The Pro Life Movement Vs. Pro Choice Movement Essay

The Legislative Process and Healthcare Lobbying Nurses have a loud voice when it comes to influencing our lawmakers. According to The American Academy of Ambulatory Care Nursing (AAACN, n.d.) â€Å"1 in 44 women voters is a nurse and there are 10,000 nurses per congressional district.† Armed with both the education and experience in many healthcare issues facing legislation, nurses have the credibility to make a significant influence with health care policy (AAACN, n.d.). The controversial topic of a woman’s right to choose is a constant in healthcare policy. The pro-life movement vs the pro-choice movement has been debating for decades. A nurse has an intimate role in care of these patients and personal beliefs may influence her willingness to care for these patients. A recent ruling in Texas rejected a proposed bill that would greatly hinder a woman’s ability to obtain a safe abortion in that state. Whole Women’s Health vs. Hellerstadt (Texas HB2) was rejected in a 5-3 ruling in June of 2016 (AWHO NN, n.d.). The purpose of this paper is to introduce how a bill becomes a law and explore how a nurse who is prolife versus a nurse who is prochoice manages care for a patient either having an abortion or post-abortion. Part 1 How a Bill becomes Law A bill is first introduced to either the house or senate and assigned a number. From there the bill goes to a house or senate committee which reviews the bill in detail and considers its impact on the federal budget. If approved, theShow MoreRelatedPro-Consent Essay989 Words   |  4 Pageschoose go into the different arguments over the debates of abortion. One of the movements which is pro-life which is against the legalization of abortion. Another main movement is pro-choice which believes that ‘if’ the fetus is a person then the women can’t if the abortion. However, pro-consent believes that the women have a right to choose to consent to the condition of pregnancy or obtain an abortion (McDonagh, 23). Pro-consent supports the rights of all living beings. People in the general publicRead MoreIs Abortion A Moral And Constitutional Issue?999 Words   |  4 Pagesmorals or laws. A woman should be granted the right to privacy and choice to abort her fetus wi thout it becoming a public catastrophe. By the same token, abortion should not be utilized as a form of birth control. Advocates on both sides of the controversy present very robust arguments that demonstrate valid points. Regardless of one’s stance in the fight, can there possibly be a neutral zone between pro-life and pro-choice? Abortion is the early termination of a pregnancy or â€Å"the premature exitRead MorePartial And Late Term Abortion1688 Words   |  7 Pages however, a quick search of their names finds them to be highly partisan to the pro-choice movement. Although this makes them no less educated on the topic of abortion, it allows the reader to see clear partiality in the article. For the reader like myself who would like to question other channels of thinking, this article presents a clear-cut view of the concepts provided by the believers in the pro-choice movement along with detailed explanations of the subject matter. John Leo runs the siteRead MoreShould Abortion Be Legalized?1172 Words   |  5 Pageswho have no other alternative? Pro-Life advocates believe as horrible as abortion is, the baby is still innocent of any crime. Nobody should be killed for the crime of another person. While Pro-Choice advocates believe if a woman is pregnant by rape, compassion demands that she be allowed to abort. On the other hand, the pro-life vs pro-choice debate tends to overlook the fact that the vast majority of women who have abortions do not, in fact, do so entirely by choice. Circumstances put them in a positionRead MoreThe Death Of An Unborn Fetus Should Be Viewed Through The Same Moral Standards1523 Words   |  7 Pageson Roe vs Wade. This monumental decision gives the absolute right to abortion regardless of the stage of pregnancy, not limited to the first trimester as it is popularly believed.2 This decision has stood hypocritically in the same society in which it is unlawful and morally wrong to t erminate the life of another human being. Considering our nation’s ethics and values, the killing of an unborn fetus should be viewed through the same moral standards. Although many believe in pro-choice, Roe vs WadeRead MoreWhy the Government must, at times, infringe upon Individual Liberties such as Abortion1298 Words   |  6 Pagesabortion. One side believes in the right of the woman to choose if she wants to carry a fetus to term. This Pro Choice view has varying opinions on when the fetus is a human life and is thus protected by the Constitution. The other side of the slate believes that the fetus is a human life from conception, and the mother has no right to terminate the life of the child. This Pro Life viewpoint points