Physician Assisted Suicide Pros and Cons Essay Sample free essay sample

The inquiry is should incurable patients be able to perpetrate physician assisted self-destruction. and depending on which group you talk to the pros or cons they both have good developed statements as to which is right and which 1 is incorrect. Even though physician assisted self-destruction may assist patients with enfeebling conditions that medical specialty can non pull off. I am against it because self-destruction even for the terminally ailment is incorrect and with the appropriate attention like alleviative intervention it is an unneeded act. The theory that I believe to be the foundation of my beliefs is the deontological and the statement for the holiness of life. It is the simplest moral mentality on self-destruction. The holiness of life holds that it is incorrect because human life is sacred. Though this place is chiefly associated with the church or spiritual kingdom. Ronald Darrkin ( 1993 ) points out that atheists may besides happen entreaty to this claim every bit goo d. We will write a custom essay sample on Physician Assisted Suicide Pros and Cons Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Harmonizing to the â€Å"sanctity of life† the human life is really cherished and valuable and demanding regard from others and fear for oneself. Suicide is so incorrect because it violates our moral responsibility in honouring the value of life. The place of physician assisted self-destruction is a position of the deontological theory and the holiness of life. It would travel against the Hippocratic Oath that a physician takes when they receive their medical grade. This curse was created so that patients would be assured that their doctor is at that place for their best involvement and intend them no injury in any manner. It could even open up the door for noncritical patient self-destruction. One illustration would be patients that want to decease for emotional or psychological grounds. They may seek to convert their physicians to assist stop their life. The American Medical Association has been really vocal and influential on the subject of physician assisted self-destruction and has stated â€Å"that engagement is basically incompatible with a physician’s function as a healer† ( AMA. 1997. p. 290 ) . We need to maintain our values that we grew up with in cheque and retrieve there are things to populate for. We need to protect our morality and that of our physicians every bit good and maintain in head that there are other ways to decease with self-respect. Most faiths groups are against self-destruction and the Bible provinces that â€Å"Thou shall non kill† ( EXODUS 20:13 ) . so they would object to the construct of physician assisted self-destruction. Then there is the household and what they may or may non desire. In a short communicating. The sarcasm of back uping physician –assisted self-destruction: a personal history by Margaet Pabst Battin. In her sentiment it should be the pick of the person. She talks about the liberty statement and the clemency statement. Autonomy is a factor that has already been decided by our society in doing determinations on person stoping their life. The statement for clemency is that â€Å"no one should hold to endure from hurting or any other unbearable agony. where it can non be treated by agencies acceptable to the patient and is non embraced for the other grounds holding to make with values of import to that individual. even if this may intend stoping life† Battin. P. M. ( 2010 ) . As a society we have officially decided this when we let the authorities give the person the right to decline medical intervention. even for life prolonging interventions. With her hubby who had a bike accident November 2008 that paralyzed him had to be put on a vent ilator. Her idea was what if he wanted to decease. could she merely stand at that place while his ventilator was turned off. With her husband’s accident she said things changed and the issue of physician assisted self-destruction had become harder to believe about. It was non merely about terminally sick people any more. but it included her hubby now and she did non believe she could stand at that place and watch him be euthanized by his doctor. â€Å"A individual should be accorded the right to populate his or her life as they see fit ( provided. of class. that this does non significantly harm others ) . and that includes the really terminal of their life. † Battin. P. M. ( 2010 ) . There are a figure of complaints that result in slow agonising deceases such as certain types of malignant neoplastic disease. Doctors have old ages of preparation to hold adequate cognition and experience to cognize when a patient’s yearss are numbered. Just imagine months of purging and coughing losing control of organic structure maps and cramps of hurting. Would it non be more humanist to merely allow them take their ain life and do it the cardinal freedom of each single patient? Nowhere does it province in the fundamental law that the authorities has the right to maintain a individual from perpetrating self-destruction. If a patient or their household agrees with physician assisted suicide the authorities should remain out of it. The useful position of doctor assisted self-destruction would be whatever creates the greatest sum of good for the greatest figure of people is the moral thing to make. Physician aided self-destruction is one of Americas most profound ethical issues of our clip. If moral relativism was directing the quality of life moralss so physician assisted self-destruction would be advocated as a â€Å"light. † It has even been suggested that the lives of some people are non deserving life. and they should be encouraged. for the interest of themselves. household or society. to stop their lives. If person feels that they are traveling to be a load to their household or friend so they need to outline a life will saying what their wants are. They should compose out what they want every bit far as to their basic demands like nutrient. H2O. and pain medicine. They besides should hold a DNR ( do non revive ) papers to transport in their bag or billfold and one for their advocator to transport with them. They need an appointive advocator to be at that place in instance they can non show their demands. After so many deceases in my ain household I decided to do out mine and my husband’s life will. Our kids were non pleased with some of our determinations but I know that they love me adequate to honour our wants. Physician aided self-destruction is non a new issue but has been around for a really long clip and there are many options to physician aided self-destruction. The argument to stop a patient’s life still remains controversial. There are two rules on which all medical Fieldss agree is that physicians have an duty to alleviate their patient’s hurting and agony and to protect the self-respect of their death patient that is in their