One of the administrators quoted an elderly near verbatim Essay Example for Free

One of the administrators quoted an elderly near verbatim Essay The present is momentary†¦the future will be short†¦ and the long past had been varied†¦good things†¦bad things†¦success†¦failures†¦love and lovelessness†¦ pain and satisfaction of sacrifice for the loved ones†¦And if we have lived that well enough why mourn for this momentary present and unsure short past? Just leave it God. It is a nice thing to think back †¦. and be happy†¦ Indicators of Affective Component of SWB as Perceived by the Administrators Table 3 presents the affective component of the subjective sense of well-being of the elderly as perceived by the administrators of the home for the aged. Table 3. Administrators’ Perception on the Cognitive Component of SWB among the Elderly Domain Categories f P Affective Component Feeling secure of future care / will be taken care of until death 6 100 Happy and relaxed about physical mobility and health 5 83 Apparently happy and peaceful 4 67 Feeling that the family ties are intact 4 67 Feeling that they are still masters of their lives 3 50 Note: N=6. General = category applied to all the cases (100%). Typical = category applied to more than 4 cases (more than 60%). Variant = category applied to fewer than half the cases but at least 2 cases (30%). According to the findings of this study in Table 3, the administrators (67%) perceived the institutionalized elderly to be apparently happy and peaceful. And their happiness consisted in their sense of having control of their life, whereas for 83% it was also in their feeling physically well. About 67% of the administrators found that the elderly were as they experienced a sense of belongingness to the family. And finally, all the administrators (100%) perceived that they felt secure about their future and having the assurance that they will be taken care of until death put them at ease. The succeeding sample responses of the administrators substantiate the findings of the study on this particular aspect of affective component. They appear to be peaceful and happy at least many of them†¦most of the time. All of them miss their family and they try to put up with it. All of them are reasonably healthy even in their 80 plus years†¦ They are happy that they are able to do their things on their own†¦ In old age specially we want people near†¦but these poor souls†¦actually they are not deserted. Those who have no children and single find it a little easier to cope with this life. But others†¦they understand their children and try to be happy. All are happy when they get a call or being visited†¦they go around telling to everybody possible†¦it is very important for them. Administratiors’ Perception on the Contributing Factors toward SWB Among the Institutionalized Aged. The study also explored the perception of administrators on the factors positively affecting the subjective sense of well-being among the institutionalized aged. Table 4 summarizes categories emerged under different domains. Table 4. Administrators’ Perception on the Contributing Factors toward the SWB among the Elderly Domain Categories f P Physical Health Happy with the accommodation and medical care facilities 6 100 Enjoys age related health / physical mobility 5 83 Enjoys palatable food 5 83 Engage in physical and recreational activities 3 50 Autonomy / Freedom Enjoys individual freedom 6 100 Being treated with respect gives a sense of self-worth and personal power 5 83 Need for privacy and non-intrusion 3 50 Money / Income Security about the future 6 100 Very money conscious 4 67 Sense of power, control, independence and personal pride 5 83 Meaningful Relationships Family. Being wanted and cared for 4 67 Feel connected through communication 4 67 Friendship Friendly and cordial 6 100 Having close friends among co-residents 3 50 More private and prefers to be left alone 3 50 Authority /Caregivers Good relationship 5 83 Feel respected and cared for 5 83 Appreciate the service received from caregivers 3 50 Social Interest / Altruism Reaching out to others through voluntary service 3 50 Hospital visiting and praying for the sick 4 67 Concern about Death Trust in God’s compassion and love 6 100 Feel the need for preparation 4 67. Comfortable with reality of death 3 50 Religion / Spirituality Engage in religious activities and / or personal devotion 6 100 Powerful means of coping 6 100 Sense of pride in being religious 4 67 Source of strength and peace 5 83 Happy about spiritual support received 6 100 Note: N=6. General = category applied to all the cases (100%). Typical = category applied to more than 4 cases (more than 60%). Variant = category applied to fewer than half the cases but at least 2 cases (30%). Administrators’ Perception on the Contributing Factors toward the SWB of the Elderly.

Capital Punishment, Death Penalty - What Are We Waiting For? :: Argumentative Persuasive Essays

Capital Punishment Essays – What Are We Waiting For? "execution prevents eighteen murders per year."(Hirsch, 122) Opponents argue that capital punishment is immoral. But if you follow the Old Testament, it is moral. In one passage from Genesis, â€Å"Whoever sheds the blood of man, by man shall his blood be shed.† Another from Exodus, â€Å"Eye for an eye, tooth for tooth, hand for hand, foot for foot, burn for burn, wound for wound, stripe for stripe† (Samaha, 440). It was not very moral of the prisoner to commit a murder in the first place. Why should it be immoral to execute a prisoner, but moral to kill an innocent person. â€Å"It is as morally right to punish criminals for their wicked deeds as it is to praise heroes for their heroic deeds. If it is noble for soldiers to give their lives for their country in wartime, then it is morally right to claim the lives of murderers for killing innocent people in peaceable society(Samaha, 441).† According to Professor Ernest van den Haag: â€Å"The life of each man should be sacred to each other man... it is not enough to proclaim the sacredness and inviolability of human life. It must be secured as well, by threatening with the loss of their own life those who violate what has been proclaimed as inviolable-the right of innocents to live† (Haag, 67). Other opponents argue that there is the chance of executing an innocent prisoner. Hugo Adam Bedu and Michael L. Radelet collected evidence of every capital punishment case after the 1930's. They concluded that 23 innocent people, out of several thousand cases in the twentieth century, were convicted and executed, but all of these mistakes were made because there was a â€Å"forced confession, suppression of evidence, and perjury† (Samaha 442). That means not one of these persons was actually innocent they just had bad lawyers, or no lawyers when they had their trial. The last time a truly innocent person was executed was before the 1930's. The biggest argument for capital punishment is retribution. The victims family often feels relieved when the prisoner has been executed. â€Å"Retribution satisfies the demand for justice. It channels public outrage into the acceptable form of the criminal sentence. If criminal sentences do not satisfy this demand for justice, angry citizens may lose respect for law and even, on occasion, take it into their own hands (Samaha, 414).† The punishment handed out should fit the crime committed, if a murder is committed then he or she deserves to be executed. The best solution to the problem is to execute the prisoner right

