Ethical Dilemma Essays

Moral Dilemma Essays Moral Dilemma Essay Moral Dilemma Essay Fowler, M. D. , Aroskar, M. A. (1997). Moral Dilemmas Nursing Practice. (fifth ed. ). Upper Saddle River, NJ: Pearson Education Inc. Desjardins, J. (2009). An Introduction to Business Ethics. (third ed. ). Boston: McGraw-Hill Higher Education. Ghillyer, A. (2010). Business Ethics: A Real World Approach. (second ed. ). Boston: Mcgraw-Hill Higher Education. Klein, E. R. (2003). Individuals First! Expert and Business Ethics without Ethics. Oxford, UK: University Press Of America. MacNiven, D. (1993). Inventive Morality. London, UK: Routledge. Narveson, J. (1998). Selfishness and Altruism. In R. Chadwick, Encyclopedia of Applied Ethics (pp. 15-21). London, UK: Academic Press Limited. Preston, N. (1996). Getting Ethics. Sydney, NSW, Australia: The Federation Press. Shaw, W. H. , Barry, V. , Sansbury, G. (2009). Moral issues in Business. (first Asia-Pacific ed. ). South Melbourne, Victoria, Australia: Cengage Learning Australia Pty Limited.

Eternal Light free essay sample

Another â€Å"wayfarer† is Victor Frankenstein, who is taking a stab at â€Å"eternal light,† yet in another viewpoint. He is the â€Å"Modern Prometheus,† aching to â€Å"pour a downpour of light into our dull world,† while making a person †a deed, which is characteristic for God (26). His creation is the third member in the â€Å"journey† to â€Å"eternal light. † He is anonymous, or all the more frequently called the animal, the beast, the reprobate, or the one with â€Å"unearthly ugliness† (55). Victor’s creation additionally dreams for â€Å"eternal light† in the significance of unadulterated love or bliss, yet he is constrained to follow the opposite course †to â€Å"darkness and distance† (134). The three meet each other at the â€Å"land of fog and snow,† where their â€Å"journey† closes, where the fringe among conceivable and basic lies, among dream and reality, among virtuoso and humanity, among God and humankind, between â€Å"a nation of interminable light† and â€Å"darkness and separation. † The character, responsible for the novel’s dramatization, is Victor Frankenstein, an understudy in humanities. We will compose a custom exposition test on Everlasting Light or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page â€Å"A conceivable understanding of the name Victor gets from the sonnet Paradise Lost by John Milton, an extraordinary effect on Shelley (a citation from Paradise Lost is on the initial page of Frankenstein and Shelley even permits the beast himself to understand it). Milton every now and again alludes to God as ‘the Victor’ in Paradise Lost, and Shelley considers Victor to be playing God by making life† (Wikipedia). As a divine being Victor is resolved to invest humankind: â€Å"Yet my heart flooded with graciousness, and the affection for goodness. I had started existence with kindhearted aims, and yearned for the second when I should place them practically speaking, and make myself valuable to my individual beings† (50). Also, as Prometheus, he gives the world â€Å"a sparkle of being† (28). Outfitting the world with such extraordinary force Frankenstein should assume the liability of maker and assist his with gifting be helpful not damaging. Anyway he misuses it. At the point when he is fifteen, he witnesses â€Å"a generally savage and horrendous thunderstorm,† which â€Å"utterly destroys† a â€Å"old and excellent oak† (18). This occasion could be deciphered as an inference to how pestilential this â€Å"spark of being† could be. As Miglena Nikolchina fights, the â€Å"serious ailment† is â€Å"in the man alone, attempted the ‘godlike’ capacity to be a maker, yet in numerous regards juvenile for it† (57). The solid purpose behind the animal being â€Å"spurned at, and kicked, and stomped on on† is his physical offensiveness (133). Why Frankenstein’s creation is monstrous? As indicated by Cvetan Stoyanov, â€Å"Ugliness is in truth estrangement, floating away from the essential standard †natural couldn't be appalling, violating and murdering it is ugly† (206). Something, frequently refered to in association with Shelley’s work is a sentence wherein the ideal craftsman is depicted as an ethically impeccable man, as a â€Å"second maker, perfect Prometheus under the sky of Jupiter† (Shaftsbury 207). In this regard Miglena Nikolchina thinks about Frankenstein as an incompetent craftsman, since he isn't â€Å"morally perfect† and shows this as a purpose behind the monster’s grotesqueness. She asserts that the Frankenstein’s ethical quality isn't one of a maker, yet one of a normal man. â€Å"Frankenstein has not liked that adoration †in particular love and just love his creation needs †is the principal normal for maker. † â€Å"Ugliness turns out the sign, abandoned