Saturday, March 21, 2020
Ethics and Research in Professional Contexts The WritePass Journal
Ethics and Research in Professional Contexts Introduction Ethics and Research in Professional Contexts ). Therefore, in the case of Mrs K, it can be argued that as a free agent, she should have the final say in her actions and decisions that includes her pregnancy. If she chooses to end her unwanted pregnancy for her own reasons, then she has the right (and the free will) to do so. This reasoning is in fact, reflected in the Universal Declaration of Human Rights Act (1948) article 1, ‘all human beings are born free and equal in dignity and rights’ (Williams, 1981) that establishes human rights as inherent to every human being. However, it must be noted that this article may also be used as an argument against an abortion if a foetus is considered to be a human being, and therefore having its own individual right to life. Many anti-abortion supporters (i.e. pro-life) do indeed support this argument and highlight that an unborn child is an innocent human being and abortion is therefore wrong.                                                                                                                     However, pro-choice supporters have retorted this position by upholding the concept of â€Å"personhood†. In other words, supporters argue that a foetus does not meet the criteria of personhood and therefore does not have a right to life. This position is echoed in philosophy by Mary Ann Warren who outlines a set of criteria for personhood that include: 1) consciousness of objects and events external and internal, 2) reasoning, 3) self-motivated activity, 4) a capacity to communicate, 5) the presence of a self-concept (Warren, 1996). By these criteria, it is clear that foetuses, although they have t he ability to eventually meet these criteria, would not have a right to life until they are born. Similarly, Peter Singer posits that only a moral agent is capable of having their rights violated, and as the foetus is not a moral agent, it cannot have its rights violated (Singer, 1995). In other words, as a foetus cannot make moral judgements of what is right or wrong, it does not have the same rights as human beings. Although both Warren and Singer propose controversial ideas, the arguments of personhood and moral agency adds further justification to Mrs K’s decision to have an abortion. Mr K In the case study, whilst Mrs K has decided to have an abortion, her husband is against it. From his perspective, he has always wanted a large family and therefore, feels very strongly against an abortion. Given his views, Mrs K’s decision to have an abortion could lead to considerable anger and resentment in her husband which could manifest in marital discord and eventually divorce, all of which would be extremely harmful for their children. Returning to the hedonic calculus, it is therefore important to take into account these potential consequences as they may outweigh the reasons for having an abortion in terms of the happiness of Mrs K and her children. However, at the same time, if Mrs K chose not to have an abortion because of her husband’s views, this could lead to considerable anger and resentment in her and increase her depression and anxiety, which could all negatively impact her children’s welfare. The decision is therefore not clear-cut.                                                  A second reason that Mr K does not agree with the abortion is because of his own religious views. He believes that human pregnancy happens for a divine reason and that man and woman both create a baby and therefore should have an equal say in what happens to that baby. From the Roman Catholic view, the wrongness of abortion is rooted in the Natural Law view that innocent life (i.e. from conception) must be preserved (Hunanae Vitae, 1965). However, it must be noted that in 1993, the Church of England produced â€Å"Abortion and the Church†. In this document, abortion is described as a great moral evil but can be allowed in circumstances in which the foetus endangers the life of the mother or if there is severe foetal disability. Whilst having a baby does not physically endanger Mrs K’s li fe, it can be argued that it endangers her mental life given her depression and anxiety, thereby, justifying an abortion. Moreover, it is important to note that legally, Mr K has no right to demand or refuse a termination under the Abortion Act (1967) Human Rights Act (1998) that place the entire responsibility to the woman. Doctor Health care professionals have a number of responsibilities such as a duty of care to provide women with all the information they need in order to make an informed choice about how to cope with their unplanned pregnancy. The doctor in this case study had the responsibility of making an assessment. Specifically, the doctor must assess the potential impact of pregnancy and birth on Mrs K’s physical and mental health. In fact, the Abortion Act 1967, as amended by the Human Fertilisation and Embryology Act 1990 (House of Commons, 2006), clearly says that a registered medical practitioner has the power to lawfully terminate a pregnancy. However, it is difficult to apply blanket rules when dealing with considerably sensitive and difficult decisions, which require a deeper understanding of a woman’s individual needs and desires. Given the difficulties shrouding a pregnancy termination, doctors play an important role in ensuring that a patient always feels supported. Doctors ar e also responsible for giving appropriate information and counselling about all the options available to patients (BMA, accessed 10/01/13).                                                                 