Biomedical Ethics Essay Example | Topics and Well Written Essays - 1250 words

Biomedical Ethics - Essay Example According to Starson, taking the medication would disrupt him from pursuing his research; being a gifted theoretical physicist, he believed that this research was the only reason he felt his life carried a meaning. In this sense, being unable to carry on with it would simply render his life â€Å"useless† and â€Å"meaningless.† However, the physician felt that Starson's refusal was informed by his inability to appreciate the value of treatment. Consequently, the physicians petitioned to have Starson's treatment decision transferred to a surrogate. Though the petition was granted, Starson would later appeal, and the petition was reversed at the Supreme Court of Canada. The Supreme Court held that a patient, in this case Starson, was not required to make a decision that is in their â€Å"best interest† as determined by the physician, and thence they are permitted to disagree with a treatment recommendation. The Court also reasoned that Starson was a competent pati ent capable of making his own medical decisions. This case has both legal and ethical implications; firstly, this study delves into examining the ethicalness in a physician imposing treatment, and secondly, the study also looks at physicians’ position in determining a patient’s â€Å"best interest†: whether they are entitled to make this decision on behalf of the patient and how far can they go with this. The study will also look at the concept of informed consent and the idea of competence. Argument 1 The above case represents a conflict of these two rather ethical considerations. On the one hand, the physician feels compelled to do what he believes is in the best interest of the patient. On the other hand, the patient feels that it is his right to refuse medication based on his own grounds. Under these circumstances, how far is the physician expected to go with his persistence? Most legal cases, not only in Starson’s case, often uphold the position of t he patient. This is referred to as patient autonomy. The principle of patient autonomy states that competent patients have the opportunity to choose among medically indicated treatment and to refuse any unwanted treatment. Under these circumstances, the physician must respect the patient’s decision. It is necessary to understand that treatment decisions are not only based on objective medical considerations but also involve a considerable level of personal value judgments and preferences (Meier, Isaacs, and Hughes 95). Therefore, to some extent, the physician may compel a patient to take a certain medication not only because it is the right and objective medical step but also because he feels, based on his values and preferences, it is the right thing. For the latter, he is imposing his personal feelings, not professional mandate, to the patient. In these cases, a physician may be ethically driven to compel a patient to take medication because he feels it is the right thing t o do. However, it is essential to note that a physician demonstrates respect for human dignity, a biomedical ethical consideration, when he acknowledges the freedom and right of the patient to make choices based on their own beliefs and values (Kluge 7). Perhaps another consideration arising from Starson’s case is the idea of sound medical treatment. Starson, for some reason, felt that the medication offered was disruptive and would interfere with his ability to complete his physics research. Indeed, physicians are ethically forbidden to

Every Child Matters Strengths and Weaknesses

Every Child Matters Strengths and Weaknesses In todays rapidly changing society there is one factor that remains constant; childrens individual needs. These needs vary greatly from child to child, with some children needing lots of support to achieve a little. The Salamanca Statement (1994) believes that every child has unique characteristics, interest, abilities and learning needs. It carries on to state that every child has a fundamental right to education and the education systems should be designed, and programmes implemented, to take into account of the wide diversity of these characteristics and needs. It was the Warnock Report (1978) that first placed emphasis on a greater integration of pupils with special educational needs into mainstream schools, and has had a wide ranging influence on policy and practice that has followed in subsequent years. The SEN Code of Practice (2001) supports the Warnock Reports (1978) inclusion in to mainstream schools by providing guidance on policies and procedures aimed at enabling pupils with special educational needs to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood. One of the most important frameworks that schools are bound to in supporting childrens individual needs is the Every Child Matters (2003) framework. The Every Child Matters green paper was published in 2003 as a response to the report by Lord Laming into the death of Victoria Climbie through being mistreated and abused. The paper proposed a range of measures to reform and improve childrens care. This framework resulted in the Childrens Act (2004) and provides the legislative spine for Every Child Matters. The aim of Every Child Matters was to create a joined-up system of health, family support, childcare and education services so that all children get the best start possible. Even though it arose from a child protection issue it is essentially for all children and is based around a few fundamental principles. Firstly, society should pursue five goals for all children: Being happy Staying safe Enjoying and achieving Making a positive contribution Economic well-being Secondly, services for children and their families need to be organised around the childs needs. Thirdly, ECM aims to create an effective working practice between different practitioners. These fundamental principles relate very closely to the SEN Code of Practice (2001). The Code sets out guidance on policies and procedures aimed at enabling pupils with special educational needs (SEN) to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood (SEN Code of Practice 2001). It would appear that the SEN Code of Practice (2001) and Every Child Matters framework support the work that each does. The arrival of the Every Child Matters framework signalled a change in the context that the SEN Code of Practice (2001) functioned. The focus is now on making sure that all children are supported, well taught and make progress, and this applies to children with special educational needs. Children with special educational needs and their families often need support from a range of different services if they are to overcome barriers to learning and participation. The creation of Sure Start Childrens Centres and Extended Schools through the Every Child Matters framework will extend the range of services to children and families and bring them together in single locations, enabling children and young people with SEN and disabilities and their families to have better access to the support they need, when they need it and where they need it. This is a prime example of the Every Chid Matters framework providing support to the SEN Code of practice. For the SEN Code of Practice (2001) to be fully functioning and effective, it needs the Every Child Matters framework also to be fully functioning and effective. Both work together towards the same goals, for children to achieve their full potential despite any hurdles that may be in their way whether social, physical or emotional. An umbrella of support is provided, for the children and their families to strive towards the goal of providing a better future. Q.21 b Introduction Children today are faced with many challenges outside of school that affect their ability to come into school and learn effectively. Recent years have seen schools providing support to children other than as an educator. The Every Child Matters agenda is there in schools to support every child whatever their background and ability. There are a group of children however, who have additional struggles that affects their ability to learn; and these children are provided with extra support from the SEN Code of Practice (2001). These children will have been identified as having special educational needs (SEN), and will have been placed on the schools SEN register with their parents permission. From this, differing levels of support will be given depending on the childs code of practice stage. The support provided will enable them to access the curriculum within school. The aim of this child study is to consider the learning needs of a child and to assess how these needs are met in their school. To carry out this task effectively there were a number of factors that needed considering. Firstly, the child chosen for the study and their school will be introduced. For the purpose of this study, the child will be