out that abortion is essentially murder as the fetus is protected by the Constitution from theRead MorePro Life vs Pro Choice772 Words   |  4 PagesProfessor Brenza Essay-2 March 17th 2015 Pro-life vs. Pro-choice The issue of abortion in the United States will always be a controversial one. Developing two sides of the debate, pro-life and pro-choice. Pro-life are the individuals who do not believe in the option of abortion. Pro-choice are the individuals who believe every woman has the choice to go through with their pregnancy or to not. Despite their contrasts, pro-life and pro-choice explore valid ideas of religion, law and healthRead MoreAbortion Thesis Essay1250 Words   |  5 Pagesright that man has over the life of a baby in the fetus and in controlling its entry into the world is a much- debated topic. Abortion is the process of putting an end to the life of the baby by killing it in the womb itself. This social issue assumes all the more importance given the fact that an astounding 1.7 million people have abortions every year in the United States alone. There is much debate that the procedure, which was initially indicated as a life saving method, is todayRead MoreThe First Wave Of Women s Suffrage Movement1653 Words   |  7 Pagesvoice and this led to the women’s suffrage movement. By 1920, the Nineteenth Amendment finally passed and gave women the right to vote (Kotef). This successful movement influenced women everywhere in the world and continued to powerfully inspire women throughout the 20th century (Kotef). By the latter half of the century, the second wave of feminism arose. It included the voice of African-American women because this wave occurred during the civil rights movement. Second wave feminism also included importantRead More Abortion Report Essay examples808 Words   |  4 Pageslooking at it: Pro-Choice, which takes the stance of saying that it is the womans choice if she wants to have an abortion and that it is only her business. So basically they want it to remain legal. Then there is the other stance of Pro-Life which says that it should not remain legal and that it is just about as bad as cold-blooded murder. I happen to agree with this. This is what I will be focusing on for the rest of my report. nbsp;nbsp;nbsp;nbsp;nbsp;I will first talk about Pro-Choice. Through

Cyber Espionage Attacks And Cyber Attacks - 1662 Words

Cyber Espionage Attacks This kind of attacks differ from other types of cyber-attacks as they have a different source from where the actual attack comes from, which is mainly from within the organization that is being attacked. It may be the most difficult type of attack in which organizations are able to defend themselves from, for example if the attack is emanating from an individual that holds a high rank within the company. Taking an example of the United States where the government has a process in place where it issues security clearances and the main idea behind this is to prevent the employees that are likely to perform espionage type of attacks not to gain access to classified or crucial information but however, the system has still not proved to be effective. So considering the types of attacks out there and the extremism with which they have potential to cause harm, it is clear that the threat posed by cyber-attacks is a very deadly one. Cyber-attacks have different origins from which they can be executed and the minds behinds those attacks may range from teenagers who are simply being mischievous, playing dare games, to identity thieves or groups that are after peoples’ financial information and identities to the most dangerous who might be enemy countries or terrorist groups who are mainly motivated by acquiring crucial information to instill harm to that particular nation or individual. Ashmore, W. C. in his journal Impact of Alleged Russian Cyber AttacksShow MoreRelatedEssay on The Threat of Cyber War1698 Words   |  7 PagesCNA’S AMMUNITION There are several different forms of cyber weapons, all of which can be used for either an attack or espionage. There are principally five common practices. The first of three attacks that will be examined is spoofing. SPOOFING Spoofing is an attack that falsifies information in order to disguise and misconstrue an identity to appear as someone else, or as an application. 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Shackleton Moral Challenge Free Essays

