How far did the 'Bush Doctrine' constitute a radical shift in US Essay

How far did the 'Bush Doctrine' constitute a radical shift in US foreign policy - Essay Example A historical study is being attempted in this essay to bring out all the elements connected with American foreign policy and its relationship to other countries. Further, various elements of the foreign policy is analyzed here. It is seen that after the Second World War, the Cold War between USA and USSR contributed much to the formation of foreign policies in America. The two pillars of American policy at that time were deterrence and containment. After the fall of USSR in 1991, America became supreme power in the world. As a powerful nation it had to take clear cut foreign policies and the implementation of national security against the uprisings of different segments. But things changed soon. After 2000 America witnessed many damages on its national security. The attack on the Twin Towers and Pentagon on September 11, 2001 made America to think more about changing its foreign policy. The president of the time, George W. Bush expressed the need for the change of policy through his set of guidelines, commonly known as ‘Bush’s doctrine. His doctrine changed the foreign policy of America from deterrence and containment to pre-emptive action against the terrorists. The present essay tries to find out how the Bush’s doctrine acted as a great shift in the foreign policy of America. ... ‘America now commanded a degree of power greater than anything recorded in all of human history. No one doubted this; nor did anyone imagine that any other country or group of countries currently existed with the capacity, or the will, to challenge American power.’1 President Bush: His life, visions and Interests George W. Bush is the only President with an MBA in the history of America. He was born on July 6, 1946, in a political as well as business family in New Haven, Connecticut. Heron Marquez in the biography of George W. Bush says, that ‘His grandfather was Prescott Bush, a United states Senator from Connecticut. Other relatives were bankers and Wall Street stockbrokers.’2 His father was George Herbert Walker Bush, America’s 41st President. The background of politics has made him successful at politics along with business. In 1994 he made his entry into politics becoming the governor of Texas. The election for the president in 2000 made many str uggles for him. He was not supposed to be the president by the popular vote, but with the help of court he successfully became the 43rd president of America. In the election campaign Bush stressed the America’s foreign policy on maintaining peace. ‘He summarized his plans by saying, â€Å"I will renew the bond of trust between the American president and the American military. I will defend the American people against missiles and terror. I will begin creating the military of the next country.†3 The speeches of Bush during the campaign were mainly on the matters of American economy, education, and personal aspects. Even though much was not mentioned regarding the foreign policy he had clearly

Childcare studies (Working with Children) Assignment

Childcare studies (Working with Children) - Assignment Example The international desire to improve the quality of childcare and pre-school provisions has contributed a great deal in ensuring that children receive high quality education and childcare as they start their journey of life in educational set-ups (Shaw & Brewer 2012, pg 60). This paper will delve into details of the several provisions needed for childcare, the various types of environments and establishments relating to child development, the skills required as well as the training needed for the numerous childcare roles and working environments. There are various types of childcare and educational provisions. These provisions fall under both formal and informal sectors. These provisions include nursery education, playgroups, child-minders, crà ¨ches, pre-school, care homes, just to mention but a few. Nursery education is aimed at giving additional physical, social, emotional and cognitive support to children when they are outside the home. Nurseries are normally attended by children aged between two and five. These facilities are normally offered free of charge by Local Education Authorities (Dates 2004, pg. 54). However, if offered by private institutions or organizations then are subject to fees. Nursery schools are normally staffed by teachers who are trained. They are normally assisted by nursery nurses as well as other support staff comprising of volunteers, nursery and teaching assistants (Dallimore 2004, pg. 98). Pre-school is another provision offered to children. These facilities are usually attached to primary schools and are meant for children of ages four. Pre-schools are normally staffed by highly trained teachers and support staff. They are charged with the responsibility of preparing children for school (Laming 2003, pg. 43). It is important for children to attend pre-school before joining primary school since it gives them an insight of what to