known throughout as Child A, and their school as School A. Numerous observations were carried out of Child A within different contexts of the curriculum (see Appendix One). Then, the study will look at learning theories and styles. This is to help build up a picture of how children learn in general. From this, and coupled with the observations of Child A, their preferred learning style will be identified. To link into this, the teaching styles within School A will be highlighted and the impact of this on Child As capacity to learn will be discussed. Finally, conclusions will be made on the impact of the Every Child Matters framework on School A and how this has affected Child A. Q.21 b Child A and their School The School Child As school is a much larger than average school due to the amalgamation of the infant and junior school in 2004. Most pupils come from a socio-economically mixed catchment area on the edge of the central town area. While most pupils are White British, over a third come from minority ethnic backgrounds. This proportion is increasing year-upon-year with most of these pupils also having English as an additional language. The proportion of pupils within school having learning difficulties and/or disabilities is below average. There is provision for children in the Early Years Foundation Stage; this is provided through the Nursery and in three Reception classes. Child A Child A is a Y5 pupil whose birthday is in the summer term. The child comes from a stable and affluent background where both parents live together, and is the eldest of three children (a brother in Y3 and a sister aged 8 months). During Y3 of Primary School, Child A was highlighted as being a cause for concern and was eventually placed on the schools SEN register in February 2010 while in Y4. Child A has also been placed on the Gifted and Talented Register for creativity. This is due to their Y4 teacher assessment of Child As unusually detailed pictures and Design Technology skills. Child A also excels in gymnastics. In April 2010, Child A was assessed for the first time by the local authorities Learning and Language Team; Reading: 1 year and 1 month below that expected of a child of their chronological age. Spelling: 3+years below their chronological age. Writing: right-handed using a reasonably neat print style with good spacing between words. The initial summary stated that Child A appeared to have some indications of specific learning difficulties in literacy (Dyslexia), Dyslexia can not be diagnosed as a one off event; rather it will follow on from a cumulative assessment over time (taken from Child A SEN file, see Appendix Two). For the purpose of this study and from advice from School As SENCo, it will be assumed that Child A will receive support for that of a dyslexic child, with programmes tailored towards Child As strengths and weaknesses. The Local Education Authority states in its dyslexia policy that difficulties with dyslexia occur on a continuum, from mild to severe, and estimates suggest that between 4 and 15% of all pupils are affected. Q.21 a The Theories Showing How Children Learn Before the learning needs of Child A can be identified, the ways in which a child learns must be analysed. There are two main theories of learning that this study will focus on; behaviourist and cognitive. The Behaviourist Theory This theory suggests that learning is gained by associating a stimulus with a response, as with Pavlos dogs www.nobelprize.org (Accessed 6th October 2010). Skinner suggested that reward and reinforcement of a response increases the frequency of response; this is known as operant conditioning, and assumes all behaviour (e.g. learning) can be controlled in this manner. These are the principles of conditioning that form the basis of the behaviourist approach to learning. These assumptions of the behaviourist approach can be seen and are easily applied in Child As classroom. For example, the Teacher would use positive and negative reinforcement to strengthen the behaviour that conforms to classroom expectations. Positive reinforcement is also used to increase motivation; for example reinforcing good performance with praise may improve confidence and thus motivation within the next task which is essential for Child A who suffers from low self esteem. However, the validity of the behaviourist approach must also be questioned. It assumes that all behaviour (e.g. learning) is under the control of reward and reinforcement, ignoring genetic inheritance. The Cognitive Theory Pollard (2010) states that this theory suggests people learn through an interaction between thinking and experience, and through the sequential development of more complex cognitive structures. Piaget developed the notion of cognitive stages to describe the childs cognitive structure at different stages. These stages are the sensory-motor (birth to 2 years), pre-operational (2-7 years), concrete operations (7 12 years) and formal operations (12 years upwards). Piaget also devised the term schemas, a unit of knowledge, each relating an object/experience in the world; For example, a child my have a schema relating to eating a meal at a restaurant, this schema will have a stored pattern of behaviour (looking at the menu, eating the meal). Vygotsky disputes Piagets cognitive stages, implying that social interaction plays a more important role, instead of trying to fit a child into a box based on their age. Vygotskys theory places more emphasis on social contributions to the process of development. His theory views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skilful peers within the zone of proximal development (ZPD). Vygotsky believed that when a child is at the ZPD for a particular task, by providing the appropriate assistance (scaffolding) it will give the child enough of a boost to achieve the task. Once the child, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the child will then be able to complete the task again on his own. Child A relies on scaffolding within their learning and has shown that this does aid their success at a task. However, working with their peers is something Child A does not find comfortable. Jerome Bruner, another cognitive theorist, also disputes age related stages, tending to lean towards Vygotskys view. Bruner states that what determines the level of intellectual development is the extent to which the child has been given appropriate instruction together with practice or experience. Again, Child A requires this but in an adapted format. In his research on the cognitive development of children (1966), Jerome Bruner proposed three modes of representation: enactive representation (action-based), iconic representation (image-based) and symbolic representation (language-based). Modes of representation are the way in which information or knowledge are stored and encoded in memory. This is related to how the VAK theories work. Multiple Intelligences Howard Gardner suggests that there are eight learning styles; interpersonal, intrapersonal, mathematical and logical, visual and spatial, kinaesthetic, musical, naturalistic and linguistic. He suggests that many people have elements of some or all of the above. Gardners approach recognises the diversity of children and appreciates that ability and intelligence should not be dominated by language skills. Gardners theory seems to be backed up by Riddick, Wolfe and Lumsdon (2002) whom state it is generally accepted that providing teaching in a variety of styles is the most effective way to develop students learning. Child A and the Learning Theories. Where does Child A fit in to the learning theories? Stated throughout this section are references to how Child A may fit into these theories. Child A, it seems, strives for an essence of all the theories discussed. From the behaviourist point of view, Child A responds well to positive reinforcement and would help to improve to a certain extent their low self-esteem. From the cognitive point of view, Child A craves scaffolding, constantly looking for help from adults within the class when unsure. It does help Child A to successfully complete tasks, and this proves why Child A relies heavily on scaffolding. Again, it helps to improve their low self-esteem. With regards to Gardners multiple intelligences, child A leans more towards the bodily kinaesthetic and visual spatial elements of his theory. Therefore, Child As learning must come throughout these areas to help learning and understanding to be effective Q.18 Teaching Styles The Assertive Teacher The assertive discipline method of behaviour management was pioneered by Lee and Marlene Cantor in the 1970s. The goal of assertive discipline is to teach students to choose responsible behaviour and in so doing raise their self-esteem. This in turn should lead to an increase in their academic success. Having a good classroom environment in which to teach gives the pupil the best possible chance of learning