Explore the importance of ethical, legal and professional values in Abortion The WritePass Journal

Explore the importance of ethical, legal and professional values in Abortion   References Explore the importance of ethical, legal and professional values in Abortion AbstractConclusions   ReferencesRelated Abstract Abortion is a worldwide growing concern and is a controversial topic of debate. The main objective of the following essay is to explore the importance of ethical, legal and professional values in abortion. This paper will provide up to date information and comprehensive review with the help of evidence based literature research. It will also explore the possible solutions and recommendations to support ethical and legal perspectives. Initially, it will provide brief information about abortion and its legal values. Further, it will make links with ethical concept, related issues and conflicts specific to health practice. Moreover, the role of health care professionals discussed in detail where appropriate. All the data is collected form from the University digital library which gave access to recommended electronic journals. Further literature collected from the related articles. Some sources also gained from Department of Health, British Medical Association, WHO, Royal College of Nursing, British Pregnancy Advisory Services. According to the British Medical Association (2005) abortion is defined as the termination of pregnancy by expulsion of product of conception (foetus or embryo) from the uterus, before the foetus is viable (capable of living under normal condition and outside uterus).It is observed that, 98% of abortions are carried out because of risk to mental or physical health of women in Britain (Department of Health, 2007). It is clear from findings of the statistical bulletin (2009) that there were 189,000 abortions in the given year and highest rate was in between the age of 19-21, that was 33 per 1000. Under 16 rate was 4.0 and under 18 was 17.6 per 1000 women. Ratio of all categories was lower as compared to the year 2008 (Department of Health, 2009). According to the WHO (2004) illegal abortions are more common in developing countries as compare to developed countries due to restricted abortion laws. WHO highlighted that, 46 million abortions annually recorded and 20 million are unsafe (DO H, 2009). The law states that two doctors need to agree that the abortion can be carried out. They will reach this decision if they believe there is a greater risk to the womans mental or physical health if she continues with the pregnancy than if she has an abortion. The doctor can also take social circumstances into account when making this decision (British Abortion Act, 1967). Legal limit for abortion is 24 weeks gestation either by medical or surgical means (Royal College of Gynaecologists, 2004b). Nurses should maintain proper record before and after procedure including written consent (NMC,2007). Nurses should be familiar with the legal requirements of the Abortion Act 1967, as amended 1990 (Nursing and Midwifery Council, 2008). Nurses have professional responsibilities to act with integrity and ensure that their personal views do not affect or influence the care of the patient or client (Nursing and Midwifery Council, 2008). According to the Mental Capacity Act (2005) special consideration should be given to the woman having serious mental illness (DoH, 2001c and NMC, 2005). The nurse should assist the individual in the decision making, with the decision based on the individual’s value system. However, the nurse should not take a lsissez-faire (leadership style) approach and avoid assisting the patient. The main responsibility of the nurse is to help the individual examine values, identify conflicts, priorities goals and desired health care outcomes. Actions follow from understanding values and the best available information (NMC, 2008). Ethics is concerned with humanization process (Ladd, 1978) especially in the field of nursing. According to the Dyck, (1977) ethics is a discipline and is a systematic analysis of what things are right or wrong, good or bad. Often the world morality is used as a substitute for ethics. Morality is merely a synonym for ethics that signifies the customary way of action (Ladd, 1978).Health care ethics sometimes also called medical ethics, biomedical ethics and bioethics. These are normative ethics specific to health science, in that it rise the question of what is right and what ought to be done in a health science situation when a moral decision is called for (Benjamin, 1992). According to the American Nurses Association ethical theory refers to a workable system that provides a proper framework within which individuals can determine and distinguish