Descartes & Hume Essay Example for Free

Descartes Hume Essay Rene Descartes was a rationalist, meaning he thought that reason alone, not sensation or experience, was the source to attaining knowledge about the eternal truths of the universe, such as mathematics, epistemology, metaphysics and the existence of God. He excluded physics from this list, admitting that knowledge of physics only comes through experience (Descartes). Regardless, his rationalistic epistemology made it so that Descartes could only accept the truth about something if it was based upon a principle that was clearly and distinctly certain. Innate, a priori knowledge is fundamental to Descartes philosophy. A priori refers to any knowledge that is attained without appealing to sensation (O’Connor, Class Notes). Being a rationalist, he completely doubted every sensory experience he had ever had. Sensation is ever-changing and sometimes misleads or deceives us, so according to Descartes, trusting in an experience of sensation to provide us with any kind of universal truth would be foolish (Descartes). Whereas rationalism directly focuses on reason as being the only way to attain knowledge about the world, empiricism concentrates fully on all knowledge being a posteriori, or attained through experience and sensation. In an obvious way, David Hume’s empiricist epistemology directly contrasted Descartes rationalism, specifically by how he believed humans can attain knowledge. According to Hume, humans understand the world by experiencing different perceptions: impressions/sensations and ideas/thoughts. The amount of force and vivacity of the perception allows humans to differentiate between the two. Impressions and sensations are more forceful and lively since they are a product of direct experience. Ideas and thoughts are simply weak recreations of the original impressions that were perceived. While Descartes believes that certain ideas are innate, such as the existence of God, Hume absolutely denies the possibility of innate ideas. He claims that humans could never fully know or comprehend anything beyond our impressions. If an impression is not perceived, then it cannot be acknowledged. Since our knowledge is limited to the impressions we perceive, we have no real way of comprehending causality, instead it is often confused with correlation. Cause and effect events tend to occur in close temporal order, but that does not mean we can know whether those events are intrinsically related or not. Instead, we can only place our faith in the customs and habits of human life. Oppositely, Descartes believed we gain knowledge a priori, and we can only know that which we have clear and distinct justification for. In order to justify what we know, we cannot appeal to anything except for reason. Lastly, we must judge those justified ideas by applying Descartes’ specific and logical method of reflection. Thusly, by accepting Descartes’ method, the universal and eternal truths of the world can be known.

Studies of Adoptively Transferred CMV-Specific T Cells

Studies of Adoptively Transferred CMV-Specific T Cells Group Method of Expansion/Selection Riddell, 1992, 1995 Expansion using CMV-infected fibroblasts Einsele, 2002 Expansion with CMV lysate Cobbold, 2005 Tetramer Selection using magnetic beads Micklethwaite, 2008 Antigen-presenting cells (Dendritic cells) transduced with an adenoviral vector encoding CMVpp65 Peggs, 2011 Selection of T cells secreting IFN-ÃŽÂ ³ after exposure to CMV antigen Blyth, 2013 Antigen-presenting cells (Dendritic cells) transduced with an adenoviral vector encoding CMVpp65 or Dendritic cells pulsed with HLA-A02-restricted peptide NLVPMVATV Quoted from (Hanley and Bollard, 2014). The ability to generate CMV, EBV, and adenovirus-specific CTL from the 20% fraction of a cord blood unit by using dendritic cells transduced with an Ad5/f35-CMV-pp65 vector as well as the cytokines IL-7, IL-12, and IL-15 was reported by Hanley and colleagues in 2009. Responding T cells were shown to be derived from the naÃÆ'Â ¯ve T cell population and responded to typical and atypical, novel CMV-pp65 epitopes. Later on, the ability to generate CMV-specific T cells from CMV-seronegative donors was reported by Jedema et al., 2011 and Hanley et al., 2013. Vaccination: On the basis of the cost to the health care system and the impact of the virus on human suffering, the development of an effective prophylactic vaccine to prevent CMV symptomatic congenital disease and/or to prevent disease in immunocompromised individuals is a high priority and would be a highly cost-effective measure (Khanna and Diamond, 2006). A successful vaccine strategy should aim to stimulate the innate and adaptive immune responses at the appropriate time. Both humoral and cell-mediated immune responses might be necessary to prevent congenital disease, whereas cellular immune response alone might be sufficient to prevent virus-associated complications in transplant patients (Khanna and Diamond, 2006). Cytomegalovirus exhibits a high level of molecular diversity and carries many immune evasion genes (Hansen et al., 2010). Thus, infection within a host can occur with multiple virus strains concomitantly, including at the time of initial infection, or sequentially (Renzette et al., 2011). Broad and cross-neutralizing cellular and humoral responses have therefore become a major goal of vaccine design (Arvin et al., 2004). Various strategies have been developed, though a vaccine against CMV remains elusive. CMV vaccines have been obtained using attenuated or chimeric viruses, DBs, recombinant proteins, DNA, peptides and/or viral vectors (poxvirus/adenovirus) (Khanna and Diamond, 2006). A number of subunit CMV vaccines tested in clinical trials targeted the abundant pp65 protein (Sylwester et al., 2005), which is expressed by CMV-infected cells both early and late after infection (La Rosa et al., 2012). Cytomegalovirus vaccines in clinical trials include: glycoprotein B subunit vaccines; alphavirus replicon particle vaccines; DNA vaccines; and live-attenuated vaccines. A variety of vaccine strategies are also being examined in preclinical systems and animal models of infection. These include: recombinant vesicular stomatitis virus vaccines; recombinant modified vaccinia virus Ankara; replication-deficient adenovirus-vectored vaccines; and recombinant live-attenuated virus vaccines generated by mutagenesis of cloned rodent CMV genomes maintained as bacterial artificial chromosomes in Escherichia coli (Sung and Schleiss, 2010). Trial of a subunit vaccine consisting of recombinant HCMV envelope gB with MF59 adjuvant: All HCMV-infected individuals have a significant proportion of neutralizing antibodies to HCMV being specific for epitopes on gB (Sung and Schleiss, 2010). A study of the use of HCMV gB vaccine plus MF59 adjuvant was reported. It was administered following a 0-, 1- and 6-month schedule (Pass et