Survey and question design Essay Example for Free

Survey and question design Essay Initial design considerations Before you design your survey Clearly articulate the goals of your survey. Why are you running a survey? What, specifically, will you do with the survey results? How will the information help you improve your customers experience with your agency? Make sure that each question will give you the right kind of feedback to achieve your survey goals. When in doubt, contact a statistician or survey expert for help with survey and question design. Survey design The opening should introduce the survey, explain who is collecting the feedback and why. You should also include some reasons for participation, and share details about the confidentiality of the information you are collecting. The introduction should set expectations about survey length and estimate the time it will take someone to complete. Opening questions should be easy to answer, to increase participant trust and encourage them to continue answering questions. Ensure questions are relevant to participants, to reduce abandonment. To minimize confusion, questions should follow a logical flow, with similar questions grouped together. Keep your survey short and to the point fewer questions will deliver a higher response rate. If you have sensitive questions, or questions requesting personal information, include them towards the end of the survey, after trust has been built. Thank your participants after theyve completed the survey. Test your survey with a small group before launch. Have participants share what they are thinking as they fill out each question, and make improvements where necessary. Question design  Keep questions short and easy to read. The longer and more complex the questions, the less accurate feedback youll get. This is particularly true of phone surveys. Keep questions easy to answer, otherwise participants may abandon the survey, or provide incorrect information (e.g., giving the same  answer/value for all questions, simply to get through the survey). Keep required questions to a minimum. If a participant can’t or doesn’t want to answer a required question, they may abandon the survey. Use a consistent rating scale (e.g., if 5=high and 1=low, keep this consistent throughout all survey questions). For rating scales, make sure your scale is balanced (e.g., provide an equal number of positive and negative response options). Label each point in a response scale to ensure clarity and equal weight to each response option. For closed-ended questions, include all possible answers, and make sure there is no overlap between answer options. Use consistent word choices and definitions throughout the survey. Avoid technical jargon and use language familiar to participants. Be as precise as possible to avoid word choice confusion. Avoid words like â€Å"often† or â€Å"rarely†, which may mean different things to different people. Instead, use a precise phrase like â€Å"fewer than three times per week.† Try to construct the questions as objectively as possible. Common survey question types and examples Multiple choice questions Questions with two or more answer options. Useful for all types of feedback, including collecting demographic information. Answers can be yes/no or a choice of multiple answers. Beware of leaving out an answer option, or using answer options that are not mutually exclusive. Example 1: Are you a U.S. Citizen? Yes / No Example 2: How many times have you called our agency about this issue in the past month? Once Twice Three times More than three times Dont know/not sure Rank order scale questions Questions that require the ranking of potential answer choices by a specific characteristic. These questions can provide insight into how important something is to a customer. Best in online or paper surveys, but doesnt work too well in phone surveys. Rating scale questions Questions that use a rating scale for responses. This type of question is useful for determining the prevalence of an attitude, opinion, knowledge or behavior. There are two common types of scales: Likert scale Participants are typically asked whether they agree or disagree with a statement. Responses often range from â€Å"strongly disagree† to â€Å"strongly agree,† with five total answer options. (For additional answer options, see table below.) Each option is ascribed a score or weight (1 = strong disagree to 5 = strongly agree), and these scores can be used in survey response analysis. For scaled questions, it is important to include a â€Å"neutral† category (â€Å"Neither Agree nor Disagree† below). Guidelines for using a 5-point scale Semantic differential scale In a question using a semantic differential scale, the ends of the scale are labeled with contrasting statements. The scales can vary, typically using either five or seven points. Open-ended questions Questions where there are no specified answer choices. These are particularly helpful for collecting feedback from your participants about their attitudes or opinions. However, these questions may require extra time or can be