by the maker who imbues life, yet doesn't figure out how to come to adore it and accordingly calls forward death, for it is preposterous the destined for living to be made without adoration, and has no essentialness what is denied of the leniency to be loved† (Nikolchina 79-82). Victor’s visual impairment about the monster’s guiltless nature is more hurtful than the physical visual deficiency. The visually impaired De Lacey is the main man who sees the beasts great goals. About the structure of the novel Nikolchina offers an intriguing definition. It is â€Å"constructed as though of concentric circles of ice. The cruising toward the North Pole is the external circle, which fill in as an edge of Frankenstein’s story. The discussion between the beast and Frankenstein among the ocean of ice close Chamounix is the edge of the monster’s story, which is the center of the novel† (Nikolchina 86). The focal piece of his story is when in the wake of torching the cabin of De Lacey he ponders: â€Å"And now, with the world before me, whither would it be advisable for me to twist my means? (80). In the future he begins chasing for his maker and starts distancing from his characteristic guiltlessness. The animal wends his way toward â€Å"darkness and separation. † The changing nature validates his ethical breakdown: â€Å"I voyaged uniquely around evening time, dreadful of experiencing the look of an individual. Nature rotted around me, and the sun got heatless; downpour and snow poured around me; powerful streams were solidified; the outside of the earth was hard, and chill, and exposed, and I found no shelter† (81). â€Å"Advancing into experience,† Miglena Nikolchina clarifies, â€Å"is going into a center of cold as well† (87). She proposes two viewpoints in examining the job of ice. First it could be viewed as â€Å"a incomparable, aloof, unsusceptible to changes reality. It raises Frankenstein ‘from all modesty of feeling,’ it fills him with ‘a grand joy that offers wings to the spirit, and permits it to take off from the dark world to light and joy’† (Nikolchina 87). Such an everlasting and boundless is the image before Robert Walton as well: â€Å"†¦the district of magnificence and pleasure. †¦the sun is for ever noticeable; its wide plate simply evading the skyline, and diffusing an unending magnificence. The explorer’s trusts are extraordinary to such an extent that they turn out dreams †he envisions a totally unbelievable North Pole: â€Å"†¦there day off ice are exiled; and, cruising over a quiet ocean, we might be floated to a land outperforming in ponders and in excellence each locale heretofore found on the tenable globe† (2). Th e Modern Prometheus picks the â€Å"wild and puzzling regions† to â€Å"the tamer scenes of nature† (11). He goes past the possibilities of conventional individuals, in any case, pointing not at appreciating of the Great Nature, however at picking up the celestial insider facts. While Elizabeth mulls over â€Å"with a genuine and fulfilled soul the eminent appearances of things,† Victor delights â€Å"in researching their causes. † Elizabeth follows â€Å"the flying manifestations of the poets† and â€Å"in the superb and wondrous scenes† she finds â€Å"ample scope for adoration and delight,† while Victor is â€Å"capable of an increasingly extreme application,† and is â€Å"more profoundly stricken with the hunger for knowledge† (15). He lifts his keenness, however not his spirit. He doesn't understand that new conceived (for his creation develops in a totally new world) needs love and participation. Endeavoring to everlasting light,† he experiences â€Å"impenetrable haziness. † Night is shutting around,† †dark are the mountains,† â€Å"heavens are clouded† (40-41). The â€Å"spark of being† turns out a repulsive fetus removal. â€Å"Thick fogs conceal the highest points of the mountains† (54). Frankenstein falls into â€Å"deep, dull, deathlike solitude† (50). Enduring â€Å"the endless twinkling of the stars weighed upon him,† as opposed to pleasing â€Å"eternal light,† he shouts: â€Å"Oh! stars, and mists, and winds, ye are going to deride me: if ye truly feel sorry for me, pulverize sensation and memory; let me become as nothing; however on the off chance that not, withdraw, leave, and leave me in darkness† (87). The radiant scenes offer approach to shocking â€Å"dusky plain† (124). The other part of the ice, agreeing Nikolchina, is â€Å"something desolate and dead; like a force, which is unfriendly to life; like muteness† (88). Aching retribution, Victor withdraws from land and â€Å"pursues his excursion over the ocean toward a path that prompts no land,† â€Å"†¦the snows thicken and the virus increments in a degree excessively serious to support†¦ The waterways were secured with ice and no fish could be