1/24/2020 0 Comments Case Brief U.S v. Hinkley Essay Example | Topics and Well Written Essays - 500 wordsCase Brief U.S v. Hinkley - Essay Example The defense attorneys also presented medical evidence in the Court which supported their claim. On July 21, 1982, the jury acquitted Hinckley of his crime by accepting that he was suffering from insanity. The district court ordered him to be removed to St. Elizabeths Hospital for treatment of his mental condition till the time that he ceased to be a threat to himself and the community. (United States Vs Hinckley, n.d) The legislation governing “insanity†in the District of Columbia stated that a person accused of committing a crime could not be held responsible for his actions if, during the time of commission of the act, the accused suffering from a mental disease or illness “lacks substantial capacity to know the wrongfulness of his conduct or to conform his conduct to the requirements of lawâ€. It was evident that, there was a sound legislation in the Columbia district to prevent the legal system from prosecuting mentally unstable persons who had accidentally trespassed the law. Therefore, the main legal question which had to be ascertained in this case was whether John Hinckley was really mentally sick when he had attempted to assassinate President Reagan. The verdict of the case depended on this crucial finding. (Fuller, 1982, p1) During the process of trial, Hinckley’s defense lawyers argued that he was suffering from schizophrenia: a mental impairment which compels the patients to assume different characteristics during their interactions in society. In most cases, the patient while functioning as a specific individual is completely unaware of his identity as another individual which he has assumed unknowingly. The attorneys further declared that Hinckley was obsessed with an American feature film named “Taxi Driver†and his actions on that fateful day were significantly influenced by the events in the movie. The film portrays how the protagonist undertakes an attempt to assassinate the President of his national country.
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The Social Context of Death and Dying Introduction Using course materials from Death and Dying, I will discuss the idea that death is something to be feared. I will use course material from Block 1, The Social Context of Death and Dying, focusing on units 1 and 2. I will provide evidence of arguments for and against this notion and consider other attitudes of how these views are formed by society. I will also illustrate my answers using materials form the course website, reader and audio activities. I have also incorporated some personal and professional experience. in an attempt to illustrate my points. Death is portrayed and discussed in various ways by people from all walks of life, their upbringing and religious views can have an impact on how they perceive death. As discussed in Block 1, one indicator that death is something to fear is our use of language. This anxiety is demonstrated in the euphemisms individuals use when describing or explaining a death. For example when undertaking activity 1.1, Explaining the meaning of death, (Block 1, unit 1, pg 1). I discussed my first experience of death. I recall having to explain to my youngest sibling that our mother had died. My sister was 8 years old and I sat her down and spoke firstly about angels and the stars. I went on to tell her that God had decided he needed mum to be an angel. I couldnt bear to use the word dead as I was struggling with mum being dead and was of the view that using the word ‘dead would have been too painful and therefore spoke about angels to make it less emotive. Since then I have experienced the death of other relatives and friends and find that I will use euphemisms such as, “passed away†or “gone to a better placeâ€. I have also heard myself use phrases such as “kicked the bucket, however, this is usually when referring to someone I didnt really know. A number of examples are provided in block 1 in relation to euphemisms used to describe what occurs after death. Spiritualist and Mediums use words such as “crossing over†or “passed over†as they see the death as the beginning of a journey from this world to what they describe as the ‘spirit world. Komaromy (2005) spoke of how she found that whilst exploring how death and dying were managed in care homes, was “frequently met with difficulty over the use of words ‘death, ‘dying and ‘dead†(Block 1, unit 1, section 1.2, pg 13). It would appear the fear of using these words were not necessarily from the residents themselves but by those who cared for them. The beliefs instilled in people from a young age from their family, educational professionals and religious sources as well as their personal experience of death can often have a profound impact on how they perceive death and dying. Roman Catholics appear comfortable when speaking about death as they see death as a momentous event that should not be feared. Catholics believe in life after death, stating the soul leaves the body and will normally spend a period in Purgatory and when the soul is cleansed of the temporal consequences of sin they will enter heaven. However some anxiety remains, as for many, there is uncertainty of how long their soul will remain in purgatory. “They do not fear the next world, but rather the passage, the crossing over..