challenging to answer, so participants may skip the questions or abandon the survey. In addition, the analysis of open-ended questions can be difficult to automate, and may require extra time or resources to review. Consider providing extra motivation to elicit a response (e.g., â€Å"Your comments will help us improve our website†) and ensure there is enough space for a complete response. Example: What are two ways we could have improved your experience with our agency today? We take your feedback very seriously and review comments daily. Avoid these common question design pitfalls Asking two questions at once (double-barreled questions) Example: How satisfied are you with the hours and location of our offices? [ 1=very dissatisfied, 5=very satisfied] You wont be able to tell whether the participant is responding about the time, or the location, so you should ask this as two separate questions. Leaving out a response choice Example: How many times in the past month have you visited our website? [ 0 1-2 3-4 5 or more] Always include an option for not applicable or don’t know, since some people will not know or remember, and if they guess, their answer will skew the results. Leading questions Based on their structure, certain questions can â€Å"lead† participants to a specific response: Example: This agency was recently ranked as number one in customer satisfaction in the federal government. How satisfied are you with your experience today? [ 1=very dissatisfied, 5=very satisfied] The first statement influences the response to the question by providing additional information that leads respondents to a positive response, so you should leave that text out. Built-in assumptions Questions that assume familiarity with a given topic: Example: This website is an improvement over our last website. [ 1=strongly disagree, 5=strongly agree] This question assumes that the survey participant has experience with the earlier version of the website. Tips for technology-based surveys Skip logic or conditional branching When creating technology-based surveys, skip logic can be helpful. Skip logic enables you to guide participants to a specific follow-up question, based on a response to an earlier question. This technique can be used to minimize non-relevant questions for each participant, and for filtering out survey participants. For example, if you are looking for U.S. citizens only to fill out certain parts of your survey, anyone who answers â€Å"no† to the question â€Å"Are you a U. S. citizen?† can be skipped to the next relevant section.

Survey and question design Essay Example for Free

Survey and question design Essay Initial design considerations Before you design your survey Clearly articulate the goals of your survey. Why are you running a survey? What, specifically, will you do with the survey results? How will the information help you improve your customers experience with your agency? Make sure that each question will give you the right kind of feedback to achieve your survey goals. When in doubt, contact a statistician or survey expert for help with survey and question design. Survey design The opening should introduce the survey, explain who is collecting the feedback and why. You should also include some reasons for participation, and share details about the confidentiality of the information you are collecting. The introduction should set expectations about survey length and estimate the time it will take someone to complete. Opening questions should be easy to answer, to increase participant trust and encourage them to continue answering questions. Ensure questions are relevant to participants, to reduce abandonment. To minimize confusion, questions should follow a logical flow, with similar questions grouped together. Keep your survey short and to the point fewer questions will deliver a higher response rate. If you have sensitive questions, or questions requesting personal information, include them towards the end of the survey, after trust has been built. Thank your participants after theyve completed the survey. Test your survey with a small group before launch. Have participants share what they are thinking as they fill out each question, and make improvements where necessary. Question design  Keep questions short and easy to read. The longer and more complex the questions, the less accurate feedback youll get. This is particularly true of phone surveys. Keep questions easy to answer, otherwise participants may abandon the survey, or provide incorrect information (e.g., giving the same  answer/value for all questions, simply to get through the survey). Keep required questions to a minimum. If a participant can’t or doesn’t want to answer a required question, they may abandon the survey. Use a consistent rating scale (e.g., if 5=high and 1=low, keep this consistent throughout all survey questions). For rating scales, make sure your scale is balanced (e.g., provide an equal number of positive and negative response options). Label each point in a response scale to ensure clarity and equal weight to each response option. For closed-ended questions, include all possible answers, and make sure there is no overlap between answer options. Use consistent word choices and definitions throughout the survey. Avoid technical jargon and use language familiar to participants. Be as precise as possible to avoid word choice confusion. Avoid words like â€Å"often† or â€Å"rarely†, which may mean different things to different people. Instead, use a precise phrase like â€Å"fewer than three times per week.