that Andy understands that he can’t force a student to be in class when they don’t want to. But at the same time, Andy genuinely concerns when attendance starts to affect a student’s grade. He can only do so much, but ultimately, can’t force someone to show up to class. During my observations, I witnessed Andy making alteration on his schedule to allow students more leniency on their workload. A lighter workload from the class could help prevent students from omitting class attendance here or there just to catch up with class work. Q) What is your greatest disappointment and greatest achievement as a teacher? My greatest disappointment is, from the first semester on to today is learning student’s name. It’s a damn near impossibility for me. I remember a young lady from my first quarter, she expressed a deep seeded story of sadness and woe, and she’s experiencing pain. And i’m pretty good at being present and being performatively engaged. So I’m thinking we’re having a genuinely authentic moment. Where she’s sharing her concerns and i’m hearing and planning on how I can help her. But then she stops in the middle and said, â€Å"You don’t know my name do you?† And she was right. I k new she was a human being and I knew that I care, and I knew I was there to help. So name and faces has always been a nightmare for me. And i’ve always struggled with that. My greatest achievement are moments of serendipity, when students reveal things about the world that I didnt know.It happens enough that I want to keep doing this for another 10 or so years. The pleasure of the unexpected surprising experience where we can be teaching each other something is what keeps me coming back. And this leads me to my last concept that relates back to Andy’s way of teaching is exemplified each day he teaches. And that’s Making a Difference. Concept #5 In Dannel’s book, making a difference is not about emulating your best teachers or rejecting your worse teachers. It is not about doing exactly what the research recommends or avoiding its cautions. It is not about blindly accepting one philosophy or turning away from another. Making a difference is about learning to be Michelangelo: chipping away the parts of the stone that not you and bringing what is left your distinct gifts to the classroom; teaching. Out loud (p. 212). Each day of my observation, Andy speaks to the class like a symphony. Everyone hanging on to each one of his words as if it’s music. And by doing so, each word affects the student significantly. Either positive, or negative, that’s for the student to translate. But regardless of that, it sparks a change to the student. You’re left encouraged to do more than your fair share simply by how Andy speaks to his class. During my observation, I witnessed students giving above and beyond speeches that more than fulfilled the assignment. Students felt compelled to really get into the subject, tackle it, and show more effort than what was required from them. At first I thought it may have been just the student’s natural strive to be an overachiever, but when multiple students started to show the same trait, it then becomes a reflection of the instructor’s teaching. When I asked andy what his greatest achievement was as a teacher, to which Andy replied, â€Å"moments of serendipity, when students reveal things about the world that I didnt know†¦. The pleasure of the unexpected surprising experience where we can be teaching each other something is what keeps me coming back.† It was at that moment I myself came to the realization on why I choose Andy as the teacher I wanted to observe. As one of his former students, Andy’s teaching style resonated with me since day one. He didn’t just stand in front of the class giving lectures full of words, he gave ideas, concepts, perceptions, things that made you think not only about the content, but our own self actualization.

Explain the Function of Assessments in Learning and Development Free Essays

GROUP C – KNOWLEDGE BASED UNDERSTAND THE PRINCIPLES AND REQUIREMENTS OF ASSESSMENT 1. 1 EXPLAIN THE FUNCTION OF ASSESSMENT IN LEARNING AND DEVELOPMENT Assessment can be used for many different purposes, including to identify students’ needs, plan and adapt courses, check that learning is taking place, motivate students, acknowledge learning and measure results. Assessment is used for various purposes. We will write a custom essay sample on Explain the Function of Assessments in Learning and Development or any similar topic only for you Order Now * Assessment for learning: where assessment helps teachers gain insight into what students understand in order to plan and guide instruction, and provide helpful feedback to students. Assessment as learning: where students develop an awareness of how they learn and use that awareness to adjust and advance their learning, taking responsibility for their learning. * Assessment of learning: where assessment informs students and teachers, as well as the broader educational community, of achievement at a certain point in time in order to celebrate success and support continued progress. Assessment must be planned with its purpose in mind. Assessment for, as and of learning all have a role to play in supporting and improving student learning, and must be appropriately balanced. The most important part of assessment is the interpretation and use of the information that is gathered for its intended purpose. Research and experience show that student learning is best supported when * Instruction and assessment are based on clear learning goals * Instruction and assessment are differentiated according to student learning needs * Students are involved in the learning process (they understand the learning goal and the criteria for quality work, receive and use descriptive feedback, and take steps to adjust their performance) Assessment is carried out to ensure that learning has taken place. If you do not assess the student you cannot assess their knowledge and skills in their learning area. The student needs guidance to understand what it is they have to learn, if they are doing well and how they may improve. Assessment is essential for this to happen. Assessment encourages students to ask questions on anything they have not fully understood and allows them to build on their strengths and learn from mistakes by listening to the assessor’s feedback. It is important that assessments are both valid and reliable. Validity relates to the question – does the assessment measure what it claims or appears to measure and can we make judgements based on the results of the assessment? The assessment must form a fair and balanced representation of the area of knowledge being assessed. Reliability relates to the accuracy of the marks or grades that result from the completion of the assessment. The results would need to be the same if the assessment was carried out by another person or directed to a similar student. In addition to being valid and reliable, assessments should also be: * Authentic – based on the candidate’s own work * Current – Still relevant/able to be completed at the time of the assessment * Sufficient – covering all the required elements. Word Count: 456 How to cite Explain the Function of Assessments in Learning and Development, Essays

