The Case for Mental State in Relation to the Normal Organic Brain and Essay

The Case for Mental State in Relation to the Normal Organic Brain and Non-organic Brain - Essay Example In effect, different experts in the fields of philosophy and medicine will arrive at different deductions on the mental states of patients using different approaches. In the case presented, it is evident that the doctors took these different approaches based on their philosophical principles. However, as a doctor, I consider the friend to have a mental state. In my view, there can be no appropriate approach in reconciling the doctors’ view as basing on the dualist approach, and reinforcing it with the behaviorism approach. The dualist approach acknowledges that, to some extent, the mental state may be described based on the non-physical aspects. In one way, the intelligence of a human being, which is a relative to the mental state, may not be described based on physical identity of the body. This point may not be disputed because even the studies that have sought to qualify the relationship between brain volumes and intelligence have failed, while it is also beyond doubt that one could become consciousness when the brain matter is removed. Yet the common view on why dualism is appealing is the fact that it questions and reconciles the physical and mental attributes of consciousness. For instance, it may be reasonable to ask how a blind snake looks like, how a child’s voice sounds or how it feels to swim in cold water. However, it would become odd to ask about the processes taking place in the hippocampus regions of the brain. These questions point to what is often referred to as the qualia, and it all difficult to give the mind a physical attribute (Kim, 1996). The crucial question is then that if the mental state exists independently, from the physical reality, it should be in the position to account the actual processes of memory construction to inform consciousness. Only duality is in better placed to describe these. Here, an account follows that

Imperialism in America Essay -- American History Politics Essays

Imperialism in America At the turn of the century, America and the views of its people were changing. Many different ideas were surfacing about issues that affected the country as a whole. The Republican Party, led by William McKinley, were concentrating on the expansion of the United States and looking to excel in power and commerce. The Democratic Party at this time was led by William Jennings Bryan, who was absorbed in a sponge of morality and was concerned with the rights of man. The nation’s self-interest was divided into different ideas between the two parties. At this time imperialism and anti-imperialism were the dominant topics regarding America’s destiny.   Ã‚  Ã‚  Ã‚  Ã‚  One argument backing U.S. imperialism is by naval strategist, Alfred Thayer Mahan. At this time, Great Britain had the strongest sea power. Mahan states that America’s navy must be as strong to compete in trade and war. Expansion would aid exports, and more naval power would grant the ability to overcome obstacles such as a dispute between the U.S. and another country. Most importantly, Mahan states that the world is in struggle and the U.S. must protect itself to survive.   Ã‚  Ã‚  Ã‚  Ã‚  Another argument in favor of U.S. imperialism was that of Albert J. Beveridge. Beveridge argued that it was the duty of Americans to govern others, he felt that if Britain and Germany could, then why not America as well. In response to the opposition that stated that people should not govern those who do not wish to be governed Beveridge responded that, â€Å"†¦applies only to those who are capable of self government,† (Beveridge 1898), and as he and many others saw it, foreign lands were not capable of self- government. Additionally, Beveridge argued that there was too much in America. He stated that there are too many employees and not enough jobs, too much capital and not enough investment; he felt that all the U.S. needed was more circulation. Invading and taking over foreign lands was just the way to do it.   Ã‚  Ã‚  Ã‚  Ã‚  An additional argument in favor of U.S. imperialism was that of Charles Denby and his explanation of why we should not give up the ‘foothold’ we have in the Philippines. According to Denby, commerce was the most important factor to a nation’s well-being. Denby felt that by keeping hold in the Philippines China’s market was much more easily accessible. China having a very profitable market and t... ...lists wanted to do was to make the nation better and stronger, which was all in the best interest of the U.S.. The United States became an extremely strong military power due to the decisions at this time. Due to the drive of the development of America at the present time, our nation was a dominant power in World War I in 1916. Furthermore the U.S. has been a dominant world power for years to come all the way to present day. Finally, the imperialist view at the turn of the century was a movement to stabilize the economy, improve trade among other nations, and offer protection to make the lives of Americans better and easier. Sources Cited Albert J. Beveridge Endorses Imperialism. Speech, September 16, 1898. Modern Eloquence, v.11(Philadelphia: John D. Morris and Co., 1903), pp.224-243. The Siren Song of Imperialism: McKinley Prays for Guidance. Report from an interview, January 22, 1903. C.S. Olcott, The Life of William McKinley, v.2 (1916), pp.110-111. â€Å"Find the Constitution† Philadelphia, North American, 1901 Address to the Voters of the United States. National Liberty Congress of Anti-Imperialists. Indianapolis,IN,August 15-16,1900.(http://www.boondocksnet.com).