† Try to construct the questions as objectively as possible. Common survey question types and examples Multiple choice questions Questions with two or more answer options. Useful for all types of feedback, including collecting demographic information. Answers can be yes/no or a choice of multiple answers. Beware of leaving out an answer option, or using answer options that are not mutually exclusive. Example 1: Are you a U.S. Citizen? Yes / No Example 2: How many times have you called our agency about this issue in the past month? Once Twice Three times More than three times Dont know/not sure Rank order scale questions Questions that require the ranking of potential answer choices by a specific characteristic. These questions can provide insight into how important something is to a customer. Best in online or paper surveys, but doesnt work too well in phone surveys. Rating scale questions Questions that use a rating scale for responses. This type of question is useful for determining the prevalence of an attitude, opinion, knowledge or behavior. There are two common types of scales: Likert scale Participants are typically asked whether they agree or disagree with a statement. Responses often range from â€Å"strongly disagree† to â€Å"strongly agree,† with five total answer options. (For additional answer options, see table below.) Each option is ascribed a score or weight (1 = strong disagree to 5 = strongly agree), and these scores can be used in survey response analysis. For scaled questions, it is important to include a â€Å"neutral† category (â€Å"Neither Agree nor Disagree† below). Guidelines for using a 5-point scale Semantic differential scale In a question using a semantic differential scale, the ends of the scale are labeled with contrasting statements. The scales can vary, typically using either five or seven points. Open-ended questions Questions where there are no specified answer choices. These are particularly helpful for collecting feedback from your participants about their attitudes or opinions. However, these questions may require extra time or can be challenging to answer, so participants may skip the questions or abandon the survey. In addition, the analysis of open-ended questions can be difficult to automate, and may require extra time or resources to review. Consider providing extra motivation to elicit a response (e.g., â€Å"Your comments will help us improve our website†) and ensure there is enough space for a complete response. Example: What are two ways we could have improved your experience with our agency today? We take your feedback very seriously and review comments daily. Avoid these common question design pitfalls Asking two questions at once (double-barreled questions) Example: How satisfied are you with the hours and location of our offices? [ 1=very dissatisfied, 5=very satisfied] You wont be able to tell whether the participant is responding about the time, or the location, so you should ask this as two separate questions. Leaving out a response choice Example: How many times in the past month have you visited our website? [ 0 1-2 3-4 5 or more] Always include an option for not applicable or don’t know, since some people will not know or remember, and if they guess, their answer will skew the results. Leading questions Based on their structure, certain questions can â€Å"lead† participants to a specific response: Example: This agency was recently ranked as number one in customer satisfaction in the federal government. How satisfied are you with your experience today? [ 1=very dissatisfied, 5=very satisfied] The first statement influences the response to the question by providing additional information that leads respondents to a positive response, so you should leave that text out. Built-in assumptions Questions that assume familiarity with a given topic: Example: This website is an improvement over our last website. [ 1=strongly disagree, 5=strongly agree] This question assumes that the survey participant has experience with the earlier version of the website. Tips for technology-based surveys Skip logic or conditional branching When creating technology-based surveys, skip logic can be helpful. Skip logic enables you to guide participants to a specific follow-up question, based on a response to an earlier question. This technique can be used to minimize non-relevant questions for each participant, and for filtering out survey participants. For example, if you are looking for U.S. citizens only to fill out certain parts of your survey, anyone who answers â€Å"no† to the question â€Å"Are you a U. S. citizen?† can be skipped to the next relevant section.

