Top 10 Application Tips #3 The Personal Statement COLUMBIA UNIVERSITY - SIPA Admissions Blog

Top 10 Application Tips #3 â€" The Personal Statement COLUMBIA UNIVERSITY - SIPA Admissions Blog This is the third entry in our “Top 10? list to assist you with understanding the process of submitting your admission application to SIPA.   This entry is focused on advice regarding the personal statement. The personal statement is probably the most important part of an application because it helps us to learn about your passion, goals, and the impact you wish to make.   We do not conduct interviews with applicants as part of the admission process and you can think of your personal statement as a type of interview. If you could only spend 10-15 minutes in front of the Admissions Committee, what would you say to ensure us that you would be a contributing student in our program?   Your personal statement is your opportunity to speak to the Admissions Committee. Question:   Do I have to follow the format of the personal statement? Answer: Yes.   Our personal statement is broken into three parts, each with an associated word limit.   Applicants should follow the instructions and keep within the stated word limits.   Applicants that obviously try to substitute a statement written according to another school’s guidance are judged harshly in the admissions process.   Following directions is an important part of the process of applying. The majority of this entry addresses the first part of the personal statement.   We generally do not provide instructions regarding the second part because we want each applicant to answer in their own way.   For the second part, we are interested on how applicants choose to respond to the question and thus have no specific advice. The third part of the personal statement is wide open.   We provide space where you can include information you wish for the Committee to be aware of that might not be highlighted in other parts of your application or that you feel will shed light on some aspect of your past or future goals.   Part three can focus on things you are proud of, or perhaps not so proud of.   Part 3 of the personal statement is mandatory.   It would be unwise to leave Part 3 blank. Question:   Do you have any general advice regarding the personal statement? Answer: Yes, and the rest of this entry will focus on advice for you to consider. For one, I would not quote anyone in your personal statement.   For example, it would not be wise to say something along the lines of the following I want to join SIPA because like Gandhi said, “I wish to be the change I wish to see in the world.” While this is a nice quote and Gandhi was an incredible person, I am not making a decision to admit Gandhi to SIPA, I am considering admitting you to our program.   Thus I am not so interested in what Gandhi has to say, rather I am interested in what you have to say.   Also, when you quote someone else it in essence says, “I could not think of anything on my own to say, so let me let someone else do it for me.” At SIPA we are looking for creative, passionate, smart, driven, and competent people.   The best personal statements are just that â€" personal.   We want to hear from you.   The best applicants each year become quotable.   When an Admissions Committee member is impressed with what an applicant has written, they will often call attention to this when discussing the application.   So your goal should be to become quotable, not to quote someone else. Another note is that your answer to section one should not simply be your résumé in paragraph format.   In order to get your point across in your personal statement it might be necessary to restate information already included in your résumé, however do not restate information without a specific reason or goal. One thing not to do for example is to tell us in your personal statement where you went to school.   Many applicants will mention the name of their school in the personal statement.  What is wrong with this?   Well, you sent us your transcript and you state where you went to school in your résumé, why would we need to be told a third time where you went to school?   Use your personal statement to get across new information that might not be contained in other parts of your application. Your answer to part one of the personal statement should particularly be about what you hope to accomplish in the future.   What are you passionate about?   What are your goals?   What impact do you hope to make on the world?   Most of the contents of your application are about your past, we want a glimpse into your future. One thing we are trying to determine is if SIPA is the right program for you.   We are also trying to determine the type of contribution you will make as a student and alumnus of our program.   We do understand that you might not know exactly what you wish to do, however you should try to be as specific as you can.   For example, if you are interested in development, is there a region or particular group of people you wish to focus on? Strong responses to part one are focused and clear. An example of not being focused is to say that you wish to work for the United Nations. Just saying this alone is too vague. The United Nations is comprised of a multitude of organizations, doing a multitude of different things, in a multitude of different places. Listing a broad policy objective without context is also a common mistake. Whatever you hope to do, you should integrate the who, what, where, how, and why elements into your statement. Address questions such as: Who do you wish to impact? Is there a specific region, city, country, locality you are passionate about? What population do you hope to serve? What concerns you about the future and how do you hope to address policy questions to make a difference? What skills will SIPA help you to develop? Is there a sector that is most appealing to you? (Non-profit, multilateral, for profit, public). Do you hope to go in a new direction and why? Specificity is important. The most outstanding personal statements each year become a part of discussions amongst members of the Admissions Committee.   Each person is different and has a different history and goals.   Make sure to pour yourself into your personal statement and it will likely stand out because no two people are the same. Here again are the three parts of the personal statement we are asking applicants for the fall 2011 semester to respond to: First Question (500 Word Maximum) What distinct impact do you hope to have on the world in the future? Please be as clear as possible about your future goals, the policy/public service issue(s) you are passionate about, and your personal motivation(s). Be sure to include details regarding the features of SIPA that you believe are integral to helping you in your pursuits and what skills you need to develop to achieve a lasting impact. Second Question/Topic (300 Word Maximum) Please CHOOSE ONE of these options to write about â€" do not address both, pick one or the other. 1. Describe a policy issue that has impacted your life, either in a negative or positive way. If given the opportunity to amend the policy, what action would you take and why? 2. Describe a conversation or experience that challenged your beliefs or caused you to reevaluate your perspective on life. Third Question/Response (200 Word Maximum) Please share any additional information about yourself that you believe would be of interest to the Admissions Committee. Please focus on information that is not already reflected in the other parts of your application or might not be clear in the information submitted.