al., 2009). Although the study demonstrated that the gB vaccine could significantly reduce the risk of acquiring primary maternal HCMV infection, the study did not address the question of whether vaccine-induced HCMV immunity was equivalent to natural immunity in modulating either infection rate or sequelae for the fetus (Dekker and Arvin, 2009). Since re-infection with new strains of HCMV with which the host has no prior experience can lead to transmission to the fetus with subsequent sequelae (Boppana et al., 2001), the issue of cross-protection against diverse clinical isolates following administration of gB vaccine from a single genotype must be defined in future studies (Sung and Schleiss, 2010). Clinical trial evaluation of a two-component alphavirus replicon particle vaccine containing HCMV gB and phosphoprotein 65 (pp65)/immediate early fusion proteins: The gB and the pp65 are the most frequently recognized antigens by CD4+ T cells, and pp65 is also one of the antigens most frequently recognized by CD8+ T cells (Sylwester et al., 2005). The HCMV IE1 is also an important target of the CD8+ T-cell response (Slezak et al., 2007). Therefore, vaccination strategies that aimed at eliciting T-cell responses has focused on the pp65 protein andIE1 gene product (Sung and Schleiss, 2010). AVX601 is a two-component alphavirus replicon particle vaccine expressing HCMV gB and a fusion protein of pp65-IE1 (Reap et al., 2007). The vaccine was well tolerated, with only mild local reactogenicity, Mild-to-moderate systemic reactogenicity was reported in some subjects (Sung and Schleiss, 2010). Bivalent HCMV DNA vaccine: The use of a HCMV DNA vaccine in immunocompromised subjects, such as transplant recipients, would eliminate the safety concerns of live-attenuated HCMV or live recombinant viral-vectored vaccines (Selinsky et al., 2006). DNA vaccines elicit robust CD4+ and CD8+ T-cell and antibody responses (Sung and Schleiss, 2010). VCL-CB01, a bivalent HCMV DNA vaccine that contains two plasmids encoding HCMV pp65 and gB (LiuÂÂ   and Ulmer, 2005). This vaccine has the ability to prime antigen-specific T cells, with the capacity to proliferate and secrete IFN-ÃŽÂ ³ on restimulation with antigen (Wloch et al., 2008). Further modifications of this vaccine may be required to optimize immunogenicity, particularly to the gB moiety (Sung and Schleiss, 2010). It was generally well tolerated. The most common adverse event was mild site injection pain (Liu and Ulmer, 2005). Live-attenuated HCMV Towne vaccine with or without adjuvant recombinant IL-12 and/or priming by DNA vaccine: Immunization with Towne vaccine prevented HCMV disease in seronegative renal transplant recipients, although it did not prevent infection in these patients or in parents of HCMV-infected children (Sung and Schleiss, 2010). Evidence suggests that the relative defect in Towne vaccine may be related to inadequate antigen-specific IFN-ÃŽÂ ³ responses by CD4+ and CD8+ T cells following vaccination (Jacobson et al., 2006). Approaches to improve the immunogenicity of the Towne vaccine are being explored (Jacobson et al., 2009). One approach was to generate genetic recombinant vaccines containing regions from the genome of the unattenuated Toledo strain of HCMV, substituted for the corresponding regions of the Towne genome (Heineman et al., 2006). In another approach, HCMV DNA vaccine is used to prime for memory immune responses to Towne vaccine (Jacobson et al., 2009). A third approach is to co-administer Towne with recombinant human IL-12 (Jacobson et al., 2006*). 5) Preclinical vaccine development Recombinant vesicular stomatitis virus expressing murine cytomegalovirus gB: As a recombinant vaccine vector, vesicular stomatitis virus (VSV) can induce strong humoral and cellular immunity, particularly at mucosal surfaces. This attribute makes recombinant VSV (rVSV) an attractive candidate for development of a vectored HCMV vaccine (Wilson etal., 2008). Live rVSV vector expressing a murine CMV homolog of the gB protein has been tested in the mouse model (Wilson etal., 2008). This induced neutralizing antibody responses, and resulted in reduced viral titers. Also, splenocytes from immunized mice produced a CD8+ IFN-ÃŽÂ ³ response to gB (Sung and Schleiss, 2010). Recombinant modified vaccinia virus Ankara: The attenuated poxvirus, modified vaccinia virus Ankara (MVA), was established as a safe and potent antigen delivery system. Its genome has undergone six major deletions during serial passage (Sung and Schleiss, 2010), which, in turn, allows the insertion of multiple HCMV genes (Wang et al., 2007). A recombinant MVA vaccine that expresses a soluble, secreted form of HCMV gB, based on the AD169 strain sequence has been constructed (Wang et al., 2004). High levels of gB-specific neutralizing antibodies were elicited in vaccinated mice (Sung and Schleiss, 2010). A trivalent MVA expressing gB, pp65 and IE1 has been developed (Wang et al., 2006) with ability to induce humoral and cellular immunity to gB (Wang et al., 2006). Recombinant MVAs have also been generated expressing both full-length pp65 and exon 4 of IE1 with induction of robust primary cell-mediated immunity and stimulation of vigorous expansion of memory Tcell responses to both antigens (Wang et al., 2007). Another recombinant MVA expressing pp65 and a fusion protein of HCMV IE1 exon 4 and IE2 exon 5 was constructed to maximize the representation of IE-specific immunity (Wang et al., 2008). Replication-deficient adenovirus-vectored polyepitope vaccine: Systemic and mucosal immunity to MCMV could be induced by intranasal immunization using a replication deficient adenoviral vector expressing murine CMV glycoprotein H in a murine model (Shanley and Wu, 2005). Modified adenoviral vector Ad5F35, Ad5F35-AD-1, has been generated, expressing the immunodominant antigenic domain-1 epitope of HCMV gB based on the sequence from the AD169 strain (Zhao et al., 2009). Since the AD-1 epitope is well conserved between different strains of HCMV (Britt et al., 2005), expression of the AD-1 epitope from AD5F35 elicits neutralizing antibody responses to diverse clinical isolates (Zhao et al., 2009). Another replication deficient adenoviral-vectored vaccine, Ad-gBCMVpoly (Zhong et al., 2008) which encodes 46 HCMV T-cell epitopes from multiple antigens covalently linked to the extracellular domain of HCMV gB antigen (Zhong et al., 2008). This chimeric vaccine elicited neutralizing antibody responses and virus-specific CD4+ and CD8+ T-cell responses (Zhong and Khanna, 2009). Recombinant live CMV vaccine by bacterial artificial chromosome mutagenesis: An ideal live-attenuated HCMV vaccine should grow to high titers in cell culture for easy production, should be severely attenuated in vivo, even in immunocompromised hosts, and should elicit a strong immune response sufficient to protect against HCMV-associated disease (Mohr et al., 2008). An approach to the generation of such a vaccine is the targeted deletion of CMV genes modulating the host immune response (Cicin-Sain et al., 2007). This approach has been facilitated by the advances in mutagenesis of cloned CMV genomes maintained as bacterial artificial chromosomes in Escherichia coli as well as the rapidly expanding knowledge about the role of viral genes in immunopathogenesis and immune evasion (Dunn et al., 2003).