morally appropriate actions (ANA, 1997). In nursing, ethical principles act as safety valves for social control to prevent professional misconduct and abuse of rights of clients. Rights of people must manage according to National health policy and international conventions of human rights for safe guarding (Canadian code of ethics, 2009). It is proposed that code of ethics in nursing practice emphasizes on individual’s right to autonomy, self determination, truth telling, and equality (British Medical Association, 2009). Nursing should always be based on the principles of respecting persons, doing no harms and historically obedience to authority has often provided ethical basis (Raatikainen, 1989). Due to rapid socio cultural changes and advanced technology nurses faced challenge to respond ethical basis in health services. Respect of freedom is condition of personal growth and development, brotherhood is the condition of recognition in social participation and equality a condition for meeting for physical needs (Equality and human rights commission 2009). However, these values are linked together as a whole. Fulfilling each principle means acting for good of each dimension. To meet this approach nurses need strong ethical beliefs, professional education, comprehensive knowledge, critical analysing and thinking (Noble, 1999). It is argued that, life is valuable and is a gift from God (Belshaw, 1997). In case of abortion, it is a sin to destroy the foetal life because it interfere the creative work of god and against his will (BBC, 2009). But if abortion is critically reviewed, there are some factors and situations that require abortion. Again if abortion views from the foetus right to live then there is serious ethical argument of personhood in the favour of foetus. Belshaw (1997) stated that, the issue of personhood in literature always surrounding the abortion debate. For the classification of personhood five traits are essential (Card, 2000) that are consciousness, capacity to reason, self motivation, capacity to communication and self concept. All these criteria cannot be assessed in foetus (Dworkin, 1993). Therefore, abortion at any gestational age is ethical. In UK fetal has no legal rights and according to the American ethical policies foetus has both moral and legal values of personhood (BMA, 2007 ). According to the British Pregnancy Advisory Services (2010) every woman has right to control her own body with respect to her autonomy (independence or freedom). Abortion on the ground of maternal interest may be ethical (Gevers,1999).Abortion is a complicated topic that involves different and sometimes conflicting issues for example protecting foetal life, respecting woman right and preserving social harmony. In this situation it is very difficult to maintain balance in the value of one person’s life over another (Belshaw, 1997). Alongside it is also challenge for foetal personhood and its rights, Brown (2000) stated that if foetus is a person then its rights for using another’s body to survive, as it has no right over that person’s autonomy. Mother has the right to be separated from the foetus at any time, but doesn’t have the right to insist on its death (Card, 2000). Therefore, abortion can be done in case of mal formation but no measure to actually ki ll the foetus beforehand could be employed. In such circumstances nursing professionals experienced the dilemma (a problem offering at least two possibilities as, do or not do) of having to participate in abortion (Ballantyne, 2009). Sometimes it creates conscientious (refuse to perform) objection, but in critical situations they cannot be able to refusal (BMA, 2007). Tooley (1999) argued that if a foetus is classified as a person then it is only a justifiable to kill it in order to save the life of mother. However, if were not a person then it cannot be wrong to kill it, as it would not automatically have the right to life (Tooley, 1999). Serious congenital abnormality is another major ethical issue for continuing pregnancy, as it is known that continuation have no benefit to the fetus, then the fetal interest relies on the belief that the level of welfare a child would have if born is worse than to not exist at all (Gevers, 1999). It is suggested that yet, there are some disabilities that would mean to live be worse than non existence (Sheldon, 2001). It is also reported that, handicapped people, who would fight hard to gain success in their life, for them others may think that they had not been born. So, evidence assumed that tests performed with the intention of treating the new-born and for safe delivery are morally acceptable and tests for termination often violate the principle of non-maleficence (the duty not to harm) (Finni S, 