†(Toscani, et al(2003), OU course material, website). Professor Douglas Davis research highlighted that gender plays a significant role in the belief in life after death in contemporary British Society. He states that women are far more likely to believe in an afterlife, than men, with a ratio of almost 2:1. He informs 30% of the population with a similar gender imbalance believe the dead remain among us and have had contact in one form or another with their loved one. (Audio1, activity 1.8, Identity and Belief). This I would argue is based on a persons knowledge of the deceased and is linked to their sense of identity and the need to continue the link with their loved one, which in turn may offer comfort and peace of mind to those who are bereaved. People also seek comfort through contact with the dead via spiritualists and mediums, in an effort to communicate with loved ones. Justine Picardie describes this as attending a social gathering of the dead (Picardie in Making Sense of Death and Dying and Bereavement: An Anthology, pg 198, Earle, et al). Research and studies regarding the beliefs and views of individuals in life after death vary from person to person depending on their religious or non-religious beliefs. For example the article “Life at the end of Life: beliefs about individual life after death and “good death†models a qualitive study†Toscani, F., et al, highlights two different models and arguments regarding death and what would be classed as a “good deathâ€. The attitudes and assumptions depend on whether the individual is a believer or non-believer but even then there can be conflicting opinions between faiths. Tibetan Buddhism describes in great detail the process of death and the passage over. Tibetan Buddhists are encouraged to read “The Tibetan Book of the Dead†and when an individual is dying, there is a common conception that it is good to read this book to the dying person. “By understanding the death process and familiarisingour self with it, we can remove fear at the time of death and ensure a good rebirth†(Death and Dying in the Tibetan Buddhist Tradition, Hawter; V.P internet source: Buddahnet.com). In contrast, Seventh-day Adventist beliefs regarding death are totally different from those of other religions. Adventists believe that people do not die nor do they go to Heaven or Hell. It is their belief that the individual “goes to sleep and will rise again on the Day of Judgementâ€. (Kormaromy, 2005, Block1, unit 1, section 1.2, pg13). By this they mean the person will remain unconscious until the return of Christ. The views of atheists vary, although the consensus is that there is no life after death, that when we die, we die, and that is it. “If I am, death is not; if death is, I am no longer: why, then, fear death?†(Toscani,et al(2003), OU course website, pg 8). This does not mean that atheists do not have a fear of death, like believers there are similarities with regards to how they will die and where they would like to die. I worked with a family whose child was dying. When trying to support the family through this difficult period they spoke of feeling angry at individuals who had questioned why they were not in church praying. They informed me that as far as they were concerned that when their child died that was the end. They stated their only fear was that their child would die alone if they left his side. The management of death and dying has changed over time. French Historian, Phillipe Aries claimed that in the Middle Ages people appeared more optimistic with regards to death, as they acknowledged death as part of life, as it unavoidable. The death affected not only the family of the deceased but the community as a whole. With individuals being assigned particular roles, for example, preparing the body for burial, announcing the death and it was customary to view the body of the deceased. Death was a common occurrence and this may explain why death was seen as inevitable and therefore not feared. Aires argued that after the 19th century death in western society was hidden and following the First World War, death became a taboo subject and was no longer seen as a natural process of life. (Block 1, unit 2.2, pg 38). The explanation for this could be that it was due to what we know as the ‘nuclear family era? Norbert Elias (1985) would argue that in todays society the role of preparing the deceased has been taken over by funeral directors who offer a wide range of services to the family. This includes collecting and preparing the body for burial or cremation. In my own recent experience of the death of my son, the only duty the funeral director could not undertake was to register the death. Elias argument “is that dying people are now more isolated than in the past†(Block 1, Unit 2.2 pg40). It should be noted that some traditions