effectively. A basic principle of assertive discipline is that pupils need to know your behavioural expectations. They must be given limits and the teacher must be consistent in his / her approach at all times. Pupils need positive recognition and support as well as discipline so that they are motivated to behave well. It is very easy to criticise a pupil for being badly behaved but some teachers fail to comment on good, appropriate behaviour. The teacher who uses assertive discipline effectively has a classroom plan, which she shares with pupils so that they are clear about the consequences of their actions. The teacher will have a list of classroom rules on display and will remind the pupils what they are at the start of the lesson. The Non-Assertive Teacher When a teacher reacts to pupils disruptive behaviour it is known as either a non-assertive or hostile response. The non-assertive response is one where the teacher is passive and does not give clear directions; the teacher responds to inappropriate behaviour as and when it happens. She will be inconsistent in her response and will allow poor behaviour to go unchallenged one day and respond angrily another. When a pupil thinks that he can behave in any way he chooses and not suffer any consequences then he will see how far he can push the boundaries at every opportunity. The Hostile Teacher The hostile teacher is one who keeps the class under control but only through intimidation. They do not set a good example of how to behave and often put down pupils with remarks that lowers their self-esteem and hurt their feelings. They promote negative feelings and expectations where pupils believe that they cannot achieve goals or succeed. The hostile teacher rarely makes a positive comment and takes every opportunity to make a negative one. Teaching Styles in School A Assertive teaching is shown and encouraged throughout School A based on various observations throughout the school. It is also evident in the school behaviour policy in the form of an assertive discipline routine. There are strict guidelines on the wording of personal reminder, final warning and then time-out for those children that are failing to follow school rules; this is consistent throughout. Positive praise of good behaviour is a strategy used to try and encourage other children to do the same. Child A responds very well to this style of teaching; behaviour problems are never an issue with Child A, who follows school rules at all times. Child A also benefits from the teacher having control over the class; as stated in Child As SEN file (see Appendix Two) there is a preference to work in quiet which is quite common for a child with dyslexia (Reid, G 2010, Learning Styles and Inclusion Sage Publications Ltd: London, P23). There is evidence to show that behaviour management strategies, such as the assertive discipline techniques, do help to improve behaviour, achievement and attainment. Good behaviour leads to good attainment because there is an effective learning environment, and therefore the child achieves. It states in the Steer Report (2005) that a consistent experience of good teaching engages pupils in their learning and this reduces instances of poor behaviour. It also relates to the Every Child Matters strand of Enjoy and Achieve. This identifies that children should feel safe, be healthy, and enjoy and achieve in school. Q.19 The Learning Needs of Child A According to information received (Booth, Personal communication, 8 September 2010) Child As learning style is that of a multi-sensory learner. This is also stated in the SEN file of Child A (Appendix Two) in a report from the Senior Learning Support Teacher. Pupils with dyslexia learn best when all the senses are used; this is the VAK model of visual, auditory and kinaesthetic learning. VAK is an accelerated learning approach where visual learners learn best through pictures, charts, diagrams, video, ICT etc; auditory learners learn best through listening; kinaesthetic learners learn best through being physically engaged in a task. There is further research by Glazzard (2010), stating that teachers should aim to make a childs learning multi-sensory, catering for all the VAK learning styles. With regards to Howard Gardners Multiple Intelligences, a dyslexic child will have a greater imbalance of strength and skills. It is important that Child A is provided with the opportunities to develop their preferred learning style so to work to their strengths. Support should be provided in areas of weakness with specific teaching and a demonstration of strategies that aid learning. This is also evident in the Local Authority Dyslexia Policy stating Some pupils who have dyslexia can frequently display marked differences between their abilities. It goes on further to state that it is important to identify strengths as well as weaknesses, in order to make the most effective provision (see Appendix Three). It has been suggested that Child A has access to a structured, cumulative, multi-sensory programme of work with opportunities for interleaved learning and repetition (see Appendix Two). Interleaved learning is a psychological process where new and old materials are practised together. It is also important to remember that to help with Child As self-esteem issues, extra measures of support provided within the class should be available for Child A to access them when required, and not draw attention too. Child A also has low-self esteem that requires attention. The Local Education Authority Dyslexia Policy also backs this up by stating we recognise the particular links between dyslexia and low self-esteem (see Appendix Three). From what is known about Child A and through research, it can be stated that when looking at Maslows hierarchy of needs (1968) diagram (see Appendix Four), Child A has had the biological and physiological needs, also safety needs and belongingness and love needs satisfied. On the other hand, esteem needs have not been realised and as this continues to be a problem, the childs self-actualisation stage can not be fulfilled. Again, positive reinforcement and working with School As Learning Mentor to build up self esteem is required. It is vital, as a teacher, that Child As successes are shared with the class/school to help improve self-esteem. Impact of Every Child Matters Framework in School A There has been a great impact on School A since the Every Child Matters framework was introduced. Some aspects were in place before, but a lot has changed in recent years. A holistic approach has been taken by School A to implement the Every Child Matters agenda. A significant commitment has been made to the nurturing and education of the whole child. Be Healthy Through the curriculum the children receive at least 2 hours of exercise a week. Also, they receive education on health, drug awareness and sexual health education. Healthy snacks are provided free to children in foundation stage and KS1. Children in KS2 are offered fruit juice at morning break for a minimal cost. Most recently, the school has had a kitchen built which now allows for food to be cooked on site, giving the school greater control on they type of food being provided. Stay Safe There are child protection measures in place that all staff are aware of. Three members of staff are contacts for child protection issues that may arise. Any concerns would be expressed to these people and the appropriate action would then be taken by them. Other support within school is provided by the Learning Mentor. This role encompasses many of the aims of the Every Child Matters Framework. The Learning Mentor is part of the Child Protection Team. The Learning Mentor has created a Peer Mediators team created of Y6 children to help support children in the playground when problems arise. There has been a big emphasis placed on the prevention of problems arising in the playground through the creation of play leaders, friendship and singing squads; again, this is through the support from the Y6 children who carry out activities with the younger children at playtime. Enjoy and Achieve Special Educational Needs provision kicks into action when there are concerns about an individual child with regards to behaviour issues or academic difficulties. Under the guidance of the schools SENCo this would involve the child monitored as a cause for concern. If the child showed no improvement or deteriorated, they would then be placed on the schools SEN register with the parents permission. School Action would see the child receiving extra support from within school to support their learning and well-being, and again if the child showed no improvement or deteriorated, they would be place on School Action Plus which then brings in the involvement of outside agencies to help and support the child. Again, the Learning Mentor plays a crucial role here, working very closely with extended schools, helping to provide after-school clubs with family