Impact Of Community Violence On Children And Adolescents Criminology Essay

Impact Of Community Violence On Children And Adolescents Criminology Essay Using the Social Ecological Model as a framework for evaluating the effects of community violence effects on children and template for prevention and intervention programs Abstract The effects on children of community-based violence are consequences that raise grave concern in Jamaica and across the world. Various empirical work and reviews have well-documented the many negative effects. However, relations between community violence, the individual, the environment, and child development do not occur in a vacuum.  The impact can be understood as related to changes in the society, communities, relationships, and other  social  contexts which children experience, and in the psychological processes activated by these  social ecologies.  To promote this inter-related process-oriented perspective, a  social  ecological  model  for the effects of community violence on children is presented, to indicate the need for prevention and intervention programs to tackle the issue of community violence from this perspective.   Research questions: Are the impacts of community violence dimensional Hypothesis: Impacts of community violence are dimensional and have ripple effects across all dimensions as identified in Bronfenbrenner Social Ecological Model Community violence frequently refers to a wide range of events including riots, sniper attacks, torture, bombings war, ethnic cleansing, and widespread sexual, physical and emotional abuse (Logsdon, 2010). Background/Problem Living in chronically violent context has been a perennial problem in developed and developing countries. Community violence is recognized as a major public health problem (WHO, World Report on Violence and Health, 2000; Cooley, Lambert, Ialongo, 2003), and affects all racial, ethnic, and socioeconomic groups, but its impact falls most heavily on poor, urban, and minority groups, particularly youth (Bureau of Justice Statistics, 1997; Christoffel, 1990, Stein et al, 2003). Much of the empirical work done on childrens exposure to community-based violence has focused on implications such as the impacts, protective factors, cause for childrens resilience, mediating and moderating factors among others, all evaluated as detached dimensions. This review proposes that living in a chronically violent context has the potential to affect childrens overall quality of life. Therefore, evaluating the implications of childrens experience of living in chronically violent setting and the impact on their development need to be looked at from a multidimensional level with it all being interconnected. Notably, research that focuses on any one level underestimates the effects of other contexts (Klein et al., 1999; Rousseau House, 1994; Stokols, 1996). The purpose of this review includes mutually greater insight into this particular context of living in chronically violent settings and the provision of a template for study of the impact of childrens exposure to violence in the Caribbean and other regions of the world.  Accordingly, the applicability of this approach is considered for the context of community violence in Jamaica. This review seeks to evaluate the four levels as a mode of informing prevention and intervention programs on how to target community violence based on the interplay intra-context and inter-context. The Social Ecological Model The Social Ecological Model (SEM) allows for the integration of multiple levels and contexts to establish the  overall impact and in conflict communication. (Oetzel, Ting-Toomey, Rinderle, 2006) In examining the effects of community violence, its most likely relevant to assess equally the individuals direct experience of violence as well as the actual amount of violence that is occurring in the surrounding environment, be it direct or indirectly. This distinction is analogous to Bronfenbrenners distinction between the microsystem and the exosystem (Bronfenbrenner, 1977). Direct experiences of violence are part of the childs immediate environment (or microsystem). These direct experiences occur within a broader context-the exosystem-that provides a backdrop for the childs immediate experiences. Rates of violent crime in a neighborhood, for example, provide a measure of how much violence is occurring in a community, even though the child may not be directly experiencing it himself or herself. But these more remote, ambient occurrences of violence still can exert influences on childrens development-through how they affect the availability and adequacy of resources and supports, and how they affect the familys emotional well-being and approach to daily life. Both direct (microsystemic) and indirect (exosystemic) experiences of community violence are important and relevant to investigate, and they each may affect childrens adaptation. It is important for researchers to be clear in specifying what they are measuring so that they can be more precise in their predictions and in their conclusions. However, despite the burgeoning of the research area, the knowledge base remains fairly diverse. It is dominated by research employing a few select measures or their revisions, several of which