Physiology Of Sleep

Physiology Of Sleep Physiology Of Sleep Introduction Sleep is a state of reversible unconsciousness in which the brain is low responsive to external stimuli. We are functionally blind during sleep with no response to visual stimuli and a decreased threshold of response to auditory stimuli. Babies have been exposed to sound of up to 100 dB, which is above the legal limit for ear protection for employees, without waking up. In adults, the action is selective demonstrating continuing cortical function. For example, a sleeping mother is woken by her crying baby but not by other louder noises. Definition of sleep and sleeping Phases with specific EEG patterns and physiological changes. Natural sleep is separated into two distinctive states: non rapid eye movement (N.R.E.M) and rapid eye movement (REM) sleep. NREM sleep is then further seperated into 4 stages where stage 1 is the lightest and stage 4 the deepest level of sleep. REM sleep is divided into phasic and tonic phases. The two distinctive states follow a regular pattern called a sleep cycle which, in an adult, lasts about 1 and half hours and comprises a period of N.R.E.M sleep followed by REM sleep. The cycles may be separated by a period of wakefulness and are repeated 3–6 times each night and are typically displayed as an hypnogram (Fig. 1). The majority of deep (stage 4) NREM sleep occurs in the first and second cycles. As the night progresses, the proportion of REM sleep in a cycle increases and the NREM element is of lighter stage 2 sleep. Age has a major effect on the duration of sleep and the ratio of NREM/REM sleep. Neonates sleep 16–18 h. It is widely distributed throughout the day with REM sleep accounting for 50% of total sleep time (TST). This may be even greater in premature babies. By the age of 24 months, children should sleep 10 h per day, mainly at night with one or two naps during the daytime and REM sleep has declined to 20–25% of TST. Adults normally sleep 6–8 h per day with 15–20% REM sleep. With increasing age, TST changes little although sleep is more fragmented with more frequent and longer awakenings (decreased sleep efficiency) with less REM sleep and more light NREM sleep. Night-time sleep may be decreased if naps are taken during the day. Functions of sleep The functions of sleep are still poorly understood. However, the observation that sleep (or, at  least, an activity–inactivity cycle) is present in all species and has been preserved throughout evolution and that sleep deprivation leads to a drastic deterioration in cognitive  function and eventually to mental and physical morbidity proves its importance. It has been suggested that sleep might conserve energy by reducing core temperature slightly and lowering metabolic rate by 10% compared with quiet wakefulness. Sleep would prevent perpetual activity as a response to environmental stimuli leading to excessive energy consumption. However, sleep is a state of starvation and there is no evidence that sleep is important for tissue repair. Sleep has been implicated as an important factor in storage of long-term memory. Facts learned during the day are usually better remembered the next morning whereas facts learned shortly before going to sleep are often poorly recalled. Electrophysiological features of sleep The stages of sleep are characterised by typical patterns of electroencephalogram (EEG), electro-myogram (EMG) and electro oculogram (EOG) activity Wakefulness with open eyes is characterised by an EEG with dominant low amplitude, high frequency beta activity of  16–25 Hz. Muscle tone is normally high with high to moderate EMG activity. Stage 1 Sleep is usually initiated by a transition from wakefulness to a state of drowsiness with closed eyes and a shift from EEG beta activity to alpha activity of 8–12 Hz passing to Stage 1  NREM sleep with a mixed frequency EEG-pattern with low amplitude theta waves of 3–7 Hz accompanied by slow rolling eye movements. Involuntary muscle clonus occurs frequently,  resulting in jerky movement of the whole body (hypnic jerks) and EMG activity is moderate-to-low. This stage lasts typically only 5–10 min, during which time minor auditory stimuli will cause arousal. Stage 2 Stage 2 is characterised by short bursts of high frequency activity (12–15 Hz – sleep spindles) and K-complexes (large amplitude biphasic waves). Bodily movements continue and  the EMG activity is low-to-moderate. This stage is generally short (10–20 min) in the first 1–2 cycles but predominates in later cycles. It is the most abundant sleep stage in adults  accounting for up to 50% of TST. Stages 3 and 4 Deep NREM sleep stages 3 and 4, sometimes combined as slow wave sleep (SWS) are characterized by high amplitude low frequency delta waves (> 75 µV and 0.5–2 Hz) with stage  3 having between 20–50% and stage 4 more than 50% delta activity. EMG activity is low and eye movements are rare. Arousal through auditory stimuli from this stage of sleep is  difficult and, if awakened, the individual is often disorientated and slow to react. Return to sleep is easy and short arousals (< 30 sec) are rarely remembered. REM sleep NREM sleep is followed by REM sleep, the proportion increasing with each cycle. REM sleep is characterised by a fast mixed frequency low voltage EEG with saw-tooth waves and  rapid eye movements on the EOG. During the tonic phases of REM sleep, there is marked reduction