Racism in the Adventures of Huckleberry Finn Essay

A person’s looks can not determine how they feel about a certain race of people. Some of the nicest looking peoples harbor deep feelings of hatred towards races other than their own. Characters like Aunt sally, Uncle Earl, and Miss Watson all seem like very nice people, but they all accept and participate in, whether they realize it or not, racism. Almost all of the characters in The Adventures of Huckleberry Finn by Mark Twain seem to have pre-conceived ideas towards blacks, and the author does not seem to have any trouble writing the words of their pre-conceived thoughts or ideas. Mark Twain has an accepting attitude towards racism in his book, The Adventures of Huckleberry Finn. Characters in the story easily accuse the slaves of†¦show more content†¦So then they put it on him† (57). Although they have no proof that Jim committed the murder, they automatically blame him for the murder of Huck. I think they are trying to use Huck’s murder as an ex cuse to go after Jim because he is a black runaway slave. The characters also do not care if blacks are abused or hurt. In fact, they find pride in hurting blacks. Mrs. Hotchkins brags to Aunt Sally that she’d â€Å"skin every last nigger on this place† (279). She is proud that she can say that she will do harm to or demean a black slave. She has no sympathy for the feelings of slaves or for the physical pain that they suffer from. Although Aunt Sally isn’t rude like Mrs. Hotchkins, she shows some of the same feelings of acceptation towards racism. When Huck arrives at her house, she asks if â€Å"anybody [was] hurt† Huck answers that the ship wreck â€Å"killed a nigger,† then aunt Sally says that â€Å"it’s lucky because sometimes people do get hurt† (222). Aunt Sally does not even include blacks as people. If a black getting killed is not the same as or worse than â€Å"people† getting hurt, then the question that c omes to mind is: Are blacks even seen as people, or are they just considered property? It is hard to believe that she would not even gasp at the fact that another human being has been killed in a tragic accident, but, yet, she acts as if that oneShow MoreRelatedEssay on Racism in The Adventures of Huckleberry Finn576 Words   |  3 Pagesof all time. Though in recent years, there has been increasing controversy over the ideas expressed in his novel, The Adventures of Huckleberry Finn. In some extreme cases the novel has even been banned by public school systems and censored by public libraries. The basis for this censorship is the argument that Mark Twains book is racist, but in reality Twain was against racism and used this book to make people aware of what was going on in the south. He did this by using the regional dialectRead MoreEssay on Prejudice and Racism in The Adventures of Huckleberry Finn833 Words   |  4 PagesPrejudice and Racism in The Adventures of Huckleber ry Finn      Ã‚   The Adventures of Huckleberry Finn, by Mark Twain, is an excellent example of racism in literature, because it uses language describing African Americans which goes beyond satire.   It treats them as objects and perpetuates stereotypes. It does not expose and deal with racism, as many advocates of its reading claim, but encourages an attitude of superiority that is unnecessary and intolerable. In order to ridRead More Themes of Morality and Racism in Adventures of Huckleberry Finn863 Words   |  4 Pages The Adventures of Huckleberry Finn by Mark Twain is a novel full of racism and hypocrisy of the society that we know. Huck continually faces the many challenges of what to do in tough situations dealing with racism and what the society wants him to do. With the novel being written in the first person point of view gives us insightful information into the challenges the Huck is facing and gives us a look into Huck’s head. Huck uses many different techniques to deal with his problems and he getsRead More Prejudice and Racism in Mark Twains The Adventures of Huckleberry Finn1062 Words   |  5 PagesPrejudice and Racism in Mark Twains