attention. There are concerns that our society will get down to see aided self-destruction as a legitimate manner of work outing all our hurting and agony. Merely one province in the United States has legalized physician assisted self-destruction. which is Organ and they have to follow certain regulations and makings before they can acquire aid from their doctor. There are many other states that do take part in physician assisted s elf-destruction and some doctors may make this without the patient even cognizing. that is why now citizens in the Netherlands carry a card that says Do Not Euthanize Me. Physician assisted self-destruction is non for everyone. but I think that we should esteem some 1s wants if they decide to stop their life. I am glad that I live in America and do non hold to worry about transporting a card that provinces do non kill me delight. My ma is from a big household and with this size of a household there will be decease. This twelvemonth we have had four deceases and the two that have affected me the most was my mas and a cousin that was about four old ages younger than me. My mom’s was a really emotional for my pa and us four childs and I will explicate it subsequently in this paper. The 1 that has truly made me halt and see my ain age and mortality is my cousin’s decease. Like my ma he fought for his life and in the terminal lost his conflict. He was burned on 80 nowadays of his organic structure when the gas oiler he was welding on blew up. He was medevac’d to Dallas Texas to the burn centre. The physician did non give the household any opportunity of him doing it through the dark and told them to believe about taking him off the life support. My uncle. aunt and his siblings said no to this but his married woman and two kids said yes because he was non reacting to anyone. The household came to a via media and waited boulder clay forenoon to do their determination. By forenoon he was antiphonal and cold keep his pollex up for yes and down for no. so the household left him on the life support. In the yearss to follow he was in a batch of hurting and after several skin bill of exchanges he got pneumonia. so his organic structure started to close down and the physician once more told them that it did non look good. And in the terminal his married woman and two kids decided to take him off of life support after he was unresponsive to any stimulation even though his parent were against the determination to convey some closing to a deceasing adult male. Even though I do non hold with physician assisted self-destruction it does non intend that there is a right or incorrect reply. Last April my female parent lost her conflict to populate and be with us. She fought till her organic structure was so hebdomad that when the physician went to set in a stretch to utilize to make dialyses on her she had a bosom onslaught. The physician put her on a ventilator because my male parent was non at that place. but in the waiting room where they had sent him. It was something he had promised my ma that he would non allow go on. We had a DNR in topographic point at the infirmary in our place town but non in the infirmary in Oklahoma City. It is something that merely fell through the cleft between place and the metropolis. When we eventually got to travel back in the room my pa cried and we had to watch as she laid there and pleaded with her eyes for us to make something. We had to wait for the physician to come in and speak to us before we could hold anything done. He explained that if we took her off the machine she would non last for more than 10 proceedingss but it was our pick to do. My pa set beside my ma and explained what the physician told us and asked her if she understood what he had said and she knotted her caput that she understood that if they took the ventilator off she would halt external respiration. We agreed with her determination and her last words to us were I Love you all. It is a difficult thing to hold to make so even though it is morally incorrect in most eyes and I do non believe anybody has a right to take a life there are merely some instances you can non be the justice and jury on. It may non hold been the moral thing to make but for our household it was the right thing to make for a married woman and female parent that had suffered through three bosom onslaughts and legion other surgeries. She said she was ready to travel place and that is where she is in Heaven. It has been hard on my pa but he is strong if non for his ego so for us childs. My parents would hold been married 50 old ages this month and we spent it with pa. So you can see that even though physician assisted self-destruction may be morally incorrect no 1 knows what they will make until they are faced with that sort of household state of affairs. The Godhead is our lone justice and I hope that he can see that she was ready to come place and that most patient’s in that state of affairs are merely looking for that all-time alleviation from hurting and heartache. I still think that doctor assisted self-destruction is incorrect and I am glad that it is non legal in our province. I think if the doctor has done everything that he can for his patient so he has done his occupation. In my mom’s instance he told us what would go on if he took away the external respiration machine and she did merely ha lt external respiration after about 10 proceedingss. As for my cousin I am glad that it was non my determination to do. I believe that the deontological theory is the 1 to utilize for my ideas about doctor assisted suicide. It states that the holiness of life is really cherished and valuable and demands respect from others and fear for oneself. That self-destruction is so incorrect because it violates our moral responsibility in honouring the value of life. So truly the inquiry should incurable patients be able to perpetrate physician assisted self-destruction. and with all the pros and cons of this argument possibly the determination should be up to the person. We and our Godhead are the lone 1s that know for certain how much each of us as persons can digest. So I say if you of all time find you self-faced with this issue delight take the clip and make a batch of praying before you decide to take some one’s life by aided self-destruction. Is it something you would desire for yourself? Mentions: Association. A. M. ( 1997 ) . AMA Council on Ethical and Judical Affairs. Codeof Medical Ethical motives: Current Opinions with Annotations. Chicago. Battin. M. P. ( 2010 ) . The sarcasm of back uping physician – assisted self-destruction: a personal history. Salt Lake City: Online. Coxon. A. ( 2001 ) . Ethical motives and Medicine. Highland Park: Bioethicss Press. Fieshein. J. ( 1997 ) . US Suprem Court regulations against physician – assisted self-destruction. The Lancet. 40. Mosser. K. ( 2010 ) . Ethical motives and Social Responsibility. Rogate. P. ( 2001 ) . The Virtues of Physician – Assisted Suicide.