Power Hungry Leaders And Gullible Commoners History Essay

Power Hungry Leaders And Gullible Commoners History Essay In 1788, Louis XVIII of France summoned the Estates-General for the first time in 175 years to solve the countrys disastrous financial problems. Jacques Necker, who had recently become finance minister and put in charge of the matter, invited writers to propose how the Estates should be organized, and hundreds of pamphlets were published. Among them was What is the Third Estate?, by Emmanuel Joseph Sieyes.In this powerful work of rhetoric, Sieyes pointed out the following: What is the Third Estate? Everything. What has it been until now in the political order? Nothing. What does it want? To become somethingà ¢Ã¢â€š ¬Ã‚ ¦. The words gave hope to the weary commoners, and set off the bomb known as the French Revolution. The question we must ask ourselves here is this: what implications did the pamphlet actually have for the French Revolution? At first glance, this question appears to have very straightforward answers. The pamphlet, as a whole, serves as basic guidelines for a reform of social order. Liberte, Egalite, and Fraternite are what it pursues, and the ideal society it calls for is based on these values. Sieyes dreamed of a world where it was not the laws that differentiate citizens among themselves but the assets and advantages of the individual citizens themselves.  [5]  Equal opportunities, laws to protect the common rights  [6]  of citizens, and the final neutralization of the privileged orders are what he demands.  [7]  The Third Estate, for all practical purposes, was the Nation-it held everything that was needed to form the Nation, with the exception of the clergy, which Sieyes believed to be a profession charged with a public service that had all of its offices usurped by the nobility.  [8]  These were indeed compelling arguments to the Third Estate, considering that most of them spent thei r lives in utter poverty, with no hope of redemption! What other answer could there be, other than that this pamphlet envisioned a Revolution that was carried through out of genuine care for the people? Before any more is said on the subject, it is crucial to review the society of the period. It was 1789, and the Estates-General was about to convene. The procedure of selecting the deputies representing each order was different from that of the Estates-General of 1614: the number of deputies from the Third Estate was doubled  [9]  , making their number the same as those of the First and Second Estate together, and any tax-paying male over 25 could vote for deputies of the Third Estate.  [10]  Interestingly, however, many of the elected deputies of the Third Estate were lawyers, and most others came from respected professions-unusual for the representatives of an order which was, by a vast majority, constituted by peasants.  [11]  The peasants had deemed themselves inferior and chosen the bourgeois deputies to represent them.  [12]  Sieyes became one of these newly elected deputies of the Third Estate.  [13]  Maximilien Robespierre and Jacques Danton, were two othe rs.  [14]  Soon afterwards, the Third Estate left the Estates-General to form the National Assembly.  [15]  Throughout the course of the Revolution, these three, among many others of the bourgeois, remained important figures; understanding their actions and motives will help answer the main question of this paper. These public speakers and writers continued with their enlightenment. Meanwhile, on July 14th, 1789, upon hearing news that the King had removed Necker from the position of finance minister, the people of Paris understood the Kings actions as a conspiracy to close the National Assembly, and after looking where to find weapons, they laid their eyes on Bastille, which was rumored to have a full supply of firearms and ammunition; Bastille went down that very day.  [16]  The fall of Bastille marked the start of the new social order that Sieyes had written about; the rights of citizens, were finally recognized in the August 4 decrees and the Declaration of the Rights of Man and Citizen,  [17]  and his theories of national sovereignty, popular sovereignty, and representation became, for the first time, legislation. Males were given universal suffrage; laws protecting property rights were established; no one was privileged.  [18]  19Although there were still many problems and is sues that needed to be solved, it appeared that the wishful thinking of What is the Third Estate? was coming true. This state of bliss did not last long. The constitutional monarchy proved to be a failure, and with the emergence of the National Convention, a republic was born. The National Convention was, as all assemblies that preceded it had been, far from united.  [20]  Political conflict was constant, and to add to the countrys problems, it was met with an outbreak of war with the counterrevolutionary countries of Europe, namely Prussia.  [21]  The war allowed the Committee of Public Safety, which had originally been established by the National Convention to formulat[e] policy and coordinat[e] the war effort, to rise to power, virtually acting as the executive government.  [22]  Under the control of Maximilien Robespierre,  [23]  it became the active government in the period known as the Reign of Terror.  [24]  Any person who supported the royalty, asked for more social reform, or spoke against the Terror was executed swiftly, without delays like trials.  [25]  Jacques Danton  [26]  was among those who tried to stop the Terror, and who was executed for it.  [27]  Eventually, Robespierre, in an effort to gain more power, accused fellow members of the Committee, and was beheaded, ending his life as well as the Terrors.  [28]   We could continue with the events that happened after the fall of the Terror until the end of the Revolution, but the information we have now is sufficient to answer the question. The political events that occurred between 1789-1795 have a certain pattern: the constant change of the ruling class. It is a cycle of men struggling to get their hands on power, justifying their causes as being for the people. What did the French Revolution-the title this cycle of power is given-achieve, as was stated by Sieyes in What is the Third Estate? It achieved, as stated previously, the following: universal male suffrage, laws protecting the common rights of citizens-a constitution, and a primitive form of democracy. Did it dispose of privileges? Members of the Committee of Public Safety during the Terror had the power to sentence someone to death with almost no evidence at all. Surely, is this not a privilege? Sieyes might argue that such privileges in post-revolutionary society was earned, not in herited, as it had been during the Ancient Regime. However, the only difference was the law; it was just as unlikely for a peasant of 1793 to become such officials as it was for a bourgeois to be admitted to high offices in 1788. They would both be exceptions. When seen from these principles, the French Revolution brought little change to the Nation; the entire period is merely a change of the ruling, or governing, order. The privileged clergy and nobility were replaced by the tier of leaders  [29]  of the Third Estate, and members of this tier had well been expecting it: they orchestrated it! This tier of leaders of the common population-let us call it the First Tier-spent their lives being ruled by, and usurped positions by, members of the higher Estates. Sieyes was one of them.  [30]  It is reasonable to argue, then, that this First Tier desired to replace the higher Estate as the new ruling Tier. They could not, however, do this alone. The First Tier was by nature, small in number compared to the rest of the Third Estate-for which we will now use the term Second Tier.  [31]  The First Tier required the help of the Second Tier if it were to succeed in becoming the ruling Tier; after all, the Tiers were, in Sieyess words, The Nation, and the Second Tier constituted most of it. How were they to achieve the task of persuading the Second Tier to join forces with them in overthrowing the government? Here, the First Tier had advantages. While the First Tier, as the elite and leaders of the Third Estate, enjoyed relatively prosperous lives, had the right to vote, and generally did not have property taken by the nobles, none of the members of the Second Tier had this luxury. This was the bait that the First Tier could use, and would use, to persuade the Second Tier of their cause. They promised a society in which the Second Tier could have all of these rights, and more. Of course, all of this was carefully written and spoken in a rhetorical fashion, so as to produce rage and a revolutionary air.  [32]  What were the results? The storming of the Bastille was the single largest incident, and it eventually took down the First and Second Estates, replacing the government with the First Tier, who now had the power they wanted-the power to lead the Nation. They gav e the Second Tier certain rights and benefits that had been promised beforehand in pamphlets like What is the Third Estate?, but that was where the fairy tale ended. Based on these observations, we arrive at the conclusion that the actual idea and concept of the French Revolution is not much more than the political protests of a frustrated First Tier that decided that the Nations rulers were not worthy, and its manipulation of the Second Tier to carry out the actual, physical overthrow of the government. In effect, the Marxist views of the French Revolution being a Revolution consisting of four smaller class revolutions  [33]  is a mere illusion, consequences of a historians foolish quest to find excessive class meaning in the incidents of history; in reality, what happened was simple. The people overthrew the government in 1789, and for the next ten years, citizens who were not satisfied with it succeeded in rebuilding it several times. In his famed book, The Technique of Revolution, Curzio Malaparte stated that the 18 Brumaire  [34]  was the first modern coup dà ©tat.  [35]  It was not. July 14th, 1789-the storming of the Bastille- was the first. What implications did What is the Third Estate? have for the French Revolution? The pamphlet was the first domino that triggered the chain reaction known as the Revolution, by no doubt. But the social order that it created was not that of which it spoke of. The Revolution did bring much social reform, the invention of citizenship  [36]  being one major change. However, ultimately it failed to create an equal society, because the First and Second Estates of the Ancient Regime were simply replaced by the First Tier, with the pre-existing privileges excluded. However, the governing First Tier had privileges of their own, one extreme example being the aforementioned privileges of the Committee of Public Safety during the Terror. The French Revolution may have started a movement that brought great change to the world, but we must all keep in mind that its original intentions were not quite as noble and philanthropic. The role the pamphlet What is the Third Estate? played during the Re volution was bait for the masses, or the Second Tier. Sieyes was an idealist. He likely believed that the world he dreamt of was possible, even with the First Tier merely replacing the First and Second Estates and taking control of the Nation, as long as those in high positions had correct motives. However, his comments on the Terror after it had deteriorated, I survived,  [37]  seem to suggest that he had lost faith in the idea. This appears to be not far from the truth, as in 1799, ten years after the publication of What is the Third Estate?, Sieyes assisted Napoleons successful coup dà ©tat, ending the Revolution, closing the door he had so enthusiastically opened a decade earlier.  [38]  

Universalizability and Philippine Supreme Court Cases :: Criminal Justice

Universalizability and Philippine Supreme Court Cases ABSTRACT: The requirement that legal reasoning be universalizable is so unquestioned as a legal doctrine that it is practically axiomatic. Recently, two Philippine Supreme Court cases have been decided in a manner that apparently dispenses with this requirement. I discuss these two cases in the light of the requirement. I conclude that the requirement, rather than being diminished by the two cases, has actually maintained its axiomatic status on the basis that the reasoning in the two cases is deficient: the first either for inequality in treatment or for lack of clear guidance, and the second for the failure to appear impartial. The requirement that judicial reasoning be universalizable, that the justifying reasons for a decision are to be articulated or at least must be capable of being articulated in the form of a universal norm under which the facts of the case are to be subsumed so as to entail logically the decision, (1) is an acknowledged formal legal principle indispensable to any sound theory of adjudication. Recently, two Philippine Supreme Court Decisions, Alonzo v. IAC (2) and Marcos v. Manglapus, (3) challenged the very indispensability of such a requirement. This paper will discuss the interaction between and effects of these two decisions on the requirement of universalizability, by determining whether the requirement is indeed seriously challenged by the two cases