involvement. A homework club is also run for children who regular fail to complete homework for a variety of reasons. Another critical role that the Learning Mentor provides for under the Every Child Matters Framework is liaising with parents. As well as involving them in family clubs after school, she will also provide support for them on an individual basis. This area has an additional staff member to help, the Parent Support Advisor. The School employs a Parent Support Advisor (PSA) who runs activities at the Sure Start centre, and has particularly provided support to the Muslim community within School. This has taken the form of English classes to help those parents who struggle speaking and understanding English so they can then support their children at home with their reading and writing. The PSA, with the help of the Maths co-ordinator, ran a similar scheme for parents called Ocean Maths. This meeting provided parents with an understanding of how they can help their child at home with maths, and they were also able to purchase very cheaply a resource pack that will help support the child at home. Wrap around care is also provided by the school in the form of breakfast and after-school care which has been running now for a number of years. This provides parents with the extended support that they may need to be able to return to work. Extended Schools, through government funding, helps children to access activities that they may have been unable to afford in the past. During the summer holidays, activities were available for children to take part in; those children that receive free school meals were able to access these activities free of charge. Extended Services have also provided support to Teaching Assistants within school by running a course on Playground Games so that these may be taught to the children in the playground. The school places a big emphasis on assessment and how it is used to ensure that pupils make the best possible progress both in the curriculum and in their personal development. Assessment for Learning techniques are used in order to enable pupils to progress as individuals. Self and peer assessment techniques are especially relevant in relation to reflecting on the process of participating. The children know where they are at in their learning and how to progress in terms of their next steps. Make a Positive Contribution to the Community There is a school council that is made-up of one child from each class. These children meet regularly to discuss how things can work better for the children. They also take views of the other children to these meetings and feedback to the children. A new recent development is the creation of learning challenges. These aim to let the children have the opportunity to apply their skills and knowledge to a range of different real life situations that makes a positive contribution to an individual, class, school or a local, national global community. A big emphasis is placed on entrepreneurship being encouraged at all times. Achieve Economic and Social Well-being At a Primary school level, this is where the seeds are sown to help achieve economic and social well-being, by providing the children with literacy, numeracy and ICT skills. The learning challenges mentioned in the previous section also help towards meeting this. There are many more aspects of school life that exist due to the emergence of the Every Child Matters Framework. Child A has benefited hugely from this having taken part in after school clubs with their family. There is the support network in place for Child A should they wish to access it, and the relevant people providing support for them already. This is also the case for other children, and has had a positive impact on lots of children throughout School A in supporting their learning. Conclusion This child study has highlighted the significant impact that the Every Child Matters framework has had on Child A, other children with and without personal and learning difficulties, and School A as a whole. Every Child Matters now underpins the whole school ethos, and provides support to children, their families and the school. The understanding of how children learn is essential to my practice as a teacher so that the childs education can be moved on and supported. There are elements of behaviourist and cognitive learning in School A through rewards systems of team points and positive reinforcement of good behaviour, and also through the assertive teaching methods used. The cognitive approach is seen in the pedagogy of the teacher through effective scaffolding techniques, which have been seen to help Child A in the achievement of tasks. In a personal communication with the class teacher of Child A, intervention groups have been arranged so that the supported learning of Child A can take place not just through the effective inclusion of all pupils by quality first teaching. As a teacher it is my responsibility to cater for Child As additional needs, and also to regularly review and assess them so that they are continually being met. It is also important that within my practice I regularly consult the class teacher, SENCo and the Learning Mentor who also aid Child A to overcome the difficulties presented, so that the best possible support is being given. Child A has a positive approach to learning and does not display any of the behavioural difficulties that can be seen in some pupils who have learning difficulties (see Appendix Three). Appendix One Observations of Child A General Observations Child A is someone who is very well behaved in class. There are no behaviour problems associated, and conformity is shown at all times. There is interaction between their peers in the class but this is very infrequent and short lasting. Outside in the playground this is the same; Child A has a small circle of friends who have played together for quite a few years. There is interaction between this group, but again, Child A takes a rather passive role of listening rather than initiating. Numeracy Lessons Child A again always gave the teacher their attention but fiddled with their pen in an undisruptive way. Facial expressions throughout suggested uneasiness. During observations of Child A in Numeracy it was quite evident that there is a low self esteem. Individual tasks saw Child A begin by looking around, gaining the attention of the teaching assistant and teacher to provide the support. Working with a partner was something Child A seemed to shy away from. Child As partner seemed unbothered by this and was happy to discuss with others on the table. A little interaction did take place but this was towards the end of the task as their partner had realised that they must complete the task. Child A also had some number reversal, especially number five and 9. Literacy Lessons Child A is very conscious of their problems with spellings as their reading age is far better than their spelling ability so when they read their work back they can see the errors. The childs commitment and determination is excellent, and after a recent writing assessment was able to identify improvement points that were not linked to spellings. Child A also prefers to work in quiet, which they communicated to the previous years teacher. Art and DT A familiar pattern is also seen here; lack of interaction with their partner and a tendency to allow their partner to be more dominant and do most of the work. P.E Child

Beauty Behind The Brushstrokes Essay -- China Culture Art Papers

Beauty Behind The Brushstrokes Chinese calligraphy, the ancient Chinese art of writing, has been around for as long as the history of China. Through thousand of years of evolution, many styles and forms have been developed and established, namely the zhuan, li, kai, xing and cao styles (shu). Different styles express different personalities and are used for different purposes and at different times. But the underlying beauty of Chinese calligraphy, regardless of its style, lies in its expression of thoughts and feelings of the calligrapher and ultimately, the spontaneous response from the viewer's mind. However, these styles, with different degrees of variation in forms, possess varied levels of expressiveness. The different level of expressiveness lies in the varaition of forms and the degree of variation. Zhuan shu and li shu are mainly for official writings and zhuan shu is the precedent of li shu. Li shu follows a certain strict prescription with minimal variations in the writings, and hence it is not very capable of expressing the thoughts and feelings of the calligrapher. However it is not until the materialization of li shu that this ancient form of writing can be considered as an art form with the capability of expressing ones feelings and thoughts, due to its flexibility and indefinite forms. Kai shu evolves from these two precedents and is the most commonly used style today due to its regular forms and legibility. However due to its slightly stricter prescription, it allows fewer variations and hence is less capable of exuding the calligraphers emotions and personalities. But with an injection of "motion" or flow in kai shu, the words become more fluid and indefinite. Such style i s named xing shu, which is more ... ...of thoughts and feelings, which are all merely preludes, lies the climax of the symphony of Chinese brushstrokes- the silent dialogue between human minds and their surroundings. Works Cited S.H Khoo and Nancy L. Penrose. Behind the Brushstrokes: Tales from Chines Calligraphy. Singapore: Graham Brash Pte Ltd, 1993. Jean Francoise Billeter. The Chinese Art of Writing. New York: Rizzoli International Publication, Inc, 1990. A.H Maslow. Towards a Psychology of Being. New York: John Wiley and Sons, 1968. Sartre, Jean-Paul. "Why Write?" In Critical Theory Since Plato ed. Hazard Adams. New York: Harcourt Brace Jovanovich, Publishers, 1971. Best, David. The Rationality of Feeling: Understanding the Arts in Education. London: The Falmer Press, 1992. Abstracted Works of calligraphy Chiang Yee. Chinese Calligraphy. Singapore: Graham Brash, 1938