procured† (123). The nature is by all accounts aroused and acts against Frankenstein: â€Å"Immense and tough piles of ice frequently banned up my section, and I regularly heard the roar of the ground ocean which undermined my destruction† (124). It appears he has stepped on some concealed outskirt that can not be crossed. â€Å"When he shows up nearly inside handle of his enemy, his expectations are out of nowhere stifled, [ ]. The breeze emerges; the ocean thunders; and, similarly as with the relentless stun of a quake, it parts and breaks with an enormous and overpowering sound. The work is before long completed: in no time flat a turbulent ocean moves among him and his foe, and he is left floating on a dissipated bit of ice, that is persistently decreasing, and subsequently getting ready for him an ugly death† (124). â€Å"Walton is additionally encircled by heaps of ice which concede to no way out and compromise each second to pulverize his vessel† (127). The circumstance with the â€Å"unearthly† animal is anyway unique. The surge of his profound improvement is in opposition to the ones of Frankenstein and Walton. Through the appellation â€Å"unearthly† Shelley differe

Jargon

Jargon Putting the definition of punt at the end of my last entry got me skimming through the glossary of my current edition of How to Get Around MIT (alternatively How To GAMIT or HoToGAMIT). Since youre reading blogs of MIT students and alums, you should learn a bunch of the jargon that we MIT folks sometimes use (a small selection from How To GAMITs glossary) armadillo A small set of drawers common to a select few dorms. beaver The MIT mascot, engineer of the animal kingdom. Bruno A unit of volume resulting from a piano falling six stories onto Amherst Alley from the roof of Baker House. CP Campus Police. cruft Old equipment; junk. Being able to take cruft again and make it work again, or do something new and useful, is a badge of honor. drop (1) v. To de-register for a subject during a term. (2) n. Network access point. (3) n. Type of sodium experiment performed by Third East. Flammschmeisser A gas-fired device used for spreading burning iron particles when creating a hoax crop circle. FSILG Fraternity, Sorority, or Independent Living Group. GIR General Institute Requirement. A class that all undergraduates must pass in order to get their degree. hack (1) n. A trick or prank. For example, having a balloon pop out of the field in the middle of the Hahvahd-Yale football game or getting elected Undergraduate Association President are fine hacks. (2) n. An inelegant shortcut to get something done quickly, for example in a computer program. (3) v. To use or operate something in a manner outside its design or published documentation; see kludge. (4) v. To explore ordinarily inaccessible or unknown places; equivalent to go hacking. (5) v. To apply oneself with utmost dedication in order to understand or become proficient in something. Example: a computer hacker. Also connotes fanaticism. hacker n. (1) One who hacks. (2) One who pulls hacks. (3) One who goes hacking. hosed Bogged down with work. IAP Independent Activities Period. The month of January at MIT, and the most fun time to be on campus. intuitively obvious aj. (1) Too simpleminded to deserve explanation. (2) More often, too abstruse to explain, if the speaker even understands it at all. kludge [rhymes with stooge] n. (1) A Rube Goldberg-style device which appears unlikely to work but does anyhow. (2) A method by which something is effectively but inelegantly made to perform a function for which it was not designed. (3) Something complex that doesnt work, e.g., this definition. Mystery Hunt The famous annual weekend-long puzzle competition held during IAP (q.v.). nerd [pronounced gnurd] n. (1) Someone with a high level of expertise in an esoteric, usually technical field. A badge of honor at the Institute, e.g., Nerd Pride. (2) Someone who studies too much. See tool. punt (1) v.t. To determine after analytical deliberation not to do something often academic in nature. (2) v.i. To be in the process of not doing something. Smoot A unit of length equal to the height of Oliver Smoot 62, most commonly used for the Harvard Bridge (364.4 Smoots plus 1 ear). tomb An enclosed space, often created when a new building is put next to an old one without fully coordinating the floorplans. They tend to be named by the first hackers who find them. tool (1) v. To study. (2) n. One who studies to an extreme. Connotes over-concentration on problem sets. Supertool: an extreme extreme. (3) n. MIT student. Slightly derogatory. See nerd. Bonus points for using these in your comments, or, even better, as many as possible in one sentence ;)

Essay on Prejudice and Racism in The Adventures of...

