Japans Cultural Analysis through Hofstedes Dimensions Term Paper

Japans Cultural Analysis through Hofstedes Dimensions - Term Paper Example However, Japanese are still less hierarchical than their Asian counterparts and believe in joint decision making to some extent (Geert Hofstede n.d). Individualism/collectivism: this dimension measures the extent of â€Å"I† or â€Å"We† prevailing in the society. In Japan, collectivism is at a high which characterizes harmony, coordination, group efforts, consensus and mutual sharing. Japanese are, however, less collectivist than Chinese. Masculinity/femininity: this dimension tells about quality vs. quantity of life preferred by people in a society. Japan depicts a very high score of 95 which means Japanese are highly masculine- they prefer success, ambitions, competition, and excellence over coordination, consensus, care and overall quality of life (Geert Hofstede n.d). Uncertainty avoidance: future is unknown. Uncertainty avoidance measures whether people in a society try to bind it or let it happen the way it is supposed to. Japan is one of the nations having the highest score of uncertainty avoidance. Japanese tend to control the future through planning, precautions, and regulations and are always wary of the unknown. They study and analyze risk factors in great detail before commencing upon anything. Long-term/short-term orientation: it is a time-based point-of-view towards the achievement of goals and results. Japanese score 80 here which means they are long-term oriented and invest heavily in real-estate and properties to secure their future. They believe in virtues, steadiness of results over time and generations serving the society at large. Canada, unlike Japan, is a country with lower PDI score which means inequalities in power distribution are perceived lesser than that of Japan’s. People respect the status and authority and accept the distribution (Geert Hofstede n.d). Canadians are relaxed when ambiguities and uncertainties are talked of. They suit their laws and regulations with the situations and do not panic; unlike Japanese who always carry a detailed list of rules and risks before doing anything.

Was it right or wrong to use two atomic bombs on Japanese cities in Research Paper

Was it right or wrong to use two atomic bombs on Japanese cities in 1945 Why - Research Paper Example Deliberately attacking a civilian population is not considered morally acceptable regardless of any real or perceived outcomes. This view was and remains popularly held by both American civilians and the military; this reasoning was not employed in this case, but why? Was it the passions of wartime, a justifiable act in this one instance or was the bombing wrong under any circumstance? By summer of 1945, the Japanese were in dire straits, militarily and economically. The U.S. had won great victories at Okinawa and Iwo Jima, killed hundreds of thousands of Japanese soldiers and had a full naval blockade of Japan’s mainland. Shortages of oil and food supplies had all but brought the Japanese empire to it knees but its military showed no plans of quitting. In each battle, its soldiers fought ferociously to the last man in a victory or death mentality and suicide (kamikaze) missions were common. This led the American leaders to believe that an entire takeover of the Japanese island was necessary for final victory. To that end, the U.S. had planned for a massive invasion force to land on the shore of Japan in November of 1945 which was estimated to cost over a hundred thousand American lives and many more Japanese. The U.S. was well aware of the fanaticism displayed by the Japanese; therefore, military leaders were not anxious to encounter an entire population o f a country that possessed this mentality and were militarized as well. The avoidance of this ensuing confrontation and the war weariness of the American public are the common justifications for dropping the bombs. It was and is argued that the atomic bombs ultimately saved many American and Japanese lives. â€Å"It was the destruction of Hiroshima that finally brought Emperor Hirohito to confront the Japanese military and order the surrender of Japan† 1 The Japanese had amassed nine divisions; 600,000 heavily equipped forces in southern Japan prior to the bombing of Hiroshima.

