Elizabeth Parks blog

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Rocket Launch is an Easy and Exciting Adventure Game Online

July 28, 2011 by · No Comments · Uncategorized

Are you keen on playing fascinating adventure games online? These are skill games with many different fun quotients to keep you absolutely hooked for many hours. One of the enjoyable games which you can play online is

Rocket Launch. This game is not similar to common adventure games where you experience lots of actions like battling the pirates, traveling through jungles or releasing princess from the evils. Here, your aim is to go as far as possible. Depending on how far your rocket goes, you will earn money.
How to Play
This is one of the easiest online games. When you have played several adventure games then you’re probably conscious that you need to use different keys and gain power to continue playing. With Rocket Launch what you ought to do is just guide the rocket as far as possible and the benefit is money. You will earn more income as far you can make the rocket travel. For doing this you have only one tool, which is the mouse. You have to press the mouse down so that you can guide the rocket up. And then, you have to let go of the mouse so that the rocket can be guided down.
The Obstacles
This is an adventure game and hence there will be several challenges. On the other hand, you will not find hard obstacles such as the other adventure games. Only thing that you have to bear in mind is that you need to avoid the walls. There will be walls on your way to block the smooth guide of the rocket. You must make use of the mouse skillfully to be able to stay clear of those walls.
The Basic Features

• Only need to use mouse
• Cover more distance to earn more money
• Play online at no cost

 

 

 

OLD AGE

March 15, 2011 by · No Comments · Uncategorized

Every generation seems to yearn for some glorious era in amythic past when older people were honored and suffered little from material deprivation, derision, or debility. In the late twentieth century, the aging society of the United States has many reasons to seek such comforting ideas about the experience of old age in Western history. Growing alarm about the “graying” of an unbalanced federal budget, concern about allocating expensive medical resources, fears of intergenerational conflict, anxiety about prolonged technological dying and medical indigence, all give a strikingly contemporary, secular resonance to the Psalmist’s plea: “Donot cast me off in old age, when my strength fails me and my hairs are gray, forsake me not, O God.” Recent historical scholarship (Cole et al.) reveals no grand narrative, and certainly no “golden age,” capable of unifying the diverse experiences of aging and old people in the past. Of all previously silenced groups, the elderly— “clothed as they were with official respect and buried, as they often were, in reality”—may prove the greatest challenge to historians (Stearns, p. 2). Despite the difficulty of generalizing about the historical experience of older people, we can AGING AND THE AGED ENCYCLOPEDIA OF BIOETHICS 3rd Edition 109 follow the evolution of life in Western history. This entry will sketch these themes. It will also highlight research findings about aging and the life course in ancient, medieval, early modern, and modern Western societies and conclude with the problems posed by the end of modernity.

Abortion services

January 6, 2011 by · No Comments · Uncategorized

Physicians who provide abortion services prefer to do
early abortions, that is, up to twelve weeks, for several
reasons. First, it is generally agreed that, though a fetus may
exhibit primitive reflexes before twenty weeks gestation,
there is no evidence that the brain and neurological system
are developed enough even at twenty-four weeks for the
fetus to experience pain. Second, as discussed earlier, secondtrimester
techniques that might appear to be more humane
or to show more respect for the fetus generally entail more
danger for the woman. Third, the physicians who are
committed to offering abortion procedures are intent on
offering the safest procedures for the woman and regard the
benefit to the woman as superseding the goal of minimalization
of harm to the fetus.
Most recently, the debate over partial birth abortion has
presented significant challenges to physicians, other providers
of abortion services, and proponents of a woman’s right to
choose to terminate a pregnancy. While legislation to ban
this procedure has been proposed and debated in Congress,in several state legislatures, and finally in the Supreme
Court, the vagueness of the definition of partial-birth abortion
(which is not a term used by medical professionals), the
failure to allow physicians to protect a woman’s health after a
fetus becomes viable, and the application of the ban before
fetal viability has resulted in the failure of these bans to be
constitutionally upheld (Annas, 1998).
In March 1995, the first Partial-Birth Abortion Ban Act
was introduced in the U.S. Congress to make it a federal
crime to perform “an abortion in which the person performing
the abortion partially vaginally delivers a living fetus
before killing the fetus and completing the delivery.” In
April 1996 President Clinton vetoed the bill because of its
failure to include an exception allowing the procedure to
prevent serious, adverse health consequences to the mother
(Remarks on Returning without Approval to the House of
Representatives Partial Birth Abortion Legislation, pp.
643–647); he vetoed a revised bill in October 1997 for the
same reason (Message to the House of Representatives
Returning without Approval Partial Birth Abortion Legislation,
p. 1545).