have yet to have their psychometric properties documented. Rather than reflecting a consolidated body of findings which can be used to direct policymaking and program design and implementation, the available work constitutes an increasingly complex and fragmented body of empirical findings, drawing from differing assumptions and operationalizations of what constitutes community violence (Guterman et al., 2000, p. 572) Social-ECOLOGICAL FRAMEWORK Bronfenbrenners (1979) ecological framework indicated that humans should be viewed in the context of their environment. Three of the levels within this ecology of human development are the macrosystem, exosystem, and microsystem. The broadest aspect, the macrosystem, consists of institutional patterns such as economic, social, educational, and political systems (Bronfenbrenner, 1979; Cicchetti Lynch, 1993). Bronfenbrenner defined the exosystem as a system that includes social settings, such as interactions between the neighborhood, schools, and churches, along with issues such as a lack of employment opportunities and pervasive low socioeconomic status (Cicchetti Lynch, 1993). Similarly, class status, chronic oppressive experiences, and exposure to violence also fit within the exosystem. The microsystem is the most proximal and directly affects a child (Bronfenbrenner, 1979). This level encompasses the complex interactions between a child and his or her family environment. To better understand relations between violence and child development it is crucial to examine the effects from multiple levels of societal functioning, including community and domestic conflict and psychological processes associated with violence exposure (Feerick and Prinz, 2003). its concentration in poorer areas during prepubescence and in younger adulthood (parenting age) suggests that poorer children are exposed to much more aggressive communities. This is likely to contribute to the disproportionate escalation in violence they experience during adolescence. Effective interventions to prevent such escalations are available and need to be implemented particularly in poor communities. Theoretical models need further development and testing. These models are needed for more compelling explanation on how and why exposure to violence affects child development at different levels (ie. Socially, emotionally, cognitively, neurologically). Such frameworks have the potential to better evaluate social, cultural, ethnic, and political contexts that are integral to understanding the impact of violence exposure (Feerick Prinz, 2003). Contextual theory attends to the influence from various contexts, especially the historical or socio-cultural climates. Ecological theory stresses the importance of various context or systems, including the Microsystems, mesosystems, exosystems and macrosystems. (internet cite) Microsystems encompass a setting that includes where we live, our family, our schools, and our neighbourhoods. Mesosystems pertains to the interactions between experiences in the Microsystems. Exosystems are experiences in another social setting that we do not have an active role in, but that have an immediate influence on us. Community violence falls within this level. However, it is clear that even though at another the interrelatedness of its influence is not detached within the system.Macrosystems generally speaking is the culture in which we live. The literature on community violence has shown that many negative outcomes are results from such exposure (Lynch, 2003, Stein, 2003 Osofsky, 1999). One suggestion for better examination of the effects of community violence is the use of longitudinal studies (Stein et. al). The researchers explained that the use of longitudinal studies would allow examination of the effects of violence on the developmental paths of children. Bearing in mind that the chronicity (when, how often, and over what time frame) of violence exposure may significantly influence a childs developmental trajectory longitudinal studies are essential to better understanding how early violence exposure relates to later violence exposure, symptoms development, school performance, violence perpetration, as well as other high risk behaviours (Stein et. al, 2003). This approach would tap into some levels of the systemic approach to examining the effects, but the interactions within and the influences of the macrosystem variables (poverty, lack of resources, socio-economic status, housing) are not factored here. The Context for the individual Exposure rates very high (Luthar Goldstein, 2004) Psychological effects Among the psychological correlates of childrens exposure to community violence are anxiety symptoms and disorders, depressive symptoms, academic failure, and school disengagement (Boyd, Cooley, Lambert Ialongo, 2003 and Cooley-Quille, Boyd, Frantz, Walsh, 2001) Diagram The individual/Microsystem PTSD Post traumatic stress Disorder (PTSD) is the most common psychological impact identified in the field of literature. In one study the researcher explored the relationship between exposure to chronic community violence and the development of complex PTSD that occur as a result of repeated exposure to traumas (Jones, 2007) Findings revealed despite community violence exposure was a