and, conversely, by assessing and analyzing these two cases in terms of the requirement. These two decisions resolved the issues in the two cases by creating exceptions for the unique circumstances attendant to the cases, thus apparently dispensing with the requirement. In particular, the Alonzo case held: "In fact, and this should be clearly stressed, we ourselves are not abandoning the Cojenero and Buttle doctrines. What we are doing is adopting an exception to the general rule, in view of the particular circumstances of the case." (4) In the Marcos case, reference was made to the special circumstances involving President Marcos thus: "This case is unique. It should not create a precedent, for the case of a dictator forced out of office and into exile after causing twenty years of political, economic and social havoc in the country and within the short space of three years seeks to return, is in a class by itself." (5) In discussing the interaction between and effects of these two decisions on the requirement of universalizability, the paper will first briefly explain the rationale behind the requirement. Universalizability and Philippine Supreme Court Cases :: Criminal Justice Universalizability and Philippine Supreme Court Cases ABSTRACT: The requirement that legal reasoning be universalizable is so unquestioned as a legal doctrine that it is practically axiomatic. Recently, two Philippine Supreme Court cases have been decided in a manner that apparently dispenses with this requirement. I discuss these two cases in the light of the requirement. I conclude that the requirement, rather than being diminished by the two cases, has actually maintained its axiomatic status on the basis that the reasoning in the two cases is deficient: the first either for inequality in treatment or for lack of clear guidance, and the second for the failure to appear impartial. The requirement that judicial reasoning be universalizable, that the justifying reasons for a decision are to be articulated or at least must be capable of being articulated in the form of a universal norm under which the facts of the case are to be subsumed so as to entail logically the decision, (1) is an acknowledged formal legal principle indispensable to any sound theory of adjudication. Recently, two Philippine Supreme Court Decisions, Alonzo v. IAC (2) and Marcos v. Manglapus, (3) challenged the very indispensability of such a requirement. This paper will discuss the interaction between and effects of these two decisions on the requirement of universalizability, by determining whether the requirement is indeed seriously challenged by the two cases and, conversely, by assessing and analyzing these two cases in terms of the requirement. These two decisions resolved the issues in the two cases by creating exceptions for the unique circumstances attendant to the cases, thus apparently dispensing with the requirement. In particular, the Alonzo case held: "In fact, and this should be clearly stressed, we ourselves are not abandoning the Cojenero and Buttle doctrines. What we are doing is adopting an exception to the general rule, in view of the particular circumstances of the case." (4) In the Marcos case, reference was made to the special circumstances involving President Marcos thus: "This case is unique. It should not create a precedent, for the case of a dictator forced out of office and into exile after causing twenty years of political, economic and social havoc in the country and within the short space of three years seeks to return, is in a class by itself." (5) In discussing the interaction between and effects of these two decisions on the requirement of universalizability, the paper will first briefly explain the rationale behind the requirement.

Constructivism: A Matter of Interpretation Essay -- Philosophy Learnin

Constructivism: A Matter of Interpretation The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide: Is it worth doing? Knowing how and that is not sufficient without the disposition to do. Other key features of knowledge construction are functional context, social context, and usefulness. The process works most effectively when it is embedded in a context in which new knowledge and skills will be used. Research on thinking and learning reinforces the idea that people learn through interaction with others (Johnson and Thomas 1994). Although learning is a matter of personal and unique interpretation, it takes place within the social context. In addition, learning must be useful to the learner; intrinsic motivation emerges from the desire to understand, to construct meaning (Billett 1996). Using a constructivist approach, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina... ...." Journal of Technology Studies 20, no. 1 (Winter-Spring 1994): 33-45. (EJ 494 218) Lynch, R. L. Designing Vocational and Technical Teacher Education for the 21st Century. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1997. Parnell, D. "Cerebral Context." Vocational Education Journal 71, no. 3 (March 1996): 19-21, 50. (EJ 519 286) Rahn, M. "Lively Connections." Vocational Education Journal 71, no. 5 (May 1996): 33-35, 60. (EJ 522 561) Schell, J. W., and Babich, A. M. "Tech-Prep and the Development of Higher-Order Thinking Skills among Learners with Special Needs." Journal for Vocational Special Needs Education 16, no. 2 (Fall 1993): 6-13. (EJ 472 196) Stevenson, J., ed. Cognition at Work: The Development of Vocational Expertise. Leabrook, Australia: National Centre for Vocational Education Research, 1994. (ED 380 542) Constructivism: A Matter of Interpretation Essay -- Philosophy Learnin Constructivism: A Matter of Interpretation The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide: Is it worth doing? Knowing how and that is not sufficient without the disposition to do. Other key features of knowledge construction are functional context, social context, and usefulness. The process works most effectively when it is embedded in a context in which new knowledge and skills will be used. Research on thinking and learning reinforces the idea that people learn through interaction with others (Johnson and Thomas 1994). Although learning is a matter of personal and unique interpretation, it takes place within the social context. In addition, learning must be useful to the learner; intrinsic motivation emerges from the desire to understand, to construct meaning (Billett 1996). Using a constructivist approach, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina... ...." Journal of Technology Studies 20, no. 1 (Winter-Spring 1994): 33-45. (EJ 494 218) Lynch, R. L. Designing Vocational and Technical Teacher Education for the 21st Century. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1997. Parnell, D. "Cerebral Context." Vocational Education Journal 71, no. 3 (March 1996): 19-21, 50. (EJ 519 286) Rahn, M. "Lively Connections." Vocational Education Journal 71, no. 5 (May 1996): 33-35, 60. (EJ 522 561) Schell, J. W., and Babich, A. M. "Tech-Prep and the Development of Higher-Order Thinking Skills among Learners with Special Needs." Journal for Vocational Special Needs Education 16, no. 2 (Fall 1993): 6-13. (EJ 472 196) Stevenson, J., ed. Cognition at Work: The Development of Vocational Expertise. Leabrook, Australia: National Centre for Vocational Education Research, 1994. (ED 380 542)