Long Term Effects of Concussions in Sports

Long Term Effects of Concussions in Sports Concussions in Sports and The complications Concussions may have on a Person Abstract This paper is going to discuss concussions in sports and the complications this may have on a person in later portions of life. Concussions can happen at any time or in anyway. Someone can be playing on the swings and falls off the swings and can receive a concussion if they hit their head or be playing a sport and get hit in the head by a ball or player. Concussions can be worse if it happens repeatedly. We will discuss the complications on what can happen if you receive many concussions while playing sports. We all know playing sports can have its issues either by receiving a serious career ending injury or an injury that can have a lasting effect on a life after sports. But did you know there is a serious injury in sports that can have a big impact on life after sports, the injury I am talking about is Concussions. All Concussions can happen in different types of ways such as getting tackled too many times or getting hit in the head after a tackle. Getting hit in the head in any sport can be painful and can have serious issues. So why is concussions a very big deal, well lets look at it in a simple way. Youre playing a sport, lets say football and youre the quarterback and youre playing a game, you get tackled and you get hit in the head. Your head hits the ground. At first you may or may not feel anything, or may not have any symptoms but what happens when you hit your head is that the brain gets knocked around inside the skull like a balloon filled with water being tossed around. When the brain gets knocked around, serious damage can happen to the brain matter or brain tissues. So you may be asking what a concussion is. Well the definition of a concussion is basically when your brain gets tossed around in the skull and suffers damage to the tissues on the brain. How can you get a concussion, you can get a concussion by a direct blow to the head, neck, face or elsewhere on the body with a force thats being transmitted to the head. The results can be rapid onset of short impairment of the brain or impairment, and can largely have a functional disturbance thats greater than structural injury. So what happens to the brain during a concussion? Well first the adult brain is a 3 pound organ that floats inside the skull and is surrounded by cerebral spinal fluid which usually acts as a shock absorber almost like a shock absorber in a car. When the brain is moved rapidly inside the skull, the brain bounces off the skull which causes a concussion which has technically hap pened. Research from McGill University in Montreal found out tha So to relate this to the statement before this example, I have a friend who received trauma to the head and instead of being taken out of the match that he was participating in to see if he had a concussion he decided to get back into the match. He decided not get treatment until he started feeling the symptoms. This is a prime example of what not do to treat a possible concussion. It is best if you get early recognition of a concussion. But unfortunately this is easier said than done. Unlike muscles or bone injuries, when your brain gets a bump or bruise, you won’t feel any pain. And unlike illnesses a concussion may present parents or coaches with a situation they are not prepared to handle. So you won’t be able to recognize the magnitude of a concussion. . Age factors have a distinct role in concussion management because when it comes to dealing with sports concussions, a lot of research demonstrates that high school athletes take longer to recover from a concussion then when compared to a collegiate or professional athlete. But high school athletes also may experience greater or severe symptoms and more neurological disturbances. The research also estimates that 53% of high school athletes have sustained some type of concussion before high school. And 36% of collegiate athletes have a history of multiple concussions. The frontal lobes of a human brain continues to be developing until the age of 25 years old. So it is vital to manage and monitor concussions from an early age to make sure no severe outcomes happen. Some risk factors that are obtained from a sport related concussion, have been researched and suggests that a person who has had a prior history of concussions are 1-2 times more susceptible to receive a second concussion, a third concussion is 2-4 times more likely to happen from the previous concussion. If that person has received three previous concussions in their life then they are 3-9 times more likely to get a fourth concussion and even a fifth concussion may follow. Certain studies show that females are more likely to get severe concussions than males. Females tend to have more symptoms than men and require more overall time to recover. The