Slow Movement from Haydns Emperor Quartet Essay Example for Free

Slow Movement from Haydns Emperor Quartet Essay The slow movement from Haydns Emperor Quartet is said to be one of Haydns greatest works. He uses a simple yet classic melody throughout his piece that is the underlying feature of this movement. The melody is in the form AABCC but the movement itself is in the style of theme and variations. The music in the movement is played sweetly (dolce) and is in cut time. The Introduction to Haydns Emperor Quartet is in GM and has the violin 1 playing the melody. The cello and the Viola have similar rhythmic parts that are playing important harmonies to the violin 1 part. The second violin is harmonizing the melody. Variation 1 is a duet between the two violins where the cello and the viola do not play. Violin 2 has the melody throughout the variation. Violin 1 is playing sets of semiquavers which give the different harmonies in this variation. Most of the notes in the violin 1 part are in intervals of 3rds and 5ths or are in scale order. This variation is always soft (sempre piano). In the next variation the bass instrument of the quartet has the melody (the cello). The violin 1 plays on the off beats for most of the variation with groups of semiquavers filled in as a small counter melody. Violin 2 is harmonizing between the melody and the violin 1 part. The viola is playing long notes every so often emphasizing the melody. Variation 2 is quite heavy and dense in harmonies and instruments in contrast to the first variation which was quite light. In variation 3 the viola has the melody. Throughout this variation there are mostly three instruments playing at one time. The instrument that do not have the melody come in and out though the piece. Violin 1 comes in with the viola at the beginning and has a similar line to its part in variation 2. Violin 2 comes in at bar 3 with syncopated notes and then goes into a small melody of its own. The cello do not come in till about halfway through the  variation where it plays a simple harmonic rhythm. Variation 4 is similar to the introduction in that the violin 1 has the melody again but Haydn has made it different by changing the other parts. Also in bar 5 the melody moves an octave higher to what it was in the introduction. The other three parts have similar rhythmic lines. The start of the variation has mostly crotchets and minims but in bar 10 Haydn has made use of quavers till the end of the piece. The cello changes clef in bars 7 to 14 to an alto clef then back to a bass clef. The three parts having the similar rhythmic lines helps creates a thick texture of harmonies. The ending bars draw a closure to the movement with the long cadence ending softly.

