Death Penalty And The Old Testament Essay - 2141 Words

Death Penalty according to God in the Old Testament Christian church has been divided for many controversial topics because of issues such as self-center or lack of a deep analysis of the scriptures. Death penalty is one of those controversial topics relating the pro-life or pro-death argument. It is also known as capital punishment, and it is the ultimate punishment for extreme and sadistic delighting crimes. It is a message stating that there is a line that has been crossed according to society. In the Old Testament, God gives commands to cleanse the Earth from sin. However, is it human responsibility and power enough to decide whether to take a human life? The unjustified power that humans have attributed themselves to dictate death penalty violates the human existence that should be taken only by Divine Grace. In their book â€Å"The Death Penalty Debate,† John Howard Yoder, professor of theology at the University of Notre Dame and H. Wayne House, dean and professor of theology at Western Baptist College state that â€Å"there is no doubt that Yahweh encouraged, commanded, and personally enforced the death penalty during the Old Testament era† (35). Deuteronomy 9:13, for example, commands to â€Å"purge the evil from among Human,† leading a belief that in order to aid the Earth, justice must be taken with humans’ own hands. However, basing the legal system on this passage, everyone would think that it is a commandment from God not to accept any â€Å"unpardonable† crime. Purification ofShow MoreRelatedCapital Punish Relating to The Old Testament Essay1430 Words   |  6 Pages Why do some christians agree with the capital punishment? Some Christians feel that the Bible has spoken to the conflict, but many believe that the New Testament replaces the Old Testament law. Skimming through the Old Testament you can find many cases in which God orders the use of capital punishment, with the acts of God Himself. God was somehow involved directly or maybe indirectly, in the taking of life as a punishment for Israel or whomever threatened or harm the city of Israel. In GenesisRead MoreCapital Punishment Essay example710 Words   |  3 PagesCapital Punishment Lets keep society safe and give murderers what they deserve - the death penalty. In this essay I will hope to set out both sides of the argument, for and against Capital Punishment. The advantages and the disadvantages will be considered in conjunction with Christian teachings and belief. The Christian teachings, Old Testament and New Testament will also be compared with human reactions to the subject. From my research and analysis inRead MoreThe Importance Of Capital Punishment In The United States990 Words   |  4 Pageschair and lethal injection (Statistics, 2017). Among the 31 states who currently have death penalty laws, the State of Texas leads all other states in the number of prisoners executed (545) since 1976 (Statistics, 2017). While Texas adorns the dubious distinction of executing the most prisoners, the State of California surpasses all other states in the union with the number of inmates (744) awaiting execution on death row (Statistics, 2017). Although the State of California has the highest number ofRead More Capital Punishment and the Bible Essay1355 Words   |  6 PagesCapital Punishment and the Bible      Ã‚  Ã‚  Ã‚   Capital punishment has always been an arguable issue and for good reason. The Old Testament clearly calls for the death penalty on many occasions, whereas; many of the teachings of Jesus and others in the New testament readily denounce it.   Therefore, both advocates ands opponents of capital punishment have Biblical references to support their beliefs.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Opponents use the creation story to show that all are created in Gods Read MoreEssay on Death Penalty Arguments519 Words   |  3 Pagesthat the death penalty should be re-introduced in to our society. They say that the murderer doesnt deserve to live while others argue the point. I will examine the arguments on both sides. If we turn to the bible for some advice whether or not to re-introduce the death penalty we can find help in the Old Testament. The covenant recorded in Genesis 9 says, whoever sheds the blood of man, by man shall his blood be shed. This is the same as what the Old Testament teachesRead MoreWhy Georgia Should Stop The Death Penalty1202 Words   |  5 PagesHideous crimes deserve the death penalty, or so the southern state of Georgia says. Consequently, Georgia holds one of the nation’s top records for carrying out capital punishment, with more than 950 implementations in its 250 year history of executions. Meanwhile, national scholars continuously debate death penalty pros and cons, and the debates ignite both passion and protests. Georgians opposing the punishment intensely explicate numerous reasons for overturning the law, including unreasonableRead MoreShould Capital Punishment be legal in