continue, for example, the viewing of the deceased remains within many faiths be it within a church setting or funeral directors chapel of rest, although this is usually by family and close friends. This could explain why Aires theory that death after the 19th century did not have an overall impact on the community but rather than on a smaller network, family and friends. German Sociologist, Norbert Elias (1985), (Block 1, unit 2.2, pg 40) challenged Aires ideas, that in the past, death was accepted as being a natural process. Elias claimed death was painful as life was much shorter and more dangerous. Conclusion Perhaps the idea of life after death allows us to cope with what can only be seen as a natural fear as the alternative, non-existence is unimaginable and we are psychologically inept to deal with this. Therefore we need to ask the question is death something feared by all? Is this a hypothesis or could it be that for many individuals, especially, those in old age or with a terminal illness that death could be the beginning of something better. It can therefore be argued that whilst individuals and society have diverse opinions regarding death and what happens to them when they die, the majority do have a fear of how they will die. For example being alone, suffering pain, dying young or, being forgotten.
12/30/2019 0 Comments Grammatical aspect EssayUse the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind. Examples: • I saw a movie yesterday. • I didn’t see a play yesterday. • Last year, I traveled to Japan. • Last year, I didn’t travel to Korea. • Did you have dinner last night? • She washed her car. • He didn’t wash his car. USE 2 A Series of Completed Actions [pic] We use the Simple Past to list a series of completed actions in the past. These actions happen 1st, 2nd, 3rd, 4th, and so on. Examples: • I finished work, walked to the beach, and found a nice place to swim. • He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00. • Did you add flour, pour in the milk, and then add the eggs? USE 3 Duration in Past [pic] The Simple Past can be used with a duration which starts and stops in the past. A duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc. Examples: • I lived in Brazil for two years. • Shauna studied Japanese for five years. • They sat at the beach all day. • They did not stay at the party the entire time. • We talked on the phone for thirty minutes. • A: How long did you wait for them? B: We waited for one hour. USE 4 Habits in the Past [pic] The Simple Past can also be used to describe a habit which stopped in the past. It can have the same meaning as “used to. †To make it clear that we are talking about a habit, we often add expressions such as: always, often, usually, never, when I was a child, when I was younger, etc. Examples: • I studied French when I was a child. • He played the violin. • He didn’t play the piano. • Did you play a musical instrument when you were a kid? • She worked at the movie theater after school. • They never went to school, they always skipped class. USE 5 Past Facts or Generalizations [pic] The Simple Past can also be used to describe past facts or generalizations which are no longer true. As in USE 4 above, this use of the Simple Past is quite similar to the expression “used to. †Examples: • She was shy as a child, but now she is very outgoing. • He didn’t like tomatoes before. • Did you live in Texas when you were a kid? • People paid much more to make cell phone calls in the past. IMPORTANT When-Clauses Happen First. Clauses are groups of words which have meaning but are often not complete sentences. Some clauses begin with the word “when†such as “when I dropped my pen… †or “when class began… †These clauses are called when-clauses, and they are very important. The examples below contain when-clauses. Examples: • When I paid her one dollar, she answered my question. • She answered my question when I paid her one dollar. When-clauses are important because they always happen first when both clauses are in the Simple Past. Both of the examples above mean the same thing: first, I paid her one dollar, and then, she answered my question. It is not important whether “when I paid her one dollar†is at the beginning of the sentence or at the end of the sentence. However, the example below has a different meaning. First, she answered my question, and then, I paid her one dollar. Example: • I paid her one dollar when she answered my question. ADVERB PLACEMENT The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: • You just called Debbie. • Did you just call Debbie? Past Continuous FORM [was/were + present participle] Examples: • You were studying when she called. • Were you studying when she called? • You were not studying when she called. Complete List of Past Continuous Forms USE 1 Interrupted Action in the Past [pic] Use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time. Examples: • I was watching TV when she called. • When the phone rang, she was writing a letter. • While we were having the picnic, it started to rain. • What were you doing when the earthquake started? • I was listening