1999). People in community who violate this principle would lower the happiness because killing of foetus is like a murder (Thomson, 1999). It is found that, pro medical genetic services are more beneficial for the detection of prenatal diagnosis and antenatal screening for the findings of congenital abnormalities (Angela, 2009)( like haemophilia, down syndrome, muscular dystrophy, cystic fibrosis and chromosomal abnormalities).It is under the principle of Utilitarianism (related with happiness and doing good). In some countries these are easily detected but there may some legal restrictions for abortions (Penchaszadeh, 1998). Hence this banned abortion law gave access to moral, social and psychological values (Simpson, 2007) in couples especially in women for termination of pregnancy. It is outlined that being known about defective foetus, women found difficulty to carry out pregnancy. In opinion, such countries should allow abortion (Angela, 2009). Seeing as many congenital abnormalities cannot be cured at any cost and if cured is too expensive. Statistics showed that, in developing countries limited human resources an d low income are barriers for life long treatment (Perera, 2000). Basically justification of a congenital abnormality exception is a major problem in countries having restricted abortion laws on the behalf of moral status of foetus (Ballentyne, 2009). Some consider that foetus has same moral status as compare to infant or child (Ashcroft, 2009) it should not countenance the destruction of foetus on the basis of the claim that it’s rearing will place an additional burden on the parents. So, parents should not allow to abort, either disabled foetus has lesser moral status after birth. It is also recommended that, all communities should learn lesson to cope with disability and their living pattern. Moreover, in cases where women are raped, getting pregnant with such a child is yet another brutality they would be forced to bear and raise a child without father or single parenthood (Tan, 2006) such factors are more likely to create violent behaviour and adverse interpersonal relationship, further leads to parental separation and even divorce and depressive symptomatology. These should be identified at every opportunity for positive carrier (Quinlivan, 2006). Thus the option of abortion is best for them to save the life of mother. Nurses should maintain privacy, dignity and confidentiality of the client under the abortion law (RCGN, 2004). Female infanticide is still another alarming issue in ethical practice due to cultural preferences it is known to be cruel way of getting rid of female infants (WHO,2009). In some cultures and societies there is urging for sons rather than daughters (Hussain, 2000).In these situations women usually suffer significant harms including vilification (slanderous) and physically as well as mentally abuse if she bears a daughter. According to their knowledge and understanding they are correct because of their individual preference of autonomous for freedom and to make a choice to meet their needs and desires (Rogers, 2007). They think that sons are care taker for their old age and help in keeping family name (Sumner,2009). In India statistics revealed that, from last decade the ratio of girls is continuously decreasing as compared to male child, which further create imbalance and great challenge for social fabric (Sharma, 2003). Sex determination should be totally banned and must be impleme nted on priority basis. At least, these should be prevented by punishment and implementation of adequate educational programmes to change behaviour and attitudes of communities and to improve importance of female child (Zeng, 2005). Evidence suggested that worldwide there are so many couples who want to adopt child at any circumstance (Bitler, 2002). Health care professionals should be encouraged to understand the value of adoption as an option to teach the vulnerable groups (like teens, people with unplanned pregnancies, unwanted children) to reduce the abortion rate and prevention of foetal murder (Young, 2006).Therefore adoption and care homes may be an acceptable alternative for those unwanted children, who will then be ill treated after birth by their parents. It is observed that, there would be a serious ethical dilemma in forcing women for continuation of unwanted pregnancy (Gevers, 1999) because maternal interest is the most leading factor for abortion. Research also recommended that, adoption is not an alternative to abortion. It is only an option. Conclusions Ethics cannot and should not justify every thing. In some places ethical imperatives coincide with public policy and /or practice, while in other places they diverge. Policy in no nation surveyed answers entirely