Apush Reconsturctoin Dbq free essay sample

The Civil War was not officially fought over the issue Of slavery, but one Of the most important outcomes of the war was the emancipation of all slaves in the United States. The reasons for southern states secession ranged from unfair duties imposed on the states to the recurring issue of slavery (Document A). This secession unofficially started the war and created great tension between the North and the South. President Lincoln main purpose of commencing war was to unite the divided nation, and with tactics such as is Emancipation Proclamation and gaining the Border States support he was able to achieve his goal of reunification. Other results yielded by the war were the 13th, 14th, and 15th Amendments to the Constitution. These provisions formally ended slavery and guaranteed the black freedmen future citizenship and suffrage. The blacks argued that if they fought in the war to preserve the Union that they were entitled to voting and having the same rights as other American citizens (Document C). We will write a custom essay sample on Apush Reconsturctoin Dbq or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Civil Rights Act of 1866 declared that every person born in the United States, without regard to race, lour, or previous conditions of slavery or involuntary service, is entitled to citizenship.This legislation was truly revolutionary as it gave citizenship to every American-born person, and would foreshadow the future suffrage to all American citizens no matter their race or ethnicity (Document F). The 15th Amendment was also quite radical as it promised future suffrage to African- Americans, something that was probably inconceivable at the beginning of the Civil War. This would eliminate literacy tests, grandfather clauses, and OLL taxes put in place by whites to deter blacks from voting. Radical Republicans scattered in Congress also pushed for the end of slavery and a harsher welcoming of the Southern states back into the Union. The new freedoms of blacks opened up many new opportunities for the African American society to pursue such as higher education and new, better career choices that they had not been able to get while they were restricted within the oppressive chains Of slavery. With these new developments painting a bright future for the blacks of the United States, many whites had begun to develop strong discontent and oppressive feelings towards the African Americans.White Southerners had lost their labor force with the abolition of slavery, so they proposed the Black Codes which would have bonded the free blacks with their old slave masters. Almost all blacks saw this as the same thing as slavery though, and strongly protested against it. Racist groups against the blacks also began to emerge across America, headed by the vicious, violent, supremacist UK K lux Klan. These groups where made up of whites strongly against the freedom of lacks, and scared the freedmen with their constant killings and beatings of African Americans (Document l). The Jim Crow Laws were implemented in the South, which were a set of laws that honored the equality of whites and blacks enforced by the 14th Amendment by saying blacks were separate but equal. These laws prohibited free African American citizens from using the same restrooms, restaurants, schools, and other facilities as whites. The anti- black groups and laws that emerged across America contributed to the fast growing sectional, class, and political divide forming in the United States.The African Americans had been freed of the horrors of slavery, but now were faced with the cruel challenges of being accepted into society. The Civil War and Reconstruction period was home to many constitutional and social developments, and spirit of revolution was felt by all Americans. Newly freed blacks were the most beneficial group of these developments, as they were emancipated and promised suffrage and citizenship. Anti-black groups saw and sensed the African American culture becoming more pro minent in society and took matters into their own hands with acts of lenience and oppression.