Adult Learning Methodology

Adult Learning Methodology Andragogy Andragogy is an adult teaching methodology which developed from pedagology (the teaching methodology for children) (Rachal, 2002, p. 210). Before the introduction of the concept (andragogy), pedagogy was the only known teaching methodology. Andragogy was basically developed by a group of researchers to focus more on unique adult needs as opposed to the conventional child needs.Advertising We will write a custom research paper sample on Adult Learning Methodology specifically for you for only $16.05 $11/page Learn More In andragogy, there is a strong emphasis on process design as opposed to pedagology which focuses more on the content plan (Rachal, 2002, p. 210). With focus on process design, andragogy is basically aimed at designing and managing processes that are aimed at facilitating the acquisition of content by adult learners; but in the same manner, it also serves as a content resource for peers, supervisors and specialists. Andragogy was spec ifically started by a German educationist in 1833, but it is Malcolm Knowles, an American educational researcher, who essentially turned the learning methodology into a popular adult theory (Rachal, 2002, p. 210). However, in later years, Malcolm changed his stand on the adult theory and gave conflicting statements one whether the teaching paradigm was essentially meant for adults or could be applicable to children as well. This conflict of opinion essentially defines the controversy surrounding the use of andragogy as a unique adult teaching methodology. Considering andragogy basically defines the transition from a teacher-centered to a student-centered learning style, critics note that the shift could equally be beneficial to children, as much as it is for adults. This fact characterizes the conflict surrounding andragogy. Nonetheless, it is important to note that such concerns have been dispelled by the fact that proponents of the adult educational methodology were essentially ad ult teachers and they devised the theory to specifically apply to their unique student group (adults) (Rachal, 2002, p. 210). This makes the teaching methodology uniquely applicable to adult learners. The controversy surrounding andragogy is however not the essence of this study (but contributes to its understanding) because this study focuses more on the basis of the teaching paradigm in imparting knowledge to adult learners. In other words, this study will evaluate the teaching criteria behind its use.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The criteria to be evaluated essentially define the platform through which andragogy is implemented and the guidelines to which it is practiced. Comprehensively, this study will analyze the proffered criteria for its applicability and possible areas that may cause its failures (based on existing literature surrounding its use). Volunt ary Participation Andragogy has been traditionally known to be based on the ability of teachers to identify the right internal motivating factor among adult learners. However, Lindeman (1926) notes that instructors should not identify the internal motivation among adult learners if it is in form of professional advancement; however, this view has been disputed by other researchers such as Knowles (1980) who accepts professional career motivation as a form of personal motivational factor (only if it is not coercive). In other words, it is identified that voluntary participation among learners should not be based on material reward but rather on immaterial reward. From a comprehensive point of view, restricting voluntary participation in the context that only legitimate benefit of andragogy would be learning for its own sake (or for self actualization) is deemed a rather extreme limitation and it also goes contrary to what Knowles said when defining andragogy. Specifically Knowles (19 80) asserted that: Although it acknowledges that adults will respond to some external motivators-a better job, a salary increase, and the like-the andragogical model predicates that the more potent motivators are internal-self-esteem, recognition, better quality of life, greater self-confidence, self-actualization, and the like (p. 281). In a study done by Rachal (2002) to evaluate the motives of adult students to enroll in an adult educational program, it was established that their motives were not exactly internal. Interestingly, it was also affirmed that some of the subjects in the study were paid to join the educational program.Advertising We will write a custom research paper sample on Adult Learning Methodology specifically for you for only $16.05 $11/page Learn More This means that adult learners are sometimes not driven by internal and personal factors but also by external and material factors. Current research studies have proposed more research to be done on non-credit continuing educational programs where there is a good environment to learn, and the students are not coerced in any manner, or motivated by unfamiliar factors to take part in educational programs (Rachal, 2002, p. 212). It is also predicted that in this type of situation, adult learners are bound to view the learning activity as essentially valuable to themselves as opposed to perceiving the experience (or enrolment to the educational program) as a mere means to an end (Rachal, 2002, p. 212). Adult Status In implementing the andragogy approach, it is recommended that an adult learning environment be provided to facilitate the learning process (Rachal, 2002, p. 212). More importantly, it is recommended that college