to all of the ethical demands. However, there is a crucial need to use and improve specific public issues such as health care, abortion and bioethics. After passing the abortion act society has not become more welcoming to children. Parents are going away from their responsibilities for their children as well as their partners. With the existence of legal abortion thousands of children have lost their lives at the hands of doctors. Every abortion is a human tragedy for the child and for its mother. It should be avoided at any cost. Every child is an individual with its own future to respect. Abortion is a major social injustice, directed at those who are most vulnerable. The ethical status of abortion will remain controversial for the foreseeable future. Restrictive abortion law deserve greater attention. School based educational programmes and availability of contraceptive are more important to help in reduce the teenage abortions. Strategies will then need to focus on self esteem and reducing the idealization of pregnancy as a solution to general life dissatisfaction to gain positive carrier. Health care professional should be motivated to raise the ethical issues of in their practices for social justice and equity through successful educational programmes through out their carrier. To face the complexity of bioethical issues public appreciation can also play a pivotal role in the modern society.   References American Nurses Association (1997) â€Å"Position statement on cultural diversity in nursing practice†.   Washington: DC The Association Ashcroft R, et al (2009) â€Å"Prenatal diagnosis and abortion for congenital abnormalities†.  Ã‚   American Journal of Bioethics, 9 (8): pp. 48-56 Ballantyne A, et al (2009) â€Å"Prenatal diagnosis and abortion for congenital abnormalities: is it ethical to provide one without other?†Ã‚   [online] Available at:http://0-web.ebscohost.com.brum.beds.ac.uk/ehost/pdfviewer/pdfviewer?hid=107sid=dcefef83-ac24-4940-81e5-ada17cbdcf35%40sessionmgr110vid=11   (accessed on 10th November 2010) BBC (2009) â€Å"Ethics: Abortion†. [online]   Available at: bbc.co.uk  Ã‚   (accessed on 30th November 2010) Belshaw C(1997) â€Å"Abortion, value and sanctity of life†. Bioethics, 11 (4) p. 130-1150 Bitler M, et al (2002) â€Å"Did abortion legalization reduce the number of unwanted children? Evidence from adoptions†. [online]   Available at: http://0-web.ebscohost.com.brum.beds.ac.uk/ehost/pdfviewer/pdfviewer?hid=105sid=b66b57c0-0a98-4bca-b69a-8eb2c57250fc%40sessionmgr114vid=10   Ã‚  (accessed on 10th January 2011) British Medical Association (2007) â€Å"The laws and ethics of abortion†.   [online]   Available at: bma.org.uk  Ã‚  Ã‚   (accessed on 28th November 2010) British Pregnancy Advisory Services (2010) â€Å"Abortion†.   [online]   Available at: bpas.org/bpaswoman/abortion  Ã‚   (accessed on 9th January 2011) Brown M (2000) â€Å"The morality of abortion and the deprivation of futures†. Journal of Medical Ethics, 26 (2) p. 103-7 Canadian Code of Ethics (2009) â€Å"Nursing code of ethics: Guidelines for making ethical decision making†. [online]   Available at:registered-nurse-canada.com/nursing_code_of_ethics.html#top  Ã‚   (accessed on 5th January 2011) Card R (2000) â€Å"Infanticide and the liberal view of abortion†. Bioethics, 14 (4) p. 341-51 Department of Health (2001c) â€Å"Seeking consent working with people with learning disabilities†. Department of Health, London Department of health (2007) â€Å"Statistical Bulletin. Abortion statistics, England and Wales†. [online]   Available at: dh.gov.uk/assetRoot/04/11/75/74/04117574.pdf  Ã‚   (accessed on 8th January 2011) Department of health (2009) â€Å"Statistical Bulletin: Abortion statistics, England and Wales: 2009†. [online]   Available at:dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_116336.pdf  Ã‚   (accessed on 20th November 2010) Dworkin R (1993) â€Å"Life’s domination: An argument about abortion and euthanasia†. Harper Collins, London Finnis J (1999) â€Å"Abortion and health care ethics†. Bioethics, Blackwell publishers, Malden p. 13-20 Gevers S (1999) â€Å"Third trimester abortion for fetal abnormality†.   Bioethics, 3 (4) p. 306-15 Human Rights Watch (2005) â€Å"Decisions denied†.   [online]   Available at:http:www.hrw.org/en/reports/2005/06/14/decisions-denied-0  Ã‚  Ã‚   (accessed on 6th January 2011) Hussain R et al (2000) â€Å"The role of son preference in reproductive behaviour in Pakistan†. [online]   Available at:http://0-web.ebscohost.com.brum.beds.ac.uk/ehost/detail?hid=105sid=b66b57c0-0a98-4bca-b69a-8eb2c57250fc%40sessionmgr114vid=14bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=rzhAN=2000037256   (accessed on 10th January 2011) Noble –AdamsR (1999) â€Å"Ethics and nursing research†. British Journal of Nursing, 8(14) p.956-60 Nursing and Midwifery Council (2008)†The code Standards of conduct, performance and ethics for nurse and midwifes†.   