Bronfenbrenner Ecological Systems Theory

Bronfenbrenner Ecological Systems Theory The microsystem is the most influential system because the child has direct interaction with these individuals; that interaction occurs on a consistent basis over an extended period of time (Brofenbrenner, 2004). Family is the most significant relationship of the microsystem; they play an intricate part in the ecological human development. The most time is spent at home with the family; they provide shelter and safety, and also provide emotional support for the child. The parent for example, interacts with the child on a daily basis, they provide a safe and healthy relationship and an environment for them to grow and prosper. The way the parent plays with the child, teaches them, and communicates with them has a lot of influence on their development. The parenting style a child receives paves the way in their ability to communicate with others, their self-esteem, and the attitude and behaviors they exude. The main parenting styles are authoritarian, authoritative, permissive, and non-involved. The authoritarian parent is strict and demanding; this creates a child that grows up to behave withdrawn, fearful, and distrustful of others. On the opposite end of the spectrum is the permissive parent. The child raised in a permissive household is more likely to be aggressive, impulsive, and have little self-reliance. The healthy balance between the two styles is the authoritative parent who raises a content, cooperative, and self-reliant child (Berns, 2010). The parent gives the child the ability to create secure attachments with others and to have a healthy and positive disposition. The emotional connectivity of this relationship is a direct reflection of a childs ability to connect and communicate with all other systems. Parenting styles are not the only ways that family can influence development; family structure also has a great impact. The nuclear family consists of a mom, a dad, and the children, but not all households are structured this way. Divorce is an unfortunate reality in this day and age and the adaptation plays a large role for the child. Not only does the child not get to live in a household that has both parents which provides a healthy surrounding and assures the child of love, but they may have to listen to the consequences of how each parent deals with the divorce itself. Counseling, mediation, custody battles, and fighting are all situations that the child may be surrounded by. The financial consequences will affect the family and the child would not live in the same lifestyle as they would if both parents were together because the income would be cut in half. Peers, community, and schools also affect the child. The peer groups help the child gain independence and discover their sense of self. Negative experiences with peers such as bullying can hurt the childs self-esteem, affect how they interact with their others, and their ability to communicate and socialize with their peers with ease. School is another very important relationship. This gives the child a chance to learn the fundamentals needed as an adult and to help them develop different skills and appropriate behavior. Every child learns differently; they may be an auditory, visual, spatial, or kinesthetic learner. It is the teacher and schools responsibility to discover this and take the best course of action to implement and teaching style that works best for the child. The second system that influences development is the mesosystem. Mesosystems may be described a links in a chain. They consist of linkages and interrelationships that exist between two or more of the individuals microsystems. These interrelationships involve a variety of settings that the child is immersed in; the influences that bind us together (Feldman, 2008). Examples of this system may be the linkage between family and peers, family and school, school and community, and so on. Schooling is the perfect example of the mesosystems linkage between family and school. The more involved the parent is with the childs school, increases the likelihood of that child excelling in school, receiving higher grades, and attending college in the future. The involvement that the family has with the childs learning before they enter school creates a positive attitude towards their future learning. When it comes to the childs relationship with school, the more perceptive that the family and teachers are in their learning with affect their educational experience. They will learn how to complete tasks, problem solve, and understand rewards and consequences. There is also an important linkage between school and the community. Higher funded schools have more resources available to students; these resources extend the learning process. More books, informative television programs and movies, supplies, crafts, and the ability to go on field trips may provide a more stimulating environment and positive outlook on a childs involvement and learning at school. Community support and donations can help increase learning in the classroom. The exosystem is the third system of Bronfenbrenners theory of human development. These influences are indirect; the child itself is not an active participant, however it does have an impact on an active member of  their microsystem. This may consist of the parents career or financial situation, political systems, social support networks, etcetera. As stated above, exosystems have an indirect affect on the child through career, their socioeconomic status, or the government. A parents socioeconomic status affects the child because they may not have the means to purchase educational materials or live in a nice home, if they have a home at all. Children born into poverty statistically have lower self-esteem, are less likely to excel in school or are more likely to drop out, and they are more susceptible to violence and crime. A parents job may also influence a child indirectly. A parent that has to travel a lot for work or stay late hours must place their child in non-parental child care. Different forms of this non-parental care will affect that child differently. There are child care centers, family day cares, and in-home care of a nanny that may be used to watch over the children. The accreditations are different for each type, and there are different programs, such as health, nutrition, and learning programs. Although there are many different options that the family has when they do not have the ability to stay at home with the child, but it is still no substitute for being cared for by their parent. Although sometimes a parent has no choice but to place their child in a day care program, there can be some developmental consequences to this. The child will be able to socialize with peers more easily, but they tend to be less cooperative and unresponsive with adults. The longer the child stays in non-parental care, the more likely they are to develop insecure attachments, are at risk for problems with emotions and in behavior. They are also more likely to be aggressive and