environments, where many young college goers frequent should be avoided if andragogy is to be effectively undertaken. This is in line with Knowles’s view that andragogy is essential for adults and the students should not be subjected to an env ironment that seeks to compare them with another student group (young learners). To affirm his sentiments, Knowles (1980) explains that: â€Å"If a college setting is used, and traditional students are part of the study, it is very desirable to have four groups, including an adult andragogy and an adult pedagogy group. It is not desirable to have two groups where a combined group of adults and traditional students receives an andragogical treatment and a second combined group of adults and traditional students receives a pedagogical treatment, even when the adults are separated in the analysis† (p. 284). However, there is enough evidence to suggest that higher learning environments are quite beneficial to andragogical teaching, but it is more recommended that future studies should be done in scenarios where the environment is exclusively adult-centered (Rachal, 2002, p. 210).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Considering there is a high emphasis on adult environments (when referring to andragogy), there has consequently been an increased need to define adult environments and who an adult is in the first place. Rachal (2002) claims that an adult is a person who perceives himself or herself as an adult and has assumed the social and cultural responsibilities that are characteristic of adults. In the same manner, she also provides another criteria (where the above definitions lack) and defines an adult as a person who has attained a given age ceiling, say, 25 years (whichever is considered adult, considering the social definitions of an adult in a given community setting). Knowles’s (1980) definition of an adult is also congruent with the above definition because he defines adult education as activities intentionally engaged in for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults (p. 215). This definition of an adult is important because andragogy is known to work best in environments that are exclusively adult-centred. Collaboratively Determined Objectives Environments that are critical to the adult learner and which the adult learner plays a vital role in the learning experience should be utilized when implementing andragogy (Rachal, 2002, p. 215). Contracts are one of the tools through which instructors and researchers have been advised to use to achieve the required learning purpose; however, there is no guarantee that such a strategy will work in all situations. Specifically drawn contracts which have a predetermined set of objectives for the adult learners are said to be bound to fail if an adult learner does not know the predetermined objectives in the first place (or if the objectives were not the learner’s main objectives of engaging in the learning experience in the first place). For instance, a course focusing on how to improve one’s saving plan would be congruent with a learner’s personal objectives, as well as the course’s objectives, and this could probably be the reason why a learner would enroll in the given course in the first place. Nonetheless, in situations where this scenario is not the case, it would mean that the instructor would have to collaborate with the learners and negotiate on their learning objectives (as regards what would exhibit a high level of competence for the instructor in the course of using the andragogy learning methodology). Langston (1990) seems to have met the criterion defining this standard when undertaking related research studies on his focus groups where the goal of the instructor or the competence expected of the instructor was second to the learner’s objectives. From this analysis, we can deduce the fact that andragogy works best in environments that are specifically determined by the learner’s objectives and not the instructors’ because it is affirmed that the learner shou ld have more say in the planning of the learning process. The ideal situation should however be when the learner’s and instructor’s objectives are similar (such as that defined in the savings plan example). Performance-Based Achievement Considering andragogy and many other learning theories are specifically based on competence and proficiency (in a given area of study); the will to measure the achievement level of the learners is inevitable. However, it should be understood that under andragogy, the assessment criterion should not resemble those of conventional learning styles because they should seem to be as low-threat as possible (Rachal, 2002, p. 216). In this regard, Knowles (1980) previously went ahead to establish a contract with a portfolio of evidence that specifically exposed the level of learner’s achievement (with regards to well determined learning objectives) but the criterion for carrying out such assessments needs to be mutually negotiated with t he learners and the instructors. The assessment criteria is normally based on the learner’s ability to particularly perform all the learnt content in a rather direct manner, which can be demonstrated by his or her ability to take and print a photograph, as opposed to a learner’s ability to take a paper-pencil test that evaluates how to take and print a photograph (the latter is indirect while the former is a direct assessment method). Studies undertaken by Clark (1991), with reference to assessment criteria (when using the andragogy approach), made use of a performance-based activity as a benchmark