NMC, London Royal College of Obstetricians and Gynaecologists (2004b) â€Å"The Care of Women Requesting Induced Abortion†. [online] Available at:rcog.org.uk/resources/Public/pdf/induced_abortionfull.pdf  Ã‚   (accessed on 2nd January 2011) Sharma DC (2003) â€Å"Widespread concern over India’s missing girls†.   [online]   Available at:http://0-web.ebscohost.com.brum.beds.ac.uk/ehost/pdfviewer/pdfviewer?hid=107sid=a11620b1-6ce4-4dbf-9588-f697b3506632%40sessionmgr110vid=5  Ã‚   (accessed on 3rd January 2011) Sumner MM (2009) â€Å"The unknown genocide: how one country’s culture is destroying the girl child†.   [online]   Available at: http://0-web.ebscohost.com.brum.beds.ac.uk/ehost/pdfviewer/pdfviewer?hid=107sid=a11620b1-6ce4-4dbf-9588-f697b3506632%40sessionmgr110vid=7   (accessed on 3rd January 2011) Tan LH, Quinlivan JA (2006) â€Å"Domestic violence, single parenthood and fathers in the setting of teenage pregnancy†.   [online]   Available at: http://0-web.ebscohost.com.brum.beds.ac.uk/ehost/detail?hid=110sid=350eac2f-9fb6-45ee-a11f-6d8f884ecbe7%40sessionmgr114vid=3bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=rzhAN=2009152510     Ã‚  Ã‚  (accessed on 15th December 2010) Thomson J (1999) â€Å"A defence of abortion†. Bioethics, Blackwell Publishers, Malden p. 36-45 Tooley M (1999) â€Å"Abortion and infanticide†. Bioethics, Blackwell Publishers, Malden p. 21-35 Rogers W et al (2007) â€Å"Is sex selective abortion morally justified and should it be prohibited? [online]   Available at:http://0-web.ebscohost.com.brum.beds.ac.uk/ehost/pdfviewer/pdfviewer?hid=105sid=b66b57c0-0a98-4bca-b69a-8eb2c57250fc%40sessionmgr114vid=18   (accessed on 8th January 2011) Raatikainen R (1989) â€Å"Values and ethical principles in nursing†.   Journal of Advance Nursing, 14(2) p. 92- 6 Sheldon S, Wilkinson S (2001) â€Å"Termination of pregnancy for reason of fetal disability†. Med Law Rev 9 (2) p. 85-109 Young R (2006) â€Å"Vermont   Children’s Aid Society offers free training on Understanding Infant Adoption to health care†. [online]   Available at:http://0-web.ebscohost.com.brum.beds.ac.uk/ehost/pdfviewer/pdfviewer?hid=105sid=b66b57c0-0a98-4bca-b69a-8eb2c57250fc%40sessionmgr114vid=12   (accessed on 10th January 2011)

Definition and Examples of Anastrophe in Rhetoric

Definition and Examples of Anastrophe in Rhetoric Anastrophe is a  rhetorical term for the inversion of conventional word order. Adjective: anastrophic. Also known as  hyperbaton, transcensio, transgressio, and tresspasser. The term derives from Greek, meaning turning upside down. Anastrophe is most commonly used to emphasize one or more of the words that have been reversed. Richard Lanham notes that Quintilian would confine anastrophe to a transposition of two words only, a pattern Puttenham mocks with In my years lusty, many a deed doughty did I (A Handlist of Rhetorical Terms, 1991). Examples and Observations ofAnastrophe Ready are you? What know you of ready? For eight hundred years have I trained Jedi. My own counsel will I keep on who is to be trained. . . . This one a long time have I watched. . . . Never his mind on where he was. (Yoda in Star Wars: Episode V: The Empire Strikes Back, 1980)Sure I am of this, that you have only to endure to conquer. (Winston Churchill, address delivered at the Guildhall, London, September 14, 1914)Gracious she was. By gracious I mean full of graces. . . .Intelligent she was not. In fact, she veered in the opposite direction.(Max Shulman, The Many Loves of Dobie Gillis. Doubleday, 1951)Clear, placid Leman! thy contrasted lakeWith the wild world I dwelt in.(Lord Byron, Childe Harold)From the Land of Sky Blue Waters,From the land of pines lofty balsams,Comes the beer refreshing,Hamms the beer refreshing.(Jingle for Hamms Beer, with lyrics by Nelle Richmond Eberhart)Talent, Mr. Micawber has; capital, Mr. Micawber has not. (Charles Dickens, David Copperfield, 1848) Corie Bratter: Six days does not a week make.Paul Bratter: What does that mean?Corie Bratter: I dont know!