Sin Taxes Are One of the More Controversial Taxes Out There

Sin taxes are one of the more controversial taxes out there. They are basically a form of indirect taxation (which has its pros and cons) on goods and services which society considers to be moral ills. As a general rule, it is unwise for the government to interfere in people's lives more than is necessary to enforce the rights of others. Libertarians rightly ask why we should punish people for making decisions about their own lives — even if the majority says we should, that doesn't make it right. Sin taxes, though they rarely have conventional economics cited as a defence of them, actually do have sound economic backing however.In fact, a libertarian should support sin taxes, because they correct an infringement of individual rights. Common examples of sin taxes are taxes on cigarettes and alcohol. Choosing to consume these goods is an individual decision; should the government be involved and actively attempt to reduce their consumption? The answer is yes, because of the ext ernal costs not accounted for in the price of these goods. Without taxes, the price of a pack of cigarettes would not account for second-hand smoke and the impact of cigarette smoking on the health and enjoyment of others.Likewise, the price of alcohol does not include the costs of things like drunk driving and other general impairment of one's faculties which can pose a menace to society. It is the individual who is harmed by a drunkard who cannot react quickly enough to avoid an accident. A logical conclusion might be to even extend the sin tax to other things. Libertarians in a number of countries have been campaigning for the legalisation of drugs because they believe that the choice to use drugs is an individual one which the government has no right to interfere in.I personally am not inclined to take a strong stand on this issue, but if I were to side with the libertarians (which is my natural inclination), I would nevertheless also support a steep sin tax on drugs. Cocaine an d marijuana have similar effects on society as cigarettes and drugs (some research indicates that marijuana smoke may be more dangerous than cigarette smoke). It only makes sense to tax their consumption to internalise their external costs. There is a time and place for everything under the sun, and that includes government intrusion on individual decisions.When your decision has an impact on others, the price of that decision must account for the potential costs and benefits it will bring about. health officials grappling with the obesity epidemic have debated a wide range of approaches to helping slim the American waistline. To some degree, everything from building more sidewalks to banning chocolate milk has been explored. Yet few tactics have been as polarizing as the possibility of introducing tariffs on treats.Despite endorsement from several respected obesity researchers and politicians, soda taxes, for example, have been subject to severe scrutiny, as critics protested that implementing a tax before verifying that it would achieve the end result was shortsighted and potentially overreaching. So, in attempt to determine just how sin taxes might impact people's food choices, psychologists from the University of Buffalo decided to put junk food levies to the test—in the lab. Researchers recruited shoppers to peruse the aisles of a mock supermarket filled with 68 common foods labeled with nutritional information.Participants were given a predetermined amount of cash, and were told to use that money to purchase a week's worth of groceries for a family. The first time, all of the products on the shelves were priced in keeping with local supermarkets. In subsequent trips, however, junk food was taxed—an additional 12. 5%, then 25%— or healthier foods were subsidized to reduce cost. The study, published in the journal Psychological Science revealed that taxes were more effective at getting people to avoid certain products than subsidies we re at prompting healthier food purchases.In scenarios where junk foods were taxed, study participants generally came away with a lower caloric total for their groceries, and a higher ratio of protein to fats and carbohydrates. Yet, in situations where healthy foods were subsidized, the savings were often spent on additional junk food. That is, instead of stocking up on more fruits and vegetables because they were cheaper, the study's shoppers bought their veggies, and then used the leftover cash to bring home extra treats like chips and soda.In the end, the subsidies-only scenarios resulted in higher total calorie counts, and didn't result in overall nutritional improvement on the week's groceries. Because the scenario is hypothetical, the findings certainly shouldn't be taken as the final word in the sin tax debate, the researchers stress, but should instead be used to inform the ongoing discussion about practical ways to battle obesity. To that end, they say, the next step should be research to determine whether these results would be replicated in the real world. Read more: http://healthland. ime. com/2010/02/25/would-junk-food-taxes-really-make-people-eat-better/#ixzz1Bv8WDv91 I’m not a fan of paying higher taxes. Nor am I a fan of people going without health insurance. As we’ve heard over and over on the 6 o’clock news and political debates, our current health care system cannot continue along its present course and represents a serious threat to the health of the U. S. economy. Therefore, I’m reluctant to admit that substantial changes will be required (both monetary and personal responsibility) if we plan on altering our future.Unfortunately, we are living in an era where we are so concerned about offending someone that we’re willing to turn a blind eye to the obvious, and withhold what must be said until we’re among the safety net of our supporters or behind the security of a computer screen. The Case For Highe r Taxes to Pay Health Care Costs At present, the likelihood that higher taxes will become a necessary evil to pay for government sponsored health care is gaining ground. Personally, it really doesn’t bother me all that much.If called upon in the future, I’m willing to pay a slightly higher tax rate so uninsured Americans can have access to life saving drugs or little Danny falls off his bike and breaks his arm. No problem, happy do it, just play me a patriotic song and tell me I’m doing my part for the good ol’ Red, White ; Blue. Heck, I’ll might even enjoy it. As long as the people getting it actually deserve it! Then comes a news report which says the Obesity Epidemic in America is still going strong. Obesity in America – NBC News. Obesity in America – Diabetes Related Illnesses a Threat to Medicare.Should Junk Food Have a Sin Tax / Fat Tax? When we, as a nation, are discussing future budget crises partly because we can’t pus h ourselves away from the table†¦ I think we might need to reassess the problem. Most of the things that are considered â€Å"bad for you† in the U. S. come with a regulatory agency warning label, and possibly a sin tax. Goods like cigarettes, alcohol, and even gasoline, have an additional sin tax attached to them because they’re (arguably) bad for us in their own unique ways. Not to mention, they’re a cash cow for the tax man. So why should junk food be any different?It’s well known that sugar stuffed goodies or chocolate covered yumyums are contributing to the obesity epidemic. Why should food that possesses little nutritional value but contributes to the cancer/diabetes/heart disease epidemic be immune from taxation? Better yet, why should the people who consume these foods (if you can call them that) eat significantly more of them compared to the population mean, have a body mass index greater than 30%, and still get access