the U.K?1022 Words   |  5 Pagesmore people wanted it in cases of murder with Police Officers or children involved. Capital Punishment is the most severe deterrent or retribution in existence and aims to deter future obligates from committing such heinous crimes for which the death penalty would be apportioned. The principal of this being that the ‘future criminal’ will be so afraid that the idea would be banished from their mind. This form of punishment also helps to protect society from such horrific crimes. Some Christians believeRead More Capital Punishment Essay - Christians and the Death Penalty1114 Words   |  5 Pagesand the Death Penalty nbsp; Almost all societies have dispensed with the principle of an eye for an eye, and considered it a step toward more enlightened civilization. Christians who cite an eye for an eye in their defense of the death penalty are usually unaware of the strict criteria that God imposed before it could be used to take human life. The Old Testament also allowed the death penalty for crimes that today we consider less than misdemeanors -- clearly, the Old Testament law is archaicRead MoreThe Free, Home Of The Brave925 Words   |  4 Pagessystem is a little messed up. We punish murderers by putting them on death row and killing them. The law says that it is wrong for people on the street to kill other human beings but somehow it is okay to kill someone because that person committed an unforgivable crime inside of a prison. I believe that the punishment is more effective if the offender is just locked away for the rest of their life without the possibility of parole. Death is an easy escape from their wrongdoings, but put a murderer/ sexRead MorePlatos Belief that the Human Soul is Immortal1297 Words   |  6 Pagesthe Old Testament, but does have one in the New Testament. It can be concluded that Christianity adopted yet another Platonist theory into its own doctrine. Prior to the usage of Plato’s immortal soul theory, the Old Testament focused on absolute death. In Genesis 35:18, it is written that, â€Å"Her soul was departing (for she was dying).† This statement implies that once the body dies, the soul too disappears. Both the soul and body are entwined according to the Old Testament. In fact, the Old Testament

The Side Effects Of Food Additives On Frozen Food

Case 1 When good results are bad results Professor Ballistico is developing a research that is looking for the side effects of food additives in frozen food; the project itself is producing good publications. He is also a director of Foodcorp Centre for Food Science at BigCity University. Foodcorp also gave fund to the Bigcity University to set up the research about frozen food. Professor Ballistico recently founded out that the results from two of products â€Å"Longlife and Rotnever†, may cause significantly human allergies of the addictive’s. Ethical Issues: †¢ Publish the right results of the experiment and be honestly about the human allergies, because the consumers have the right to know about the products they are buying and also can affect the sponsored to the University. †¢ Tell about the results he found to Foodcorp in privately, so they can find out a way to advise the public about the problem and prevent loss. †¢ Tell the university about the results, so them can make a decision to publish to results or not. †¢ Tell his employees about the whole situation. How he can prevent the problems in the future? Advice the stakeholders about the problem, so he can avoid the problem in the future and all of them together take an action about the problem and deal with it, creating a common sense that suits all, stakeholders, professor Ballistico and customers. I believe that the researches should be done about the problem and try to solve it. 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A Reflection Application to Practice Free Essays

Introduction This reflective brief aims to discuss how and why I will apply my new learning to my routine practice; in particular, focusing on how this learning experience will enable me to show and promote care, compassion, commitment, courage, communication, and competence (6 Cs) within my everyday practice. Although the discussion revolves around these issues, it is consistently supported by literature and evidence. Reflective Discussion My most important features of learning within the module For me, the most important features of learning within the module are the inculcation of evidence-based practice of care through communities of learning, and the positive contribution that healthcare-related lifelong learning can extend to an empowering and person-centred care. We will write a custom essay sample on A Reflection: Application to Practice or any similar topic only for you Order Now According to Houser and Oman (2011), evidence-based practice necessitates the incorporation of scientific evidence in the process of clinical decisions rather than sole reliance on experience or intuition. It is also a