Manchild in the Promised Land Essay

The majority of Negroes during the time of Douglass and Washington spent their lives in the fields, gutters, and ghettoes of America. They continue to do so today. Two recently published autobiographies clearly indicate that Negro degradation and deprivation are confined neither to the South nor to earlier times. Claude Brown provides dramatic accounts of life in urban Negro slums. Both are highly readable, although Williamson’s seems less complete and less authentic. Brown tells the story of â€Å"Sonny,† a Harlem â€Å"corner boy† who went to college. His childhood and adolescence included chronic truancy, prolonged friction with his parents, gang fighting and assorted delinquencies. Sonny was intimate with personal danger and suffered severe bodily harm. He was well known to the courts and the youth correctional houses. Although Sonny’s childhood and adolescence appear to have been those of many Harlem youth, he was spared the fate of many of his friends: violent death, permanent body injury, demoralization, and fanaticism. Claude Brown’s account of his experiences growing up in Harlem in the 1950’s indicates it may be equally prevalent in a metropolitan setting. One of Brown’s friends 1965: 425) asserts: The time I did in Woodburn, the times I did on the Rock, that was college man . . . Every time I went there, I learned a little more. When I go to jail now, Sonny, I live, man. I’m right at home. That’s the good part about it . . . Now when I go back to the joint, anywhere I go, I know some people. If I go to any of the jails in New York, or if I do a slam in Jersey even, I still run into a lot of cats I know. It’s almost like a family. (425) For Brown and many of the revolutionaries, the slogan of black power seemed to have this content: †¢ Negroes, by themselves, must assert their political and economic power through such methods as the creation of all-Negro political parties such as the Black Panther Party. Coalition with whites is either impossible or undesirable, for it would undermine Negro dignity. Integration with whites should not be a paramount goal. Rather, Negroes should strengthen their own separate culture and society: â€Å"black is beautiful. † At some future date, if a Negro so chooses, he might integrate with whites. Negroes must affirm their unique identity, learn of their African heritage, and identify with the â€Å"colored† peoples throughout the world. White society is both oppressive and decadent. Negroes should not fight â€Å"the white man’s war† in places such as Vietnam. Violence, at least in self-defense, can and should be used by Negroes to achieve their goals. While Negroes are a minority in America, they can count on the support of Asian and African peoples. American man is now an urban man and he was recently a rural man. It would be strange if the psychological shock of trying to find streets as natural as fields or woods did not provoke savage explosions in the cities. Claude Brown’s brilliant examination of Harlem, Manchild in the Promised Land, showed just how much of the black ghetto’s barbarism came from the sudden transplantation of sharecroppers from shacks to tenements. Robert Kennedy was using more than a politician’s rhetoric when he stated before his murder: ‘We confront an urban wilderness more formidable and resistant and in some ways more frightening than the wilderness faced by the Pilgrims or the pioneers. ‘ Being labeled a troublemaker is a danger of growing up in suburbia as well as in the slums, but the suburbs are more likely to provide parental intervention and psychiatrists, pastors, family counselors to help the youth abandon his undesirable identity. It is much harder for the inner-city youth to find alternatives to a rebel role. Thus it is in the slums that youth gangs are most likely to drift from minor and haphazard into serious, repeated, purposeful delinquency. It is in the slums, too, that young people are most likely to be exposed to the example of the successful career criminal as a person of prestige in the community. To a population denied access to traditional positions of status and achievement, a successful criminal may be a highly visible model of power and affluence and a center of training and recruitment for criminal enterprise. As Ward (1998) describes it: Among the social institutions which delineated black urban associational life, the one most closely related to the vocal group was the street gang. Sometimes the groups and the gangs even shared the same membership. In Baltimore, Johnny Page of the Marylanders doubled as a member of the Dungaree Boys gang, while Julius Williams had dual affiliations as a battling member of the Shakers and as a balladeer with the Royal Jokers in Detroit. â€Å"Julius Williams was the terror of the school†, recalled his classmate Woodie King. â€Å"He was sixteen. He enjoyed fighting teachers and singing in class†. When Claude Brown returned from a juvenile detention centre in upstate New York in the early 1950s, he noticed that many of the old gangs from his Harlem neighbourhood had turned to doowopping in the wake of the Orioles’ inspirational rise from a Baltimore street corner, via an appearance on Arthur Godfrey’s CBS radio show Talent Scouts, to national celebrity (Ward 59) One of the most consistent patterns of emotional concern expressed by the disadvantaged child is for potency or power. His heroes are the strong, invincible men, such as Hercules or Superman. We could speculate that the interest in Greek mythology expressed by disadvantaged pupils is also related to this concern. As a result, we would like to see the schools investigate, with the children, the power concept. This is a possible study topic for even the earliest grades. Can people be strong in ways other than physical strength? The teacher might begin by asking the youngsters who their neighborhood heroes are–who are the â€Å"top cats† on their block–and then asking why they are so. We would guess that the responses will probably be in terms of physical strength. The objective then, would be to help the class begin to explore other routes of power. Staging points for such discussions might be derived from reading excerpts from the powerful autobiography of Claude Brown, Manchild in the Promised Land, the author’s experiences growing up in Harlem. 6 The most direct method, however, to help children feel greater potency is to let them experience it. A way that combines such experience with the improvement of writing skills was demonstrated by one of our teaching interns. In a seventh-grade English class, required by the curriculum guide to study paragraph skills, the teaching intern asked the class, â€Å"How many of you can remember any of the things you had to read in school when you were in the third grade? † Some hands went up, and names of books were reported. â€Å"How did you like them? † Claude Brown’s memories of post-war Harlem churches similarly stressed their extra-religious appeal. He attended one simply because he lusted after the preacher’s daughter and fondly recalled Father Divine’s 155th Street Mission, not for its spiritual nourishment, but because he could get all the food he could eat there for 15 cents. Brown also appreciated that the black churches of Harlem were commercial, as well as religious, enterprises. At Mrs Rogers’ storefront church, he recalled, â€Å"people jumped up and down until they got knocked down by the spirit, and Mrs Rogers put bowls of money on a kitchen table and kept pointing to it and asking for more†. (27-8) Works Cited Brown, Claude. Manchild in the Promised Land. New York: Macmillan, 1965. A youthful autobiographical account of modern life in a black ghetto of New York Bukowczyk, John J. â€Å"†Who Is the Nation? â€Å"-Or, â€Å"Did Cleopatra Have Red Hair? â€Å": A Patriotic Discourse on Diversity, Nationality, and Race. † MELUS 23. 4 (1998) Corbould, Clare. â€Å"Streets, Sounds and Identity in Interwar Harlem. † Journal of Social History 40. 4 (2007) Koelling, Holly. Classic Connections: Turning Teens on to Great Literature. Westport, CT: Libraries Unlimited, 2004 Nelson, Emmanuel S. African American Authors, 1745-1945 A Bio-Bibliographical Critical Sourcebook. Westport, CT: Greenwood Press, 2000. Nelson, Emmanuel S. , ed. African American Autobiographers: A Sourcebook. Westport, CT: Greenwood Press, 2002. Sampson, Benjamin W. â€Å"Season Preview 2004-05: A Comprehensive Listing of Productions, Dates and Directors at TCG Theatres Nationwide. † American Theatre Oct. 2004 Shafton, Anthony. Dream-Singers: The African American Way with Dreams. New York: Wiley, 2002. Sixty Years of Great Books by African-Americans. † Ebony Nov. 2005 Ward, Brian. Just My Soul Responding: Rhythm and Blues, Black Consciousness, and Race Relations. London: UCL Press, 1998.