The Adventures of Huckleberry Finn    Despite all the criticism, of racism and other questionable material for young readers, Mark Twain’s The Adventure of Huckleberry Finn is a superbly written novel, which in the opinion of this reviewer should not be remove the literary cannon. Twain’s novel is a coming of age story that teaches young people many valuable lessons and to some extend makes students reexamine their own lives and morals. The most common argumentRead MoreRacism in the Novel, Adventures of Huckleberry Finn by Mark Twain630 Words   |  3 Pagesthe writer of one of the most popular books with over 20 million copies sold. The novel, Adventures of Huckleberry Finn. The novel has been read for years, with comes some questions. Is the novel racist? Could it be racist because of Twain’s background which influenced the novel? No, Mark Twain background didn’t influence the book to make it racist. It was the time that Mark Twain lived in that made Huck Finn come of as a racist novel today. The use of the word â€Å"nigger† throughout the book is simplyRead MoreRacism Through the Decades: The Adventures of Huckleberry Finn by Mark Twain647 Words   |  3 PagesThe main messages and themes of The Adventures of Huckleberry Finn are supported by the main symbols of the novel which are the raft, the river, and land. Themes of this novel are racism and equality, freedom, and the importance of friendship. The raft that Huck and Jim spent many days floating on symbolizes equality whereas the raft was the only place that they could speak together as equals despite the colors of their skin. The Mississippi river which Huck and Jim floated down shows how free theyRead MoreRacism Through the Decades: The Adventures of Huckleberry Finn by Mark Twain663 Words   |  3 Pages Since the release of The Adventures of Huckleberry Finn in 1885, the way that different races relate to e ach other (specifically people of European and African descent) has changed astronomically. In some ways it’s improved dramatically, but some aspects of inter-racial relations have changed in ways that are not necessarily positive since the books release. This books overall message about racial relations at the time was that the way that people who came from Africa were treated was incrediblyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain Essay1055 Words   |  5 PagesJhonatan Zambrano Mrs. Patmor AP Lit-Period 5 28 September 2016 Adventures of Huckleberry Finn 1835 Mark Twain embodies realism in almost every aspect of his writing not excluding The Adventures of Huckleberry Finn, which in he portrays such a lifelike setting that it almost gives you this sense of reality through the point of view of a young man that has an urge for freedom yet struggles to conform to society s norms due to his adolescence. Twain s ability to unmask the true identities of theRead MoreRacism of Yesterday and Today Essay1655 Words   |  7 PagesThe Adventures of Huckleberry Finn was written by Mark Twain in the middle of the nineteenth century. Much of the inspiration for the book came from Mark Twain’s own encounters. Twain’s experiences as a steamboat pilot from 1835 to 1845 provided a great deal of the historical context for his work. The novel revolves around a southern boy, Huck, and a slave named Jim who both reject society by running away in hopes of finding freedom. The Adventures of Huckleberry Finn highlights and portrays theRead MoreHuckl eberry Finn Persuasive Essay1571 Words   |  7 Pageslarge matter- ‘tis the difference between the lightning bug and lightning.†(Mark Twain). Mark Twain, the author of an extraordinary yet controversial novel; The Adventures of Huckleberry Finn had a great way of capturing moments in time and bringing them to life through the use of meaningful and direct diction. The Adventures of Huckleberry Finn has been a vexed novel for it s a use of the â€Å"N-word†. However, many scholars and associations have devised a â€Å"solution† for this problem such as, completely

The Romantic Hero in Pechorin, Onegin, and the Demon Essay...