Earnest Shackleton: Moral Challenge Earnest Shackleton, leader of the Imperial Trans-Antarctic Expedition showed great moral leadership in the choosing, leading and ultimate saving of his crew of 27 men. Shackleton led his men with strength and respect. He had a great ability to showcase the strength of individual men, while leading them as a team. We will write a custom essay sample on Shackleton Moral Challenge or any similar topic only for you Order Now In choosing his crew, he not only looked at the work that they would do, but also how they would interact with the rest of the men. In the most trying of circumstances. Once it became apparent that the original goal of the mission was lost, Shackleton kept his crew working together towards the common goal of survival. Shackleton shows great leadership using six fundamental leadership traits: â€Å"Planning, Team Building, Flexibility, Communication, Conflict Resolution, and Lead by Example. † (Harris 21) Even as a child, Shackleton was seen as both a strong leader and an empathetic friend. A classmate recalled that Shackleton had â€Å"beaten up a schoolyard bully who had been picking on a smaller boy. From an early age, Shackleton gravitated to the role of protector, stepping up to the front to insist on fair play. † (Morrell and Capparell, 17) Shackleton has a history of putting his men above the goal. In 1907, he was 97 miles from the South Pole when he turned back in order to return his party safely back to the ship. This ability to both lead and protect would prove to be invaluable in the Trans-Antarctic expedition. Shackleton plans his expedition carefully. He is aware of the environment and conditions, having been on expeditions in the Antarctic and to the South Pole in the past. He overstocks on provisions to keep his men fed and stimulated. There was food, books, music and the best equipment available at the time, including rations to prevent scurvy and specially designed tents. Shackleton only takes risks when necessary and when lives were at stake. â€Å"He often referred to himself as â€Å"Old Cautious† and took pleasure when his men called him the same. † (Morrell and Capparell, 34) â€Å"Shackleton built the crew list around a nucleus of tested veterans. † (Lansing, 16) These included men who had been with him in expeditions to the Antarctic with Scott (1901, 1910-1911) or the race to the pole (1908-1909). Other crew members were chosen with their personalities and ability to work together in mind. Shackleton hired a meteorologist with practically no qualifications for the position, simply because he thought that he â€Å"looked funny† and had recently returned from an expedition to the Sudan. One surgeon was hired in part because he joked about wearing glasses. Another was asked if he was good natured and if he could sing. â€Å"Despite the instantaneous nature of these decisions, Shackleton’s intuition of selecting compatible men rarely failed. (Lansing, 17) Shackleton shows an ability to change his tactics and goals during the course of the expedition. At the start, he is focused on the goal of a trans-Antarctic crossing. When it becomes apparent that the Endurance is locked in ice and the crossing will not happen, he focuses on the immediate need to survive the upcoming Antarctic winter. â€Å"He was careful, however, not to betray his disappointment to the men, and he cheerfully supervised the routine of readying the ship for the long winter’s night ahead. (Lansing, 34) Once it is determined that the ship is being crushed, the focus lies on moving to, and surviving on, the ice floe. As the ice is breaking up, Shackleton sets his sights on land. The unpredictable winds and currents are what finally determine the choice of Elephant Island. This is a rocky, uninhabited island, but it was land, and a place where the men could stay while he led a small crew of six in a single boat to South Georgia Island. Communication is an important facet of Shackleton’s leadership. He is available to his men, but still keeps enough of a distance to maintain authority and order. His men call him â€Å"boss†. This shows a sense of familiarity – they don’t feel that they need to call him Captain Shackleton, but also respect for his position and that they look to him as their leader. Shackleton shows a great skill in talking to his crew so that they work well together. When Vincent, a member of the crew tries to gain advancement through the use of tyranny, Shackleton listens to the complaints of the other crewmembers, speaks to Vincent privately and the behavior is corrected. It is not known what was said, but the attitude was improved. This shows an ability to both manage a potential bad situation, but also to do it privately so that Vincent is not reprimanded in front of his co-workers. Shackleton seeks the advice and opinions of the crew when determining a course of action, allowing them to have a say in the decision. However, when it comes time to make the decision, Shackleton takes full ownership and sees it through. Conflicts were bound to arise during the course of the expedition and Shackleton used a variety of means to avoid or end the conflicts in a timely manner. Knowing the personalities of his crew was an asset. Shackleton knew that Hurley had an ego that needed to be stroked and included him in many of the high level meetings to prove that he was important to the expedition. Certain crew members were more negative and prone to