daily part of living among the participants, formal kinship and spirituality, along with high levels of combined supports, demonstrated buffering effects on exposure to violence (Jones, 2007). Psychological effects Not surprisingly, many studies have demonstrated that exposure to community violence can be traumatic for children. Exposure to community violence has been positively correlated with symptoms of Posttraumatic Stress Disorder in children ranging in age from the early elementary years through adolescence (Fitzpatrick Boldizar, 1993; Horowitz, Weine, Jekel, 1995; Lynch Cicchetti, 1998a). All forms of exposure appear to have some effect- hearing about violence in the community, witnessing it, and being personally victimized. However, chronic exposure to community violence and personal victimization by violence in particular may be especially relevant in the development of symptomatology (Lynch Cicchetti, 1998a; Terr, 1991). Victimization by community violence has been shown to predict levels of traumatic stress even when demographic variables and prior symptomatology have been controlled (Lynch Cicchetti, 1998a). In addition, victimization by community violence predicted symptoms of traumatic stress in a sample of urban children who had been maltreated by a caregiver, even after the effects of maltreatment severity were Substance abuse (Lynch, 2003) Behavioural problems are also linked with exposure to community violence (Stein, 2003) Among these are externalizing problems and internalizing problems. Notably, though there is a distinct association between behavioural problems and exposure to violence, the direction of that association is probably bi-directional. In essence, behavioural problems are simultaneously a predictor to exposure to violence and a result of exposure (Lynch, 2003). Mesosystem Similarly, exposure to community violence has been found to be associated with a wide range of serious problems that influence almost every area of a childs life. They include internalizing and externalizing problems, substance abuse, disturbances of cognition, poor peer relationships, lowered educational outcomes, and higher rates of juvenile justice offences (for reviews see Osofsky, Wewers, Hann, Fick, 1993; Osofsky, 1995; Lynch, 2003). Children are at high risk of for both internalizing and externalizing problems (Luthar Goldstein 2004). In the face of high community violence, positive family processes may have modest protective potential (Luthar Goldstein 2004); in addition to PTSD and more modest ones with depressive symptoms. Social Cognition More urban youths have been caught in gun crossfire than non-urban adolescents ( 24% vs 4%; Schwarz, 1996). Reseachers have noted that low income communities are likely have higher rates of community violence with inner-city children at higher risk of being exposed to criminal offences (Jipguep Sanders-Phillips, )   Robbery was an almost universal experience affecting children from all schools and socio-economic groups (Samms-Vaughan, Jackson, Ashley, 200). The researchers explained that the high level of community violence in Jamaica is likely to expose Jamaican children to violence. Their study reported that a quarter of the children who completed given questionnaires had witnessed severe acts of physical violence such as robbery, shooting and gang wars, a fifth had been victims of serious threats or robbery and one in every twelve had been stabbed. The researchers recommended that intervention strategies to reduce childrens exposure to violence should include community educati on on the impact of exposure to violence on children, and the development of a range of school-based violence prevention programmes (Samms-Vaughan et al, 2005). This suggestion clearly tracts an ecological approach and valuing the relevance of the exosystem. Relationships/Mesosystem Among families living in conditions of poverty, positive parenting, encompassing high monitoring, support and cohesiveness, can help children maintain adequate levels of adjustment, but even the best of families will be limited in shielding their children when living in neighbourhoods where violence is a constant fact of life (Luthar Goldstein, 2004) This strengthens the point of the need for impacts of community violence not be evaluated in a piecemeal fashion, but as a cohesive whole system. For interventions the findings underscore the need to control violence in communities with efforts at both national policy and community levels addressing issues such as good control, neighbourhood, cohesiveness, communities and safety in schools (Luthar Goldstein, 2004); in essence a systemic approach. According to Pottinger, Many children exposed to chronic violence in their community are also beaten regularly at home and school. Feelings of unworthiness, inferiority and low self-esteem were prevalent reports along with expressions of depression. Girls who were shunned or isolated from their peers and boys who were sexually abused were likely to report depression. Low self-esteem, identified more in our boys, may be reflecting the disenfranchisement of some children, as they learn from early that they are not worthy of being protected from violence. These students may then progress to delinquent and aggressive