Prejudice and Racism in The Adventures of Huckleberry Finn The Adventures of Huckleberry Finn, by Mark Twain, is an excellent example of racism in literature, because it uses language describing African Americans which goes beyond satire. It treats them as objects and perpetuates stereotypes. It does not expose and deal with racism, as many advocates of its reading claim, but encourages an attitude of superiority that is unnecessary and intolerable. In order to rid ourselves from this racism, African American literature should be read more often in classrooms throughout the United States. Anything less will simply perpetuate racism. The American Heritage Dictionary defines racism†¦show more content†¦Instead, he is acted upon and is often the center of attention, treated as a problem throughout the book. When he breaks this pattern, and takes action, his image is not helped. Even when he tries to help Tom near the end, he is not shown as a human being, but at best a noble savage who acts without reason. Finally, Jims character is a stereotype. He is a black man trying to find a new home, and buy back his family. He believes in a wealth of superstitions and religious taboos which the white reader often laughs at. He has no desire to pursue academics, nor any concerns of finding a real job. This image, forwarded by Twain without any indication that he disagrees with it, clearly illustrates racial superiority. The whites in the story might be bad, but they are not ever grouped together, or called by such a painful term as niggers. Using the term nigger has no healing effect, especially not among white readers. Most shrug and say Yeah, I guess thats offensive, but I dont mind it, its part of the times. Surely they would not say the same if they were African Americans. Whites cannot possibly understand the anguish this causes, possibly with the exception of frequent Anti-Semitism which must be endured by many Jewish children. We just dont care, and do not see why othersShow MoreRelated Prejudice and Racism in Mark Twains The Adventures of Huckleberry Finn1062 Words   |  5 PagesPrejudice and Racism in Mark Twains The Adventures of Huckleberry Finn    Despite all the criticism, of racism and other questionable material for young readers, Mark Twain’s The Adventure of Huckleberry Finn is a superbly written novel, which in the opinion of this reviewer should not be remove the literary cannon. Twain’s novel is a coming of age story that teaches young people many valuable lessons and to some extend makes students reexamine their own lives and morals. The most common argumentRead More The Importance of Friendship in Mark Twains The Adventures of Huckleberry Finn829 Words   |  4 PagesThe Importance of Friendship in Mark Twains The Adventures of Huckleberry Finn Aristotle was once asked what he thought friendship was. His response was, One soul inhabiting two bodies. This was the kind of relationship that Huckleberry Finn and Jim shared in Mark Twains epic novel, The Adventures of Huckleberry Finn. This novel is a tool that Mark Twain, whose real name was Samuel Langhorne Clemmons, was using to impress the great benefits of friendship upon society. However, others feelRead MoreThe Adventures Of Huckleberry Finn By Mark Twain Essay1055 Words   |  5 PagesJhonatan Zambrano Mrs. Patmor AP Lit-Period 5 28 September 2016 Adventures of Huckleberry Finn 1835 Mark Twain embodies realism in almost every aspect of his writing not excluding The Adventures of Huckleberry Finn, which in he portrays such a lifelike setting that it almost gives you this sense of reality through the point of view of a young man that has an urge for freedom yet struggles to conform to society s norms due to his adolescence. Twain s ability to unmask the true identities of theRead MoreThe Adventures of Huckleberry Finn is a book that has racial attitudes towards a society. It is1200 Words   |  5 PagesThe Adventures of Huckleberry Finn is a book that has racial attitudes towards a society. It is written in a language which is more artistic than usual. The Adventures of Tom Sawyer may be a book for young adults and children, but the Adventures of huckleberry Finn is not so much for kids. Mark twain shows the evil in his society by satirizing the institution of racism by using irony. Mark Twain’s best works is The Adventures of Huckleberry Finn. The main characters in the book are HuckleberryRead More Mark Twain a Racist? Absolutely not!1597 Words   |  7 PagesCelebrating its 135th anniversary this year, Mark Twain’s The Adventures of Huckleberry Finn is a classic of American literature and is read by millions across the nation every year. However, many claim that the book promotes and endorses the heinous act of racism. In their attacks on the classic, many of the book’s critics employ evidence such as the use of the n-word 211 times (Powers, 2010) and the novel’s repeated inferior depiction of African-Americans. Many supporters of the novel, thoughRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1346 Words   |  6 Pages An in depth look at â€Å"The Adventures of Huckleberry Finn† Racism was an ever present evil that was prevelant during the 1830s and 1840s that lead to a multitude of wrongdoings against blacks. The Adventures of Huckleberry Finn is about a young child name Huck and how he matures in a society teeming with racism. While on his adventure, he must learn to make tough, adult-like decisions. He travels down the Mississippi River with a runaway slave who later becomes one his his greatest friends. In MarkRead MoreDehumanism In Huckleberry Finn Essay867 Words   |  4 Pageshistory of transporting people from Africa to the colonies and enslaved greatly stains its reputation. Categorizing the African slaves utilizing derogatory references as a form of dehumanizing them. American literature like Mark Twain’s The Adventure of Huckleberry Finn provides this sense of realism portraying real life of the brutal and ugly aspects of life, as in this case slavery. In the book, it uses the n-word over two hundred times stirring up controversy, hundred and thirty three years later onRead MoreEssay on Huckleberry Finn: Hypocrisy in â€Å"Civilized† Society713 Words   |  3 PagesLambert Kelsey Mrs. Gunn A.P. English Literature 6 18 December 2012 Huckleberry Finn: Hypocrisy in â€Å"Civilized† Society The Adventures of Huckleberry Finn, a sequel to the Adventures of Tom Sawyer by Mark Twain illustrates the Southern states and slavery. Published in 1884, the novel focuses on the important issues that affected America. These issues included racism, slavery, civilization and greed. The book has become one of the most controversial books ever written. The controversy hasRead More Racism in Huck Finn Essay example3609 Words   |  15 PagesRacism in Huck Finn Kids are often exposed to books long before they are ready for them or exposed to them in a manner that seems almost calculated to evaporate whatever enthusiasm the student may bring to them. Very few youngsters of high school age are ready for The Adventures of Huckleberry Finn. Leaving aside its subtle depiction of racial attitudes and its complex view of American society, the book is written in a language that will seem baroque, obscure and antiquated to many young peopleRead More Struggle for Freedom in Adventures of Huckleberry Finn Essay1136 Words   |  5 PagesStruggle for Freedom in Adventures of Huckleberry Finn   Ã‚  Ã‚  Ã‚  Ã‚   The Widow Douglas, she took me for her son, and allowed she would sivilize me; but it was rough living in the house all the time, considering how dismal regular and decent the widow was in all her ways; and so when I couldnt stand it no longer, I lit out. The aforementioned quotation best describes Hucks philosophy when faced with ties that bind. When he is unable to take the restrictions of life any longer, whether

Sci Damath Andoroid Game - 9675 Words

Chapter 1 INTRODUCTION This chapter will show the different content such as project context, project description and purposes, project objectives, project scope and limitation, project definition of terms that are directly related to the project. It will discuss in detail the aim of this study and the goals behind it. Project Context As time passes the type of information that user need to often changes in order to make information more convenient and easy to produce thus mobile devices are invented. A mobile device is a computing device small enough to hold in the hand. One popular type of mobile device is the mobile phone. Android phones are very popular now a day. Every month there are new releases of the newest model and brand.†¦show more content†¦Developer It will help the developer in exploring and studying other possibilities of controlling some computer function using Android application. User This will help the users to lessen the time and find a better way in searching information about herbal medicines. Future Researchers This serves as related study providing reference that may be used in other researchers and it add interest and insights about the application of different Android operating system Objectives The general objective of this study is to create a game of computer terms that can be used in android operating system. Specially, it aimed to: 1. To analyze the hardware and software that we need to use to create our system. 2. To give hassle free and to have instant and compatible application in mobile phones. 3. To evaluate an application that is approved not only to the students and faculty but also to the people that can use the application in terms usability, design, user-friendliness and error handling. Scope and Limitation The study covered by computer terms and their definition but was limited to one thousand (1,000) computer-related or information technology terms as well as their definitions. It is smartphones software application that gives entertainment and knowledge while you playing this application. It can provides attractive design that will help to

Critique an Article Free Essays