of muscle tone and EMGactivity in skeletal muscles. The tonic phases of REM sleep are interrupted by short episodes of phasic REM sleep with increased EMG activity and limb twitches. The atonia of REM sleep affects all skeletal muscles, except the diaphragm and the upper airway muscles, and is associated with hyperpolarisation of the ÃŽ ±-motor neurones. The purpose of this may be to prevent the acting out of dreams. About 10% of the population have experienced sleep paralysis (i.e. wakening from sleep and finding that the atonia has  persisted into wakefulness). It can be frightening but is entirely harmless. Natural wakening usually occurs from REM sleep. Subjects woken from REM sleep are much more likely to rec all dream content than those awakened from NREM sleep. NREM dreams are generally vague and formless in contrast to REM dreams. Physiological changes during sleep Respiratory system During NREM sleep, there is a decrease in respiratory drive and a reduction in the muscle tone of the upper airway leading to a 25% decrease in minute volume and alveolar ventilation and a doubling of airway resistance accompanied by a small (0.5 kPa) increase in  PaCO2 and decrease in PaO2. Hypercarbic and hypoxic ventilator drives are reduced compared with wakefulness. The breathing pattern is regular except at the transition from wakefulness into sleep when brief central apnoeas are common. During REM sleep there is a further decrease in hypercarbic and, particularly, hypoxic ventilatory drives. The breathing pattern is irregular especially during phasic REM sleep. The loss of skeletal muscle tone in REM sleep affects the intercostal and other muscles which stabilise the chest wall during inspiration. In infants, this may be seen as paradoxical movement of the rib cage and abdomen. In adults, there may be maldistribution of ventilation and impaired ventilation–perfusion matching with consequent arterial hypoxaemia. In normal subjects, this is unimportant but it may be very important in patients with chronic lung disease or abnormalities of the thoracic (e.g. kyphoscoliosis). The great majority of patients with impaired respiratory function will be at their worst during REM sleep. Cardiovascular system Blood pressure decreases during NREM and tonic REM sleep but may increase above waking values during phasic REM sleep. Cardiac output is generally decreased during all sleep  phases. Systemic vascular resistance (SVR) and the heart rate are both reduced during NREM and tonic REM sleep and increased during phasic REM sleep. Central nervous system Cerebral blood flow (CBF) increases by 50–100% above the level of resting wakefulness during tonic REM sleep and is even greater during phasic REM sleep. Cerebral metabolic rate, oxygen consumption and neuronal discharge rate are reduced during NREM sleep but increased above resting values during REM sleep. The autonomic nervous system shows a general decrease in sympathetic tone and an increase in parasympathetic tone,  except in phasic REM sleep. Renal system The glomerular filtration speed and filtration fraction are reduced and ADH secretion is increased resulting in a less volume concentrated urine. Endocrine system The secretion of several hormones is directly linked to the sleep/wake cycle. Melatonin is released from the pineal gland under the control of the supra-chiasmatic nuclei (SCN) in a 4–5h pulse, usually beginning at the onset of darkness (~9 pm). The pulse is inhibited or delayed by exposure to bright light in the evening. It is best regarded as being permissive of sleep (‘opening the gate to sleep’) rather than as an hypnotic, as it is possible to maintain wakefulness during this period. Growth hormone is mostly secreted during the first episode of SWS, particularly  during puberty. Prolactin concentrations also increase shortly after sleep onset and decrease with wakefulness. Sleep phase delay delays secretion of both of these hormones. The secretion of cortisol decreases with the onset of sleep and reaches a trough in the early hours of the morning and a peak just after waking. Temperature control In contrast to anaesthesia, thermoregulation is maintained during sleep. However, the shivering threshold is decreased and body core temperature decreases by about 0.5 °C in humans and 2 °C  in hibernating mammals. Body temperature is linked to the circadian rhythm and reaches its nadir at about 3 am. Thermoregulation is quite good in human infants compared with  other species. Control of sleep Sleep follows a circadian (~1 day) cycle, the periodicity of which is regulated by an independent genetically determined ‘intrinsic clock’ which is entrained to a 24 h cycle by external cues (Zeitgebers) such as light, darkness, clock time, working patterns and meal times. When a human being is deprived of all external time clues and is exposed to constant levels of illumination (‘free running’), the wake/sleep cycle typically lengthens to about 24.5 h. Subjects who are born blind without any appreciation of light generally free run while those blinded in later lifeor who retain some perception of light remain entrained. All living organisms, including plants and fungi, have been found to have clock genes and to show an inactivity/activity cycle. In mammals, control of the intrinsic clock is located in the SCN on either side of the third ventricle, just above the optical chiasm. In animal experiments, its