to the same government sponsored health care that everyone else is supposed to get when they retire?Moreover, be eligible for disability insurance solely because of their weight and medical conditions directly related to their eating habits. Why should junk food mega-consumers be allowed to contribute as much in taxes as much as the next person, but indulge in a lifestyle that will undoubtedly cause them to take more out of the Medicare system than they actually contributed during their working years. Critics will (correctly) say that these individuals will die off sooner than normal resulting in lower overall health care costs.However, considering that medicine is constantly extending the human lifespan and the cost of medical care/drugs will always increase, it’s an arguable debate at best. This situation hardly seems fair to the majority of the population, and because of that, it’s a viable question and should be pushed to the forefront. In a fair and just society (which we’re sup posed to live in), those who spend more in the end should be expected to pay more upfront. Right? A National Sin Tax of 2% for Junk Food? What if, just for arguments sake, a 2% fat tax was placed on anything bearing the label â€Å"junk food†?When an item would be purchased at the grocery store, a mandatory 2% sin tax was added to the item just like everyday sales tax. It will be used to fund Medicare deficits, educating the general public against an unhealthy diet, as well as providing temporary financial assistance to anyone who can’t afford medical care. After all, this sin tax will target the majority of people who are, or likely will be, posing a greater risk to the sustainability of government sponsored health care (e. g. Medicare). Then again, is a 2% sin tax enough?How about a 5%? An extra quarter for a bag of Doritos or Snicker’s bar doesn’t seem that bad. Does it? It is a powderkeg of a debate just waiting to go off, but because of political cor rectness, no one wants to bring it up. Considering our present situation (severe recession, financial crisis, record numbers of uninsured, etc), it’s a debate worth having regardless of the hurt feelings and political fallout. Then again, perhaps complaining about our problems while doing nothing to solve them is just the new way American way.A so-called â€Å"sin tax† is a tax which is specifically levied against products or services that a society has identified as harmful or undesirable, but not so harmful or undesirable that they can or should be banned outright (i. e. prohibition). Common sin taxes include those on alcohol and tobacco, although those regulations which exist in places that have legalized but restricted gambling or prostitution can also be referred to as sin taxes. The purpose of a sin tax is based in economic theory: it intends to reduce consumption of the undesirable good by increasing the price.Sin taxes are currently levied against a wide variet y of social ills which are considered not so serious that they need to be prohibited. Prostitution (in many countries), cocaine, and marijuana are criminalized in most countries, for instance, but alcohol and tobacco are not. In American history, the Prohibition era demonstrated that alcohol could be eliminated from society only at extremely high cost, and in large part alcohol was not eliminated, but simply driven underground onto the black market. Sin taxes are seen as a way of reducing the frequency of socially harmful behaviour without creating an underground criminal economy.This is the approach taken when charging taxes on alcohol, cigarettes, in some countries marijuana and other supposedly mild drugs, and in some current proposals on soft drinks and other sugar-rich junk foods for public health reasons. In economic theory, a sin tax is also known as a sumptuary tax or a Pigovian tax – a tax which attempts to reduce the collective social harm from a private economic tr ansaction by raising the price of that transaction. The law of supply and demand indicates that when a price for a good or service goes up, more producers will be willing to supply it, but fewer purchasers will be willing to buy it.At the same time, when the price for a good does down, more purchasers will buy it, but fewer producers will be willing to make it in the first place. A tax does both: the end price of the good ends up artificially high so that few people buy it, but the actual money which goes to the seller (i. e. price minus tax) is held artificially low, so that fewer producers enter the market. Normally economists consider this a generally negative impact of taxation, but in the case of sin taxes, it is seen as a positive – since the purpose of the sin tax is to reduce or even eliminate the harmful behaviour, rather than to encourage economicgrowth.In theory, a sin tax raises the price of the undesirable good without increasing the profits to the producer. With the price having risen, fewer people will be willing to buy the good. Overall, this results in a general reduction in consumption compared to what it would have been on the free market. Particularly in countries with advanced social welfare networks, the argument is also often made that sin taxes help society directly by producing a pool of funds to pay for the consequences of undesirable activity.For example, tobacco cigarettes cause lung cancer – which, in almost all advanced countries except the United States, is treated with public funds. Sin taxes on cigarettes create a pool of money out of which lung cancer treatments can be funded, so that non-smokers are not covering the costs of lung cancer through their income taxes. At the same time, in practice jurisdictions which have sin taxes must balance the benefits of a higher sin tax (in terms of reducing the harmful behaviour) with the risk of creating black markets.Black markets, or underground economies, commonly supply illegal goods in all countries, including illegal drugs. Black markets can only do so at increased cost, to cover risks,pay border smugglers and organized criminal organizations, cover losses to law enforcement, and so on. However, if the added cost of the black market is less than the added cost of the sin tax, then sin taxes may lead to a large underground economy. In some regions of Canada, for example, cigarette smuggling is a profitable activity due to high taxes on cigarettes.Black market cigarettes are produced on Aboriginal reserves or smuggled across the border from the United States. In addition to this practical problem of managing sin taxes (which must paradoxically be high enough to be effective but low enough to prevent black markets from emerging), there is also an opposition argument from libertarians who argue that the government should not be interfering with individual citizens' freedom to choose how to spend their money when their choices fundamentally involve h arm to themselves rather than harm to others.Of course, this rests on the assumption that the principal social â€Å"evils† of alcohol and tobacco consumption are liver cirrhosis and lung cancer suffered by drinkers and smokers themselves, rather than the smaller number of bystanders struck by drunk drivers or stricken with cancer from second-hand smoke. Taxing snacks: The pros and the cons Diet-to-Go Meal Delivery: $25 Off 1st Week’s Order with Coupon â€Å"calorielab25?A proposal by Massachusetts Governor Deval Patrick to levy a 5 percent surcharge tax on sugar-laden snacks and beverages, pitched by his office as â€Å"a critical first step in discouraging the consumption of these empty calories,† has raised again some basic questions about the wisdom and practicality of imposing â€Å"sin taxes† to reduce the public’s usage of certain commodities. A quick review of some of them, with attempts at answers. Isn’t this just another revenue-r aising scheme disguised as a health issue?True to some extent; even the Massachusetts public health commissioner admitted that the primary goal of the tax is to provide money to state coffers. But that money, which is expected to run more than $40 million a year, will be used to fund public health services, some of which will probably involve weight-reduction programs. Will it actually motivate people to consume fewer sodas and candy bars and the like? Ordinarily, the answer would be â€Å"not much,† and not enough to significantly lower the state’s obesity numbers.There are already 33 states that charge sales taxes on soft drinks or candy, mostly around 4 to 6 percent, and studies of the sales charts indicate that those amounts are too small to put a meaningful dent in public consumption. To really accomplish that, take a leaf from the imposition of cigarette taxes, which did in fact cut into tobacco sales because of their sheer size of the taxes, which often amounted to $2 or more per pack. A Harvard experiment found that, given a big enough tax on sugary sodas — in that case, 35 percent — sales thereof tanked by fully 20 