Judith Jarvis Thomson a Defense of Abortion Essay Example

Judith Jarvis Thomson: a Defense of Abortion Paper Judith Jarvis Thomson: A Defense of Abortion – CRITICAL EXPOSITION The goal of Judith Jarvis Thomson in her defense of abortion is to sway the ideas of those who are against abortion by challenging the arguments they give for thinking so. She begins by stating a premise. â€Å"For the sake of the argument† a human embryo is a person. This premise is one of the arguments most opponents of abortion use, but as she points out, isn’t much of an argument at all. These people spend a lot of their time dwelling on the fact that the fetus is a person and hardly any time explaining how the fetus being a person has anything to with abortion being impermissible. In the same breath, she states that those who agree with abortion spend a lot of their time saying the fetus is in fact not a person. Either way, no argument is really formed. No reasons are given. For sake of challenging an actual argument, she is disregarding this issue. With this premise out of the way, she addresses the basic argument the pro-choice campaign believes. â€Å"Every person has a right to life. We will write a custom essay sample on Judith Jarvis Thomson: a Defense of Abortion specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Judith Jarvis Thomson: a Defense of Abortion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Judith Jarvis Thomson: a Defense of Abortion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer So the fetus has a right to life. No doubt the mother has a right to decide what shall happen in and to her body; everyone would grant that. But surely a person’s right to life is stronger and more stringent than the mother’s right to decide what happens in and to her body, and so outweighs it. So the fetus may not be killed; an abortion may not be performed. † The remainder of her paper is a series of analogies meant to challenge the basic argument mention above. When looking at the analogies separately, they are in no way related to the abortion topic, but the conclusions drawn from each can be applied. Because these examples aren’t directly related to the debate, our emotions won’t necessarily be involved and we can clearly think about what is the â€Å"right† thing to do for each specific scenario. To begin, we’re given the following analogy. You have been kidnapped. When you wake up, you find yourself connected to a famous violinist who needs your kidney. You are the only one who can save him, and in order to do so you must stay connected to him for 9 months. Most would agree â€Å"unplugging† yourself from this dying violinist would be wrong, but you didn’t consent to helping this man so you don’t necessarily hold an obligation to save him. This analogy is laid in comparison to pregnancy due to rape with the intention to challenge the basic argument opponents of abortion hold. The woman doesn’t ask to be raped, and therefore doesn’t ask for the child. There is no consent involved whatsoever. Therefore, the baby’s right to life isn’t enough to obligate the mother to save it. The conclusion drawn from this analogy is that the violinist’s right to life does not give the violinist a right to your body; similarly, the baby’s right to the life doesn’t give the baby a right to your body. This proves the basic argument wrong because the child’s right to life doesn’t outweigh the mother’s. The next analogy is given to back up a situation where there is a risk on the mother’s life if she is to carry the baby to term. This analogy is challenging the more extreme view held by those in opposition to abortion. This view finds abortion â€Å"impermissible even to save the mother’s life. † Imagine a woman has become pregnant and in the same day learns of a newly developed heart disease that will kill her if she carries her baby to term. The baby has a right to life, but so does the woman. Thomson brings up the argument most familiar. â€Å"Performing the abortion would be directly killing the child, whereas doing nothing would not be killing the mother, but letting her die. † The conclusion that is drawn from this scenario is that your own right to life gives you the moral right to â€Å"unplug† yourself if your life is threatened. Equally, if there is a risk of the mother dying, she has a right to end the pregnancy in order to save herself. It cannot be considered murder to kill someone in order to save yourself. This analogy shows the extreme view to be false. To further weaken the extreme view, Thomson addresses the argument against third parties. She believes that, just a like a woman having the right to choose to save her life, a third party should be able to choose if he/she want to assist. The next issue is, in Thomson’s opinion, the most important question in the abortion debate; that is, what exactly does a right to life bring about? The premise that â€Å"everyone has a right to life, so the unborn person has a right to life† suggests that the right to life is â€Å"unproblematic,† or straight-forward. We know that isn’t true. Thomson gives an analogy involving Henry Fonda. You are sick and dying and the touch of Henry Fonda’s hand will heal you. Even if his touch with save your life, you have no right to be â€Å"given the touch of Henry Fonda’s cool hand. † A stricter view sees the right to life as more of a right to not be killed by anybody. Here too troubles arise. In the case of the violinist, if we are to â€Å"refrain from killing the violinist,† then we must basically allow him to kill you. This contradicts the stricter view. The conclusion Thomson draws from this analogy is â€Å"that having a right to life does not guarantee having either a right to be given the use of or a right to be allowed continued use of another person’s body—even if one needs it for life itself. † This argument again proves the basic argument wrong. The right to life isn’t as clear of an argument as I’m sure opponents of abortion would like it to be or believe it is. Similarly, the following analogy brings up another problem with the right to life argument. Just because something ought to happen a certain way doesn’t necessarily create a right to it. Thomson uses the following analogy to discuss this issue. Two brothers are given a box of chocolates and one brother