destruction leads to a change from the normal sleep cycle into several shorter sleep/activity periods during the day. As noted above, melatonin secretion is  prompted by the SCN just before the usual time of sleep onset. A mismatch of this pattern with sleeping time, as occurs in shift workers and after trans-meridian flights, leads to sleep disturbance (‘jet lag’) as the subject is trying to sleep during their circadian day. Light therapy can be helpful in re-setting the circadian clock and the interested reader is referred to the bibliography. The propensity to fall asleep varies throughout the day and depends upon both circadian factors (process C) and time since the last sleep period (process S). The longer the time since the  last sleep period, the greater will be process S. However, its propensity will be modulated by process C. The circadian pressure to sleep is greatest at ~2 am with a secondary peak at ~2 pm. It is least at ~6 am and ~6 pm. If a subject elects to stay awake throughout the night, they will feel most sleepy in the small hours of the morning but will get a ‘second wind’ as morning approaches and the circadian pressure to sleep declines. If wakefulness is maintained, a second period of sleepiness and relative alertness will follow in early afternoon and early evening, respectively. Some of the 8-h sleep debt will be recovered that night but process C will ensure that awakening will occur at or shortly after the normal waking time. Sleep is normally an actively initiated and not a passive process. Unless a subject is sleep deprived, successful initiation of sleep depends both upon the phase of the circadian clock and  external factors (recumbent position, darkness, reducing sensory input). Over the years, considerable effort has been focused on a search for: (i) a ‘sleep centre’, a nucleus or region in the brain where stimulation or ablation would lead to sleep; and (ii) a hormone or transmitter which would reliably induce sleep. Neither have been found because the mechanisms resulting in sleep are complex and diffuse. During wakefulness, the CNS is dominated by activity of the ascending reticular activating system (RAS) in the brain stem. This formation receives sensory input from all peripheral sensors and projects to the thalamus and the cortex. Its main neurotransmitters are acetylcholine, noradrenaline, dopamine and histamine which explains the sedative effect of antagonists to these  substances. A decrease in its activity permits sleep to be initiated by suppressing incoming external stimuli. The induction of SWS is associated with the secretion of ÃŽ ³-aminobutyric acid (GABA) from basal forebrain neurones. Therefore, it is not surprising that benzodiazepines and barbiturates, which act through stimulation of GABA receptors in the CNS, induce sleep or anaesthesia. Cholinergic mechanisms initiate REM sleep through stimulation of pontine neurones in the  lateral portion of the pontine tegmentum and the nucleus reticularis pontis oralis. In animal experiments, injection of carbachol (acetylcholine agonist) induces instantaneous REM sleep. Recently, orexins (hypocretin) have been isolated in the hypothalamus and appear to be important in the control of REM sleep and appetite. CSF concentrations of orexins have been found to be very low in patients with narcolepsy. Influence of surgery and anaesthesia on sleep Anaesthesia and surgery can have a profound effect upon sleep. On the first night after surgery, sleep architecture is severely disrupted with little or no SWS and REM sleep. The  light Stage 2 sleep is fragmented with frequent awakenings. The degree of disruption appears to be related to the severity of the surgical insult. The mechanism is unclear but it is probably due to a combination of the surgical stress and the effects of opioid analgesics. Recovery of lost SWS and REM sleep occurs on postoperative nights 2–5, being later after major surgery. This coincides with the nadir of postoperative pulmonary function and several  studies have demonstrated marked hypoxaemia associated with the rebound of REM sleep. It was a logical step to attribute postoperative myocardial ischaemia, myocardial infarction, pulmonary embolism and cerebral disorder (delirium and cognitive impairment) to nocturnal hypoxaemia. However, a number of studies have failed to confirm these presumed associations,  although this does not exclude the possibility that the hypoxaemia may be important in some individuals. Key references Ambrosini MV, Giuditta B. Learning and sleep: the sequential hypothesis. Sleep Med Rev2001;5: 477–90 Dijk DJ, Lockley SW. Functional genomics of sleep and circadian rhythm: integration of human sleep-wake regulation and circadian rhythmicity.J Appl Physiol 2002;92: 852–62 Douglas N.Clinician’s Guide to Sleep Medicine. Edinburgh:Arnold, 2002   Ebrahim IO et al. The hypocretin/orexin system. J R Soc Med 2002;95: 227–30 Kryger MH, Roth T, Dement WC. (eds) Principles and Practice of Sleep Medicine, 3rd edn. Philadelphia: 2000. Nicolau MC et al.Why we sleep: the evolutionary pathway to the mammalian sleep pattern.Prog Neurobiol2000;62: 379–406 Saper CB, Chou TC, Scammell TE.The sleep switch: hypothalamic control of sleep and wakefulness.Trends Neurosci2001;24: 726–31 Shneerson JM.Handbook of Sleep Medicine. Oxford: Blackwell, 2000 Williams JM, Hanning CD. Obstructive sleep apnoea,BJA CEPD Rev2003; 3: 75–78