percent, even as sales of non-taxed diet sodas rose.So why not make it a 35 percent tax? Because no legislature would ever go for something that draconian. First, it’s hard to sell the premise that Cokes and Hershey bars are cigarette-level health hazards and legitimate targets for hypertaxing. Second, it’s hard to sell any tax increases whatsoever during a Recession of a Lifetime; 5 percent is as much as Governor Patrick thought he could get away with. But the economic downturn may change the basic math, here. For the same financial reasons that a large tax is out of the question, a small tax may actually gain some clout.Sure, another 5 percent won’t change people’s behavior under normal economic conditions, but at a time when people have begun raising their own vegetables and cutting their kids’ hair to save a few bucks, an extra nickel per soda or Snickers bar might get a lot of people rethinking that impulse purchase. It might also mean that any tax at all would be politically unacceptable right now. Then we might give some thought to the Australian Variation, where they’re calling for the tax on low-alcohol beer to be abolished, as an incentive for the notoriously thirsty Aussies to cut their overall alcohol intake.An American adaptation of that might have those states that currently tax food products eliminate the tax for low-fat, low-cal, low-sugar dietary soft drinks, candy, snack foods and so forth. Write or e-mail your legislator. (Ironically, the proposed Massachusetts law would tax both regular and diet items equally. Tsk tsk. Back to the drawing board, Governor. ) Senate leaders are considering new federal taxes on soda and other sugary drinks to help pay for an overhaul of the nation's health-care system.The taxes would pay for only a fraction of the cost to expand health-insurance coverage to all Americans and would face strong opposition from the beverage industry. They also could spark a backlash from consumers who would have to pay several cents more for a soft drink. On Tuesday, the Senate Finance Committee is set to hear proposals from about a dozen experts about how to pay for the comprehensive health-care overhaul that President Barack Obama wants to enact this year. Early estimates put the cost of the plan at around $1. 2 trillion. The administration has so far only earmarked funds for about half of that amount.The Center for Science in the Public Interest, a Washington-based watchdog group that pressures food companies to make healthier products, plans to propose a federal excise tax on soda, certain fruit drinks, energy drinks, sports drinks and ready-to-drink teas. It would not include most diet beverages. Excise taxes are levied on goods and manufacturers typically pass them on to consumers. Senior s taff members for some Democratic senators at the center of the effort to craft health-care legislation are weighing the idea behind closed doors, Senate aides said.The Congressional Budget Office, which is providing lawmakers with cost estimates for each potential change in the health overhaul, included the option in a broad report on health-system financing in December. The office estimated that adding a tax of three cents per 12-ounce serving to these types of sweetened drinks would generate $24 billion over the next four years. So far, lawmakers have not indicated how big a tax they are considering. Proponents of the tax cite research showing that consuming sugar-sweetened drinks can lead to obesity, diabetes and other ailments.They say the tax would lower consumption, reduce health problems and save medical costs. At least a dozen states already have some type of taxes on sugary beverages, said Michael Jacobson, executive director of the Center for Science in the Public Interest . â€Å"Soda is clearly one of the most harmful products in the food supply, and it's something government should discourage the consumption of,† Mr. Jacobson said. The main beverage lobby that represents Coca-Cola Co. , PepsiCo Inc. , Kraft Foods Inc. and other companies said such a tax would unfairly hit lower-income Americans and wouldn't deter consumption. Taxes are not going to teach our children how to have a healthy lifestyle,† said Susan Neely, president of the American Beverage Association. Instead, the association says it's backing programs that limit sugary beverage consumption in schools. Some recent state proposals along the same lines have met stiff opposition. New York Gov. David Paterson recently agreed to drop a proposal for an 18% tax on sugary drinks after facing an outcry from the beverage industry and New Yorkers. The beverage-tax proposal would apply to drinks that many Americans don't onsider unhealthy — such as PepsiCo's Gatorade and Kraft 's Capri Sun — based on their calorie content. Health advocates are floating other so-called sin tax proposals and food regulations as part of the government's health-care overhaul. Mr. Jacobson also plans to propose Tuesday that the government sharply raise taxes on alcohol, move to largely eliminate artificial trans fat from food and move to reduce the sodium content in packaged and restaurant food. The beverage tax is just one of hundreds of ideas that lawmakers are weighing to finance the health-care plans. They're expected to narrow the list in coming weeks.The White House, meanwhile, is pulling together private health groups to identify cost savings that will help fund the health overhaul. Mr. Obama on Monday held a White House meeting with groups that represent doctors, hospitals, insurers, pharmaceutical companies and medical-device makers. They pledged to help restrain cost increases in the health-care system in an effort to save $2 trillion over the next decade. â⠂¬Å"When it comes to health-care spending, we are on an unsustainable course that threatens the financial stability of families, businesses and government itself,† Mr. Obama told reporters. Write to Janet Adamy at janet. [email  protected] om BUFFALO, N. Y. , Feb. 25 (UPI) — Taxing unhealthy foods reduces overall calories purchased, while cutting the proportion of fat and carbohydrates and increasing protein, U. S. researchers say. The study, published in Psychological Science, finds subsidizing the prices of healthy food increased overall calories purchased without changing the nutritional value. Leonard Epstein of the University of Buffalo said some states are beginning to impose â€Å"sin taxes† on fat and sugar to dissuade people from eating junk food, while others favor subsidies over punitive taxes as a way to encourage people to eat fruits, vegetables and whole grains.The thought is that if you make it cheaper, people will eat more of it, more expensive and people will eat less, Epstein says. Epstein and colleagues simulated a grocery store â€Å"stocked† with images of everything from bananas to nachos and had a group of volunteer mothers given laboratory â€Å"money† to shop for a week's groceries for the family. Each food item was priced the same as groceries at a real grocery nearby, and each food came with basic nutritional information. First the mothers shopped using regular prices. Then the researchers raised the prices of unhealthy foods by 12. percent, and then by 25 percent, or they discounted the price of healthy foods comparably. The study showed taxes were more effective in reducing calories purchased over subsides, the researchers said. Read more: http://www. upi. com/Health_News/2010/02/25/Study-Food-sin-taxes-effective/UPI-60061267154775/#ixzz1BvAQlOhN A recent study examining the potential impact of sin taxes—increasing the cost of junk food, in particular—as a means to promote healthier choices found that, in a lab setting at least, when unhealthy foods cost more, people tended to eat them less.Now, new research attempts to size up the value of sin taxes in the real world. A study published this week in the Archives of Internal Medicine followed more than 5,000 people from 1985-1986 to 2005-2006, tracking food consumption habits, as well as height, weight and blood sugar levels. They then compared that data with information about food costs across the 20-year period. Researchers found that, incremental increases in price of unhealthy foods resulted in incremental decreases in consumption. In other words, when junk food cost more, people ate it less.Analyzing the cost of soda and delivery pizza in terms of adjusted 2006 dollars, the researchers found that, during the 20-year study period, pizza and soda costs actually went down—making them more accessible for less. Yet, their analysis also showed that every 10% increase in cost was associated with a decrease in calorie consumption—7% for soda, and 11. 