behaviours during their adolescent years, Pottinger said. Vignette from Crawfords book Peer Relations Exsosystem Repeated general population studies would allow us to better understand how childrens exposure to violence is changing overtime (Stein et. al, 2003). The question here would be are community violence types different now. A clear answer would come from looking at the overall dynamics of interactions within each levels of the SEM. To reiterate, contextual factors are important in determining the impact of violence exposure on children (Stein et. al, 2003). This could be used to better inform violence prevention programmes for both schools and community, and to move the research field toward better science around the interplay between violence exposure, emotional and behavioural outcomes, the impact of prevention and intervention programmes, and needed changes in public policy (Stein et. al, 2003). Educational Outcomes Also reiterated are the impacts of community violence on education and leisure activities . When children experience violence at concentrated levels, in so many doses, and from so many directions, they are affected holistically- emotionally, psychologically and cognitively. This situation undermines their ability to be educated as well as access to education that is available (Crawford-Browne, 2010). It is common that children would miss school because community violence preventing them from doing so/ as a result of violence in communities children are often prevented from going to school or attending other leisure activities such as camp or after school programmes. According to Gayle, United Nations research shows a direct correlation between spending on education and levels of crime. In the Caribbean, Barbados has the lowest violence and highest education. Haiti has the highest crime and the lowest education. One of the strategies to get people to participate less in crime is to educate them. Education leads to character building. At the same time, loss of revenue caused by crime means that less can be used on education, Gayle said. Pauletta Chevannes, a lecturer in the Department of Education, University of the West Indies, noting that crime continues to impact greatly on the education system, insists that only with wider social change can the problem be solved.This wider change reiterates the argument of this paper that implementations has to consider the wider levels of the socio-ecological model. microcosm The school is a microcosm of the society and a lot of the violence experienced in these schools is directly related to what is happening in society. Juvenile justice outcomes While risk of exposure to violence is higher among poor, densely populated urban areas, it is not restricted to this group. In addition, the effects of exposure to community violence on health and functioning are vast, particularly in vulnerable populations. Exposure to community violence was strongly related to PTSD, for both victim and witness had adverse mental health outcomes (Fowler, Tompsett, Braciszewski, Jacques-Tiura, Bates, 2009). Personal and family contextual factors may protect an individual from the adverse impact of exposure to community violence (Gorma-Smith, Henry, Tolan, 2004) Exposure to community violence does not occur in isolation. Further research needs to be conducted on social, environmental and contextual factors that protect vulnerable populations, such as women, adolescents and children from adverse outcomes related to violence (Aisenberg Herrenkohl, 2008). Despite these tremendous stressors, some children appear to be less affected than others (Barbarin, 1993; Barbarin, Richter, deWet, 2001). Coping mechanisms enmeshed in family and peer support are protective factors (Jones, 2007). Macrosystem Many children and adolescents in America continue to be exposed to many types of community violence. Some factors such as sex, age, race and socioeconomic status are associated with higher rates of exposure. Community violence affects children from all backgrounds and communities (Stein, Jaycox, Kataoka, Rhodes, Vestal, 2003). The whole system is interrelated. Multiple risk factors such as poverty, overcrowding, inadequate medical care, scarcity of community resources, and parental problem all contribute to the strain within the exo-system within the context of development. It is important to examine the challenges victims and perpetrators may have. However, to widen understanding of effects of chronic violence on children focus need also be place on the ripple effects of the psychological impacts on children who are affected indirectly (Osofsky, 1999). From a prevention and intervention the most significant implication drawn from the body of literature is that in prevention efforts, the primary focus must be on the environment rather than the individuals experiencing the violence (Gorman-Smith et. al, 2003 and Luthar Goldstein 2004)However both environment and individual factors need to be focused on in tandem as both are equally important in dealing with the crux of the matter in making informed and balanced interventions. The highest recommendation is the prevention of community violence (Luthar Goldstein, 2004). Targeting the issue of community violence as a whole from an ecological