Blindness and Sight - Lack of Vision in Oedipus The King Essay

Blindness in Oedipus The King (Rex) What is sight? Is it just the ability to recognize one’s surroundings or is there more? Is it knowledge? Is it understanding? Can a blind man see? Can the sighted be blind? And beyond, when the truth is too terrible, do we choose not to see? The phrase "too see" has so very many connotations. One meaning is to know or to understand and the other is based on the physical aspects of things. As humans, we are distracted by the physical world, which causes us to be blinded by the most obvious of truths. Oedipus, the main character in Sophocles’ play Oedipus Rex, could not see the truth, but the blind man, Teiresias, "saw" it plainly. Sophocles’ uses blindness as a motif in the play Oedipus Rex. Oedipus, known for his intelligence, is ignorant and therefore blind, to the truth about himself and his past. Yet, when Teiresias exposes the truth he is shunned. It is left to Oedipus to overcome his "blindness," rea... ...s the sight of Oedipus , it is by his own will. The blind man seer, Teiresias, could always "see" because he did not fear the truth, nor did he have reason to. Oedipus blind to the truth, brought darkness on his eyes when the truth is found. How ironic it seems, yet still the question lies unanswered, did Oedipus fear the horrible truth so much that he chose not to see it? Or was he really so oblivious, that the truth was revealed to him near the plays end for the first time? Blindness and Sight - Lack of Vision in Oedipus The King Essay Blindness in Oedipus The King (Rex) What is sight? Is it just the ability to recognize one’s surroundings or is there more? Is it knowledge? Is it understanding? Can a blind man see? Can the sighted be blind? And beyond, when the truth is too terrible, do we choose not to see? The phrase "too see" has so very many connotations. One meaning is to know or to understand and the other is based on the physical aspects of things. As humans, we are distracted by the physical world, which causes us to be blinded by the most obvious of truths. Oedipus, the main character in Sophocles’ play Oedipus Rex, could not see the truth, but the blind man, Teiresias, "saw" it plainly. Sophocles’ uses blindness as a motif in the play Oedipus Rex. Oedipus, known for his intelligence, is ignorant and therefore blind, to the truth about himself and his past. Yet, when Teiresias exposes the truth he is shunned. It is left to Oedipus to overcome his "blindness," rea... ...s the sight of Oedipus , it is by his own will. The blind man seer, Teiresias, could always "see" because he did not fear the truth, nor did he have reason to. Oedipus blind to the truth, brought darkness on his eyes when the truth is found. How ironic it seems, yet still the question lies unanswered, did Oedipus fear the horrible truth so much that he chose not to see it? Or was he really so oblivious, that the truth was revealed to him near the plays end for the first time?

