5 Pages

hope

Course: WUXX 0179, Fall 2009
School: Minnesota
Rating:
 
 
 
 
 

Word Count: 1431

Document Preview

Wu Joel Beth 401 Unit III Essay Assignment 11/21/2006 Hope is an unqualified good. Hope sustains us in the face of adversity and uncertainty; it is a feeling that future events will turn out well in spite of what the present circumstances tell us. Living with hope is to live with the expectation that good things are in the future, even though the chances may be slim. Hope is important not only to believing that...

Register Now

Unformatted Document Excerpt

Coursehero >> Minnesota >> Minnesota >> WUXX 0179

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Wu Joel Beth 401 Unit III Essay Assignment 11/21/2006 Hope is an unqualified good. Hope sustains us in the face of adversity and uncertainty; it is a feeling that future events will turn out well in spite of what the present circumstances tell us. Living with hope is to live with the expectation that good things are in the future, even though the chances may be slim. Hope is important not only to believing that life is worth living, but also important to fully appreciating good things that do happen in life. Living without hope is bad; the lack of hope, or hopelessness, is the feeling that the future events will turn out badly. Hopelessness is bad because it not only may lead to the sense that life may not be worth living, but may also undermine the appreciation of good things do happen in life. In medicine, patient hope is of great importance. There are 2 aspects of patient hope: 1) The hope that medical care will result in health; that there is an effective cure. 2) The hope that there are good things in the future worth living for after surviving the sickness and the cure. A hopeful patient is a patient who not only has the hope that the treatment will be effective, but also has the hope that life after the disease and the cure is still worth living. In medicine, patient hope may also lead to improved clinical outcomes. This additional consequence may supplement the value of patient hope; however the value of patient hope remains independent of its impact on clinical outcomes. Even if increased patient hope did not result in better clinical outcomes, patient hope would still be of value. 1 If patient hope is good for patients, than care providers must do what they can to support patient hope. The principle underlying this imperative is beneficence; care providers have a moral obligation to do what is good for the patient. Care providers should try to help the patient hold on to the belief that her treatment is worth it, that she will be cured, and that in the future life will be good. How can patient hope be supported by a treating physician in the face of a poor prognosis? Should a physician withhold prognostic information with the purpose protecting or sustaining patient hope? I would maintain that a physician should not withhold prognostic information from a patient for two reasons. First, hope is not a function probability; therefore poor prognostic information withheld by the physician does not have a direct, causal relationship with patient hope. If prognostic information does not cause patients to sustain or lose hope, than there is no moral basis for withholding the information. Second, withholding information causes harm to the patient and her family; therefore physicians should not withhold information from patients. The notion a physician should withhold information regarding a poor prognosis in order to preserve patient hope is based on one main underlying assumption: That low probabilities decrease patient hope, and that high probabilities sustain patient hope. In other words, the assumption is that hope is a function of probability. I would maintain that this assumption contradicts human experience. Common experience shows us that hope and hopelessness is independent of probability. We have all met hopeful and hopeless people. We have also all experienced hope and hopelessness as well. We admire people who maintain hope in the face of low probabilities. We don't especially admire people who maintain hope in the face of high probabilities. And sadly, there are often times when we see people who have lost hope 2 even in the face of favorable probabilities. Based on our experiences, it is clear that hope is not directly related to probability. To hope is a unique human ability; it is the ability to maintain a positive outlook in spite of poor probabilities. Hope is good precisely because it is not a function of probability; the goodness of hope lies in that it actually contradicts probability. There is no positive or negative value to a being that merely assesses the future as a function of pure probability; such a being is just an automaton. An important element of the human experience is the experience of assessing the future based on considerations of independent probability. The degree to which a person is able to see a good future in bad circumstances is the degree to which a person has hope. The degree to which a person has hope, is the degree to which they experience the benefits of having a positive outlook on the future. Hope is most visible when the probabilities are the lowest. If hope is not function of probabilities, than there is nothing doctors can do to sustain hope by withholding the details of a poor prognosis. Doctors should strive to preserve hope, but withholding prognostic information is not one clear way of doing it. If withholding statistics doesn't preserve hope, it does not accomplish any good. If withholding prognostic information is not directly related to patient hope, than withholding information regarding a poor prognosis isn't justified by beneficence. Furthermore, a failure to inform a patient of his prognosis is deceptive, and may result in significant harm. There are 2 harms that are the result of withholding information from patients. 3 First, patients deprived of information regarding their condition cannot make informed treatment decisions. A patient must be aware of his prognosis before he can make meaningful and informed decisions regarding the type and goals of any additional treatment. Treatment decisions, such as whether to continue with aggressive therapeutic treatment or to stop therapeutic treatment and pursue palliative care, are often totally dependant on a patient's chance of survival. In failing to inform patients, not only can patients be harmed by the deprivation of the ability to make informed decisions, but they can also be harmed when they are treated in a way they wouldn't have wanted had they been fully informed. A person who is not told of a poor prognosis may end up undergoing unwanted therapy, and end up dying in a manner and time they oppose. Second, patients, and family, cannot begin to appropriately deal with death unless they are aware it is imminent. The process of dealing with death involves many people and many issues, and may begin long before a person actually dies. Patients and their loved ones can deal with death far better when they are informed and aware it is coming, rather than if they are just surprised by it. A patient who is informed about his imminent death may take care of practical matters such as wills, estates, and insurance. Friends and family may make a special effort to spend time with, and appreciate the company of the patient if they know that there is a limite...

Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

Minnesota - MARCH - 029
2001 Nature Publishing Group http:/biotech.nature.comRESEARCH ARTICLEMultiphoton-evoked color change of DsRed as an optical highlighter for cellular and subcellular labeling 2001 Nature Publishing Group http:/biotech.nature.comJonathan S. Mar
Minnesota - LADEN - 002
ENVIRONMENTAL DETERMINANTS OF SITE FORMATION: A COMPARISON OF ETHNOARCHAEOLOGICAL WORK IN THE KALAHARI DESERT AND ITURI FOREST WITH IMPLICATIONS FOR THE "EMERGENCE" OF HUMAN CULTURE Alternate title: Environmental determinants of site visibility: Comp
Minnesota - SYNTHESIS - 71
Synthesis Report 71States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2008N A T I O N A L C E NT E R O N E D U C AT I O N A L O U T C O M E SIn collaboration with:Council of C
Minnesota - SESSION - 3
Rice County's GIS Website: A Wealth of Information At Your Fingertipshttp:/beacon.schneidercorp.comPresented by: Michelle Trager, GIS Coordinator, Rice County and Sarah Underhill, Account Manager, The Schneider Corporation at the GIS/LIS Conferenc
Minnesota - SESSION - 1
GeoMOOSE Behind the ScenesBased on experiences gained from implementing GeoMOOSE at the City of St. PaulJim KlassenThursday, October 2, 2008 1Behind the Scenes GeoMOOSE relies on many smallcomponents called services working together.Thurs
Minnesota - SESSION - 6
<Insert Picture Here>Business Intelligence and Spatial IntegrationBill Doody Oracle Public Sector Business Intelligence SolutionsBusiness Intelligence Remains the #1 Prioritythe most important technology in 2007 is business intelligenceSourc
Minnesota - SESSION - 1
The Current and Future State of GeoMOOSEThe PastGeoMOOSE started as a web-based GIS application at the City of Saint Paul called GISmo. GISmo was renamed and published on SourceForge as GeoMOOSE The OpenMNND project worked with the City and othe
Minnesota - SESSION - 29
RODdirect:A New Source of Revenue for County GovernmentPresented by: Ron Bruder Applied Data Consultants Eau Claire, WISession AgendaApplication definition System requirements RODdirect web component RODdirect data components RODdirect benefits
Minnesota - SESSION - 9
St. Louis River Watershed Classification and Surface Flow ModelingAn Active Learning Experience for Community College StudentsPresented to: Minnesota GIS/LIS Consortium October 2, 2008 Rochester, MN Presented by: Elizabeth Sedgwick Fond du Lac Trib
Minnesota - WADDE - 001
Intermediate PowerPointCharts and TemplatesBy:Jim WaddellLast modified: January 2002Topics to be covered:Creating Charts _ 2 Creating the chart. __ 2 Line Charts and Scatter Plots _ 4 Making a Line Chart. _ 4 Data in Rows or Columns. _ 4 Ma
Minnesota - MILLI - 122
Bhabani Shankar Mallik Group of Prof Amalendu ChandraTheoretical & Computational Chemistry!! ""# #$ %& #$# $ ( ')W-W Cl -W Br-W I-W ! " #$ #" % $ " ! "# # % ,# ,# %# & # % &0.5a,1.0b,1.4c 12.0a 25.0a 18.0a #' (# ) ' # (# ) $ $ % % .# .#
Minnesota - M - 2263
Maximum and minimum values Problem 1. Find critical points of a function f (x, y). Solution. To nd the critical points, we need to solve the equations fx (x, y) = 0 fy (x, y) = 0Problem 1. Find critical points of a function f (x, y, z). Solution. T
Minnesota - GLOS - 5900
Lab assignment Class 1: Case selection and universe worksheet This exercise asks you to investigate the degree to which people in Minnesota and Wisconsin carpool to work. There are two primary goals: review the process of making an extract review
Minnesota - GLOS - 5900
Reading assignment Class 4: Migration and ImmigrationAssigned readings (a) James Lindsay and Audrey Singer, "Changing Faces: Immigrants and Diversity in the Twenty-First Century", pp. 217-236 in Lindsay and Nivola, eds, Agenda for the Nation. Washi