In this case study, Mrs K strongly felt that having an abortion would be the best decision and her doctor should therefore be able to respect her decision. Her doctor should act as a guide and act in the best interest of Mrs K (Pfeffer, 2002). The 1967 Abortion Act also refers to a doctor’s â€Å"rights to follow the dictates of their own conscience†(Pfeffer, 2002). The Doctor therefore, obviously considered Mrs K’s depression and mental capacity and found it suitable to refer her to a clinic. The doctor also was able to see that Mrs K was mentally fit to understand th e procedure and its alternatives (BMA, accessed 10/01/13). Conclusion There is no doubt that abortion is a controversial and hotly debated topic in a variety of academic and professional spheres, and different viewpoints are infused with biological, moral and societal complexity. It is clear that there are numerous positions that people can adopt such as a Utilitarian point of view, a religious perspective, or a personal view when seeing an action as moral or immoral. In this particular case study, given Mrs K’s depression, her current family situation and her strong wishes to have an abortion, I believe that her decision is the right one. As a woman, Mrs K has a right to make her own choices and lead her own life in equality with, not under the control of her husband. Moreover, the fact that Mrs K has become pregnant as a result of a contraceptive failure strengthens her decision, as her pregnancy did not come about from carelessness, but from forces outside of Mrs K’s control.  References Bentham, J. (1789). An Introduction to the Principles of Morals and Legislation. London. Beachamp, T. L., Childress, J. F. (2001). Principles of Biomedical Ethics (5th Edition). Oxford University Press. British Medical Association, The law and ethics of abortion. Accessed 10/01/13 from: www.bma.org.uk/-/media/Files/PDFs//Ethics/lawethicsabortionnov07.pdf Caruso, G. D. (2012). Free Will and Consciousness: A Determinist Account of the Illusion of Free Will. Lexington Books. Fieser, J. (2009). Ethics. Internet Encyclopedia of Philosophy. Accessed 10/01/13 from iep.utm.edu/ethics/ House of Commons: Science and Technology Committee. Scientific Developments Relating to the Abortion Act 1967. (Volume 1). Accessed 10/01/13 from: publications.parliament.uk/pa/cm200607/cmselect/cmsctech/1045/1045i.pdf Humanae Vitae: Encyclical Letter of His Holiness Pope Paul VI, on the regulation of Births (1965). Pfeffer, N. (2002) Fertility counts: from equity to outcome in S. Sturdy (ed.), Medicine, Health and the public sphere in Britain, 1600-2000 (pp. 260-278). Routledge. Singer, P. (1995). Animal Liberation (2nd Edition). Pimlico. Tschudin, V. (1994). Deciding Ethically: A Practical Approach to Nursing Challenges. London: Bailliere Tindall. Warren, M. A. â€Å"On the Moral and Legal Status of Abortion in T.A. Mappes and D. DeGrazia, (Eds.), Biomedical Ethics (1996), New York, McGraw-Hill, Inc, pp. 434-440. Williams, P. (1981). United Nations. General Assembly. The International bill of human rights. Entwhistle Books.
Wednesday, March 4, 2020
How to Make Homemade Ink in 4 Easy Recipes
How to Make Homemade Ink in 4 Easy Recipes Ink is one of the practical contributions of chemistry. Using basic materials found at craft supply stores, you can make invisible inks and tattoo inks in addition to writing and drawing inks. Although some ink recipes are closely guarded secrets, the basic principles of preparing ink are simple. All you have to do is mix pigment with a carrier (usually water). It helps to include a chemical that will allow the ink to flow fluidly and adhere to the paper (typically gum arabic, which is sold in powdered form). Black Permanent Ink Recipe The most popular ink, black permanent ink can be prepared at home using the following materials: 1/2 tsp lamp black (This you can buy or make yourself by holding a plate over a candle and collecting the soot, or by collecting another form of char.)1 egg yolk1 tsp gum arabic1/2 cup honey Mix together the egg yolk, gum arabic, and honey. Stir in the lamp black. This will produce a thick paste that you can store in a sealed container. To use the ink, mix this paste with a small amount of water to achieve the desired consistency. Applying a small amount of heat may improve the consistency of the solution, but be careful- too much heat will make the ink difficult to write with. Brown Ink Recipe Brown ink is a popular alternative to black ink and can be prepared without any char or lamp black. All you need to make it is: 4 teaspoons loose tea or 4-5 tea bags1 teaspoon gum arabic1/2 cup boiling water Pour the boiling water over the tea. Allow the tea to steep for about 15 minutes. Squeeze as much tea (tannin) as possible from the tea or teabags. Stir in the gum arabic and mix until you have a consistent solution. Strain the ink so that you are left with a thick paste and allow it to cool before bottling it. Prussian Blue Ink Recipe An even simpler recipe, and one that produces a bold color, is this recipe for Prussian blue, which painters have been using since the early 1700s. All you need to make it is: Prussian Blue pigment (sometimes sold as laundry bluing)Water Mix the pigment into the water until you have a rich blue ink with a thick consistency. Unless you happen to have a calligraphy pen, the easiest way to use these inks is with a homemade quill or a paintbrush. Blackberry Ink Recipe Like the recipe above, this one produces a rich blue ink, but one that is darker and made entirely of natural materials. To make it, you will need: 1 cup blackberries1/2 cup water1/2 tsp gum arabic4 drops thyme oil First, heat the blackberries in the water, pressing them to release the juice. Once the mixture is dark blue and all of the juice is released, strain the mixture and stir in the gum arabic until you have produced a thick paste. Add the thyme oil and stir. Allow the ink to cool before bottling it.
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