Development of a Home Messaging and Communication System Essay

This is group coursework. Groups should have between 3 to 5 people. Do only one of the assignments described below. Read everything before you decide which to tackle. Assignment 1 – Home Messaging System Many people live in a house or flat with others. People may live fairly independently with different interests and routines, or they may be more closely involved with each others’ lives. Whichever is the case, they will probably need to coordinate their activities with each other. They may benefit from ways of recording and sharing reminders about events such as appointments or significant dates. They may need ways to record and coordinate over tasks such as chores around the place. They may benefit from ways of indicating problems, requests for information or action, ways just saying â€Å"hello† and ‘greasing the wheels’ of communal living, or even ways of addressing conflicts if they occur. The messages people currently leave for each other can take many forms. They may use Post-its, whiteboards, pinboards or other surfaces that can be written on. The practices of information sharing may evolve over many years and are often designed to fit carefully into peoples’ lives. However, written messages may have disadvantages: they tend to be static and not easily updated; they also are fixed in one location, whereas people are mobile and may need access to notes and messages even when they aren’t at the location where the message was created. Coursework Instructions Research, prototype and evaluate a digital Home Messaging device or system that people in a house or flat can use to share the kinds of information they need to coordinate activities with one another and enable good, happy social relations. The details of what they can do will depend on what you find out by doing some user-research. The system you develop should have an interface within a shared space, but may also work in coordination with devices at other locations. Assignment 2 – Mobile Museum or Art Gallery System Museums and art galleries make an important contribution to our cultural landscape. A visit to a museum or art gallery can happen for many reasons. People may want to learn, be reflective, to be entertained or to have a fun day out with friends and family. People may have a deep interest in what they will see there or they may just want something to do on a rainy afternoon. Image by EmilySuran (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Digital technology can provide opportunities for enhancing these experiences in a number of ways. They may offer information before a visit. During a visit users might want information or to communicate in some way. Mobile devices can be location-aware. For example, this can be done using QR codes. A QR (Quick Response) code (see image below) is a matrix barcode which can be scanned by a device fitted with a camera (such as a smart phone). A user could scan a code next to an exhibit to launch some location-based service. And after the visit there may be some follow-up activities, perhaps using information about what interested them. A QR code Coursework Instructions Research, prototype and evaluate a system that could be used by people to enhance their experiences in museums and/or art galleries in some way. The service could provide information and/or enhance shared experiences. It could help them learn or make things fun. The system could integrate with a web-based system to allow people to do things before or after a trip. Again, the details of will depend on what you find out by doing some user-research. General Instructions Whichever project you do it must involve the following major activities: 1. user-research 2. prototyping 3. evaluation 4. prototype revision In other words, follow an iterative design approach. Each step should inform the next. It should be clear how the research has informed the design, and how the evaluation has informed the revised design. As an alternative to traditional user-research methods you might like to try auto ethnography. Auto ethnography is an approach which seeks to describe and systematically analyse personal experience. If you do this you will be graded on the methods you use to acquire and analyse useful experiences and the quality of the insights that this gives you. For any activity that involves human participants you must complete a Middlesex University School of Engineering and Information Sciences Research Consent (Form C) and a Declaration Form and Ethical Approval Request (Form D). Have your consent form approved by your tutor before you start each phase of user engagement and have them sign your form D. The forms can be found in the ‘Useful Forms’ section of the Middlesex University, School of EIS – Ethics & Research Webpage. Assessment The work will be assessed in parts: Group Progress Review Presentation – 25% of total mark The presentation should describe the work you have done and your plans for completing the assignment. Group members will only receive a mark if they make a reasonable contribution to the presentation, with each receiving the same mark. Individual Final Report – 75% of total mark The final report should be no more than 4000 words (not including appendixes). Each group member will receive an individual mark. The report should be structured as follows (maximum marks awarded are shown in brackets as a percentage of marks awarded for the report): * Introduction (10%) * User Research (15%) * Prototype (15%) * Evaluation (15%) * Prototype revision (10%) * Discussion (10%) * Appendices containing all appropriate ethics forms1 (15%) An additional 10% will be awarded for presentation of the report. All marks will depend on the separate submission of your raw data. ——————————————– [ 1 ]. http://www.eis.mdx.ac.uk/research/groups/Alert/Ethics_Research/forms.html