The Romantic Hero in Pechorin, Onegin, and the Demon Through examining the works of Lermontov, A Hero of Our Time, and â€Å"The Demon,† as well as Pushkin’s Eugene Onegin, we can see the similarities between Pechorin, the Demon, and Onegin and how each character embodies the qualities of the romantic hero. A romantic hero is a very contradicting character. For example, in the History of Russian Literature by Charles A. Moser, he describes the romantic hero as having â€Å"the anguish of emptiness; the trembling anxieties of a shallow self-love – as well as genuine power and courage; noble aspirations along with ignorance and poor upbringing† (137). All of the traits stated above are very conflicting. Pechorin, Onegin and the Demon, being the†¦show more content†¦Pechorin, being the tactless character he is, treats women as an incentive for endless conquests and does not consider them worthy of any particular respect. He considers women, such as Princess Mary, to be little more than a romantic game and they have no meaning to him. This is shown in his comment on Princess Mary: â€Å"I often wonder why I’m trying so hard to win the love of a girl I have no desire to seduce and whom I’d never marry† (Lermontov, 126). This quote is a perfect example of how Pechorin can be extremely self-serving and disregard the feelings of others. It also exemplifies his inability to return to the strong feelings of love. Toward the end of the novel we explore Pechorin’s final adventures that lead to his downfall and isolation from society, resulting in his death. It is in his final adventures that we see Pechorin take a turn for the worse as he says, â€Å"And perhaps tomorrow I’ll die†¦so why bother to live† (Lermontov 157). In this passage it becomes clear as day that Pechorin has fallen into a deep depression. The constant change in personality and character is the exact reason that explains how Pechorin is a perfect example of the literary romantic hero. Pechorin describes his own personality as self-destructive, and he came to the realization that he doesnt understand his purpose as he constantly questions why he is involved in many situations throughout the novel. His boredom with life, and feeling of emptiness, gives him

Why I Want to Do Medicine Free Essays

I have not had a member of my family dramatically saved by a revolutionary surgeon. I have not been influenced at a young age by a caring GP. I have not dreamt of being a doctor for my entire life, nor played doctors and nurses as a child. We will write a custom essay sample on Why I Want to Do Medicine or any similar topic only for you Order Now These things often belong to television medical dramas, not real life. And real life is what I have experienced. I have seen friends and colleagues so tired from nights of endless study that they answer the ward phone â€Å"Countdown Dunedin, Patricia here† (their part time job from over ten years ago). I have seen them despair at not only not knowing what to do for their favourite patient, but not knowing what to do for the 15 other patients on their list for the day. Everyday I witness their frustration at not being able to either give their full attention to a patient, disappointment at not being able to convey the consequences of chronic medication non-compliance and the general day to day stresses of hospital life compounded with their medical inexperience. Yet I state – I want to be a doctor. Over the past five years I have been a clinical pharmacist. I am a good pharmacist – I have sound knowledge in pharmaceutics and pharmacology, I have had wonderful relationships with health professionals of all ages and specialties and I take pride in my work and ability to relate to patients. I have risen through staff structure to be a clinical and department team leader, as well as being an active member of various hospital and national health groups – roles I enjoy due to their pro-active healthcare approach. One part of my job involves teaching and working closely with medical staff. Some have said to me â€Å"I bet you hate having to lecture us about medicines all the time†, but what they don’t realise is that it’s often one of the best parts of my job. Through them I get to hear about the complications and the challenges that face them everyday and I love to hear their stories. At the moment I feel like I am close, but yet so far, to doing what I really love. Don’t get me wrong, pharmacy provides an invaluable service to patients as well as the healthcare team in total, and I am very proud to be a part of it. But when I’m constantly going the extra mile to find out more about a patient’s condition, the cause, the pathology, the presentation – things a pharmacist doesn’t necessarily need to know – I realise that this is really where my passion lies. The clues that blood results and other laboratory findings can give as well as the procedures and techniques that are used, continue to intrigue me. But most importantly, bringing all of these aspects together and having the knowledge, skill and belief that you can improve your patient’s well being for perhaps only a few days, is the most appealing part of medicine to me. I have had a taste of the satisfaction that can come from improving a patient’s condition in a few instances, and knowing that I had a part in it provided me with a â€Å"high† for days. When I think of what made it enjoyable, it wasn’t the medicine review or simply even the inclusion in the medical team. It was the amount I learnt, combined with the treatment process and responsibility of a decision and then the resulting gratitude from the patient and their family – all things that I will never forget. And while I know there will be many hard days ahead, the constant challenge and the feeling of fulfilment from the patients you may be able to make an impact on (or may make an impact on you) will be my driving force to continue to learn and relish coming back day after day. This is not a decision I have made lightly. The sensible and logical side of me knows that remaining a pharmacist will give me a comfortable life and that medical school is just the start of life-long study, late nights and daily second-guessing. But I also know that you can’t truly succeed in a position where you aren’t passionate about your work. Medicine is something I have been interested in for years and I have continued to seek more from it, despite initial setbacks and alternative career choices. I have experienced hospital life as well as the real world and have spoken with â€Å"mature† house surgeons who have been in a similar position to mine and who re-iterate the daily struggles mentioned. But they also state that they would do it all over again for the satisfaction they get from their job. I want that. And I believe I would do it well. How to cite Why I Want to Do Medicine, Papers