model perspective is the more probable successful way to tap every domain that influence its pervasiveness. UNICEFs office in Jamaica estimates that violence costs the country over US$236 million or JA$15 billion annually. IN LOCAL communities affected most by violence, economic and social activities have been considerably reduced. Schools are underpopulated and when there is a flare-up of violence businesses, as well as schools close, the Statistical Institute of Jamaica (STATIN) stated in a 2007 report on violence and its costs. Audrey Pottinger, a consultant clinical psychologist at the Department of Child Guidance attached to the University of the West Indies said that the most frequent and traumatizing experiences students have are cruel tea-sing or verbal humiliation, followed by robbery and physical attack. She was making reference to a recent study done with a sample of more than 200 students from primary and secondary schools. Meanwhile, Dr Herbert Gayle, University of the West Indies-based anthropologist who produced the recent study on early training of males in criminal behaviour, suggested that the Government should invest more in education as one means of reducing crime. (Jamaicas Burden of crime, 2009). The consequences of community violence interrelatedness and broad propensity cannot be overemphasized. Consequences of not providing the necessary preventative, ameliorative or rehabilitative services will put additional strain on Jamaicas economy in terms of Jamaican dollars needed. Apart from the negative emotional health impact on the nation, the quality of life of the citizens will remain at continued risk (Crwaford-Browne, 2010). Macro implications of the impact of violence are insidious. Children develop dysfunctional interpersonal patterns in their relationships as it relates to violence and understanding their world. Psychological impacts through overexposure and trauma is difficult to quantify and this presents far-reaching limitations. Evaluating the system as a whole from the ecological model perspective ease this challenge as factors from the varying levels of the model can be targeted to cushion insidious effects of community violence. Recommendations Feerick and Prinz posited that specific issues for research issues in relation to community violence need to be probed (2003). Suggested issues include consequences of co-occurring risk factors, mediators, moderators and mechanisms. The premise of this review cautions this specific issues approach from the perspective that issues should not be investigated in a detached fashion, but rather enmeshed. Violence Prevention There are individual and community approaches to violence prevention (World Health Organization, 2002). On an individual level, public health authorities should encourage healthy behaviours that do not include violence as well as educating individuals in order to persuade them to change violent behaviours. In the community there are many opportunities to raise public awareness and stem community violence. Advocating for policy changes that address larger environmental issues (See Logsdon, 2010). Only with change that address the issue of community violence from the dimensions of the socio-ecological model- in making informed planning and implementing with regard to prevention and intervention programming. Summary/Conclusion This paper seeks to provide an overview of the current literature regarding effects exposure to community violence on children in systemic framework, and to identify the interrelatedness of the impacts at all levels on the social ecological model. In addition, recommendations are made that prevention and intervention programs use this systemic approach to better address and curtail the impacts of community violence. Violence in its various forms have been taking a heavy toll on the physical, emotional and mental health of Jamaican children, who exhibit symptoms of depression, PSTSD, aggressive impulsive behaviour, difficulty concentrating, bedwetting, and attachment problems. It is important to note that many of these symptoms exist within the context of unstable familial environments and are factors that are associated with aggressive and delinquent behaviours (Samms-Vaughan, 2005), further fuelling our present endemic of violence (Crawford-Browne, 2010). Poor quality of life and marginalization are some social impact of chronic violence exposure (Crawford-Browne, 2010). The researcher expounded that children get caught in the symbolic net of the different forms of violence which interact with each other with gruesome consequences. In explaining further, it is noted that the different types of violence emanates and ricochet from the various systems that interface and intercedes. The impact from a systemic level is quite distinct here. Clear it is that the childs experience here at all levels, the home, family, communities and society are impacted (Crawford-Browne, 2010). Peer Relations Community violence as daily variable offers negative role models that place of the government and community-building organizations (Crawford-Browne, 2010). Role models as such are the perennial figures of a Community Don or notorious gang leader. These negative role models act as agent of socialization. Hypthesis .