Minnesota - MBA - 8211
MBA8211:DataAnalysis&Statistics PresentationOutlineAfter looking at the time we will have available after the exam on Saturday, I have decided to give each group a maximum of 20 minutes to present their research project. This should leave us enough
Minnesota - CS - 5631
Chapter 1: Introduction Views of an Operating System Resource Allocator Manage CPU, Memory, I/O devices Resource users: Processes & threads Control Program Operates hardware devices; Prevents errors Executes user programs Kernel Core of the
Minnesota - CS - 5541
General Methods of Acquiring Knowledge Deductive New knowledge follows from prior knowledge by reasoning E.g., Math proofs or logical inference Inductive New knowledge based on observations of the world E.g., we may learn that apples fall from
Minnesota - CHEM - 4643
Luminescence Quenching of QuinineThe purpose of this laboratory is to study the fluorescence of quinine and its quenching by halide ions. You will record the excitation and emission spectra of quinine in tonic water. Then you will measure the quench
Minnesota - CHEM - 4644
Molecular Constants of CO by Infrared SpectroscopyPurpose This experiment uses infrared spectroscopy to determine the bond length, vibration frequency, anharmonicity, and other properties of the carbon monoxide molecule. Also, molecular properties a
Minnesota - CHEM - 5650
Computational Chemistry 5650 density functional theoryReferences: Erin Dahlke, "Exchange-Correlation Functionals" lecture from the "VLab Tutorial" at the U of Minnesota, 2006.http:/www.vlab.msi.umn.edu/events/download/vlab_lectures/erin/erin2.pdf
Oklahoma State - DASNR - 8
Spray nozzle selectionScott Bretthauer Department of Agricultural and Biological Engineering University of Illinois at UrbanaChampaignDroplet size: influences coverageand spray drift Small droplets provide better coverage but are more likely to d
Oklahoma State - DASNR - 8
Crop rotation considerationsAlan Mindemann-Apache OkGeographic/moisture regime-annual precipitation 32, ave. 216 frost free daysKeys to successful no-till farmingHave a plan! Crop rotation Intensity Timeliness Management Keep an open mind! Educa
Oklahoma State - DASNR - 8
Essential Equipment In No-tillJimmy W. Kinder Walters OK Wheat CattleConventional:according with, sanctioned by, or based on convention lacking originality or individuality TRITE ORDINARY COMMONPLACE Conventional Tillage?Autosteer V0.1Top Dre
Oklahoma State - DASNR - 8
Problem Weeds in Conservation TillageCase R. Medlin Extension Weed SpecialistQuestions to Ponder1. Do weed control practices change from conventional tillage to no-till? 2. Is weed management easier or more difficult in no-till? 3. What will be
Minnesota - CONFERENCE - 2003
Southeast Risk Management Education Initiative2003 National Extension Risk Management Education Conference Hyatt Regency, DFW March 26-27Report of Two Projects Funded by SRREMC Georgia Risk Management Education Initiative (direct grant) Integrat
Minnesota - PATW - 0007
Video Inpainting Under Constrained Camera MotionKedar A. Patwardhan, Student Member, IEEE, Guillermo Sapiro, Senior Member, IEEE, and Marcelo Bertalmo, A BSTRACT A framework for inpainting missing parts of a video sequence recorded with a moving o
Minnesota - AREND - 011
Podcasting: Case Studies in EducationDavid R. Arendale, Ph.D. University of Minnesota, 612625-2928; arendale@umn.edu http:/podcasting.arendale.orgThank You Hope Johnson, ADCS Laurie McGinley, CEHD Vicki Neau, CEHD Erik Tollefsrud, UGTA,
Minnesota - REC - 4320