defiant. The final system involved is the macrosystem. This system is societal and has a larger context involved in culture. This type of system influences the developing child in a much broader context; the beliefs of the family and their lifestyle, education, religion, and mass media. What society places as the social norms, expected roles, and what a relationship is supposed to look like. Macrosystem influences come from cultural views in society. Views of roles, such as gender roles, have a set of associated behaviors that are expected in that individual. A boy must be a strong provider and shouldnt cry, or a girl should be a nurturer and domesticated are examples of these gender roles inflicted on society. Different values and lifestyle are also a large influence to that child. Believing in the necessity of owning a large home, having expensive cars, or that as adults, they need to be married with a white picket fence and 2.5 children. Morals and values stem from the familys beliefs and religious law; although sometimes the religious laws coincide with federal. Religions such as Catholicism, Lutheranism, Buddhism, Hinduism, and Atheism, are all extremely different from one another and go along a different belief system with different sets of values which influence the individual. Children that grow up believing in some form of Christianity may have different values than a child that grew up in an Atheist household. Mass media and culture are intertwined, but the influence of media is widespread and comes in a variety of forms; screen media, print media, audio media, and interactive media. Media influences value, beliefs, attitudes, and behavior explains Berns (2010, pg 321). At least one form of media can be found basically anywhere and is used to communicate and spread information to a large group of people simultaneously. Screen media that comes in television form spreads so quickly and easily influences young and impressionable minds. In some respects the exposure can be a good thing; it is mentally stimulating, can be educational and useful in a classroom to help students understand information in a different way. Programs for younger children such as Dora the Explorer and Blues Clues are a great way to teach young children colors, numbers, mathematics, and linguistics. Unfortunately there are downsides to this. Not all programs are suitable for young children; they may contain graphic viol ence, foul language, and sexually explicit material that is inappropriate for this age group. This information can ingrain the idea of what life should be like or how the child should behave, this sets up negative associations and roles. Violent and graphic material could result in negative behaviors such as aggression or bullying others, it may also cause the childs imagination to run wild which may be scary, exciting, or intimidating for the child. Too much time in front of the television, or focused on any type of media really, can take away from time spent with the family and engaging in family activities, or it can also affect physical activity. Print media is found in books, newspapers, magazines, and articles. Print media is beneficial because it enhances language and reading skills, it helps with comprehension, and overall cognitive development. Children may understand the sense of who they are because of all the stories and tales they read. A downside to this is that the ch ild may confuse negative actions and material with reality and fantasy. Just as with screen media, print, audio, and interactive media instill the ideas behind different stereotypes; this can be a major concern for problems in the future and self-esteem. Overall between all forms of media there are positives and negatives. They increase cognitive functioning and development, but children are impressionable and graphically violent and sexually explicit material is not good for young children and should be monitored by the parent. It is now apparent that ecological systems affect development Urie Bronfenbrenner was correct in his theory of the bioecological model of human development. There is significant data to show how influential the four systems influence a child. The microsystem consists of close intimate relationships of those in direct contact with the child; they are involved on a consistent basis and appear to be the most influential relationship. Family, peers, school, and the community are all examples of a microsystem. They all have a large impact on the childs socialization skills. Because a child spends so much time with their parents, this is the foundation for success. Teaching their children early what behaviors are acceptable or not, having a comforting and balanced parenting style will really help the child be cooperative, self-reliant, and content. Placing a strong focus on the importance of academics will help the child to succeed in school, also choosing the correct school to help the st udent learning in an environment suitable for their needs. Peers have a massive impact on the childs communication and interaction with others so its important that the parent keep positive influences around that child. The microsystem is the primary system of influence so keeping secure, positive, healthy relationships will help the childs development as they begin to feel the effects of the other systems. Like the links in a chain, the mesosystem combines the importance of the  impact that the microsystems have on each other. Just as school and family influence a child, the relationships between the two systems also have a direct impact on the child. This does not only consist of the two relationships, but all relationships in the microsystem. The indirect affect of the exosystem, such as the stressors of a parents career, will have its own impact. Long hours at the job can result in the child being enrolled in some sort of non-parental child care. The type of care provided coul d benefit the child in their education and learning skills, but may also have a negative impact on their emotional comfort and attachment caused by the lack of the parent being around. Finally, the macrosystem is the combination of culture, religion, mass media, and other influences that are widespread. Mass media has many benefits to the childs development. Media is mentally stimulating, it can increase imagination, and teach the child different skills such as language, communication, mathematics, colors, and other skills. Parents do need to monitor the media that a child does interact with. The graphic violence and sexually explicit material can be damaging for young and influential minds. They can create different stereotypes that can affect the way the child socializing with others, or their sense of self. The more time spent around different forms of media can take away from the quality time spent with the family, and can decrease the amount of physical activity for the child. Overall, the four different systems involved in Bronfenbrenners bioecological model of human development massively impact the socialization and cognitive development of a child.