Einhard and Charlemagnes Palace School: A Mechanism for Wealth, Prestige, Power and Success :: essays research papers fc

Einhard was a courtier in Charlemagne’s Frankish Kingdom. During Charlemagne’s rule/life (768-824), he dedicated a vast amount of time and energy into supporting the notions of classical learning. He went so far as to start a school comprised of many scholars within his palace. Their role was to educate the nobility, the priesthood and the people, as well as hold counsel with the king. This is where Einhard and Charlemagne first encountered each other. Einhard was a small but intelligent man who came to prominence in the PiousCharlemagne’s and Charlemagne’s son’s kingdom. It is often asked how such a small man came to be the heart of the kingdom, and how the court school and the opportunities it provided influenced his success. During the late 8th and early 9th century, Charlemagne came to power. He expanded the kingdom and conceived many reforms during his reign. Charlemagne ruled the Frankish Kingdom from 768-814. He was one of Pepin the thirds two sons. Charlemagne’s brother, Carolman died in 771, and Charlemagne became the sole ruler of the Franks. Almost as soon as Charlemagne assumed the throne he commenced a series of campaigns. From 772-804 Charlemagne was at war with Saxony, from 773-774 Charlemagne was also at war with the Lombards in Italy. In 778, Charlemagne was invited into Northern Italy to extend Christian influence. In 787 Charlemagne invaded and seized Bavaria. Finally, from 788-797, Charlemagne launched a campaign against the tribal horsemen, the Avars. In 789, Charlemagne issued â€Å"The General Admonition†, the concept of the document was that moral reform requires education. At this time, Charlemagne created the palace school at his court, scholars were brought to this school to reform the Frankish priests and people. Various other reforms took place during this time, such as the new form of writing, Caroli ngian Minuscule, and the writing down of law codes. On December 25, 800, Charlemagne was crowned Holy Roman Emperor by Pope Leo the third in the St. Peter’s cathedral in Rome. Charlemagne died in 814, and was succeeded by his only remaining son, Louis the Pious. Louis the Pious reigned as Holy Roman Emperor from 814-840. When he assumed the throne he quickly replaced administers within the palace. Louis the Pious had three sons; Lothar, Charles the Bald, and Louis the German. Near the beginning of his reign, Louis already faced conflict. In 818, Louis quashed a rebellion orchestrated by his cousin, Count Bernard of Aquitaine . Einhard and Charlemagnes Palace School: A Mechanism for Wealth, Prestige, Power and Success :: essays research papers fc Einhard was a courtier in Charlemagne’s Frankish Kingdom. During Charlemagne’s rule/life (768-824), he dedicated a vast amount of time and energy into supporting the notions of classical learning. He went so far as to start a school comprised of many scholars within his palace. Their role was to educate the nobility, the priesthood and the people, as well as hold counsel with the king. This is where Einhard and Charlemagne first encountered each other. Einhard was a small but intelligent man who came to prominence in the PiousCharlemagne’s and Charlemagne’s son’s kingdom. It is often asked how such a small man came to be the heart of the kingdom, and how the court school and the opportunities it provided influenced his success. During the late 8th and early 9th century, Charlemagne came to power. He expanded the kingdom and conceived many reforms during his reign. Charlemagne ruled the Frankish Kingdom from 768-814. He was one of Pepin the thirds two sons. Charlemagne’s brother, Carolman died in 771, and Charlemagne became the sole ruler of the Franks. Almost as soon as Charlemagne assumed the throne he commenced a series of campaigns. From 772-804 Charlemagne was at war with Saxony, from 773-774 Charlemagne was also at war with the Lombards in Italy. In 778, Charlemagne was invited into Northern Italy to extend Christian influence. In 787 Charlemagne invaded and seized Bavaria. Finally, from 788-797, Charlemagne launched a campaign against the tribal horsemen, the Avars. In 789, Charlemagne issued â€Å"The General Admonition†, the concept of the document was that moral reform requires education. At this time, Charlemagne created the palace school at his court, scholars were brought to this school to reform the Frankish priests and people. Various other reforms took place during this time, such as the new form of writing, Caroli ngian Minuscule, and the writing down of law codes. On December 25, 800, Charlemagne was crowned Holy Roman Emperor by Pope Leo the third in the St. Peter’s cathedral in Rome. Charlemagne died in 814, and was succeeded by his only remaining son, Louis the Pious. Louis the Pious reigned as Holy Roman Emperor from 814-840. When he assumed the throne he quickly replaced administers within the palace. Louis the Pious had three sons; Lothar, Charles the Bald, and Louis the German. Near the beginning of his reign, Louis already faced conflict. In 818, Louis quashed a rebellion orchestrated by his cousin, Count Bernard of Aquitaine .