problem-solving approach to the practice of care, integrating the utilisation of current best evidence from well-designed researches, the expertise of the care professional, and care users’ values and preferences. The concept has several useful implications for my personal practice. In the field where I am currently engaged, the evidence-based practice allows me to carry out my profession to promote and deliver care, utilising the supportive backdrop of theory and practice. At the heart of this backdrop is the way in which evidence-based interventions can help deliver positive outcomes to the practice of care. In other words, such learning is not simply cognitive or knowledge-based, but also affective and psychomotor (i.e. applying knowledge into practice). These are also embodied in Utley (2011) and Rice (2006). By offering a way for theory to support practice, evidence-based healthcare seems to allow the practitioners to incorporate affective and psychomotor aspects with a more rational, research-based approach. I have fully grasped the module’s goal of providing the opportunity to engage with the service users and their carers – their experiences and outlook – and integrating this goal to my professional values. I have thoroughly recognised the importance of this integration, as working with service users and their carers in a healthcare domain necessitates soaking my whole perspective into the care practice. The health practice has become a way of life where I provide care, compassion, courage, etc. which are required of me as a health care professional. This is because it has been a part of my daily routine and concerns. From this, I have come to understand that the care practice is more than a field or profession. Leininger’s Theory of Culture Care informs us of care as the central, dominant, and unifying focus of nursing (De Chesnay and Anderson, 2008). The 6 Cs Care is first and foremost the primary duty of a health professional, and on which evidence-based practice must be focused. This idea is also embraced in Brooker and Waugh (2013) and Olsen, Goolsby, and McGinnis (2009). Care requires me to have an interest in the condition of service users, their aspirations, uncertainties, hopes and so on. It is not merely working with service users and seeing the work as an objective component of the care practice; but that the care practice requires traits and values beyond these, such as applying an ethical code and seeing the care user with dignity and respect. I would like to note that compassion is a concept that cannot be objectively measured. Rather, it is something that I can extend to a care user only if I have sufficient knowledge of their condition, the problems that bother them, their emotional state vis-a-vis their existing health condition (e.g. Department of Health, 2012). This is where we would find the value of clinical assessment, which must be efficiently carried out (Abbott, Braithwaite, and Ranson, 2014). This is also the reason why I need to communicate with them regularly or as needed, since only through constant interaction can I have adequate knowledge of their present condition; from which I can grow compassion towards them. Commitment hence results from this engagement to the care practice, which I believe is not an overnight process, but definitely requires routine. Watson (1999) describes commitment as a moral ideal aimed to preserve humanity. Courage takes place from such commitment, which enables the health professional to support and even campaign for the welfare of the service users and their carers; certainly a result of his care, compassion, communication, and commitment to the care practice in general. I would say that competence is a product of knowledge and practice of care being put together; it is an expression of evidence-based practice on which the module is focused. My important learning in this aspect is that these values are linked to ethical and moral code governing the care practice (Kelly and Tazbir, 2014). Has the new learning helped me reevaluate issues of dignity and respect? My new learning helped me reevaluate and better understand issues such as dignity and respect. This is by valuing the human person on a higher scale, viewing the care service as a channel for a person to regain his health and live normally again. This is also by looking at their ultimate recuperation as a foremost goal, including their mental, physical, emotional, and even spiritual well-being. This way, the care user is afforded dignity and respect, of which he is certainly worthy and which the health care professional must provide to him/her at all times and by all means. Treating the service user this way is concretely demonstrated in making him well-informed about his overall condition, the kind/nature of care he needs, and the like (Nolan, Hanson, and Grant, et al., 2007). My strengths for applying this learning to my practice The strengths I have for applying this learning to my practice are my