Fifth Business Dunstan :: essays papers

Fifth Business Dunstan Lots of people in our society can be dubbed as ^neutral^ in their behavior. They dont take part in the events occurring around them but rather just observe them. This characteristic can be called a beneficial characteristic as it may keep them out of disagreements. In the book Fifth Business written by Robertson Davies, Dunny can be called a neutral person. He tells us about his life story and through various incidents, it is clearly evident that he is indeed a neutral person. For instance, the snowball incident and Dunny^s relationship with Diana show the reader that he is indeed a neutral person who doesn^t want to get involved deeply in anything at all. Dunny starts his story from his childhood. He tells us that when he was ten, he had a fight with Percy Boyd Staunton and during this fight, Percy threw a snowball at him. He dodged the snowball and it struck the pregnant Mary Dempster, who was the wife of Reverend Amasa Dempster, on her head. This led to the premature birth of the baby. Dunny felt responsible for that incident and spent many sleepless nights but he didn^t tell Mary what had happened or who threw the snowball. He remained neutral in the situation despite the fact that he felt guilty and responsible for. Mary^s loss of senility and the premature birth of the baby. These strong emotions led him to help Mary in every way possible. Although he knew that he had not thrown the snowball, he imagined that since it was meant for him, he shouldn^t have dodged it. Also Paul had told Dunny that he wasn^t responsible for the snowball because it was Dunny^s dodging it which led to Mary Dempster labor. So Dunny was sure that! he was to blame but still he didn^t confess it to anyone, neither did he ever talk to anyone about it. Being neutral he just withdrew and did not take a stand in the situation. He took care of Paul when he (Paul) was quite young and also was protective of Mary which further served to isolate him from the rest of the society who thought of Mary as a bad influence. Though this incident occurred in an early stage of Dunny^s life, it still shows his neutrality which remained a part of him until his death. Dunny^s relationship with Diana is another example which shows his neutrality. When Dunny was wounded in the war, he was put under Diana^s care until he got back on his feet. During this time, he

Vodka on Sunday :: essays research papers

Den umulige generation A new study from Berlingske Tidende with 300 Danish managers shows that the new generation has too high expectations and expects to become managing director without even having the experience. 78% of the Danish managers think that the young employees under 30 years are more demanding than others and they do not even want to work overtime. The managing director Erik Sà ¸ndergaard says that there are no connections between the young employees’ effort and the ambition. Sà ¸ndergaard’s solution is that the new employees should know about the job through trainee-posts. Young people are spoiled and it is the parents’ fault. They give them everything they need. And then the young people have never had any confrontations. And when both parts in a relationship want to have a career it is almost impossible. Another managing director Peter Grà ¸nlund sees this development as a positive thing. He thinks that the young employees want higher challenges. And they do not want to do the same thing for a long time. Now there are also a balance between work and private life. This new progress is healthy, but it puts the management under a lot of pressure. The demanding generation has not only got high expectations considering the job alone, they also want friends, a great family and hobbies which are more important than work. Half of the young people in the research would say no to do overtime at work if they had a private arrangement. Money does not even seem to be the biggest deal. They think the companies should hire more employees instead of expecting them to do overtime. This new challenge will take a lot of convincing to do for the politicians, because the generation does not think they owe anything to the society. Vodka on Sunday (An Irish short story) In Fiona Gartland’s short story â€Å"Vodka on Sunday† we experience a family with a faà §ade that they have been living with their entire life together. In this story we see how something you have done in your past can haunt you in generations, and that it can never be disguised or forgotten. â€Å"Vodka on Sunday† takes place in a family of high rank where the father enjoys football on Sundays and the wife prefers to stay at home appreciating a nice drink. The frame of the home with the crystal lamp gives us an impression of a wealthy family.