Geography Matters What is GeographyThe 3 Ws of Geography What is where Why is it there Why do I careWe all got data We all got data Location Data How Many What Kind Where Scale of Data Local to Global Data Presentation Words, Charts, G
Minnesota - D - 1597
Math 1297, Calculus II Lecture Section 8 Proofs (and hints) to know for Test 1 1. Show a b is perpendicular to a. (Hint: Dot a b with a and show it equals zero. See p. 810.)1 2. Show the inverse derivative formula (7.1): f 1 (x) = f (f 1 (x) . (Hi
Minnesota - D - 5260
MIDTERM TOPIC LIST Dynamical Systems Math 5260 Bruce Peckham October 14, 2007 For midterm on Fri. Oct. 26, 2007: 8:30-9:50 In general, the midterm will cover any topics we covered in Chapters 1-12. The focus will be on basic material. Homework type q
Minnesota - D - 1597
Math 1597, Honors Calculus II Test 2 Practice Problems answers 1. a) 1/2 b) e1 2. 10. Each integration by parts decreases the power of x in the integrand by one. After 10 integrations by parts, the remaining integral can be evaluated directly. 3.3 2
Minnesota - D - 3280
DEMathematicaHints.nb1Mathematica NotesMathematica Hints1. All reserved words begin with capital letters. Eg. E, Sin, Solve, Plot, . 2. Arguments of all functions are always in square brackets: Sin[x], Solve[x^2=1, x], . . See below for the fou
Minnesota - D - 1597
Math 1597, Honors Calculus II Proofs (and hints) to know for the Final Exam1 1. Show the inverse derivative formula (Theorem 2.3, Chapter 7): f -1 (x) = f (f -1 (x) . (Hint: start with f (f -1 (x) = x and take the derivative of both sides, using the
Minnesota - D - 1297
Math 1297, Calculus II Lecture Section 8 Proofs (and hints) to know for Test 1 1. Show a b is perpendicular to a. (Hint: Dot a b with a and show it equals zero. See p. 852.)1 2. Show the inverse derivative formula (7.1): f 1 (x) = f (f 1 (x) . (Hi
Minnesota - FIELDDAY - 05
2005 Upper Midwest Manure Handling ExpoPrinting sponsored byMinnesota Custom Applicators Association www.mnmanure.com August 11, 2005University of Minnesota Southern Research and Outreach CenterWaseca, Minnesota35838 120th St. Waseca, MN 560
Minnesota - JROCK - 2
Minnesota - JOHN - 2921
Russian-Ukrainian Bilingualism in Post-Soviet Ukraine The field research presented here scrutinizes the relationship between language choice and the nationalization campaign in Ukraine. Since the dawn of the Soviet era the Russian language was the ma
Minnesota - GEERS - 001
Computer Music 2: Interactive Techniques and Theory MUS 5592/ COLA 5950 Tuesdays+Thursdays, 1:25-2:55 Room 215 Ferguson Hall Spring 2009 Professor: Office hours: Doug Geers geers001@umn.edu, 612-624-43033-4pm Tuesdays 215 Ferguson; 10-11am Wednesda
Minnesota - ME - 4054
Suggestions for a Successful Senior Design Project1. Assume the project advisor is one of your customers, not the project leader. The advisors have an abstract idea of what they would like at the end of the project. However, they dont know the optim
Minnesota - IE - 5553
Review of ProbabilityYimin Yu January 28, 20091Sample Space and EventsConsider an experiment whose outcome is unknown in advance. Let S, called the sample space of the experiment, denote the set of all possible outcomes. Question: Name example
Minnesota - ME - 8282
Department of Mechanical Engineering University of Minnesota ME8282 Nonlinear Systems Spring 2007 Prof. Perry Y Li Assigned: 26th January (Friday) Due: 2nd Feburary (Friday) 1. Consider the one-hump map, x(k + 1) = h x(k)(1 - x(k); 0 < h 4. For 1
Minnesota - ME - 2011
Quick Start Guide for Pro/ENGINEER Wildfire 3.0W. Durfee, October 2008 Introduction This is a quick start guide for the Pro/ENGINEER CAD application. It was inspired by the "Beginner's Guide to Pro/ENGINEER" written by Professor Tom Chase, Departmen