The Medieval Education System

It seems evident that due to it's limited access via social castes as well as it's provincial ideology once attained, education before the 1800's played a limited role in the history of Education. From the rhetoric-based Greek age of Plato and Aristotle to colonial America, education was mostly an elitist institution that was inaccessible to most and, if one was so privileged as to attain it, full of hackneyed, non-progressive ritual; thus making its' impact evident mostly in history textbooks. In Greek times it is clear that true education was limited those with much free time and/or the means to pay for private tutors. Due to this, the vast majority of those who were educated were among the small upper class. Elitist â€Å"education† was largely based on the ability to speak and persuade; a tool only truly necessary to those who were socially powerful. The later Roman education system was, although theoretically more accessible due to more schools, very similar to that of the Greeks. Those who were â€Å"truly educated† were well versed in Latin and were able to speak efficiently. However, when the Roman power system shifted from political to military, the valued vocation changed in correlation with the valued focus of education. The role of the orator diminished as the role of the soldier increased. In the Greco-Roman times education as an institution was geared to those with time and money, therefore few were able to partake. Clearly if only a small percentage of the populace, in any culture or time-period, has access to information, the impact of that information on society and future generations, as a whole, will be limited. The medieval education systems' institutions have impacted Education comparably to those of the Greco-Roman period; which isn't saying much. This is due, once again, to the grossly exagerated social caste system that existed during this period. The immense majority of the population had no time for education their lives were consumed by a constant struggle to survive. With all wealth concentrated on the minute land owning populace as well as the Church, education for most was the passing down of a trade from generation to generation as well as basic communication skills. The only â€Å"institutions† were those that were established by, or in order to promote, the good of the Church. Parish, monastic, chantry, and cathedral schools were the extent of medieval education. With all four of these types of schools contributing to one common it is easy to see that the influence of education was limited. Although the ideas taught during the medieval period were, for the most part, rehashed tradition fueled by religious propagandists, highlights such as studium generale and universitas planted seeds for future growth. Once again, however, due to the exclusiveness of educational opportunities concentrated on those with status, power and, money, the impact on Education that the middle ages had was limited. In contrast to its' insular curriculum of the Greco-Roman period and its' monopolization by the church during the medieval period, education during the renaissance became â€Å"enlightened. † As religion was called into question, and the middle class began developing, the educational stagnation of the middle ages also evolved.

Capitalism and the Great Depression Essay example

Some people take capitalism for granted and don’t even know what it is exactly. Capitalism is an economic system in which industry is privately owned; where the private owner has a surplus of goods that they sell to a third party, thus creating a market. This system has unerringly been around for centuries, and is used by multiple countries throughout the world, including the United States. It has proven to be a quiet successful system, where the people have control over their own market and reap the most benefits. Capitalism began to strive with the development of mass production, which was â€Å"the method of producing goods in large quantities at low cost per unit.†1 The economy was booming, and it appeared as if there was no end in sight.†¦show more content†¦When this is applied to the real world, it needs to be monitored to avoid a collapse. However, it was not, and companies simply thought that there would always be someone to buy their product. They 1. Mass Production, Encyclopedia Britannica Rangel 2 had never experienced a â€Å"saturated market† before. Once they began to see their sales figures fall, they simply thought they needed to produce more, so they did. They were trying to solve their overproduction problem with the same thing that got them there, which was mass production. An example of this would be a person digging for gold, and all they knew how to do was dig. So they would dig and dig, find the gold, and then continue digging to find more gold. In this case, there was no more gold to be had here. The bosses of the companies didn’t have any solutions for this problem, because this is all they knew. Mass production taught them one thing: more product equals more profit; and once that failed them they didn’t know what to do. More importantly, the employees of the bosses were greatly affected by mass production. Factory jobs required little to no skills, and consequently left workers with little to no skills. Workers were objectified to t he same trivial task over and over again. Sure their jobs appeared easy, but the repetition is what killed them both physically and mentally. This can be seen in an excerpt from a workers letter toShow MoreRelatedCapitalism : The Great Depression848 Words   |  4 PagesCapitalism is when the rich gets richer and the poor gets poorer. Capitalism has mercy on no one. Each individual lives in a society where the mass crowd complain about how the big business are buying the smaller ones but just doesn’t grasp the idea that all this is happening because of the consumers themselves. Within a system just as there is pros there are also cons, cons that are costly in the end. One of the biggest cons that capitalism promote is wealth inequality. Wealth can be inherited,Read MoreCapitalism And The Great Depression1725 Words   |  7 Pagesaspect of capitalism? 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