To Kill A Moking Bird Essays - To Kill A Mockingbird, Atticus Finch

To Kill A Moking Bird To Kill a Mockingbird- The theme of courage In 1960, Harper Lee's To Kill a Mockingbird was published. It is a story about growing up, human dignity and prejudgment. It is a story about courage. Courage is mental or moral strength to venture, persevere and withstand danger, fear, or difficulty. The theme of courage is embodied in the characters of the novel. Courage is apparent in Atticus, Boo, and Jem. Throughout the novel, the actions and feelings these characters exhibit shows the true meaning of courage. Atticus Finch is a studious man with a sense of morality that no other character in the book comes close to matching. Atticus' behavior is governed by reason, morals and values- not cheap popularity. In the novel, Atticus takes on the Tom Robinson case. When asked about the reason he takes on this case, Atticus simply relies, ?But do you think I could face my children otherwise This is truly an act of admirable courage because he goes against all odds of the prejudice town and takes on this case. Atticus is harassed and tormented by the town for taking on the case. Yet he would rather be taunted than to go against his morals. This is courageous of him because he performs this courageous act and expects nothing in return. By taking on this case, Atticus is harassed by Bob Ewell. When Bob spits in Atticus' face, all Atticus says is, ?I wish Bob Ewell wouldn't chew tobacco.? Instead of sinking to Bob Ewells' level, Attics takes the harassment and takes it with his head held high. This ability to withstand harassment from Bob Ewell, and Maycomb, is courage. Atticus shoots Tim Johnson- a ?mad dog? with rabies. Atticus places his own life in danger in order to protect the lives of others. This event occurs at the perfect time in the story, just as the kids label Atticus as being ?feeble: he was nearly 50.? Shooting Tim Johnson proves to the children Atticus is anything but feeble, he is indeed courageous. As the reader can clearly see, Atticus epitomizes the definition of courage. Courage, in Atticus' opinion, is not being able to fight with fists but to fight with knowledge and dignity. Atticus tells the children, ?I wanted you to see what real courage is instead of the idea that courage is a man with a gun in his hand. Its when you known your licked before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do.? Atticus acknowledges this as courage. He knows he will never win the Tom Robinson case, yet he continues to give it 101%. Without any doubt, Atticus is the definition of courage. The man who is ostracized by Maycomb, the man who lives in mysterious seclusion- all words describing Boo Radley. Though never stated, it is implied that Boo is a recluse because of his mean-spirited brother, Nathan. Yet Boo truly does want to be part of the ?outside world,? though he somewhat fears it. Boo proves to be courageous because he goes against the wishes of Nathan and leaves various paraphernalia in the knothole of the big oak tree. Rumors travel around town about Boo, such as ?Boo drove the scissors into his parent's leg, pulled them out, wiped them clean and resumed his activities.? Boo is able to ignore such rumors and carry on. This shows courage, the courage to live life even when presented with many obstacles. When Bob Ewell attempts to make an attack on the children, Boo rushes in to save their lives. Boo doesn't think twice about his life, only thinking about others. Boo is a scrawny character, Bob Ewell is definitely bigger in size then Boo. Yet Boo acts courageously and looks danger in the eye- all for others. Jem Finch is the character that changes most during the course of the novel. He starts off as a gawky boy and turns into a mature and courageous young adult. Courage is evident in Jem. It takes courage for Jem to be the way he is in the story- opinionated and strong-willed. All of the people around Jem constantly