Nursing and Theory

Theories and models of nursing practice Dr. Sabah Abbas Ahmad College of Nursing university of Baghdad Sabah. [email  protected] com COMPETENCIES 1. Definitions of theory, concept, model, proposition. 2. Explain the relationships of concepts and propositions to theory 3. Discuss the purpose of theory. 4. Explain the USE OF theories from other disciplines: . .5. Explain the interdependent roles of nursing practice, nursing theory, and nursing research. .6. History and evolution of nursing theory 7. Identify m Common concept in nursing Theories. 8.Identify the three categories relating to the scope of theories. .. – Theories and models of nursing practice Introduction: Nursing theory provides a perspective from which to define the what of nursing, to describe the who of nursing (who is the client) and when nursing is needed, and to identify the boundaries and goals of nursing’s therapeutic activities. Theory is fundamental to effective nursing practice and research. Th e professionalization of nursing has been and is being brought about through the development and use of nursing theory.The basic elements that structure a nursing theory are concepts and propositions. In a theory, propositions represent how concepts affect each other. A concept is the basic building block of a theory. Definitions – A concept : Is a vehicle of thought? According to Chinn and Kramer (1995, p. 78), the refers to a â€Å"complex mental formulation of †¦ our Perceptions of an observable fact that term concept the world. † A concept labels or names a phenomenon, can be perceived through the senses and explained.A concept assists us in formulating a mental image about an object or situation. Concepts help us to name things and occurrences in the world around us and assist us in communicating with each other about the world. Independence, self-care, and caring are just a few examples of concepts frequently encountered in health care. Theories are formulat ed by linking concepts together. -A conceptual framework or Model: is a structure that links global concepts together and represents the unified whole of a larger reality.The specifics about phenomena within the global whole are better explained by theory. By its nature, a concept is a socially constructed label that may represent more than a single phenomenon. For example, when you hear the word chair, a mental image that probably comes to mind is an item of furniture used for sitting. The word chair could represent many different kinds of furniture for sitting, such as a desk chair, a high chair, or an easy chair . It is important to remember that the same concept may be used differently in various theories.For example, one nursing theory may use the concept of environment to mean all that surrounds a human being (the external environment), whereas another theory may use this concept to mean the external environment and all the biological and psychological components of the person (the internal environment). – What Is a Proposition? A proposition: (another structural element of a theory) is a statement that proposes a relationship between concepts. An example of a nonnursing proposition might be the statement â€Å"people seem to be happier in the springtime. This proposition establishes a relationship between the concept of happiness and the time of the year. A nursing propositional statement linking the concept of helplessness and the concept of loss might be stated as â€Å"multiple and rapid losses predispose one to feelings of helplessness. † Propositional statements in a theory represent the theorist’s particular view of which concepts fit together and, in most theories, establish how concepts affect one another. What Is a Theory? A theory: is a set of concepts and propositions that provide an orderly way to view phenomena.In the scientific literature, Nursing theory is developed to describe the phenomenon (process, occurrence, or event) called nursing. Nursing theory differentiates nursing from other disciplines and activities that in that the purposes of describing, explaining, predicting, and controlling desired outcome of nursing care practices. – â€Å"The purpose of a theory: in scientific disciplines is to guide research to enhance the science by supporting existing knowledge or generating new knowledge†. A theory not only helps us to organize our thoughts and ideas, but it may also help direct us in what to do and when and how to do it.The use of the term theory is not restricted to the scientific world, however. It is often used in daily life and conversation. For example, when telling a friend about a mystery novel you are reading, you may have said, â€Å"I have a theory about who committed the crime. † -USE OF theories from other disciplines: In addition to using theories specifically constructed to describe, explain, and predict the phenomena of concern to nursing, the nursi ng profession has long used theories from other disciplines. A discipline : is a field of study.Theories from biological, physical, and behavioral sciences are commonly used in the practice of nursing. For example, nonnursing theories such as Maslow’s Hierarchy of Basic Human Needs, Erikson’s Theory of Human Development, and Selye’s General Adaptation Syndrome have been and continue to be useful in nursing practice. These nonnursing theories are often incorporated into nursing practice together with specific nursing theories. – – Importance of nursing theories ;in clinical practice: Nursing theories provide a framework for thought in which to examine situations.As new situations are encountered, this framework provides a structure for organization, analysis, and decision making. In addition, nursing theories provide a structure for communicating with other nurses and with other members of the health care team. Nursing theories assist the discipline of nursing in clarifying beliefs, values, and goals, and they help to define the unique contribution of nursing in the care of clients. When the focus of nursing’s contribution is clear, then greater professional autonomy and, ultimately, control of certain aspects of practice are achieved.In the broadest sense, nursing theory is necessary for the continued development and evolution of the discipline of nursing. Because the world of health care changes virtually on a daily basis, nursing needs to continue to expand its knowledge base to proactively respond to changes in societal needs. Knowledge for nursing practice is developed