sympathetic nature, my interactive character, and my ability to recognise accountability for issues involving the welfare of others. I believe that my being sympathetic will enable me to develop care and compassion (two of the 6 Cs) more easily. My interactive character connotes my propensity towards good communication (also one of the 6 Cs), which is definitely necessary in the care delivery. My ability to recognise accountability, on the other hand, will motivate me to pursue my goals (as a health care provider) with careful implementation of the care practice so that the care user will receive the most adequate level of necessary care (Barrick, 2009). The Intuitive-Humanist Model explains the link of intuition to the relationship between the nursing experience, the knowledge thus obtained from this relationship, and how it enhances the clinical decision-making process (Banning, 2007). Enabling me to demonstrate and promote the 6 Cs would require my knowledge of the care practice as the initial and necessary first step; and the next would be immersing in the health profession and knowing the issues/problems related to care users’ health condition or those affecting the delivery of care, as well as the issues/problems faced by their carers. The idea of the whole point is that the care practice must be evidence-based, since if not, our potential to harm the service users will rise accordingly (e.g. Newell and Burnard, 2011). Opportunities and threats to applying my new learning An opportunity in applying my new learning to my routine practice is the acquired knowledge of evidence-based care practice and its incorporation into the 6 Cs: care, compassion, commitment, courage, communication, and competence. This is why the 6 Cs are involved/patched to the care practice, as the care practice is not merely a professional domain where one obtains a care service and where the care providers get paid for providing the needed care. There are also threats that may hinder the application of the 6 Cs in my health practice. These are inadequate care facilities and circumvented processes within the care units, which can both delay care delivery. According to Malloch and Porter-O’Grady (2010), evidence-based processes require the development of attitude and facilities in order to obtain real-time information that must be assessed, applied, and translated within the framework of the care circumstance. In this regard, inadequate care facilities can be overcome by pointing out the needed areas to be changed and/or resources to be supplied. Circumvented processes can be resolved by applying efficient methods, such as the Lean management method. It has been proved that Lean adoption produces viable results for the care organisation (Lighter, 2013; Zidel, 2006). A need to share my learning with others From completing this module, there is a need to share my learning with others. Such sharing will enable the care practice to develop further, especially if it is shared with colleagues. It can also improve health setting when shared within the job, since it can be evaluated this way. I may pass learning formally through health seminars where I am a speaker. There might also be a case that I would be invited to talk to a group of people about the care practice, in which I can share my learning about the module. The value of sharing one’s experiences about the care practice is in fact exemplified in Hinchliff, Norman, and Schober (2008) where the authors state that the care provider must facilitate the mutual knowledge sharing to others by contributing to their personal and professional learning experiences and development. Capossela and Warnock (2004) even discuss ‘share to care,’ which describes how a group may be organised to care for someone who is seriously il l. It only demonstrates the importance of sharing the care experience to allow others to benefit for their own circumstances. The relationship between my routine practice, continuing professional development, and safe and effective care These concepts are interlinked and cannot be done without, and dismemberment of any will result in flawed care implementation. If safe and effective care could be achieved by simply doing what one has always done (caring for clients adequately), then it could quite easily be ensured. Furthermore, such relationship is also understood as one that leads to evidence-based practice. This is because it is through routine practice (from which the care provider gains learning and training everyday) (Gordon and Watts, 2011) that empirical evidence is established. Yammel and O’Reilly (2013) even posit that routine practice is an essential part of a continuing professional development programme. From continuing professional development, the care professional is able to pursue lifelong learning and develop expertise about the field (Cleary, 2011). Safe and effective care, on the other hand, is the goal of the care user. On the point of view of evidence-based practice (Brooker