Mental Health Essays

Mental Health Essays Mental Health Paper Mental Health Paper Introduction In this essay, the author will discuss the mental health issues among the youths. The mental problems as it relate to the general health and also discuss the mental health promotions. The author will then discuss on how changes in lifestyle could improve mental health. Finally, it worth’s mentioning that there are some professional help out there for people experiencing mental problems. Mental illness can be defined as the experiencing of severe and distressing psychological symptoms to the extent that normal functioning is impaired, and one needed some form of help in order to recover, Anthony (1999). Some of the symptoms include anxiety, depressed mood, obsessional thinking, delusions and hallucinations. WHO described mental health as â€Å" a state of well-being in which the individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community†, WHO (2004). The understanding of mental health includes the awareness that mental health is broader than an absence of mental disorders, that poor mental health affects our ability to cope with and manage our lives, (Department of health and children 2006). This means that mental health and mental well-being are part of everyday life. In the area of mental health promotion, the national health promotion strategy states that† mental health is equally as important as physical health to the overall well-being of a person† and set out the strategic aim of promoting positive mental health and contributing to a reduction in the percentage of the population experiencing poor mental health. (The National health promotion Strategy, 2000-2005). Some of the strategies include; focusing on enhancement of well-being rather than illness, identifying the whole population as a target group. The author will present their argument in support of this statement, taking into account any relevant counter-arguments. As a student mental health nurse, to do otherwise would seriously affect their ability to care for patients of involuntary status or receiving coercive treatment, and create a potentially irresolvable ethical dilemma. Involuntary inpatient admission, and other forms of coercive treatment given to patients, is justified where the person is considered to be a risk to themselves or others. It is considered to be a paternalistic act of last resort where the person is seen as not possessing the competence to manage their own affairs, or where they present the possibility of harming others. Critics will argue that behaving in this matter undermines a persons’ autonomy. The problem with such highly principled statements is that they tend to overestimate the degree of autonomy available to people. Free will itself is, to a greater or lesser degree, a fantasy we indulge ourselves in. We, each of us, are a product of our environment and upbringing and our autonomy will always be limited as a consequence (Baggini and Fosl 2007). As paternalism towards children is justified due to their lack of autonomy, why not towards adults whose autonomy is limited as a result of acute mental illness? The author would agree with this assertion. Mill (2007) supported this, stating that such actions ultimately increase a persons’ autonomy and prevent any further decline. The wording of the statement, pitting needs versus needs, subscribes to the utilitarian school of thought in ethics, that of obtaining the greatest good for the greatest number. Subscribers to this school would argue that individual freedoms may be restricted if doing so protects a majority. Pure utilitarianism is problematic in that it could be used to justify gross breaches of individuals’ rights in pursuit of the â€Å"greater good†, lending weight to the slippery slope argument often espoused by critics. What constitutes an appropriate level of risk to justify coercive treatment? How great must the level of disturbance to others be? The author believes that utilitarianism has its’ place. The slippery slope argument would perhaps have some credence if such actions could be taken without justification, however in Ireland we have both the Mental Health Act (Department of Health and Children 2001) and the Mental Health Commission to safeguard service users’ rights and autonomy as far as is possible and to ensure that healthcare professionals are accountable for such actions. Also, use of such guidelines ensures that when coercive treatment is deemed necessary, it is not overt and must be justifiable (O’ Brien and Golding 2003). While it is our ethical duty to ensure that our service users receive justice, at times a sacrifice of justice may be required in order to ensure the greatest good for the community. It is thus important that all healthcare workers in the Mental Health setting foster a highly developed code of personal ethics in relation to such situations. We must also consider how this impacts on the principles of beneficence and non-maleficence. Some would say that by limiting a persons’ liberty, mental health services are harming them. Perhaps the person would resolve their difficulties without needing to resort to such drastic measures? However, these steps are only taken in cases where the person is believed, following assessment under strict criteria, to be a risk to themselves or others and incapable of seeing to their affairs. Again, following consequentalist theory, the author believes that it is outcomes that truly matter (Dooley and McCarthy 2005). What of the suicidal person that kills themselves? The paranoid schizophrenic that kills their neighbour, or the manic individual that spends all their life savings in a week? While this happens in a very small percentage of cases, the author believes that involuntary admission and coercive treatment are justified if even one such event is prevented. Furthermore, we must consider the effects these events have on how mental illness is perceived by the wider community, and the damaging effects of the public stigma arising from them. While hospitalisation carries its’ own stigma, negative portrayals of a small number of incidents involving people diagnosed with mental illnesses by the media causes far more damage and can lead to people being ostracised by their community, damaging support networks that may otherwise help them in staying well. It is also the authors’ experience that in many cases, a persons’ community are unaware that they have been admitted for inpatient care, whether voluntary or involuntary. In conclusion, the author believes that they have stated why they believe coercive treatment may be justified at times to protect both patients and their communities. They have shown their belief that the existence and use of strict criteria for such treatment ensures that it is not overused or abused. They have shown that such treatment follows utilitarian principles, and stated their belief that it ultimately helps improve outcomes for patients in our care, and helps protect others from any consequences of actions the person may have taken. They have shown that they do not believe that coercive treatment necessarily compromises a patients’ right to be treated with beneficence and non-maleficence, because the outcome is arguably better than would have been the case without such intervention. Finally, this argument underscores the importance of maintaining and adhering to a strong ethical code. Given the freedom to practice we are permitted in Mental Health services, we owe both the public and our patients no less.