reason for these differences are because there are various differences in the brain functions. Also if you have a history of developmental disorders, Mental disorders or psychiatric disorders and have had a history of headaches, migraines these can play a part in a concussions. There are long term consequences of having a concussion. Some of the long term effects of concussions are having development of mild cognitive impairments (MCI’s), chronic traumatic encephalopathy (CTE) and other types of outcomes including having post-concussion syndrome (PCS). Post-concussion syndrome is a complex disorder that has a variable combination of concussion symptoms, which are like having headaches and dizziness. These can last for weeks and sometimes even months after the injury has occurred. People who have PCS usually have symptoms that occur within the first 7 to 10 days and usually go away within 3 months, but can also last for a year or more. Some facts: CDC estimates 1.6 to 3.8 million concussions happen each year. 5-10% of all athletes will have some type of severe concussion in any sport season during their sports career. Fewer than 10% of sport concussions involve a loss of consciousness Football is the biggest sport with concussions, with males being at risk (75%) Soccer is also the most common sport with concussions in females (50%) 78% of concussions have occurred during the game(s). Headaches (85%) and dizziness (70-80%) are more commonly reported symptoms than other types of symptoms of concussions. Estimates of 47% of all athletes have not reported feeling any symptoms after a concussive blow. Pro football players will receive an estimated 900 to 1500 blows to the head during the season which result in at least one concussion. The impact speed of a professional boxers punch is around 20 mph which could seriously do damage to the brain. The impact speed of a football player tackling a stationary player is around 25 mph, which can not only cause damage to the brain but also to the body if hit incorrectly. The impact speed of a soccer ball being headed by a player is around 70 mph. So let’s go into each sport to see what the findings on concussions are. The first sport is American football, football is associated with the highest number of traumatic brain injuries in males and has the highest participants than any other sport. Because of the difficulties of determining brain injuries or examining concussions, it is better to compare the injury trends over a long period of time. Catastrophic brain injury has been defined as a head injury that has been caused by direct contact during a competition or sport related activity, these can be fatal, nonfatal permanent or serious nonpermanent injury. The next sport is baseball/softball, players or participants that play in this sport as of 2008 were 10,916,754 high school men and 23,517 high school women, additionally 616,947 men competed at college level. Early reports of concussions were hard to diagnose or were under diagnosed by the trainers, coaches and medical professionals. Concussions usually happen if the baseball or softball is hit with a bat and hits a player in the head or if a player is trying to dive, running or sliding to either catch the ball or slide into a base and sometimes while performing these activities they may hit their head on the ground against a player or even sometimes against a wall. A third sport is basketball now I really haven’t heard of many concussions happening in this sport I have heard of a couple incidents where this actually has happened. Participation of basketball participants are approximately 13.8 million in high school along with 11 million in high school and additionally 375,000 men and 328,000 women competed in college basketball. The way to receive a concussion in this sport is relatively awkward in the way it happens. I have heard that when players jump to the net and fall sometimes they may slip and hit their head on the court or even sometimes when they are running across the court they may not be able to fully stop and run into or jump into the crowd and may hit their head. Now concussions in this sport is relatively rare. Another sport is cheerleading, the participation in this sport is mostly made of females and is estimated 3.5 million cheerleading participants. Cheerleading is regarded as a sport that usually has concussions and is associated with risk catastrophic head and spine injury. The routines that the cheerleaders do are risky and can cause severe injury. Gymnastic routines are what causes most of these types of injuries such routines are tumbling runs, human pyramids, lifts, catches, and tosses. Gymnastics is also within the group of cheerleading and has a participation field of more than 100,000 men and 640,000 women who compete in high school and an additional 15,000 and 40,000 women compete in college. Ice/field hockey also have a high rate