through nursing research that, in turn, is used to either test existing theories or generate new theories. Nursing Practice Nursing research Nursing theory Process of knowledge development. Nursing practice, theory, and research are interdependent.Nursing theory development and nursing research activities are directed toward developing nursing practi ce standards . Nurses may use a specific nursing theory to help guide their practice or may choose a more eclectic approach and adopt ideas from several theories. Both of these approaches are valid. Furthermore, nurses may find some theories more appropriate for certain situations. In that case, one theory can be used with a client in a home health care setting, whereas another theory may be more applicable to a client in an acute care environment.Regardless of the approach chosen, nurses will recognize the value and usefulness of nursing theory as a tool for effective nursing practice. Common concept in nursing Theories: Four concepts common in nursing theory that influence and determine nursing practice are: 1-The person (patient) 3- Health and 4- Nursing Each of these concepts is usually defined and described by a nursing theorist, and although these concepts are common to all nursing theories, both the definition and the relations among them may differ from one theory to another .Of the four concepts, the most important is that of the person . The focus of nursing, regardless of definition or Theory, is the person. Relationship of theory to nursing process: Professional nurses use theories from nursing and from the behavioral sciences to collect, organize, and classify patient data and to understand, analyze, and interpret patients' health situations.Theoretical concepts and theories guide all phases of the nursing process, including planning, implementing, and evaluating nursing care, while also describing and explaining desired responses to and outcomes of care. The major concepts of a chosen model or theory guide each of the nursing process . The concepts serve as categories to the nurse in determining what information is relevant and should be collected to make assessments and to formulate nursing diagnoses.The concepts also suggest the appropriate types of nursing interventions and patient outcomes to be included in the care plan. Types of theories: â €Å"Although theories address relatively specific and concrete phenomena, they vary in scope. Scope refers to the relative level of substantive specificity of a theory and the concreteness of its concepts and propositions† three different categories relate to the scope of theories: grand theories, middle-range theories, and micro-range theories.This classification is applicable to both nursing and nonnursing theories. 1- A grand theory is composed of concepts representing global and extremely complex phenomena. It is the broadest in scope, represents the most abstract level of development, and addresses the broad phenomena of concern within the discipline. Typically, a grand theory is not intended to provide guidance for the formation of specific nursing interventions, but rather provides an overall framework for structuring broad, abstract ideas (Fawcett, 1993).An example of a grand theory is Orem’s Self-Care Deficit Theory of Nursing. 2- Middle-Range Theory : A theor y that addresses more concrete and more narrowly defined phenomena than a grand theory is known as a middle-range theory. Descriptions, explanations, and predictions put forth in a middle-range theory are intended to answer questions about nursing phenomena, yet they do not cover the full range of phenomena of concern to the discipline. A middle- ange theory provides a perspective from which to view complex situations and a direction for interventions (Fawcett, 1993). An example of a middlerange theory is Peplau’s Theory of Interpersonal Relations. 3- A micro-range theory is the most concrete and narrow in scope. A micro- range theory explains a specific phenomenon of concern to the discipline (Fawcett, 1993), such as the effect of social supports on grieving and would establish nursing care guidelines to address the problem. History and evolution of nursing theory The work of early nursing theorists in the 1950s focused on the tasks of nursing practice from a somewhat mechan istic viewpoint. Because of this emphasis, much of the art of nursing—the value of caring, the relationship aspects of nursing, and the esthetics of practice—was diminished. During the decades of the 1960s, 1970s, and 1980s, many nursing theorists struggled with making nursing practice, theory, and research fit into the then prevailing view of science.Reflecting changes in global awareness of health care needs, several contemporary nursing theorists have projected a new perspective for nursing that truly unifies the notion of nursing as both an art and a science. Noted nursing theorists such as Leininger, Watson, Rogers, Parse, and Newman have been urging the discipline of nursing to embrace this new emerging view that is seen as more holistic, humanistic, client focused, and grounded in the notion of caring as the core of nursing.Since the early 1950s, many nursing theories have been systematically developed to help describe, explain, and predict the phenomena of conc ern to nursing. Each of these established theories provides a unique perspective and each is distinct and separate from other nursing theories in its particular view of nursing phenomena. REFERENCES Leahy,j. ,Kizilay,P. : Foundations of nursing practice; Nursing process Approach, New York, W. B. Saunders, 2005 White, L. : Foundations of Nursing: Caring the Whole Person, NewYork, Thomson Learning, 2001

Assignment of Work Base Learning Essay

1. Introduction. This assignment is to evaluate my role in the job I’m currently doing and upto what extent its been helpful in my personal development. As I ‘m currently working in fright forwarding industry (Shipping), I have chosen this job to finish my assignment of work base learning. It would be easier for me to choose this job to finish my educational assignment instead of going volunteering job somewhere else. This will also affect my attendance in current work place. 1.1 Company Profile- Reisa Freight Ltd. is a U.K. based company engaged in import and export activities. As a company we supply our services to buyers, exporters and importers for their international transportation needs. Reisa freight Ltd. acts as a middle man / agent working globally with agents in several countries. We handles export from shippers or manufacturers warehouse to buyer’s warehouse not end users. 