(Jane Fonda and Robert Redford in Barefoot in the Park, 1967) Timestyle and New Yorker Style A ghastly ghoul prowled around a cemetery not far from Paris. Into family chapels went he, robbery of the dead intent upon. (Foreign News Notes, Time magazine, June 2, 1924)Backward ran sentences until reels the mind. . . . Where it all will end, knows God! (Wolcott Gibbs, from a parody of Time magazine. The New Yorker, 1936)Today almost forgotten is Timestyle, overheated method of newswriting by which, in Roaring Twenties, Turbulent Thirties, Time sought to put mark on language of Shakespeare, Milton. Featured in adjective-studded Timestyle were inverted syntax (verbs first, nouns later), capitalized compound epithets (Cinemactor Clark Gable, Radiorator H. V. Kaltenborn), astounding neologisms (rescued from Asiatic obscurity were Tycoon, Pundit Mogul, oft-used still by newshawks, newshens), sometime omission of definite, indefinite articles, ditto final ands in series except when replaced by ampersands. Utterly unlike Timestyle was New Yorker style. Relied latter heavily then, reli es it still on grammatical fanaticism, abhorrence of indirection, insistence on comma before final and in series. Short, snappy were Time’s paragraphs. Long, languid were The New Yorker’s. (Hendrik Hertzberg, Luce vs. Ross. The New Yorker, Feb. 21, 2000) Emphatic Word Order Anastrophe often is used to add emphasis. Consider a comic example. In a Dilbert cartoon strip published on March 5, 1998, the pointy-haired boss announces that he will begin using the chaos theory of management. Dilberts co-worker Wally replies, And this will be different how? Normally, we would place the interrogative  adverb how at the beginning of the sentence (as in How would this be different?). By deviating from the normal word order, Wally places extra emphasis on the question of difference. Wallys extra emphasis suggests that the new theory will not dramatically change the bosss behavior. (James Jasinski, Sourcebook of Rhetoric. Sage, 2001) Anastrophe in Films Anastrophe is an unusual arrangement, an inversion of what is logical or normal, in literature of the words of a sentence, in film of the image, in angle, in focus, and in lighting. It comprises all forms of technical distortion. It is clearly a figure to be used rarely, and it is not always certain if it has the effect intended. . . .[I]n the Ballad of a Soldier (Grigori Chukhrai), one of two signalmen is killed, and the other runs, pursued by a German tank. In a down air shot, the camera pans with tank and man, and at one point the scene turns, placing the ground up, the sky bottom right, the chase continuing. Is it the disoriented panic of the man fleeing wildly without plan, or the manic mind of the tank driver, pursuing one man, when he should be addressing himself to the destruction of companies, when, in fact, he could shoot? A bizarre act seems to call for an anastrophic treatment. (N. Roy Clifton, The Figure in Film. Associated University Presses, 1983)

Digital Marketing Communications Assignment Example | Topics and Well Written Essays - 2500 words

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The Comprehensive Meaning of Yoga Essay Example | Topics and Well Written Essays - 1500 words

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Investigating Osmosis :: Papers

Investigating Osmosis Aim To find out how osmosis affects the mass of a chip through different sugar solutions. Apparatus Petri dishes (6) Chips Ruler Thermometer 30 cm3 Solutions (6) DI, 0.2, 0.4, 0.6, 0.8, 1M Measuring Cylinder Knife Weighing scales Definition Osmosis is the movement of water molecules from a high concentration of water molecules to a lower concentration of water molecules through a semi-permeable membrane. Prelims Before doing this practical, I did a preliminary experiment. This was to help with my prediction and also to improve my main practical. This experiment was quick. It was just the same as the actual practical but it helped me to change certain things. I recorded 3 different changes in mass of the chips in each of the solutions at different times. DI 0.2 m 0.4 m 0.6 m 0.8 m 1m 4cm 4cm 4cm 4cm 4cm 4cm 1 hour 4cm 4cm 4cm 4cm 4cm 4cm 1 1/2 hours 4.1cm 4cm 4cm 3.8cm 3.8cm 3.6cm 2 hours 4 cm 3.9cm 3.5cm 3.6cm 3.4cm 3.2cm I’ve now decided to weigh the chips at the start and finish. This is to get more accurate readings. It will be easier to spot any anomalous results if one chip is compared to two others. I have decided to leave the chips in the solution for a longer period of time (overnight) I found that the longer I left the chips in the solution the more the mass changed. I did this to get more accurate results. Variables The only thing verifying in this experiment is going to be the concentration of the sugar in each of the solutions in the 6 different

What Is the Bystander Effect