Tiger Woods

Yes, we all know the stories given to us by the news, media, and internet. Tiger Woods did wrong and shared his spotlight of shame and pain. True enough he was not liked by many, but who don’t make mistakes? As an outsider that doesn’t watch golf as much, I feel that time has passed and it can be forgiven.For sake of an argument Tiger has won 95 tournaments, 71 of those on the PGA Tour, including the 1997, 2001, 2002 and 2005 Masters Tournaments, 1999, 2000, 2006 and 2007 PGA Championships, 2000, 2002, and 2008 U.  S. Open Championships, and 2000, 2005 and 2006 Open Championships. With his second Masters victory in 2001, Tiger became the first ever to hold all four professional major championships at the same time.He is the career victories leader among active players on the PGA Tour, and is the career money list leader. Not surprisingly, several of Tiger’s sponsors have now opted to abandon their alliance with him, citing his moral indiscretions as sufficient justification for this decision. But is this the right thing to do?Does the fact that Tiger Woods is not the high-quality person that we took him to be somehow negating the fact that he is an excellent golfer? Are we guilty of a category mistake if we suggest that Tiger’s sponsorships, or his opportunities to play golf, should be taken away because of his ridiculous behavior? There are two ethical questions at work here. The first question is whether one should be punished in their professional life for actions in their personal life. The second is whether it is morally justified to break a contract because of immoral behavior.I will here argue that the answer to the first question is no, while the answer to the second question depends on the nature of the contract. Some individuals, rightly appalled by Tiger’s actions, have suggested that the PGA should punish him, perhaps by suspending him from future tournaments. There are two reasons for rejecting this suggestion. There is a strong precedent against doing so, and such a response threatens to unacceptably blur the line between the public and the private sphere.Many famous people have committed scandalous actions that irreparably damage their public image. Kobe Bryant’s recent Colorado rape trial is a prime example of this. But no one suggested that Kobe not be allowed to play basketball. Magic Johnson contracted HIV through extramarital sex, but he was treated with warmth and benevolence rather than scorn. Michael Jordan had a notorious gambling problem, but he is hailed as the greatest player of all time. Why should Tiger be treated differently? There is a more general concern with abandoning this precedent.Golf is Tiger Woods’s job. There is no expectation, or requirement of employment stating that one must be a good person in order to be a good golfer. We tend to think that whether one ought to be retained in a particular job position depends on whether they are qualified for the job, rather than whether they are a generally decent person. Suggesting that Tiger, Kobe, Magic, or Jordan should not be allowed to pursue their profession in virtue of their personal indiscretions would amount to a unique kind of discrimination.From the standpoint of employment qualifications, one’s sexual behavior is usually an irrelevant consideration. This brings me to the second consideration concerning punishment in one’s professional life based on actions in one’s personal life. We tend to think that there is an important separation between one’s public life and one’s private affairs. When one is a celebrity like Tiger Woods, this line is blurred considerably, and one might claim that the loss of this distinction is the price one pays for fame.However, this imposes an arbitrary constraint on a person’s individual freedoms. If one has a right to the maintenance of a public and a private sphere, the fact that a person is famous is n ot obviously a reason for violating this right. The second ethical question raised by the Tiger Woods affair scandal concerns whether it is ethical to break a professional contract based on a person’s actions in their personal life. This is a complicated question, and I will limit the discussion to one pertinent facet of it.If Tiger Woods was hired as an endorser because of his public image and persona, and not merely because he is a good golfer, his sponsors are justified in abandoning their professional relationship for his personal actions. Consider the nature of the contract in question. Companies have hired Tiger because they believe an association with him will help them to sell their products. Tiger’s role in the contract is presumably to maintain himself as a positive force for this purpose.If Tiger has agreed to this type of relationship, anything he does that hinders his effectiveness as a marketing tool would be a violation of the contract. While we have rea son not to punish Tiger professionally, as a golfer, for what he has done in his personal life, we also have reason to punish him professionally, as an endorser, for the same actions. Virtue ethics is somewhat helpful in understanding this distinction. Tiger’s extramarital affairs do not make him a bad golfer, but they do make him a bad endorser.Different standards are at work when we evaluate Tiger the golfer and when we evaluate Tiger the endorser, and only in the latter case does his personal conduct make a relevant difference. We have thus reached an interesting conclusion. First, standards of personal conduct are only relevant to one’s professional life if the nature of one’s profession dictates as much. This leaves us with a mixed evaluation of Tiger Woods. It seems we can endorse his lost endorsements, but not any punishment from the PGA, for his extramarital affairs. It also helps us to understand how other celebrity scandals have been perceived.While Ma gic, Kobe, and Jordan are still good basketball players even though they are not particularly good people, someone like Bill Clinton harms his credibility as President in virtue of inappropriate personal conduct, because appropriate personal conduct is part of the President’s job description (or so it would seem). Our own mixed reaction to Tiger suggests that he is somewhat unique, a mixture of celebrity and quasi-statesman that we want to hold to a higher standard of conduct, despite having no good reason to do so. References (PGA TOUR, Inc. , 2010) http://www. pgatour. com/players/00/87/93/

buy custom Increasing Student Engagement and Its Effect in Mathematics essay

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