Minnesota - ME - 8381
INSTITUTE OF PHYSICS PUBLISHING Nanotechnology 16 (2005) 12211233NANOTECHNOLOGY doi:10.1088/0957-4484/16/8/041In vitro characterization of movement, heating and visualization of magnetic nanoparticles for biomedical applicationsVenkatasubramania
Oklahoma State - MATH - 4023
3. ca . cbcb caevah ew )i( yb niagA roc = c 0, )c(b )c(a evah ew 5O yb neht ,b )c( + c = 0 . a ba fI .c0 oS .)i( yb neht ,0c fI )ii(ro)b( + )a( + b)b( + )a( + a evah ew 4O yb nehT .ba taht esoppuS )i(.foorP.deyolpme eb nac y
Oklahoma State - MATH - 6490
TOPICS IN GEOMETRY: SHEAF THEORY MATH 6490, SPRING 2009 HOMEWORK 2Exercise 1. Let F be a field, and (V , d ) be a complex of finite-dimensional F -vector spaces. Assume that it is a finite complex, i.e., Vn = 0 for only finitely many n. Show that (
Oklahoma State - MATH - 2153
CALCULUS IIMATH-2153-006Instructor: Dr. A. Raghuram. Contact Information: Oce: 504 Mathematical Sciences Phone: 744-7746 e-mail: araghur@math.okstate.edu Oce Hours: 10:3011:30 a.m. on Tuesdays and 1:302:30 p.m. on Wednesdays. Course website: http:/
Oklahoma State - MATH - 4713
Oklahoma State - MATH - 4713
Oklahoma State - MATH - 4713
Oklahoma State - MATH - 4713
Oklahoma State - MATH - 3613
74.noitulos a sahnZni]1[ = ]x[]a[ |n oitauqe eht fi ylno dna fi 1 = )n ,a (D CG nehT .1 > n htiw sregetni eb n dna a teL .2.31 yralloroC .emirp si p os ,p dna 1 era p fo srotcaf ylno eht neht ,sdloh )3( fi ecneH .p = b dna 1
Oklahoma State - MATH - 3613
) 2z( + ) 1z( = 2yi - 2x + 1yi - 1x = )1.61( ) 2y + 1y(i - 2x + 1x = ) 2y + 1y(i + 2x + 1x( = ) 2z + 1z( , 2yi + 2x = 2z dna 1yi + 1x = 1z fi nehT .)C ni noitagujnoc xelpmoc si ,.e.i( yi - x = )yi + x( erehw C C : pam eht redisnoC .1 elpmaxE.ev
Oklahoma State - MATH - 3613
Math 3613: Introduction to Modern Algebra Syllabus - Spring 2008Instructor: Dr. Birne Binegar 430 Mathematical Sciences Tel. 744-5793 Email: binegarmath.okstate.edu Homepage: www.math.okstate.edu/binegar 9:30 - 10:20, AGH HES 331 Mondays, Wednesdays
Minnesota - ME - 3331
THE SECOND LAW OF THERMODYNAMICS -2Additional observations on the nature of processes and cycles.Heat, Work and Energy. A First Course in Thermodynamics 2009, F. A. Kulacki Module 23 Slide 1 The Second Law of Thermodynamics - Additional Observatio
Minnesota - ME - 3331
THE SECOND LAW OF THERMODYNAMICS - 1The direction of physical processesHeat Work and Energy. A First Course in Thermodynamics 2009, F. A. Kulacki Module 22 Slide 1 Introduction to the Second Law - The Direction of Natural ProcessesOverview Exam
Minnesota - ME - 3322
Sandra BoetcherFrom: Sent: To: Subject: owner-me3322-sum@enet.umn.edu on behalf of esparrow [esparrow@umn.edu] Friday, June 17, 2005 12:18 PM me3322-sum@me.umn.edu Essay #4ESSAY #4 LAWS OF NATURE WHICH GOVERN FLUID FLOWS All fluid flows which occu
Minnesota - ME - 4331
Minnesota - MATH - 2373
Math 2373 Week 9 Toews1Laplace TransformThe Laplace transform of a function f : R+ R+ is dened as L{f (t)} :=0est f (t)dt,s [0, ].(1)We often denote L{f } by F (s). Note that F (s) also maps R+ to R+ , and observe that (1) only make
Minnesota - MATH - 2373
Minnesota - MATH - 2373
Math 2373 Week 2 Toews1Determinants The determinant of A = a c b d isdet(A) := |A| = ad bc. Determinants of higher order matrices are dened recursively. In particular, the minor of an element aij in an n n matrix A is the determinant of th
Minnesota - MATH - 2373
Math 2373 Week 10 Toews1Homogenous First Order Linear SystemsA homogenous first order linear system of differential equations is an equation of the form y = Ay, (1) where y Rn and A Rnn . In general, each independent solution of this system w