5% for pizza. What's more, a $1 increase in soda price was associated with lower daily caloric intake (about 124 calories less per day on average), lower body weight (2. lbs. less, on average) and better blood sugar levels, according to the researchers. Similar trends were seen for a $1 hike in pizza cost, and when both pizza and soda costs increased by $1, the effects were further amplified, the researchers found. Along with colleagues, lead author Kiyah J. Duffey, from the Department of Nutrition at the University of North Carolina, Chapel Hill, points to the results as possible evidence supporting the use of taxes as a means to promote healthier eating habits.Duffey and co-authors suggest that, based on these findings, an 18% surcharge on soda and delivery pizza could, on average, cut 56 calories per person per day—a reduction that means dropping five pounds per person during the course of a year. In an accompanying edito rial in the Archives of Internal Medicine, Drs. Mitchell Katz and Rajiv Bhatia of the San Francisco Department of Public Health argue that it's time to put these proposed policies into practice to combat obesity. They suggest that taxes on unhealthy foods could go toward promoting healthier behaviors.Katz and Bhatia write: â€Å"Copying a successful tactic of anti-tobacco crusaders, the funds also could be used to counter the lavish advertising of soda and junk food or for ‘marketing' ordinary tap water. † The study and accompanying editorial come the same week that Bill Clinton announced the result of a three-year study finding that large beverage companies are voluntarily reducing the sales of sugary sodas in schools, and New York politicians are again bandying about the possibility of a soda tax. And all of these developments add to the already heated debate over the merits of enforcing public health mandates through taxes, of course.Yet, while sin taxes are already widespread across the U. S. in the form of cigarette surcharges—Washington state just tacked another $1 in taxes onto a pack of cigarettes, for example—for many, the growing efforts to govern food choices through tariffs go too far. What do you think? Are junk food taxes good public health policy? Or are they indicative of a dangerous trend toward government interference in our freedom of choice—†punishing people for enjoying life once in a while,† as one detractor put it? Read more: http://healthland. time. com/2010/03/10/study-sin-taxes-promote-healthier-food-choices/#ixzz1BvAf9j11Obesity costs U. S. businesses about $45 billion a year in medical expenses and lost productivity. As a result, strategies that were once unthinkable for keeping the population's weight in check may soon become reality. In coming months, it's likely one or more states and municipalities will try to impose taxes on soda, sweets, or other types of â€Å"junk food,† m odeled on existing cigarette taxes. To the Bush Administration, such â€Å"obesity taxes† were an anathema, even though 27 states have already imposed small tariffs of 7% to 8% on vending machine snacks such as candy, soda, and baked goods.Now the combination of a budget-busting recession and a citizenry that keeps getting fatter is causing legislators to consider more drastic steps. Late last year, New York Governor David A. Paterson proposed an 18% sales tax on non-diet soda and sugary juice drinks for the fiscal year starting in April. Such a tax, he says, would raise $404 million this year and $539 million in 2010, to be used for fat-fighting public health programs. Paterson has run into stiff opposition from the soft-drink industry. But several other states are mulling such taxes, says Kelly D.Brownell, director of Yale University's Rudd Center for Food Policy & Obesity. â€Å"I've been contacted by a number of state legislators recently,† he says. â€Å"I think it's only a matter of time before it happens. † In a statement, the American Beverage Assn. labeled Paterson's soda tax proposal â€Å"a money grab that will raise taxes on middle-class families. † Opponents also note that new levies would fail to address the many complex factors that contribute to weight gain. Yet studies have shown a clear correlation between costs and consumer behavior. A Rand Corp. urvey of 59 cities found that children gain more weight if they live in communities where fruit and vegetables are expensive. And the University of Florida just published a study showing that the more alcohol costs, the less people imbibe. Academics also say high tobacco taxes deserve much of the credit for cutting the U. S. smoking rate from 42% in 1964 to below 20% now. Economist Frank J. Chaloupka, director of the Health Policy Center at the University of Illinois at Chicago, cautions that a junk food tax could cause people to simply switch to other foods that are just as high in calories.Still, he contends, with an 18% tax â€Å"you would likely see some noticeable impact on consumption. † Any sweeping obesity tax is likely to run into another snag: how to define â€Å"junk food. † Liz Morrill, chief executive officer of Fizzy Lizzy, a brand of sparkling juices, complains that Paterson's proposed tax is â€Å"completely irrational† because it would tax her product but not containers labeled â€Å"100% fruit juice,† though those drinks may have the same amount of sugar.Any obesity tax must be based on such criteria as calories and sugars per ounce, Morrill argues. The French government, for one, has embraced this logic. It's considering a tax of 5. 5% to 19. 6% on all foodstuffs the government deems â€Å"too rich, too sweet, too salty,† and not strictly necessary. It remains to be seen if the American public will swallow more dietary taxes. In November, Maine voters overturned a wholesale tax on sodas and the s yrup used to make soda that the governor had signed into law last April.

Education Industry in China Essay

In Chinese education industry, China is playing a role of follower when comparing with most of the western countries. Although the increasing speed is very fast, there is still a long distance. Studying abroad is the most popular way for Chinese to have a higher education. However, large sums of families are not able to afford such high tuition fee and living cost for their children being abroad. As a result of it, online courses and distance education tend to be developed as a substitute product. Some of the universities have already opened distance education towards public. Besides that, there are more and more videos of open classes which are given by famous professors who had been posted online. The internet provides people a wider channel which is more convenient and covers a huge amount of education resources. To be educated through internet is becoming a mainstream of education industry in the future. The pie chart above shows that 10.22% of newly-added application is education related. It is only 6% behind game segment in the second place. The online education segment grew more than 20.7% only in one year in 2007 from 14.5 billion CNY to RMB17.5 billion CNY. China had about 12.2 million people using online education 5 years ago. (Global, 2010) The total number of computer and portable devices users are more than 550 million at the end of 2012. It has surpassed the entire population of US. Information technology has become a invisible engine of education industry both in private sectors and public educations. Social A Blue Book of global talent (South China Global Talent Insititute, 2013) was released in last September. It reported that there were accumulated 2.2 million students who are studied abroad in last 25 years. The amount of oversea students reached a record high which is more than 400 thousands in 2012. China becomes the biggest oversea students exporting country. 90% of those students pay at their own expenses instead of government funded. The Blue Book indicates that since 21st century more than 60% of oversea students are studying or studied in America and Europe. Italy, the Netherland, Korean, Spain are new hot spots which attracting Chinese students. Through the economic growth, to be educated abroad is no longer rare. The increasing mid-class families are willing to afford expensive cost on education for the next generation. Based upon the background of globalization, internalization is one of the most important issues for ambitious Chinese entrepreneurs. As a result of it, the society has a demand on people who have international study background gradually. English has become one of the most recruitment criteria for most of the big companies and state owned corporations. For some branch of multinational companies, English has replaced mandarin as a working language. Graduates of regular higher education since 2000 (in ten thousands) (Yongchun, 2013) There are 6.9 million graduates in 2013. (Yongchun, 2013) It is the record highest year since the establishment of the nation. Additionally, the economy growth is slowing down since the 2008 global crisis. The job vacancies are limit and the demand for graduate is decreasing. The employment situation is extremely grim. As a consequence, the depreciation of bachelor diploma becomes an inevitable truth. Some of students choose to continuing study master program or studying abroad.