Moral Theories in Health Care

Desai pinky HSC601:-Healthcare Policy and Medical Ethics Date: – 10/06/2009 Question 2: What moral theories are the most important in the healthcare reform debate? The four moral theories which have been refereed in the book satisfy one or the other aspect of the ethical analysis and also keep the foundation for further analysis. However no theory satisfies all the relevant criteria. All the four theories have pointed out their ways and means to reach a decision which is correct and ethically considered. All the theories have reached some of the goals in the common like autonomy, privacy, beneficence yet with different perspectives. The utilitarian mainly focuses on the value of the well being, which is analyzed in the terms of the pleasures, happiness welfare, preference satisfaction whereas the Kantianism believes that the morality is grounded in reason, duty rather than the sympathy, emotions. This indicates that the person have to act not only in an accordance with but for the sake of the obligation. Utilitarianism is divided into two: – the rule utilitarianism and act utilitarianism. The rule utilitarian considers the consequences of adopting certain rules whereas the act utilitarian disregards the level of the rules and sticks only to the principle of the utility. Thus the advantage of the rule utilitarianism is that it considers the parameters like justice, beneficence and laws and legal rights which lacks in the act utilitarianism. Kantianism mainly rotates around the following objectives. According to Kant â€Å"maxim† is the moral worth of an individual’s action that depends exclusively on the moral acceptability if the rule on which the person acts. Since the maxim applies to every individual that performs the similar act in the similar condition it has been declared as an universal law. The second objective of the Kantianism is the â€Å"categorical imperative†, which stresses the importance of the what must be done irrespective of our desires and the final objective of the Kant theory is the autonomy which typically refers to the judgments and actions one can take with their own will. However the importance of the autonomy is that if and only if the individual knowingly act in accordance with the universally valid moral principles that pass the requirements of the categorical imperative. In the utilitarian theory the major flaw is immoral preference and actions. Even if the individual performs the act to produce the overall utility for everyone but if accidental the greatest possible utility is not achieved then the action will be wrong and it will be considered against the act. According to this theory the individual should perform the act in such way that it provides benefit to the most of the people regardless of their feelings and preference of their opinion. This has led a question that an individual should have to consider every action and their consequence before implementing this theory. Additionally one has to take into account the proposed alternatives before performing the action as any unexpected results would prove utilitarian theory wrong and unethical as it was not able to provide the benefit to the society. Another major flaw with this theory is that difficulty in defining the line between morally obligatory actions and supererogatory action. The heroic donation of the bodily parts such as an kidney to save another person life is unethical. Whereas with Kantianism the main flaw is the duty is given prime importance neglecting virtue, emotion. But these motives do count morally. Another major flaw is the conflicting obligation. It generally arises from a single moral rule rather than from two different rules, since it fails to take into account the consequence of the one situation, it becomes even more difficult when a conflicting condition arises at the same time. Both the theory attempts to explain