Rebecca Aspinwall Professor Patrick Shal 11/05/2012 What is The Bystander Effect? Dr's John M Darley and Bibb Latane are both professors of psychology. Even though they have not attended or worked at the same university, their credibility is equally the same. Their award-winning research was gathered to complete their essay â€Å"Why Don't People Help in a Crisis,† they suggest the probability of a bystander helping is correlated to the number of bystanders present. Next Darley and Latane state that, â€Å"there are three things a bystander must do to intervene in an emergency. First the bystander must be aware of the situation, second the bystander has to establish if the situation is an emergency, and then third they have to decide if it is their duty to intervene and help the person in need (141). Darley and Latane have done an exceptional job on informing the reader, however, their research fails to take into account outside variables which may call into question the vali dity of their research. The language used in this essay by Darley and Latane â€Å"Why Don’t People Help in a Crisis† is emotional to say the least.One of the examples used to inform their readers of the bystanders actions demonstrates their use of emotional appeal with language. Making the subjects relive others horrific situations, the authors are able to portray in an emotionally packed explanation of what happened to the victim in each narrative. For example the first victim they mention, is Kitty Genovese, who was murdered in her home in Kew Gardens, New York. Thirty eight of her neighbors watched her die without helping or even calling nine-one-one (140).This emotional technique is effective, because the initial impact of this heinous act grabs the reader’s attention heightening their arousal. The residual effects are intended to make the reader feel sympathy for the victim. Thus taking a more shock and awe approach the authors use emotional language to en gage the reader into the topic. The intended audience is students and professors of psychology, which would constitute an audience whom is well educated with specific psychology erminology and references like â€Å"Apathy† and â€Å"Indifference†, however, the language betrays this notion of a specific audience since it is fairly easily understood among the general population. The authors involve simple phrases like â€Å"lose your cool† or â€Å"sleeping of a drunk† to make the article easy to follow (142). Therefore the author’s intended audience was a highly educated group of the population, however, it was written with the intent to intrigue the general public.Using an ethical approach the authors make the reader self reflect upon their own moral judgment. The authors asked ethical questions that forces the reader to become personally related to the topic, Questions such as â€Å"How can so many people watch another human being in distress and do nothing? ‘ Why don't they help? ‘ We needn't feel guilty, or re-examine ourselves or anything like that. Or should we? † (141). The authors use of moral questions brings the reader to very front line of the topic ethically and has without a doubt a very effective result.The reader is not able to remain an objective party but becomes subjective to the point where they begin to question whether or not they themselves would have the same reactions as the bystanders in the examples or if they would help in an emergency? This moral examination is a good strategy for persuasion, because it engages the reader to become subjective. The authors do a wonderful job in appealing to emotion, by using individual stories of tragic events instead of multiple stories. The authors persuades their readers by giving a face to the victims.As a result the reader becomes emotionally involved in the article and is just what the authors intended to capture their audiences attention. An other persuading technique is the appeal to logic because of the use of inductive reasoning in gathering evidence . The authors experiment with test subjects to find answers as to why bystanders don't help in an emergency? They've drawn a conclusion, from the experiments of the bystanders actions which depends on the number of people around at that time. If the bystander was in a large crowded area the probability of helping a victim in need is slim.But if the bystander is alone than the odds of helping the victim is greater (141). The authors begins the essay with a specific case using Kitty Genovese as an example and then states another specific case with Andrew Mormille (140). Next the authors draws hasty generalizations to conclude that bystanders don't help if they are surrounded by others. Darley and Latane use a sufficient amount of reliable evidence when they use their experiments as a way to explain their theory. Darley and Latane do not give any other information about the experiments, other than stating that there was â€Å"72 college students† (143).But the authors do give information about the test results. One of the experiments used in the essay was completed with 40 people who were paid two dollars each to participate in the research. First the authors used an attractive young woman to lead the test subjects into a room. Then separated them so that the test subjects were alone and had a