Introduction In order to benefit and fully understand what exactly a certain article is researching or auguring it needs to be analysed and critiqued to the point of understanding so to demonstrate this, the author of this material is going to analyse and critique the article, Factors influencing the food choices of Irish children and adolescents: a qualitative investigation. To achieve this in a well structured, well laid out piece of literature the author will use a checklist devised to critique a qualitative research study, in which it will be clear to recognise under appropriate headings. To conclude this assignment the author will mention any difficulties or problems that occurred through out the assignment. We will write a custom essay sample on Critique an Article or any similar topic only for you Order Now Title The title is very short but clearly states what the article is about. Parahoo (2006) mentions that the title should indicate the exact area of study and mention the population from who the information was collected. The title also is very informative with regards to the research method used as it’s clearly stated. Author As indicated on the article, the authors have well recognisable qualifications. Amanda Fitzgerald is from School of Psychology, national University of Ireland, Galway, and is also corresponding author. Caroline Heary is also form School of Psychology, National University of Ireland, Galway. Elizabeth Nixon is from School of Psychology, Trinity College Dublin, Ireland and Collete Kelly is from the School Of Health Sciences, National University of Ireland, Galway, Ireland. Abstract There is an abstract as such but titled summary which acts as the same purpose, as Parahoo (2006) states that an abstract is a short summary of a study. The research problem being that there is relatively little research done to explore the factors that influence the food choices of children and adolescents form their point of view is mentioned in this summary. The methodology of this study uses focus group discussions of 29 young people, in different age groups, ages ranging from 9-10, 13-14 and 16-18 years. From these discussions an inductive thematic analysis identified three key factors influencing food choices. Parahoo (2006) suggests that the abstract should mention the main findings which are referred to in this summary as, that their were developmental differences between children’s and adolescents perceptions of factors influencing food choice. Statement of the Phenomenon of Interest The phenomenon of interest is stated in the introduction as the author clearly mentions that this study was to understand the processes used to make food choices from the participants perspective. The researcher has mentioned that few studies have set out to qualitatively examine young people’s own views so this is an indication that the researcher wants to explore the participants own experiences through a qualitative method i. e. Focus groups. The philosophical underpinnings are clearly that the author has identified that few qualitatively studies have been carried out to examine the factors influencing the food choices of Irish children and adolescents from their own perspective. Also the researcher wants to access how they interact with others in the environment about food choices. Purpose The purpose of this study was evident from the title and clearly explained in-depth through out the article. The purpose of this study was to explore differences between children’s and adolescents’ views regarding influences on their food choices. The researcher doesn’t go too much into detail about how this research helps nurses but does mention that this study has useful implications for clinicians. Overall the use of the information obtained in this research would be of use to nursing in nutrional education for similar each groups in hospital. Method The researcher obtained the information from the participants using semi-structured interviews to guide focus group discussions. The use of focus groups is very suitable in this qualitative study. Parahoo (2006) mentions that choosing focus groups as apposed to individual interviews helps to get more in-depth information from the participants’ experience about a certain topic, it aids the researcher to get a wider view from all different experiences and leads participants to freely discuss and share their ideas. The use of focus groups enabled all the participants to share their own experiences and opinions about the phenomenon. Sampling The researcher mentions the participants selected and states the ratio of males and females and gives the age groups. The location or venue isn’t mentioned at all. Purposive sampling is indeed used and as Parahoo (2006) points out that researchers use this type of sampling as they select the most appropriate candidates to be able to answer the questions being asked. The questions being asked were aimed at children and adolescents so the aged group selected was between 9-18 years, so they were suitable. Data Collection The data