the moral principles but have different viewpoints to guide the individual towards ethical analysis. The utilitarian’s considers the act to be morally valid if the results produced provide maximal values in terms of happiness or pleasure. It holds that actions are right or wrong according to the balance of their good and bad consequence. If the actions have more good consequences then it is morally appropriate and if the actions have more bad consequences then it morally inappropriate. Since this is based on the individual context, this theory cannot be universally accepted and merely depends on the situational analysis. As the utilitarian lacks the universal set of rules which defines morality, hence one has to analyze the situation individually. In outweighing the benefits of the good or bad consequences to attain the maximum utility and also considering the alternative consequences makes this theory bit complex, tedious and time consuming. Whereas Kantianism is based on the autonomous and maxim. One has to perform the duty at his will without considering the whether the consequences are favorable as he is imbibed to perform the duty which is otally contradictory to the utilitarian theory. From the analysis it seems that it is more logical theory and has a set of universal rules which has been widely used in the health care reforms and in the healthcare industry. From the above analysis , Kantianism theory seems to be more appealing to me but when the healthcare reforms are involved I feel every theory has their positives and negatives and should be included in the healthcare reform debates as ever y pieces of theory has a lot to provide to the health care reforms.

Eco 372 Week 2 Product Purchases the Economy - 1072 Words

Product Purchases and the Economy ECO/372 October 12, 2015 Product Purchases and the Economy A new car purchase is one that takes a large amount of consideration and budgeting. The most important economic indicators to consider when investing in an automobile purchase are unemployment rates and interest rates. These indicators will assist a person when deciding whether to purchase new or used. Is the right time now or later to purchase a truck? Economic Indicators The automotive sector is a cyclical business. Since it is a cyclical business, changes in the revenues and earnings of automotive companies are more likely due to the state of the economy and the strength of the consumer. Sales in the automotive sector†¦show more content†¦economy continues to improve (Neal E. Boudette, Jan. 2014). So far, pricing in the U.S. market has been trending upward, not falling. The â€Å"discipline† of major competitors has thus far helped in matching production to demand. Supply Demand - Impact on the price It is basic economic principle that states that when there is an oversupply of a good or service, prices fall. When there is a high demand, prices tend to rise. It turns out that the more new cars that are sold, the lower used car prices will go. In 2014, people bought more than 16 million new cars and 38.5 million used cars. Analysts expect even stronger used car sales in 2015 (U.S. News, Jan. 2015). â€Å"Supply drives [used car] values,† (Larry Dominique, Jan. 2015). The supply of used cars is growing because most people who buy a new car have an old one to trade in. That trade-in enters the used car market, expanding the supply and lowering prices. Used car prices are, on average, 2 percent lower than they were a year ago. The price of used trucks and SUVs are actually up 1 and 3 percent. If new car sales continue at this pace, prices are expected to decline overall. Demand for used cars tends to go up between Thanksgiving and Christmas , with the tendency of prices to drop in January and another rise in February. Car prices are expected to continue to fall through 2018. Some automotive classes, like SUVs and trucks, are more popular now than others. That popularity drives up prices. Prices onShow MoreRelatedEco 372 Week 2 Individual Paper727 Words   |  3 PagesWeek 2 Fundamental Macroeconomics October 22, 2012 ECO/372 There are several factors that affect our economy, gross domestic product (GDP), real GDP, nominal GDP, unemployment rate, inflation rate, and interest rates. All of these factors have influences over how we purchase groceries, weather there will be massive layoffs of employees, and decrease in taxes. Gross domestic product is the market value of final goods and services produced within a country in a given period. 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