cause problems. â€Å"In their tents on the ice, Shackleton ensured that the ability of such â€Å"bad actors† to erode morale was checked by having them reside in Shackleton’s own tent or Wild’s tent. † (Chappell, 2) Shackleton leads by example. He does not take special privileges for himself and often works harder than his men. He is the first one up and the last one to sleep – often staying up to watch the ice and the currents so that his men can rest. Shackleton also leads the final crew in the more than 700 mile trip from Elephant Island to South Georgia Island. He shows a positive attitude at all times, which keeps his crew optimistic as they work together to survive. This is no small feat as he is responsible for 27 lives and has to give up the main goal of the expedition, which was to cross the Antarctic. Shackleton never gives up. Even after he reaches the whaling station on South Georgia Island, he does not wait for a ship to be delivered to rescue his men. As he has done the entire journey, he uses the resources available until he is able to meet his goal of bringing his entire crew back to safety and civilization. I believe that Shackleton shows moral leadership in that he is more concerned for his crew than he is for himself and his reputation as an explorer. Instead of following Scott’s example of meeting the original goal, he considers the consequences of losing his crew and chooses life over glory. Scott ruled by brute force an intimidation. He refused to look beyond his goals and while he did reach the South Pole, he also lost his life and the lives of his crew in the process. Shackleton showed a respect for others his entire life and this did not change when he became a leader of expeditions. He turned back from the South Pole in 1909 because he felt that reaching his goal would sacrifice his crew. During the Endurance expedition he sets the goal for survival and rescue and sees it through to the end. No lives were lost and his crew shows respect and obedience to â€Å"the boss† throughout. Endurance scholar Caroline Alexander says that the crew had a saying about Sir Earnest: â€Å"For scientific discovery give me Scott. For speed and efficiency give me Amundsen. But when you’re in a hopeless case and disaster strikes, get down on your knees and pray for Shackleton. † Works Cited Lansing, Alfred. Endurance: Shackleton’s Incredible Voyage. New York: Carroll and Graf, 1959. Harris, Michael. â€Å"Leadership in a Time of Crisis: The Shackleton Way. † E Academic Affairs, 2003: 14-28. Jan 15, 2012. http://www. iuk. edu/chancellor/assets/pdf/leadership-in-a-time-of-crisis. pdf Morrell, Margo and Capparell, Stephanie. Shackleton’s Way: Leadership Lessons from the Great Antarctic Explorer. New York: Viking Penguin, 2001. Chappell, Charles. â€Å"Shackleton’s Leadership of the Endurance Expedition. † Wharton Executive MBA Program, Class of 2001. Pages 1-5 How to cite Shackleton Moral Challenge, Papers

Mrs Dalloway

Mrs Dalloway-Time Essay Mrs DallowayIn Virginia Woolfs Mrs Dalloway, the representation of time and attitudes towards history, are one of the central experiences within her novel. Originally called The Hours, Woolf explores the existence of different time frameworks. The four main frameworks explored in the novel are clocktime, subjective time, historical and evolutionary time. Woolf deals with the transience of time in human existence. Life is portrayed in a state of constant creation, changing endlessly from moment to moment. The characters are pre-occupied with the essence of time. They are acutely aware of the moment as it passes, compounding their thoughts, feelings and apprehensions of the physical world in which the character moves. Others who live simultaneously yet individually also correlate the intimate connection of the moment to their own existence. At the same time, these experiences capitulate moments of similar experiences of the past through links of association. Through analysing the conne ction between the time frameworks, Woolf attempt to make a statement of human existence, and their ability to value the acts of war and patriotism, rather than acknowledge their true identity. The first and perhaps most noticeable, is the existence of an objective or clocktime framework. As we follow the lives of the characters, particularly the world of Clarissa Dalloway, we are constantly reminded of the regular passage of time, signaled by the striking of the clocks. Apart from the obvious usefulness it has in the daily lives of the characters, namely in the planning of Clarissas party, there is a second more prominent reason for its inclusion in the novel. The narrators function by announcing the chiming of the bells acts as a reminder of the ungoverned nature of time, and its inability to be restrained regardless of human desires. ..First a warning, musical; then the hour, irrevocable. The leaden circles dissolved in the air(pg6)The clear distinctions