Elements of Informed Consent in Medical Ethics - 997 Words

Elements of informed Consent Consent can be defined as permission granted by a person legally capable does so, to receive medical treatment. Medical, legal, psychological, regulatory and philosophical literatures have tried to analyze informed consent in terms of its elements. Some elements have been identified as fundamental to the concept; they include comprehension, voluntariness, disclosure, competence and consent. These elements imply that a person gives and informed consent if the person is competent to act, receives thorough disclosure about the procedure, comprehends the disclosed information, acts voluntarily and consents. In the case of Planned Parenthood of Central Missouri v Danforth; the court gave a definition of informed consent as; the giving the patient information regarding what would be done, and the consequences. This implies that the most essential element of consent is disclosure. A person can make an informed consent in the substantial absence of control by oth ers. Informed consent can legally mean effective approval given by a subject or patient. Informed consent is a fundamentally matter of protecting and enabling autonomous or self- determining choice. The doctrine of informed consent provides that it is the providers duty, to explain and give information to the patient, which enables the patient to evaluate a proposed medical procedure before submitting to it. Therefore, consent is called informed because it satisfies institutional and legalShow MoreRelatedAn Evaluation Of An Informed Consent974 Words   |  4 PagesAn informed consent is the sovereign act by the patient or a research subject to authorize a healthcare professional to perform a medical procedure. 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