and Waugh, 2013), it is crucial to ensure that service users get the most effective treatments and services and receive the best health outcomes. Together with available and adequate funding, cost-effective care services form the provision of clinically effective care. Conclusion This reflective discussion presents my learning experience from the module, supported by a range of literature. The evidence-based practice of care provides a basis for promoting and delivering an empowering and person-centred care. It is a field where I have necessarily obtained cognitive knowledge as well as affective learning and psychomotor application. This reflective discussion has presented what I consider the most important features of learning within the module. The new learning has helped me re-evaluate/better understand certain issues relating to the care user, such as dignity and respect of the human person. My strengths to applying this learning to my practice are my sympathetic nature, my interactive character, and my ability to recognise accountability. The 6 Cs provide opportunities for applying my new learning and humanising the care profession. There are however threats that may hinder effective care delivery from taking place, such as inadequate care facilities and circumvented processes within the care units. Measures to address them are also identified. I also see a need to share my learning with others, which the extant literature also supports. The relationship between my routine practice, continuing professional development, and safe and effective care is inter-connected, from which a flawed care practice might occur if such interconnectedness is lost. It is therefore my realisation to ensure the link between them. References Abbott, H., Braithwaite, W., and Ranson, M. (2014) Clinical Examination Skills for Healthcare Professionals. United States: MK Update Ltd. Banning, M. (2007) A Review of Clinical Decision Making: Models and Current Research. Journal of Clinical Nursing, 2007 February 28. Barrick, I. (2009) Transforming Health Care Management: Integrating Technology Strategies. London: Jones Bartlett Learning International. Brooker, C. and Waugh, A. (2013) Foundations of Nursing Practice: Fundamentals of Holistic Care. St. Louis, MO: MOSBY Elsevier. Capossela, C. and Warnock, S. (2004) Share to Care: How to Organize a Group to Care for Someone Who is Seriously Ill. New York: Fireside Rockefeller Center. Cleary, M, et al. (2011) The Views of Mental health Nurses on Continuing Professional Development. Journal of Clinical Nursing, 20 (1): 3561-3566. De Chesnay, M. and Anderson, B. A. (2008) Caring For the Vulnerable: Perspectives in Nursing Theory, Practice and Research. Second Edition. London: Jones Bartlett Learning International. Department of Health (2012) Compassion in Practice. Nursing, Midwifery and care Staff: Our Vision and Strategy. London: DOH. Gordon, J. and Watts, C. (2011) Applying Skills and Knowledge: Principles of Nursing Practice. Nursing Standard, 25 (33): 35-37. Hinchliff, S., Norman, S., and Schober, J. (2008) Nursing Practice and Health Care 5E: A Foundation Text. NW: CRC Press. Houser, J. and Oman, K. S. (2011) Evidence-based Practice: An Implementation Guide for Healthcare Organizations. London: Jones Bartlett Learning International. Kelly, P. and Tazbir, J. (2014) Essentials of Nursing Leadership and Management. Mason, OH: Cengage Learning. Lighter, D. RE. (2013) Basics of Health Care Performance Improvement: A Lean Six Sigma Approach. London: Jones Bartlett Learning International. Malloch, K. and Porter-O’Grady, T. (2010) Introduction to Evidence-Based Practice in Nursing and Health Care. London: Jones Bartlett Learning International. Newell, R. and Burnard, P. (2011) Research for Evidence-Based Practice in Healthcare. Second Edition. West Sussex: John Wiley Sons. Nolan, M., Hanson, E., Grant, G., and Keady, J. (2007) User participation in Health and Social Care Social Research: Voices, Values, and Evaluation. England: Open University Press. Olsen, L., Goolsby, W. A., and McGinnis, J. M. (2009) Leadership Commitments to Improve Value in Health Care: Finding Common Ground. Washington, DC: The National Academies Press. Rice, R. (2006) Home Care Nursing Practice: Concepts and Application. St. Louis, MO: MOSBY Elsevier. Utley, R. (2011) Theory and Research for Academic Nurse Educators: Application to Practice. London: Jones Bartlett Learning International. Watson, J. (1999) Nursing – Human Science and Human Care: A Theory of Nursing. London: Jones Bartlett Learning International. Yammel, J. and O’Reilly, D. (2013) Epidemiology and Disease Prevention: A Global Approach. Second Edition. Oxford: Oxford University Press. Zidel, T. G. (2006) A Lean Guide to Transforming Healthcare: How to Implement Lean Principles in Hospitals, Medical Offices, Clinics and Other Healthcare Organizations. Milwaukee: American Society for Quality, Quality Press. How to cite A Reflection: Application to Practice, Essay examples