1.2 Job Profile- The main purpose of my role is to coordinate with customers, prepare relevant docs and coordination with back office or operations for smooth activity. This job role requires efficiency, accuracy and completion in given time frame. My job is also involved with coordination with airlines to ensure pre-booked space for upcoming cargo during the week. This avoids last minute problem. In short this work required a solid planning and in-time execution. Also it requires understanding People at Work, including understanding others’ interests, motivations and competence. In short, Developing and reviewing relationships with others (manager, colleagues, team members, customers and suppliers etc) including agreeing respective roles, responsibilities, rights and expectations booking cargo space on ship, airplane, train, or any other form of goods/cargo transportation, route planning, various documentation, export packing, insurance, warehouse, collection and delivery consignment. 2. Main Body- During my seven months of tenure I have learned how to gain necessary skills and what I needed most. There are certain skills which I need to improve and some others I have achieved while working with Reisa freight Ltd. I have discussed all these in following paragraphs. 2.1 Skills that need some developments. à ¯Ã‚ ¿Ã‚ ½ Communication- Major hurdle with me here the language. Being English as my second language I find it as biggest hurdle to improve my communication skill. There is a lot more development since I started but there is still lot more to do to bring it upto a level where it is acceptable as high standard. à ¯Ã‚ ¿Ã‚ ½ Decision-making- I find my self uncomfortable while making important decision which requires my independency. I have only spent 7 months in total as working person. I would need to have more experience of work to gain my confident in decision making. Some education in learning skill would definitely help me which I’m planning to intake after finishing my graduation. à ¯Ã‚ ¿Ã‚ ½ Leadership- Being an un-experienced in past and total 7 months of work experience I see a lot more to do with leadership skill. Leadership skills require work experience and a standard of education which I will gain after my studies. à ¯Ã‚ ¿Ã‚ ½ Analysing- Being a new employee in the field I see a lack of analysing skill to analyse the situation and plan things accordingly. This makes me to be depended on my seniors and old employees. I personally think that this would be developed while the time spent with work and putting my efforts to plan it from the beginning and executing it upto the end. In my job profile I have been given chance to analyse each shipment from the beginning and act as necessary and accordingly. à ¯Ã‚ ¿Ã‚ ½ Problem Solving- Due to the lack of decision making, it directly affects my problem solving skills. As a new employee I haven’t been given chance to make decisions of my own which will be given to me after a specific time spent with in the company. Now because I cannot make decisions I will have to rely on my seniors to give me instructions in these types of situation which will lead to problem solving directly from decision makers at above post not me. 2.2 Skills scored highest with. à ¯Ã‚ ¿Ã‚ ½ Planning- My job profile requires a pre-planned activity which is a base of service commitment to customers. First w learn in this business is to plan things and then execute. The planning doesn’t give a hundred percent surety of desired results but it leads to a way to execute right thing and a right time. I personally feel that my job responsibilities made me well enough to deal with planning skill. It’s adding something extra everyday to my skill. à ¯Ã‚ ¿Ã‚ ½ Monitoring- Once the planning has been made and executed second step comes to monitor it on each and every step. A break any where in the planning chain may fail the whole assignment. The purpose of my monitoring is to take care of assignment and rectify problems as soon as and wherever they come up. à ¯Ã‚ ¿Ã‚ ½ Reviewing- Reviewing the work everyday gives me efficiency and proficiency in my work. A skilled reviewing gives an idea what needs to be done. During the work I have learned that reviewing all our daily deeds gives us experience and probable outcomes of next day and future. This also shows the performance improvement. à ¯Ã‚ ¿Ã‚ ½ Prioritising- As a worker I learned how to priorities my work. It’s a way of placing an order of priorities what needs doing and when. This can be achieved by Setting objectivise and goals. Its an important aspect of decision making. In my work priorities has importance as we will have to make decisions depend on the situations. For examples in a situation where buyer needs all his order with several suppliers in once, but due to problem with space allocation we may have to make own decision sometime to priorities to particular orders or shipments. à ¯Ã‚ ¿Ã‚ ½ Reporting- My job profile is to work as an executive. I have responsibilities and direct reporting to my seniors. I need to report all my day to day activities that its understandable and most important is acceptable. An acceptable standard of work has been gained through the work experience. à ¯Ã‚ ¿Ã‚ ½ Motivating- Motivation is necessity in every success. De-motivation will lead to failure in the job and work assignment. I have learned that how to challenge my negative thoughts. It helps me to realise possibilities of my future. 3. Monitoring my self- level achieved. Presentation Skills – Competent Speaker- able to talk to small groups of my peers albeit a little nervously. Written Skills- Good Creative- able to use comparison, example, similes, metaphors, vocabulary and other tools. Organisational/Planning Skills- Limited- can plan and organise my own time to achieve targets. Team-working Skills- Good- Able to work well in a team of people and to perform a number of â€Å"team roles†. 4. Conclusion – There is Overall performance satisfaction within the organisation and as recognised by senior level. Seven months of tenure within the firm was spent just as a trainee. This helped me to gain a lot. But still there is a long way to go and far more to achieve what I thought before. There is lot more confidence required while taking the necessary decisions. An uncomfortable situation always leads to lose either big or small. Currently I’m working with the help of other experienced staff which also de motivates me to take my own initiative. But in nearer future I hope for responsibilities with an independent role. That will surely help me to gain improved skills and goals. For sometime I have had a loose idea of the goals I would like to achieve in the short to medium term. Now that I have set my self a deadline I’m confident and assured to achieve that. However I would like to improve my self confidence increase my motivation to achieve the most out of my work. I would like to eliminate the attitude that holds me back and cause hassles to it and finally unhappiness. I would like to increase my pride and satisfaction in my achievements advantages of goal settings. I would like to increase my self confidence from the current level and perform better in all areas of my works.