refuses to give any to the other brother. It would be unfair for the one brother to not give the other his share of the chocolates. The refusal to share is indecent and unjust. Thomson states â€Å"to deprive someone of what he has a right to is to treat him unjustly. † The brothers and the chocolate show this, but on the contrary if in the violinist scenario, you learn that instead of 9 months, you are to spend 9 years plugged into him, you aren’t being unjust because you gave him no right to your kidneys; you were kidnapped. When looking at the story of the Good Samaritan, it seems right that we all should be Minimally Decent Samaritans, but even then the rights of one person don’t generate a requirement of a personal sacrifice or obligation. When applying this logic to the violinist, if you were only required to be attached to him for an hour, you would be considered self-centered and horrible if you refused, but you wouldn’t be depriving the violinist of his right to your body because he still has none. Because of this, the argument must be adjusted. The right to life consists not in the right not to be killed, but rather in the right not to be killed unjustly. † This analogy again proves the basic argument wrong, for even with the adjustment accepted, the argument doesn’t show that the fetus’s rights are violated by being killed because there is question as to what gives the unborn person such a right to use the mother’s body for food and shelter. This opens th e door for another analogy; the limits of personal responsibility. Most would agree that a woman who indulges in sex chooses to do so knowing the risks involved. Therefore, she is responsible for the consequences. Thomson questions whether this responsibility indeed gives the unborn child the right to use the woman’s body. If this is true, then you would be depriving it of its rights if it was aborted. This establishes that the unborn child has a right to its mother’s body if the pregnancy was the result of a voluntary act, and not from rape. But even then there are still problems with the argument, â€Å"for there are cases and cases, and the details make a difference. † Thomson gives the following example to support this claim. If you open a window at night because it is hot inside your home and one of the three possibilities occur, are you at fault for opening your window? The three possibilities are as follows: one, a burglar climbs in the window; two, the burglar broke in despite bars you installed on your windows; three, people-seeds drift in despite the expensive mesh screens you have installed to prevent their entry. Instead of coming to one solid conclusion to the argument, Thomson simply states that it’s best to set it aside because clearly every case is different. This, in part, proves the basic argument wrong yet again. The fact that the baby has a right to life isn’t necessarily true in every case. At the beginning of the paper, I stated what Thomson’s goal was for this article. She wishes to sway the ideas of those who are against abortion by challenging the arguments they give for thinking so. She is challenging the common argument those who are against abortion use by presenting situations similar yet different. She states â€Å"what I have been asking is whether or not the argument we began with, which proceeds only from the fetus’s being a person, really does establish its conclusion, I have argued that is does not. † In conclusion, I feel she brings appropriate points on the table to defend her argument. It is true that the basic argument is not an accurate argument or one that can be used for every case. She isn’t claiming that abortions are always permissible or that it is permissible to secure the death of an unborn child. I do not believe in abortion for reasons I will not address at this time and therefore am not claiming to feel the same Thomson does about all of her arguments, but I do agree that the â€Å"right to life† argument is not a solid one. With the analogies Thomson set out, it is clear that cases must be looked at individually because the details make all the difference. I feel she succeeds in her goal. She challenges the way I feel about abortion and requires that I justify my reasons for or against it for more than just the fetus’s â€Å"right to life. REFERENCES * Thomson, Judith Jarvis. 1971. â€Å"A Defense of Abortion. † Philosophy Public Affairs Vol. 1, no. 1. * Gracyk, Theodore. Minnesota State University, Judith Jarvis Thomson. Last modified July 26, 2006. Accessed September 22, 2011. http://www. mnstate. edu/gracyk/courses/phil%20115/thomson_on_abortion_outline. htm. * Kerstein, Samual. University of Maryland, Judith Jarvis Thompson: A Defense of Abortio n. Accessed September 22, 2011. http://www. philosophy. umd. edu/Faculty/SKerstein/140s09/thomson. html.

APA Style Template Avoiding Plagiarism in Papers Reports

APA Style Template Avoiding Plagiarism in Papers Reports When you write a report, you want to make sure that its in the correct format. In the business world, presentation is everything, and you want to make sure that you are presenting your data in the correct format. Likewise, you will want to ensure that all academic papers you create are structurally sound and grammatically correct. One of the pitfalls of writing is accidental plagiarism. With sloppy citation, you can create a bastion of problems that can undermine your research. You will want to conform your writing to the APA style, using APA style citation. With an APA style template, you are able to quickly and easily format your reports and academic papers. Using an APA style template, you simply enter the information you intend to use, and the formatting is taken care of instantly. In fact, you can insert frequently used citations, using APA software that will store your sources for easy insertion into your APA style template. The Importance of an APA Style Template The importance of correct citations is immeasurable. When you pass off other peoples quotations and work as your own, you undermine the confidence of the reader. You want to make sure that you are presenting a scrupulous report, and citing all necessary sources.

Construction Law Essay Example | Topics and Well Written Essays - 2000 words - 2

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