collected is focused on human experiences as the researcher mentions the use of focus groups which were semi-structured to guide the participants to share their own ideas. The focus group discussions were tape recorded, transcribed and double- checked for accuracy. Ethical approval was obtained from the research ethics committee and parents had to provide written consent as well as consent from the participants themselves. The researcher didn’t mention if data saturation had occurred but did mention that following the inductive analysis procedure, categories emerged following repeated readings of the transcripts which identified key concepts. The researcher explains how the data was obtained using an inductive analysis procedure that were transcribed resulting in emerging categories. Data Analysis The focus group discussions were analysed separately and the researcher explains that an inductive thematic analysis was used and explains what this method does. The researcher has remained true to data by using semi-structured interviews which are used in qualitative research and also by using direct quotes which in-riches the data. The researcher does not give direct headings and emphasis to the creditability, audibility and fittingness in the article but they are evident from reading the article. Credibility According to Parahoo (2006), credibility is when a study carried out shows the participants ideas from their perpespectives about the research. The participants do recognise the experience as their own as they explain their answers using scenarios. Audibility Audibility refers to the data produced in a certain study that enables readers to understand the original methods and conclusions used in previous research ( Parahoo, 2006). The reader can follow the way the researcher has carried out the research as the researcher sticks to the qualitative method used to collect information from the participants, through semi-structured interviews. The researcher does mention that the research process used is that of a qualitative process. Fittingness The findings can be applied to people outside the study as the researcher mentions that this study gives a detailed account of young people’s food choices from their view points so this information can be used to help other people in understanding. The results can benefit parents along with health care workers, working with that age group, towards building nutrition among children and adolescents. The researcher clearly states that the data in this research piece does support the compatible use of an integrated theoretical framework as its based on the Social Cognitive Theory (SCT) and ecological theory so young people’s food choices can be explained, as the researcher wanted to understand how the participants engaged with others in their environment about food choices. Findings The reader can gather that the findings are broken down into three different categories, intra-individual factors, intra-familial factors and extra-familial factors. The researchers use of semi-structured interviews long with direct quotes containing scenarios made the data more rich. In the introduction great amount of detail is given to mention about other research and interventions. The researcher highlights that the results from this study helps in previous research. Also mentioned was that other research had found similar ideas among young people. Conclusions, Implications and Recommendatio ns It provides a clear conclusion from the in-depth data received from young people about their perceptions of factors influencing their food choices and gives us an understanding of differences between the age groups preferences. The researcher does state that the findings are useful in passing on information to nutrition education providers with regards to the factors that do effect children and adolescents food choices. As mentioned previously, its not out rightly stated in this study that the findings are made explicit to nurses but one could argue that the findings can be used by a registered nurse in providing nutritional care to this age group. Conclusion This article was very informative and the researcher did make clear from the very beginning, the research method used. This research study was made more rich and descriptive through the use of direct quotes to describe scenarios. This research study had many strengths as well as limitations. The format in which the summary was presented wasn’t very appropriate as its font size and style made it hard to read. Also the researcher failed to mention the exact location and venue where the focus groups took place, along with that, the ratio of girls to boys wasn’t equal, 13 boys to 16 girls. No opt out option was mentioned to the participants. The researcher did use explanations very well as certain terms were defined but too much detail was given in the introduction and discussion. Also too much referencing was used in one paragraph in the introduction. Overall this assignment made me aware of the procedure and method involved in critiquing an article and helped me understand the research process in general. How to cite Critique an Article, Papers