to my iPod, so I didn’t hear the fire alarm. • You were not listening to me when I told you to turn the oven off. • While John was sleeping last night, someone stole his car. • Sammy was waiting for us when we got off the plane. • While I was writing the email, the computer suddenly went off. • A: What were you doing when you broke your leg? B: I was snowboarding. USE 2 Specific Time as an Interruption [pic] In USE 1, described above, the Past Continuous is interrupted by a shorter action in the Simple Past. However, you can also use a specific time as an interruption. Examples: • Last night at 6 PM, I was eating dinner. • At midnight, we were still driving through the desert. • Yesterday at this time, I was sitting at my desk at work. IMPORTANT In the Simple Past, a specific time is used to show when an action began or finished. In the Past Continuous, a specific time only interrupts the action. Examples: • Last night at 6 PM, I ate dinner. I started eating at 6 PM. • Last night at 6 PM, I was eating dinner. I started earlier; and at 6 PM, I was in the process of eating dinner. USE 3 Parallel Actions [pic] When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening at the same time. The actions are parallel. Examples: • I was studying while he was making dinner. • While Ellen was reading, Tim was watching television. • Were you listening while he was talking? • I wasn’t paying attention while I was writing the letter, so I made several mistakes. • What were you doing while you were waiting? • Thomas wasn’t working, and I wasn’t working either. • They were eating dinner, discussing their plans, and having a good time. USE 4 Atmosphere In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past. Example: • When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service. USE 5 Repetition and Irritation with “Always†[pic] The Past Continuous with words such as “always†or “constantly†expresses the idea that something irritating or shocking often happened in the past. The concept is very similar to the expression “used to†but with negative emotion. Remember to put the words “always†or “constantly†between “be†and “verb+ing. †Examples: • She was always coming to class late. • He was constantly talking. He annoyed everyone. • I didn’t like them because they were always complaining. While vs. When Clauses are groups of words which have meaning, but are often not complete sentences. Some clauses begin with the word “when†such as “when she called†or “when it bit me. †Other clauses begin with “while†such as “while she was sleeping†and “while he was surfing. †When you talk about things in the past, “when†is most often followed by the verb tense Simple Past, whereas “while†is usually followed by Past Continuous. “While†expresses the idea of “during that time. †Study the examples below. They have similar meanings, but they emphasize different parts of the sentence. Examples: • I was studying when she called. • While I was studying, she called. REMEMBER Non-Continuous Verbs / Mixed Verbs It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. Instead of using Past Continuous with these verbs, you must use Simple Past. Examples: • Jane was being at my house when you arrived. Not Correct • Jane was at my house when you arrived. Correct ADVERB PLACEMENT The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: • You were just studying when she called. • Were you just studying when she called? ACTIVE / PASSIVE Examples: • The salesman was helping the customer when the thief came into the store. Active • The customer was being helped by the salesman when the thief came into the store. Passive Past Perfect FORM [had + past participle] Examples: • You had studied English before you moved to New York. • Had you studied English before you moved to New York? • You had not studied English before you moved to New York. Complete List of Past Perfect Forms USE 1 Completed Action Before Something in the Past [pic] The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past. Examples: • I had never seen such a beautiful beach before I went to Kauai. • I did not have any money because I had lost my wallet. • Tony knew Istanbul so well because he had visited the city several times. • Had Susan ever studied Thai before she moved to Thailand? • She only understood the movie because she had read the book. • Kristine had never been to an opera before last night. • We were not able to get a hotel room because we had not booked in advance. • A: Had you ever visited the U. S. before your trip in 2006? B: Yes, I had been to the U. S. once before. USE 2 Duration Before Something in the Past (Non-Continuous Verbs) [pic] With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past. Examples: • We had had that car for ten years before it broke down. • By the time Alex finished his studies, he had been in London for over eight years. • They felt bad about selling the house because they had owned it for more than forty years. Although the above use of Past Perfect is normally limited to Non-Continuous Verbs and non-continuous uses of Mixed Verbs, the words “live,†“work,†“teach,†and “study†are