Mediated Argument for Abortion Essay

Our sexual society has changed so much that many teenage and unwed mothers have turned to abortion as an alternative. As I have grown from being a teenager to a young adult I have encountered numerous pregnant young ladies who have had no idea of whether to have an abortion or keep the baby. Many of them have been young and aren’t mentally, emotionally, or financially stable to take on that kind of responsibility. I decided to discuss the matter of abortion because I don’t think many young women know too much about the subject. First, what is abortion? An abortion is a procedure, either surgical or medical, to end a pregnancy by removing the fetus and placenta from the uterus. (Health Scout) Many people believe that the procedure is immoral and hurts the human race as a whole. Others on the other hand think that it protects women’s rights and that it is discriminatory to outlaw abortion. I plan to discuss the matter at hand by equally presenting both sides of the issue and comparing the pros and cons of abortion. While looking into the subject of abortion you must first come to realize what is growing inside of the mother and distinguish whether or not it is considered to be a life. The main question that poses a conflict is that whether the fetus is considered to be a person before it is fully developed while it’s still in the womb. It has been found that the sperm fertilizes the eggs with twelve hours and ultimately becomes what they call the â€Å"zygote† containing all the chromosomes needed to create a new â€Å"human life.† (Abortion) Many argue, that since the fetus is a â€Å"potential person† and has not fully developed yet, that it should not have the rights of a human being. They figure since it’s only a piece of tissue that the mother is housing, that she has the right to get rid of it if she chooses. Others argue that the fetus is more than just tissue and that it should have the same rights as the woman. They feel that the fetus is just a phase in the process of becoming a person and that life occurs at conception. In the article â€Å"Nine Reasons†¦Ã¢â‚¬  Israel Steinmetz and Planned Parenthood both express their views on the same topic. Planned Parenthood argues that the woman is more than just her fetus and that she has the right to choose. They are saying that giving a fetus the rights of a living, breathing human being is wrong and that the fetus’ rights do not supersede those of the woman. The  Supreme Court backed this statement on January 22, 1973 when they gave women the right to control their reproductive choices. (Abortion) The Supreme Court decided that only in the third trimester, where the baby is said to be â€Å"viable†, does the court have to consider the rights of the unborn child. In concurrence with my earlier research, Steinmetz also argues that the fetus is more than just piece of tissue and a person’s genetic makeup happens at conception. He believes that in the first trimester the baby is not yet â€Å"fully developed† but has a small brain and can feel pain and vibration; therefore it is a human being. In Missouri they also adhere to the belief that life happens at conception and unborn children have protectable welfare in life and health. (Abortion) The next question that arises is that whether or not abortions are morally wrong. Many people seem to think since the law allows it that it must be morally right, but I personally think that many people simply don’t think about the issue at hand. Being morally wrong or write goes back into the discussion of the whether or not the fetus is a human being. Of course if the fetus is a human being it would be morally wrong to abort it because that would be considered as taking a life. On the other hand if it isn’t considered to be a human being then why would it matter if the mother chooses to have an abortion? John O’Connor points out â€Å"there are three kinds of people that consider abortion to be acceptable and moral: (1) those who believe that since the fetus is not yet fully developed it does not achieve the status of a human until birth; (2) those that believe that since the law permits it that it is morally acceptable and (3) those who just don’t think about the subject at all.† He understands all of these aspects but still considers the underlying purpose of abortion: that it kills babies inside of their mother’s womb. (Abortion) Some would argue that abortions should not be considered a moral decision let alone immoral, because the person considering the procedure is making their decision on how it will later affect their lives. There are a number of reasons that abortions are occurring whether it be because she is an unprepared teenage mother or a victim or husband or boyfriend pressure. Abortion rights activists believe that abortion is a choice and important right that women should be able to openly consider. Pro-choice advocates believe that having the right to choose to have an abortion should ultimately outlaw the rights of a fetus. As said earlier the Supreme Court stated that it only considers  the right of the fetus when it is viable, but when exactly do you draw the line on viability? If a person was on a kidney machine, that person would no longer be viable. Another example of viability would be directly at birth, you are able to survive on your own but if left alone you will die, which ultimately means that you are not viable. (Anti-Abortionist†¦) So if the Supreme Court only considers the fetus’ rights when it is viable wouldn’t that mean that our rights would not be considered until we were of age to survive on our own? With all this being said the question still stands whether or not abortion is considered immoral or morally right. Another question, which I think the most important, is whether abortion is safe for