of concussions due to pucks hitting a player or being by a player in the boards or on the field, the participation of players are approximately 723,000 men and 752,500 women competed in high school and an additional 27,800 men and 2,800 women play ice hockey each year. And around 2008 approximately 3000 men and 1.43 million women competed in high school field hockey with an additional 145,000 women competed in college. Soccer is another sport where concussions are most likely to happen. Participation of this sport is around 7.2 million men and 5.2 million women played in high school and an additional 430,000 men and 322,000 women competed in college. The way you can get a concussion in this sport is actually in many ways either by heading the ball with you head getting hit in the head by another players head or even getting hit in the head by a goal keeper when the keeper is trying to save the ball. I personally have had a concussion in this sport too. But mine was by my own goal keeper. I was blocking an opposing player and my keeper had the ball when he kicked the ball, the ball actually came at me instead of lifting into the air like it was supposed to, the ball hit me directly in the face. I of course went down and blanked out, I was immediately taken out of the game and when my team arrived to the school my parents were not notified of what happened by the coach but by another parent who happe ned to be attending the game, I was taken to the doctors the next day when I was told I had a concussion I was told not to participate for a week or so till I recouped. So in conclusion sports related concussions can be dangerous if not reported and treated. Brain injuries can cause after effects to a person even up to a year. References Buzzini SRR, G. K. (2006). Sport-related concussion in the young athlete. Curr Opin Pediatrics, 18:376-382. Covassin, T. P. (Year). Sport- Related Concussion and Factors that Affect Outcomes. Retrieved from Glata.org: http://www.glata.org/documents/filelibrary/glata_2013_presentations/Glata_2013_C45213223130B.pdf Daneshvar, D. H. (2012). The Epidemiology of Sport-Related Concussion. National Institute of Health. Department of Health and Human Services (US), C. f. (2001-2005 MMWR 2007). Non-fatal sports- and recreation-related traumatic brain injuries treated in emergency departments. 56:733-737. Field M, C. M. (2003). Does age play a role in recovery from sports-related concussion? A comparison of high school and collegiate athletes. J Pediatrics, 142:224-227. Guskiewicz KM, W. N. (2000). Epidemiology of concussion in collegiate and high school football players. Am J Sports Med, 28:643-650. Langlois JA, R.-B. W. (2006). The epidemiology and impact of traumatic brain injury: a brief overview. 21:375-378. Mayers, L. B. (spring 2013). Outcomes of Sport-Related Concussion Among College Athletes. Retrieved from neuro psychiatry online (J Neuropsychiatry Clin Neurosci): http://neuro.psychiatryonline.org/data/Journals/NP/926971/115.pdf Pearl, R. M. (2014, 4 17). A Doctors Take on Sports-Related Concussions. Retrieved from Forbes: http://www.forbes.com/sites/robertpearl/2014/04/17/a-doctors-take-on-sports-related-concussions/ Powell JW, B.-F. K. (1999). Traumatic brain injury in high school athletes. JAMA, 282:958-963. Sports Concussion Institute. (n.d.). Retrieved from Concussion treatment: http://www.concussiontreatment.com/concussionfacts.html Staff, M. C. (2011, Sept 29). Post-concussion syndrome. Retrieved from Mayo Clinic: http://www.mayoclinic.org/diseases-conditions/post-concussion-syndrome/basics/definition/con-20032705

Quest for Identity in the Victorian Era Essay -- Literature Essays Lit

Quest for Identity in the Victorian Era      Ã‚  Ã‚  Ã‚  Ã‚   "'Who are you?' said the caterpillar" to Alice (Carroll 60).   This was a question she could not answer.   Why doesn't Alice know what constitutes her being?   Humans desire completeness, and a solid identity.   Up to the age of Darwinism, that void was filled by religious faith.   But with the emergence of Charles Darwin's theories on natural selection and survival of the fittest, Victorians were reevaluating their paths to righteousness.   Without God as a foundation, what were life's rules?      Peter Bowler argues in Charles Darwin: The Man and His Influence that the old road to salvation had been damaged by one of Darwin's greatest triumphs - being the catalyst for the transformation of Victorian thought (150).   Darwin made man question his belief system and, as Richard Altick presents in Victorian People and Ideas, revisions of man's destiny and place within the universe had to take form (232).   "Since no divine agency could be relied upon to ameliorate his condition, man must turn himself to make whatever he can of his life" (235), thus helping himself.   