sometimes used in this way even though they are NOT Non-Continuous Verbs. IMPORTANT Specific Times with the Past Perfect [pic]. Unlike with the Present Perfect, it is possible to use specific time words or phrases with the Past Perfect. Although this is possible, it is usually not necessary. Example: • She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. MOREOVER If the Past Perfect action did occur at a specific time, the Simple Past can be used instead of the Past Perfect when “before†or “after†is used in the sentence. The words “before†and “after†actually tell you what happens first, so the Past Perfect is optional. For this reason, both sentences below are correct. Examples: • She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. • She visited her Japanese relatives once in 1993 before she moved in with them in 1996. HOWEVER [pic] If the Past Perfect is not referring to an action at a specific time, Past Perfect is not optional. Compare the examples below. Here Past Perfect is referring to a lack of experience rather than an action at a specific time. For this reason, Simple Past cannot be used. Examples: • She never saw a bear before she moved to Alaska. Not Correct • She had never seen a bear before she moved to Alaska. Correct ADVERB PLACEMENT The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: • You had previously studied English before you moved to New York. • Had you previously studied English before you moved to New York? ACTIVE / PASSIVE Examples: • George had repaired many cars before he received his mechanic’s license. Active • Many cars had been repaired by George before he received his mechanic’s license. Passive Past Perfect Continuous FORM [had been + present participle] Examples: • You had been waiting there for more than two hours when she finally arrived. • Had you been waiting there for more than two hours when she finally arrived? • You had not been waiting there for more than two hours when she finally arrived. Complete List of Past Perfect Continuous Forms USE 1 Duration Before Something in the Past [pic] We use the Past Perfect Continuous to show that something started in the past and continued up until another time in the past. “For five minutes†and “for two weeks†are both durations which can be used with the Past Perfect Continuous. Notice that this is related to the Present Perfect Continuous; however, the duration does not continue until now, it stops before something else in the past. Examples: • They had been talking for over an hour before Tony arrived. • She had been working at that company for three years when it went out of business. • How long had you been waiting to get on the bus? • Mike wanted to sit down because he had been standing all day at work. • James had been teaching at the university for more than a year before he left for Asia. • A: How long had you been studying Turkish before you moved to Ankara? B: I had not been studying Turkish very long. USE 2 Cause of Something in the Past [pic] Using the Past Perfect Continuous before another action in the past is a good way to show cause and effect. Examples: • Jason was tired because he had been jogging. • Sam gained weight because he had been overeating. • Betty failed the final test because she had not been attending class. Past Continuous vs. Past Perfect Continuous If you do not include a duration such as “for five minutes,†“for two weeks†or “since Friday,†many English speakers choose to use the Past Continuous rather than the Past Perfect Continuous. Be careful because this can change the meaning of the sentence. Past Continuous emphasizes interrupted actions, whereas Past Perfect Continuous emphasizes a duration of time before something in the past. Study the examples below to understand the difference. Examples: • He was tired because he was exercising so hard. This sentence emphasizes that he was tired because he was exercising at that exact moment. • He was tired because he had been exercising so hard. This sentence emphasizes that he was tired because he had been exercising over a period of time. It is possible that he was still exercising at that moment OR that he had just finished. REMEMBER Non-Continuous Verbs / Mixed Verbs It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. Instead of using Past Perfect Continuous with these verbs, you must use Past Perfect. Examples: • The motorcycle had been belonging to George for years before Tina bought it. Not Correct • The motorcycle had belonged to George for years before Tina bought it. Correct ADVERB PLACEMENT. The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: • You had only been waiting there for a few minutes when she arrived. • Had you only been waiting there for a few minutes when she arrived? ACTIVE / PASSIVE Examples: • Chef Jones had been preparing the restaurant’s fantastic dinners for two years before he moved to Paris. Active • The restaurant’s fantastic dinners had been being prepared by Chef Jones for two years before he moved to Paris. Passive NOTE: Passive forms of the Past Perfect Continuous are not common.
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