the mother and the fetus. Steinmetz and Planned Parenthood analyze both sides and aspects of the issue. Planned Parenthood seems to think that making abortion legal has improved women’s health in some kind of way. They stated that the availability of an abortion has helped lessen medical complications that could have resulted from pregnancy. Steinmetz argues that Planned Parenthood’s figures show that many women had complications due to aborting their babies. (Nine Reasons†¦) On a positive note, with legalization of abortion came the remarkable decrease in abortion-related deaths. Before abortion was legalized women had to turn to back-alley butchers, illegal pregnancy-ending drugs and life-threatening self-abortion techniques. Since legalization women have had the benefit of advanced medical knowledge and equipment. Although abortion is said to be safe and the risk of death has dra stically decreased, there are still risks of complications. You also have to take into consideration which trimester the abortion is going to occur. The longer a person waits the, the more complication and greater the risk of death. Normally, since pregnancy is a natural process within the woman’s body and because the procedure is intrusive the body will experience both long-term and short-term effects. Since abortion was legalized abortion advocates has made the process look â€Å"risk free† instead of portraying the actual view of the issue. (Abortion) In addition to the medical complications come the psychological and physical complications. Most women that decide to have an abortion have not been properly informed of all its possible risks and complications. The doctors do not inform the patient of the degree of pain they might experience nor do  they add in the fact that there will be mental pain and complications. Severe bleeding, puncture of the uterus and cardiac arrest are only a few of the possible complications due to abortions. Along with those come the chance of never being able to have kids again and breast cancer. The Journal of the National Cancer Institute in 1994 found that women who had abortion increased their chances of getting breast cancer before the age of forty-five by fifty percent and teenagers under the age of eighteen who had an abortion after eighth week or pregnancy by eight hundred percent. (Is Abortion Safe) These are only some of the physical complications that might accompany having an abortion. As for mental complications, Post-Abortion Syndrome is known to occur. During PAS, which is a form of Post Traumatic Stress Syndrome, often occurs as a result to having an abortion. Women suffering PAS may experience development of eating disorders; depression and thoughts of suicide; and alcohol and drug abuse to only name a few. (Safe Haven) In my opinion the mental effects could have a much greater effect on you than the physical ones. Last but not least I would like to discuss the issue of a wanted child. Many people justify having an abortion by saying that they aren’t able to take care of the child or simply just don’t want to take that kind responsibility. My problem with that would be that they took the risk of not having safe sex and knowing the consequences. This issue posed the problem of â€Å"an unwanted child†. Adoption advocates have continued to argue that an unwanted child is a justifiable reason for abortion, when in all actuality no child is unwanted there are just unwanting parents. Some simply believe that it is wrong to bring an unwanted child into the world because they are more susceptible abuse and neglect. They argue that having an abortion eliminates the risk retaliation by kids on others due to the abusive childhood. The ultimate alternative to abortion would be adoption. There are many families that are unable to have kids that would love to have the child that a mothe r wants to abort. Participants in the abortion process go through numerous screenings and spend a lot of money to achieve their dream of having a child. No matter what side you choose to be on, the fact still remains that the  ultimate goal is to promote a healthier life whether it be for the fetus or the mother. Both sides agree that life is supposed to be preserved and that it is a process. In addition to these common points some others have to be considered. Senator Clinton pointed out that whether not you are for or against abortion we should all agree that every child should be wanted. (CNS News) We all should also agree that the woman has the right to know the risks and procedure. There is no real solution for this issue because we cannot say that doing one thing specifically could fix the problem. Whether it is legal or illegal there is still a chance that women would turn to abortions. Abortions are said to protect women rights but there could be laws passed to both protect women rights and lessen the morality issue of abortion. Anti-Abortionists believe that the fetus is a person from conception; the only way this could be proved is through thorough research. Both sides of the issue propose sufficient arguments but the question is, is either right or wrong. Abortion will always be a highly controversial topic and it will be difficult to determine just one solution. Reference List: 1.Cozic, Charles, and Stacey Tipp. Abortion: Opposing View Points. San Diego: Greenhaven Inc, 1991. 2.†Is Abortion Safe; Alternative to Abortion.† Abortion Medical Rights. National Right to Life. 8 Mar 2007 . 3.Steinmetz, Israel , and Planned Parenthood. â€Å"Nine Reasons Abortion Should Be Illegal.† (1998): 3-4. 6. 4.Jones, Susan. â€Å"Senator Hillary Clinton Seeks ‘Common Ground’ on Abortion.† (2005): 1. 5.†Abortion.† Health Scout. 2001. Health Central Network. 8 Mar 2007 . 6.†Abortion: The anti-abortionist’s arguments.† Abortion Arguments: Pro and Con. 8 Mar 2007 .