This idea of self-help brought Victorians in search of mens sana in corpore sano, or total health or wholeness, in which "they adopted the well-knit body as their model for spiritual health, the harmony of the self with external principles of growth and order" (Anderson).   Through this model, they attempted to identify their purest and most desirable form through the use of drugs and a yearning for eternal yo uth.   They admired Grecian characteristics as well, which was the exact opposite image Darwin placed within the Victorian mind - that man was a descendent of a hairy quadruped.   All of these goals were sought after ... ...York:   Cambridge University Press, 1990.   Carroll, Lewis.   Alice's Adventures In Wonderland.   1866.   New York:   HarperCollins Publishers, 1992.   Doyle, Sir Arthur Conan.   The Sign of Four.   New York: The Berkley Publishing Group, 1994. Gardner, Martin.   The Annotated Alice.   New York:   W. W. Norton & Company, 2000. Haggard, H. Rider.   She.   1887.   New York:   Oxford University Press, 1998.   "Man or Beast?   The Lasting Effects of Darwin."   Florida Gulf Coast University.   Unpublished essay, 2001.   Mitchell, Sally.   Daily Life in Victorian England.   Westport, Connecticut:   Greenwood Press, 1996.   Stevenson, Robert Louis.   The Strange Case of Dr. Jekyll and Mr. Hyde.   1886.   Mineola, New York:   Dover Publications, Inc., 1991.   Wilde, Oscar.   The Picture of Dorian Gray.   1891.   Mineola, New York:   Dover Publications, Inc., 1993.      Quest for Identity in the Victorian Era Essay -- Literature Essays Lit Quest for Identity in the Victorian Era      Ã‚  Ã‚  Ã‚  Ã‚   "'Who are you?' said the caterpillar" to Alice (Carroll 60).   This was a question she could not answer.   Why doesn't Alice know what constitutes her being?   Humans desire completeness, and a solid identity.   Up to the age of Darwinism, that void was filled by religious faith.   But with the emergence of Charles Darwin's theories on natural selection and survival of the fittest, Victorians were reevaluating their paths to righteousness.   Without God as a foundation, what were life's rules?      Peter Bowler argues in Charles Darwin: The Man and His Influence that the old road to salvation had been damaged by one of Darwin's greatest triumphs - being the catalyst for the transformation of Victorian thought (150).   Darwin made man question his belief system and, as Richard Altick presents in Victorian People and Ideas, revisions of man's destiny and place within the universe had to take form (232).   "Since no divine agency could be relied upon to ameliorate his condition, man must turn himself to make whatever he can of his life" (235), thus helping himself.   This idea of self-help brought Victorians in search of mens sana in corpore sano, or total health or wholeness, in which "they adopted the well-knit body as their model for spiritual health, the harmony of the self with external principles of growth and order" (Anderson).   Through this model, they attempted to identify their purest and most desirable form through the use of drugs and a yearning for eternal yo uth.   They admired Grecian characteristics as well, which was the exact opposite image Darwin placed within the Victorian mind - that man was a descendent of a hairy quadruped.   All of these goals were sought after ... ...York:   Cambridge University Press, 1990.   Carroll, Lewis.   Alice's Adventures In Wonderland.   1866.   New York:   HarperCollins Publishers, 1992.   Doyle, Sir Arthur Conan.   The Sign of Four.   New York: The Berkley Publishing Group, 1994. Gardner, Martin.   The Annotated Alice.   New York:   W. W. Norton & Company, 2000. Haggard, H. Rider.   She.   1887.   New York:   Oxford University Press, 1998.   "Man or Beast?   The Lasting Effects of Darwin."   Florida Gulf Coast University.   Unpublished essay, 2001.   Mitchell, Sally.   Daily Life in Victorian England.   Westport, Connecticut:   Greenwood Press, 1996.   Stevenson, Robert Louis.   The Strange Case of Dr. Jekyll and Mr. Hyde.   1886.   Mineola, New York:   Dover Publications, Inc., 1991.   Wilde, Oscar.   The Picture of Dorian Gray.   1891.   Mineola, New York:   Dover Publications, Inc., 1993.     

Ambition In Macbeth Essay -- essays research papers

In Shakespearean times, ambition was seen to be wrong, as it went against the natural order. You had to accept yourself for who you were. People were not encouraged to better themselves. In act I scene I, the three witches plan to meet Macbeth upon a heath. They announce the major theme of the play: appearances can be deceptive."Fair is foul, and foul is fair" line 10. Macbeth in Act I echoes this in Scene three,"So foul and fair a day I have not seen"These contradictions introduce a feeling of opposing forces at war. They are a symbol of the struggles that take place in the play. This could tie in with the scene in which Lady Macbeth tells her husband to "..Look like the innocent flower, but be the serpent under 't."At the beginning of scene three, the wit...