Explaining the Explanation Regarding than he

Explaining the Explanation Regarding than he Explaining the Explanation Regarding than he Explaining the Explanation Regarding than he By Maeve Maddox My post about the use of than as a preposition left a reader wondering about some of the grammatical terms used in the explanation: I’m†¦a bit unsure about the terms ‘demonstrative pronoun’, ‘conjunction’ and ‘preposition’ in this context. Could you please explain this a little more? The terms being asked about are from this statement: The OED has listings for than as a demonstrative pronoun and as a conjunction, but not as a preposition. However, it does include a note about the use of than as a preposition and states that this use â€Å"is now considered incorrect.† demonstrative pronoun English has four demonstrative pronouns: this, that, these, and those. Like any pronoun, a demonstrative pronoun stands for a noun. At the same time, it serves to point out or separate the noun it stands for from other objects: This is the one I meant. Those are yours. May I have these? Give me that! The OED entry for than as a demonstrative pronoun documents an obsolete use in which than was used where we now use that. preposition English has many prepositions. They are those little words that show a connection of some sort between a noun that follows it and another word in the sentence: That is the pen of my aunt. The preposition of relates aunt to pen, indicating ownership. The cat sat on the mat. The preposition on relates mat to sat, indicating a spatial relationship. The noun that follows a preposition is said to be governed by it. I sat by my father. The noun father is governed by the preposition by. When the word governed is a pronoun, the pronoun will be in the objective case: I sat by him. Him is the object form of he. conjunction Conjunctions are used to connect clauses or sentences: You may go with your friends after you have finished your homework. After is a conjunction introducing the second clause which tells when about the verb may go in the main clause. Conjunctions are used to co-ordinate words in the same clause: Take your books and your papers. And joins book and papers, words of equal importance. The conjunction than is used to introduce comparative clauses. The problem in the than he/than him controversy is that the second clause often remains unexpressed: Charlie is taller than I. You are kinder than he. English speakers of a certain age have learned to provide the missing clause mentally: Charlie is taller than I [am tall]. You are kinder than he [is kind]. Reader Rob Baker defends the use of the object form him after than in certain contexts: Sometimes than him is correct: She likes Johnny Depp more than  he (does). She likes Johnny Depp more than  him (more than she likes him). This is a valid defense of than him. However, the correctness of the second example depends entirely upon context. The speakers meaning of the him would be clear enough in conversation, but in writing, it would be ambiguous. It would also sound like nonstandard English. Another reader, Gloson, offers this suggestion: Just don’t use â€Å"than he† or â€Å"than him†. Simply just use â€Å"than he is†. This is sound advice. In writing especially, if a few extra words are needed to make ones meaning clear, why not use them? For example, the ambiguity of She likes Johnny Depp better than him, can be avoided by being specific: She likes Johnny Depp better than she likes Orlando Bloom. The fact that this is my second post to include a discussion of than he vs than him should be a clue that this distinction is in the process of breaking down. Until than/him becomes universally acceptable, writers are wise to consider their audience before following the conjunction than with an object pronoun. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:12 Signs and Symbols You Should Know75 Synonyms for â€Å"Talk†"To Tide You Over"