in time are highlighted by the momentary lapses back into reality bought about by the symbolic striking of the clock, emphasizing the hour in real terms. The constant chiming serves as an impersonal reminder of the present. In contrast to clocktime, is the framework of subjective time. Subjective moments are those in memory that can be recalled, but never relived. Such a timeframe is unlike clocktime, as it does not flow evenly yet at the same time is not momentary, and can be orchestrated by the individuals conscious recall. Its ability to not die away rapidly allows for it to exist in the individual’s mind, and by such existence, is generally memorable or of some importance to the person. In Mrs Dalloway, we see the characters recall the summer at Bourton, and their belief of how it has been crucial in determining their lives. This time in their lives, w hether in the past or future, is of significance, and therefore they have vivid memories of it. For Septimus, it is the death of his friend Evans that invades his subjective mind. His inability to control his memories results in his subjective time becoming frozen at that moment so that he lives it over and over again in various guises. For Peter Walsh, it is when ..He had found life like an unknown garden, full of turns and corners, surprisingly, yes; really it took ones breath away, these momentslike this moment, in which things came together;this ambulance; and life and death.. (pg136). Clarissa encounters also Only for a moment, she had a illumination; a match burning in a crocus; an inner meaning almost expressed (pg30). These fleeting experiences of revelation, their submerging into the subjective world, is short lived as they are brought back to the present by the switching to clock time, and again resumes their practical, social life. Although their individual revelations differ from one another, they are brought into a relationship by shared experiences, of watching the motor-car in which the Queen may be sitting, of gazing at the aeroplane sky-writing, or even the vague awareness of the chimes of Big Ben striking throughout the day. As Woolf illustrates in Mrs Dalloway, there is a close relationship betwee n the two frameworks of clocktime- the practical time to engage with the world, and the subjective time where a deeper, more enduring meaning to existence holds prominence. Virginia Woolf does not attempt to explain these meaning of these timeframes, but merely illustrate their existence. These moments can be unclear and interchangeable, but upon their reflection there is a essence that there is more to existence that patriotic pride of warfare. It is this point that Woolf establishes. A third framework of time in the novel is that of historical time. This specifically lies in the grouping of time periods in history based in significant historical events. Although the event of the Great War is of such historical magnitude, the novels ruling classes are portrayed to be living in a state of disguised decadence, and are clearly not aware on the importance of the War. Lady Bruton is a striking representation of this class. Although from a military family, she displays an incredible igno rance in failing to respond to what is happening in the world. Her traditions, mainly of archaic military and imperial origin, are in themselves representatives of historical views shared by the classes of the time. It is through the commemorative monuments scattered throughout London, and their reminders of the past, that we see Virginia Woolfs most obvious representation of history in the novel. By such military ties, Woolf illustrates the ability that traditional culture has to deny the reality of war by covering it with images of glamour and heroism. It also links the sentimental patriotic pride and attachment society has with warfare and its associations with royalty. By mention of the poor woman, nice children, orphans, widows, waiting to see the Queen go past in her car (pg18), the reader is given an insight into English culture, and their love of royalty, despite their solemn existence. In the character of Mr Bowley, we are given perhaps the most noticeable example of this. Described as sealed with wax over deeper sources of life (pg18), we see an individual who has suppressed the real world to the extent that he is unable to feel authentic emotions, yet is brought to tears over the visual presence of the royal car is seen passing through the streets of London. Personal Strengths And Weaknesses EssayYork Notes. Mrs Dalloway Virginia Woolf : York Notes. Harlow England: York Press 1986. Reprint 1997. Lee, Hermione. The Novels of Virginia Woolf. Methuen London. 1977Rose, Phyllis. Woman of Letters: A life of Virginia Woolf. Routledge and Kegan Paul London: 1978 (Ch7)Guiguet, Jean. Virginia Woolf and her Works. Hogarth Press London: 1965. Allen, Walter. The English Novel. Harmondsworth: England. 1954. Pg 348-351