casino club

Foundations of Bioethics

December 28, 2009 by · No Comments · Uncategorized

Another classical struggle turns on the dilemma that
arises when respect for individual freedom of choice poses a
threat to justice, particularly when an equitable distribution
of resources requires limiting individual choice. Autonomy
and justice are brought into direct conflict. Recent debates
on healthcare rationing, or setting priorities, have made that
tension prominent.
Even if principles—like autonomy and justice—are
themselves helpful, their value declines sharply when they
are pitted against each other. What are we supposed to do
when one important moral principle conflicts with another?
The approach to ethics through moral principles—often
called applied ethics—has emphasized drawing those principles
from still broader ethical theory, whose role it is to
ground the principles. Moral analysis, then, works from the
top down, from theory to principles to case application. An
alternative way to understand the relationship between
principles and their application, far more dialectical in its
approach, is the method of wide reflective equilibrium. It
espouses a constant movement back and forth between
principles and human experience, letting each correct and
tutor the other (Daniels).
Still another approach is that of casuistry, drawn from
methods commonly used in the Middle Ages. In contrast
with principlism, it works from the bottom up, focusing on
the practical solving of moral problems by a careful analysis
of individual cases (Jonsen and Toulmin). A casuistical
strategy does not reject the use of principles but sees them as
emerging over time, much like the common law that has
emerged in the Anglo-American legal tradition. Moral principles
derive from actual practices, refined by reflection and
experience. Those principles are always open to further
revision and reinterpretation in light of new cases. At the
same time, a casuistical analysis makes prominent use of
analogies, employing older cases to help solve newer ones. If,
for instance, general agreement has been reached that it is
morally acceptable to turn off the respirator of a dying
patient, does this provide a good precedent for withdrawing
artificially provided hydration and nutrition?
Another classical struggle turns on the dilemma that arises when respect for individual freedom of choice poses a threat to justice, particularly when an equitable distribution of resources requires limiting individual choice. Autonomy and justice are brought into direct conflict. Recent debates on healthcare rationing, or setting priorities, have made that tension prominent.  Even if principles—like autonomy and justice—are themselves helpful, their value declines sharply when they are pitted against each other. What are we supposed to do when one important moral principle conflicts with another? The approach to ethics through moral principles—often called applied ethics—has emphasized drawing those principles from still broader ethical theory, whose role it is to ground the principles. Moral analysis, then, works from the top down, from theory to principles to case application. An alternative way to understand the relationship between principles and their application, far more dialectical in its approach, is the method of wide reflective equilibrium. It espouses a constant movement back and forth between principles and human experience, letting each correct and tutor the other (Daniels). Still another approach is that of casuistry, drawn from methods commonly used in the Middle Ages. In contrast with principlism, it works from the bottom up, focusing on the practical solving of moral problems by a careful analysis of individual cases (Jonsen and Toulmin). A casuistical strategy does not reject the use of principles but sees them as emerging over time, much like the common law that has emerged in the Anglo-American legal tradition. Moral principles derive from actual practices, refined by reflection and experience. Those principles are always open to further revision and reinterpretation in light of new cases. At the
same time, a casuistical analysis makes prominent use of analogies, employing older cases to help solve newer ones. If,
for instance, general agreement has been reached that it is
morally acceptable to turn off the respirator of a dying
patient, does this provide a good precedent for withdrawing artificially provided hydration and nutrition?

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Research Ethics and National Security