Concept Of Power Between Legitimate And Illegitimate †Free Samples

Question: Discuss about the Concept Of Power Between Legitimate And Illegitimate. Answer: The authors emphasized on the concept of power and describes that why it occupies an absolute position in the society. In this regard, the perspectives of the ancient Athenians were discussed which distinguishes between legitimate and illegitimate power. An example of Machiavellis the Prince has been illustrated where individuals can witness power as domination and control where the Prince successfully manages the society by utilizing both legitimate and illegitimate power. It is noteworthy to mention here that since time immemorial, power has been effectively applied by the society towards the individuals. According to Hobbes, there is a flow of power from society to individual. In Nietzsches perspective power is considered as the capacity to define reality. However, Lukes pointed out that power is an essentially contested concept. Wittgenstein however emphasized on concepts of family resemblance in order to define power as a social phenomenon. In the first chapter Gerhard Gohler introduced the distinction between power to and power over which aroused from the distinction made by Aristotle in regard to legitimate and illegitimate power. Various inconsistencies were observed in the distinction between power toand power over. Therefore, Gohler replaced them with transitive and intransitive. In the second chapter, Keith Dowding emphasized that agency and situational advantage is a systematic quality within the rational choice theory. Therefore, he applied the concept of power in order to overcome the accusation that rational choice theory is purely based on agent-centric perspective. In Chapter 3, Peter Morriss demonstrated that how a clear knowledge of power is essential in defining the legitimacy within the liberal tradition. In Chapter 4, by using the methods of comparative political sociology, Charles Tilly examined the utilization of power indices in making sense of levels of democracy and political stability. In Chapter 5, Rob Stones focused on the understanding of power within the framework of structuration theory which was developed by Anthony Giddens. In Chapter 6, the functioning of power in discourse theory has been explained by Jacob Torfing. In Chapter 7, focused that how networks are useful in constituting fabrics of power. In the Chapters 8 and 9, the perspectives of different scholars have been considered with the emergence of a new geography of power. Saskia Sassen alerts the readers about the overlapping mix of spaces and times as the hallmark of the global. However, Allen concentrated on the role played by private equity arrangements. In Chapter 10, Sir Isaiah Berlin provided distinction between positive and negative liberty. The controversial policy innovation has been described which has direct intervention with the aboriginal communities of Australia. In this Chapter the discussion of power suddenly shifts towards the concept of classical liberty. The authors stated that in order to be free from power it is important to gain absolute liberty. In Chapter 11, Nigel Rapport concluded that how the central questioning governing the concept of power is related to the meaning of the self. He notified power is essential as it helps in understanding and addressing the politics of identity. In Chapter 12, Fredrick Engelstad commented that the concept of power is viewed from cultural perspective in the presence of various interpretational modes which influences the social behavior of individuals. In Chapter 13, Gramscis project on hegemony started and therefore shaped researched thinking on power in a new way. In Chapter 14, the classic Weberian account that governs the relationship between power and authority is re-examined. In Chapter 15, critical concepts of power emerged out of the Community Power Debate. However, in Chapter 16 of power was applied was applied to the new emerging concept of feminism and their discussions in relation to race, gender, class and sexuality. In Chapter 17, the authors shared their perspectives on Machiavellian, Nietzscheian and Foucauldian in order to define the account of power. The authors David Courpasson and Franoise Dany demonstrated on the fact that power and resistance are not necessarily illegitimate activities. Kevin Ryan in Chap ter 19 explored that how the relations of power are constituted. Chapter 20 focused on strategic-relational perspective on the state-power nexus. In Chapter 21 it was noted by Phil Cerny in regard to neo-realist perspective that in order to understand the issues of world politics it is important to focus on the power seeking actions of the state as well as on state actors. It has been finally concluded that power is a conceptual tool which is not a single essence; it is eternally contested.