divider wall between them and the young woman. Next the woman pretends to have an accident and called out for help, seventy percent of the subjects who were alone offered their help .The next experiment they tried was to see if the subjects would offer help if they were paired up with other subjects and the results were drastically different â€Å"8 out of 40† subjects â€Å"offered to help. † and â€Å"the other 32 remained unresponsive† (143). The experiment used in this statement was used in an ethical appeal because most individua ls would like to assume that they would help in a situation like the one mentioned, but given the results the individuals would mostly agree with the authors. The authors don’t give much attention to the possibility to variables that may have changed the dynamics of their research.An example of one of these variables is location. In our popular culture today, people are more susceptible to believe the validity of the research if the location is taken into effect. The bystanders in New York may be different then the bystanders in Minnesota and vice versa. Another example of a variable that could have an effect on the responses of bystanders could be group dynamics such as age, socio-economic status, and many more. Another effective suggestion is if the authors gave the readers examples of ways to improve their behaviors o help people in need instead of stating that bystanders have an â€Å"apparent indifference of others. † and also stating that â€Å"We can choose to see distress and step forward to relive it† (145). This statement would have been more believable if the authors showed examples how to step forward and change the behaviors of not helping. Overall, the authors have done an effective job informing there readers about the probability of a crowded bystander not helping someone in need. The authors used the emotional appeal to capture their readers attention, and used their logical reasoning to convince their readers.This informational essay was published in Arguing Across the Disciplines: A Rhetoric and Reader, because of the eye opening reactions intended for the readers. But the authors don't pay any attention to the variables used in the experiments. For example the location, age and race of the subjects could have made a huge difference in the results. Work Cited Darley, John M. , and Bibb Latane. â€Å"Why People Dont Help in a Crisis. † Arguing Across the disciplines: A Rhetoric and Reader. Ed. Stuart Hirschberg and Terry Hirschberg. New York: Pearson Longman, 2007. 140-45. Print

The Financial Crisis Of 2007 - 1510 Words

3.1 Background information In the words of Goodhart (2008), â€Å"the banking crisis of 2007 was seen in advance† (Goodhart, 2008). This is a result of many different factors. To begin with, between 2001 and 2005, there were very low interest rates, particularly in China due to the Asian crisis of the late 1990s. Because of this financial crisis, many people across Asia were saving instead of investing their money. In order to encourage people to invest in the economy, the interest rates had to plummet to make spending more affordable. Economies exist by trading with one another and if one economy isn t doing so well, this effects economies worldwide and the USA began to worry about price deflation. During this period, developed countries†¦show more content†¦Professionals say the short-term rates were too low, pulling longer-term mortgage rates down with them, Federals blame the savings glut in China. Putting aside who is to blame, the fact remains that low interest rates were incentives for b anks and hedge funds to seek riskier assets that offered higher returns. As a result of the lower interest rates in America, the house market turned and pooling and financial engineering backfired. This caused mortgage-backed securities to slump in value and as a result, it became difficult to sell assets at any price or use them for short-term funding (The Economist, 2013). 3.3 Impact on Northern Rock Northern Rock used the prioritisation of mortgages to make a profit. January 2007 saw a  £627m profit (The Economist, 2007) and they quickly grew to own nearly 19% of the British mortgage market (Reed, 2007), however their heavy reliance on wholesale funding made them vulnerable and the increased interest rates led to a slip in share prices. Knowing this, Northern Rock still increased the dividend to its shareholders, although they were running dangerously low on cash. This meant that they were promising returns that they didn t have the money to pay out. The directors of Northern Rock approached the Bank of England who said it would be better to put the business up for sale, however, there were no investors to buy it so the Central Bank had to offer emergency