Business Ethics VS. Military Ethics Essay -- essays research papers

Business Ethics versus Military Ethics June 18, 2005 Business Ethics versus Military Ethics â€Å"The ultimate basis for ethics is clear: Human behavior has consequences for the welfare of others. We are capable of acting toward others in such a way as to increase or decrease the quality of their lives. We are capable of helping or harming. What is more, we are theoretically capable of understanding when we are doing the one and when the other. This is so because we have the capacity to put ourselves imaginatively in the place of others and recognize how we would be affected if someone were to act toward us as we are acting toward others† (Elder & Paul, 2003). There are many types of ethics and many ways to incorporate practices to enforce ethics as well as punish violators of ethics requirements. Two categories of ethics that are similar yet different are ethics in Corporate America and ethics in the United States Air Force (U.S.A.F.). First, we need to understand what ethics are. Ethics contributes to the learning what is right or wrong. â€Å"Doing the right thing is not as straight forward as conveyed in a great deal of business ethics literature†(McNamara, C. 2003, 6). The definition between corporations and the military provides us with a general description of ethics. Are military and corporate ethics different? Business Ethics in Corporate America The Business ethics concept means many things to many different people. It is coming to know what is â€Å"right or wrong in the workplace and doing what is right -- this is in regard to effects of products/services and in relationships with stakeholders† (McNamara, C. 2003, 8 ). â€Å"According to Carter McNamara, business ethics is summarized into â€Å"Two Broad Areas of Business Ethics† defined as managerial mischief and moral mazes.† (McNamara, C. 2003, 10). The first discussion will be managerial mischief. â€Å"Madsen and Shafritz, in their book "Essentials of Business Ethics" (Penguin Books, 1990) further explain that "managerial mischief" includes "illegal, unethical, or questionable practices of individual managers or organizations as well as the causes of such behaviors and remedies to eradicate them" (McNamara, C. 2003,10). Business ethics is merely teaches the basics of what is wrong and right. Business ethics is a matter of dealing with situations that have no clear indication o... ...ed to maintain discipline and cohesiveness in an organization and generally documented to provide specific guidance. No matter what the root cause of Ethics in Business or the Military, most ethical conflicts came to dealing with contracts and agreements between themselves and their customers or their employees. Most people have come to the understanding that lower ethical standards related to lower moral standards in society, in general. From this, one can conclude that it is management that has the social responsibility to conduct his or her business in the most ethical ways possible, for his or her actions is reflexive on society. References McNamara, C. (2003). Complete Guide to Ethics Management: An Ethics Toolkit for Managers. Retrieved 15 June 2005 from www.mapnp.org/library/ethics/ethics.htm Paul, R. & Elder, L. (2003) The Miniature Guide to Understanding the Foundations of Ethical Reasoning, The Foundation for Critical Thinking. Dillon Beach, CA. Retrieved 06-18-2005, from UoPHX rEsource GEN/300 Toner, J. H., Military OR ethics, Air & Space Power Journal Vol. 17,Iss 2, Summer 20032003. Retrieved 06/15/2005 from UoPHX rEsource GEN/300

Ethics of end of life care Essay

Ethics often play a big role in end of life care in terminally ill people, such as the case of Hassan Rasouli, a man who was left with brain damage following surgery. Doctors determined that the man had no quality of life and that they had intended to remove him from life support measures that were necessary to keep him alive. His family quickly objected stating that they wanted him to remain on life support as in there Muslim religion it was imperative to preserve life. Doctors insisted that he should be removed, as there were no signs of life without artificial means, that the facial movements his family thought to be Mr. Rasouli smiling at them were just involuntary movements. The doctors feel that keeping the man on life support is inhumane verses letting him pass peacefully. The doctors have taken the case to the courts. This is an issues that is very common in todays times, with multiple factors playing a part from old age to terminal diseases, many people enact advance directives requarding their end of life care removing the debate of what their wishes were. The courts sided with the family and allowed the man to remain on artificial life support. An evaluation by a neurologist with the University of Western Ontario’s Brain and Mind Institute, found that Mr. Rasouli did in fact have some neurological function and therefor he was declared minimally conscious and not in a persistive vegetative state, however there is not a large difference in the two.