December 26, 2009 by · No Comments · Uncategorized

The development of human research ethics, and of biomedical
ethics itself, has been decisively influenced by experience
with the involvement of human subjects in national security
experiments. The signal event in this often dispiriting
history was the exploitation of concentration camp prisoners
in experiments under the cover of World War II, many
sponsored by the Nazi German military apparatus. The
culmination of the Nazi doctors’ trial in 1947 was the
creation of the Nuremberg Code, which set down rules for
human subjects’ research and is generally considered a
landmark document in biomedical ethics (Moreno).
Subsequent policies regulating human experiments on
biological, chemical and atomic warfare in the U.S. military
during the cold war specifically referenced the Nuremberg
Code. However, these policies were not always followed, in
some instances because the activity in question was not
considered to be a medical experiment but a training exercise.
Secrecy has itself proven to be among the greatest single
obstacles to developing consistently applied ethical standards
in this area.
The populations that have been involved in national
security research represent a wide range, from military
personnel, conscientious objectors, and institutionalized
persons including prisoners, mental patients and medical
patients. Military personnel in particular occupy a complex
role because they are expected to subject themselves to risks
that would not be required of others, and must accept
medical interventions that will preserve or reestablish their
fitness for duty (Moreno). Certain basic ethical standards
have been recommended, such as appropriate security clearance
for all parties, including subjects, prior review by an
institutional review board, an appeals process, informed
consent, and record keeping (Advisory Committee on Human
Radiation Experiments).
The development of human research ethics, and of biomedical ethics itself, has been decisively influenced by experience with the involvement of human subjects in national security experiments. The signal event in this often dispiriting history was the exploitation of concentration camp prisoners in experiments under the cover of World War II, many sponsored by the Nazi German military apparatus. The culmination of the Nazi doctors’ trial in 1947 was the
creation of the Nuremberg Code, which set down rules for human subjects’ research and is generally considered a landmark document in biomedical ethics (Moreno). Subsequent policies regulating human experiments on biological, chemical and atomic warfare in the U.S. military during the cold war specifically referenced the Nuremberg Code. However, these policies were not always followed, in some instances because the activity in question was not considered to be a medical experiment but a training exercise. Secrecy has itself proven to be among the greatest single obstacles to developing consistently applied ethical standards in this area.
The populations that have been involved in national security research represent a wide range, from military personnel, conscientious objectors, and institutionalized persons including prisoners, mental patients and medical patients. Military personnel in particular occupy a complex role because they are expected to subject themselves to risks that would not be required of others, and must accept medical interventions that will preserve or reestablish their fitness for duty (Moreno). Certain basic ethical standards have been recommended, such as appropriate security clearance for all parties, including subjects, prior review by an institutional review board, an appeals process, informed consent, and record keeping (Advisory Committee on Human Radiation Experiments).

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Role of Private Sector

December 26, 2009 by · No Comments · Uncategorized

Within this scheme drug companies can be said to have
certain obligations with regard to the bioterror threat. For
example, they are obligated to provide security to guard
against any potential vulnerabilities in their production
activities or storage arrangements. They should make positive
efforts to help ensure that medications are available for
the treatment of bioweapons injuries with a wide therapeutic
range and based on different mechanisms, rather than
simply produce medications similar to those already available.
For cases wherein there is only one patented drug for a
certain indication that is related to a bioterror threat,
government may consider a stop the clock mechanism that
permits at least temporarily lifting the patent so that production
and distribution can be accelerated. (DeRenzo)
Managed care organizations (MCOs) have concentrated
a large portion of the highly skilled healthcare work
force in the private sector. Not limited to bioterrorism, this
arrangement raises questions about the relationship between
corporate responsibilities and threats to the public health.
Controlling of costs while also providing excellent healthcare
has proven to be a significant challenge to the industry, and
quality improvement efforts have proven disappointing in
resolving the cost-quality tension. Because public health
agencies have limited resources, any severe public health
problem would further tax the private healthcare system as
MCOs would be obligated to provide care for victims even if
they are not enrolled in some defined health or insurer plan
(Mills and Werhane).
Within this scheme drug companies can be said to have certain obligations with regard to the bioterror threat. For example, they are obligated to provide security to guard against any potential vulnerabilities in their production activities or storage arrangements. They should make positive efforts to help ensure that medications are available for the treatment of bioweapons injuries with a wide therapeutic range and based on different mechanisms, rather than simply produce medications similar to those already available. For cases wherein there is only one patented drug for a certain indication that is related to a bioterror threat, government may consider a stop the clock mechanism that permits at least temporarily lifting the patent so that production and distribution can be accelerated. (DeRenzo) Managed care organizations (MCOs) have concentrated a large portion of the highly skilled healthcare work force in the private sector. Not limited to bioterrorism, this arrangement raises questions about the relationship between corporate responsibilities and threats to the public health. Controlling of costs while also providing excellent healthcare has proven to be a significant challenge to the industry, and quality improvement efforts have proven disappointing in resolving the cost-quality tension. Because public health agencies have limited resources, any severe public health problem would further tax the private healthcare system as MCOs would be obligated to provide care for victims even if they are not enrolled in some defined health or insurer plan (Mills and Werhane).