for performance where it was easily determined whether a person passed a given assessment test or not. Clark (1991) recommends that the appropriate performance criterion is to be designed in situations where the learner’s learning objective demonstrates a desired learning outcome. For instance, if an adult learner wants to acquire basic computer skills that would enab le him or her send and receive e mails without any assistance; the assessment criteria will be based on whether he or she is able to send and open emails without assistance. This kind of assessment is also what determines the â€Å"book test† approach from the practical knowledge expected of adult learners when the andragogy methodology is applied. With regards to standardized tests to assess adult learners, Knowles (1980, p. 12) cautions that tests often smack of childhood schooling to adult learners, and so should be used with caution and preferably with the participants full participation in the decision, administration and analysis†. Since standardized tests are not essentially recommended by Knowles (1980), he proposes the use of tailor-made tests, but he also expresses caution about this assessment criterion, noting that if instructors use it to compare two adult learners, it would not be in the spirit of andragogy. Unfortunately, most instructors have used this a ssessment criterion in this manner. On the contrary, Knowles, recommends that tailor-made assessment criteria should be used for purposes of the students’ own edification (with regards to the relative gains made in the entire learning process), and if it is possible, adult learners should be allowed to come up with their own assessment criteria in group or individual contexts. Measuring Satisfaction Many adult education activities have been faulted by many researchers as lacking the primary goal of attaining skills and expertise, but rather having the feeling to attain personal satisfaction. In this regard, there is enough evidence to suggest that many adult learners are increasingly participating in various learning activities, merely for the pleasure they derive from it. Since this trend is real, Rachal (2002) affirms that there is a strong need for instructors, using the andragogy approach, to measure the learner’s level of satisfaction in this light. Though this as sessment criterion is not basically recommended (if achievement is not the essential goal), satisfaction in the learning experience should be measured in virtually all spheres of the administration of andragogy because this is basically the primary reason most adult learners are likely to be influenced by when enrolling for learning. Andragogy instructors should therefore measure the variables related to the educational activity, but it is also recommended that they couple the same with the learner’s interests (Rachal, 2002). Conclusion This study identifies the need for adult education to be andragological because the methodology specifically appeals to the needs of adult learners. The above criteria, focused on the effective implementation of andragogy also specifically appeals to situational aspects which are unique to adult learning because the application of andragogy is in itself situational. More importantly, this study points out that andragogy appeals to the learnerà ¢â‚¬â„¢s ability, learner’s motivation, and the facilitative elements of the instructor in the entire learning process. These elements are the successive factors in adult learning and from the above analysis, they are also the basis through which andragogy is based on. The above criteria also seem to succinctly follow the precepts and ideals of Knowles, even though his recommendations and perception about andragoy and adult learning were criticized as idealistic. Nonetheless, it is an undeniable fact that adult learning, just like children learning, should be tailored towards the needs of the learner groups and this is what andragogy seeks to appeal to. Conversely, the issue of the appropriateness of andragogy in adult learning can be contrasted with its effectiveness. Pratt (1988) is also sympathetic to this view and affirms that the appropriateness of andragogy in adult education should be the primary focus of study for future researchers because efforts to understand the a ppropriateness of a given learning methodology would be fruitless if its effectiveness is not established. However, apart from acknowledging the importance of this analysis in this study; this issue would be a separate topic altogether. Comprehensively, we can see that andragogy is essentially based on unique adult needs and the above mentioned criteria act as the blueprint for its implementation. References Clark,J. A. (1991). Self-directed learning skills and clinical performance: A comparison of traditionally taught and learning contract-taught nursing students (Doctoral dissertation, University of Southern Mississippi, 1990). Dissertation Abstracts International, 51(07), 2236A. Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Englewood Cliffs, NJ: Cambridge. Langston, L. C. (1990). Self-directed learning, achievement, and satisfaction (Doctoral dissertation, Texas AM University, 1989). Dissertation Abstracts International, 50(12), 3824A. Lindeman, E. C. (1926). The Meaning of Adult Education. Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education. Pratt, D. D. (1988). Andragogy as a relational construct. Adult Education Quarterly, 38,  160-172. Rachal, J. (2002). Andragogys Detectives: A Critique of the Present and a Proposal for the Future. Adult Education Quarterly, 52(3), 210-227.