Bioethics Evaluation

December 20, 2009 by · No Comments · Uncategorized

Evaluation, both of teaching programs themselves and of
individual students, is still in flux. Most formal courses have
included a pass–fail grading system based on class participation
and written exercises, usually either papers or in-class
essay examinations. These efforts convey to students the
importance of medical ethics in the medical school (as has
the addition of questions to the national boards and many of
the specialty boards).
Efforts to develop formal and valid evaluation techniques
have remained hampered, however, by uncertainty
about what specific teaching goals are most important,
about how best to measure whether any of those goals have
in fact been accomplished, and about what is realistic to
expect from ethics courses. (Similar constraints plague efforts
to teach professionalism [Arnold].) Underlying the
challenge of evaluating the impact of teaching medical ethics
is a deeper debate regarding what teaching ethics does.
Ethics as an academic discipline can be taught; one can
evaluate a student’s knowledge of ethical concepts and
cognitive skills. Philosophers in undergraduate ethics courses
have done this for centuries. Most attempts at evaluation in
medical school have tried to measure this aspect of the ethics
curriculum using essay or short-answer tests.
In arguing for the importance of formal ethics education,
teachers of medical ethics typically have emphasized
more ambitious goals, such as improving students’ ability to
address ethical issues in clinical practice or promoting
humanistic qualities such as integrity. Efforts at evaluation,
however, have not always distinguished among residents’
attitudes, knowledge, or behavior. Moreover, there are numerous
methodological problems, particularly in evaluating
ethical behavior or character, problems that are compounded if
one tries to determine whether improvements are attributable
to formal ethics teaching. Some faculty involved in
ethics programs question whether stricter standards of evaluation
should be required of their curricula, arguing that
courses in the traditional areas of anatomy, biochemistry,
and physiology have rarely, if ever, been required to prove
their ultimate effectiveness.
Evaluation, both of teaching programs themselves and of individual students, is still in flux. Most formal courses have included a pass–fail grading system based on class participation and written exercises, usually either papers or in-class essay examinations. These efforts convey to students the importance of medical ethics in the medical school (as has the addition of questions to the national boards and many of the specialty boards). Efforts to develop formal and valid evaluation techniques have remained hampered, however, by uncertainty about what specific teaching goals are most important,
about how best to measure whether any of those goals have in fact been accomplished, and about what is realistic to expect from ethics courses. (Similar constraints plague efforts to teach professionalism [Arnold].) Underlying the challenge of evaluating the impact of teaching medical ethics is a deeper debate regarding what teaching ethics does. Ethics as an academic discipline can be taught; one can
evaluate a student’s knowledge of ethical concepts and cognitive skills. Philosophers in undergraduate ethics courses have done this for centuries. Most attempts at evaluation in medical school have tried to measure this aspect of the ethics curriculum using essay or short-answer tests. In arguing for the importance of formal ethics education, teachers of medical ethics typically have emphasized
more ambitious goals, such as improving students’ ability to address ethical issues in clinical practice or promoting humanistic qualities such as integrity. Efforts at evaluation, however, have not always distinguished among residents’ attitudes, knowledge, or behavior. Moreover, there are numerous methodological problems, particularly in evaluating ethical behavior or character, problems that are compounded if one tries to determine whether improvements are attributable to formal ethics teaching. Some faculty involved in
ethics programs question whether stricter standards of evaluation
should be required of their curricula, arguing that courses in the traditional areas of anatomy, biochemistry, and physiology have rarely, if ever, been required to prove their ultimate effectiveness.

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Faculty and Program Development

December 20, 2009 by · 2 Comments · Uncategorized

As in other areas of medical education, the evolution of teaching in medical ethics has been heavily shaped by the availability (or, for many programs, the scarcity) of qualified faculty. Throughout the 1970s and early 1980s, a central debate involved the question of whether medical ethics teaching should be done primarily by physicians or by those trained in the humanities, such as philosophy or religious studies. Mark Siegler, for example, stressed the ways in which the knowledge and professional experience of clinicians was central to an understanding of the true complexities and realities of clinical-ethical problems and their possible solutions. He therefore urged that primary teaching responsibility should lie with the physician-ethicist. Respected clinical teachers who emphasize the importance of medical ethics can be important role models who can help shape students’ ethical sensibilities. On the other hand, strong reasons for using nonphysicians to teach medical ethics have been offered. First, many important aspects of the identification, analysis, and resolution of ethical problems in medicine do not fall within a physician’s own specialized training or expertise, but depend instead on the intellectual background and analytic skills of individuals trained in other disciplines. Second, involving nonphysicians in teaching medical ethics can help sensitize students to the importance of other viewpoints and improve physicians’ ability to communicate with nonphysicians—two primary educational goals. This controversy regarding who should teach has largely been replaced by a consensus that a variety of disciplines have important and distinct contributions to make.

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December 11, 2009 by · 1 Comment · Uncategorized

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