Communication and Relational Dynamics Essay Example | Topics and Well Written Essays - 500 words

Communication and Relational Dynamics - Essay Example Relational maintenance is one thing I have learned that I would use in future. Instead of drawing apart from people who I will come close to in the workplace, I would rather maintain the relationship. Discussion on managing dialectical tensions has enhanced my understanding of my communication style. In the face of tension and confusion, I have learned how to go to one side by denying the other. Balancing is another way I can manage tensions; by partially responding to both parties. Recalibration can also help to avoid any opposition from one party. Reaffirmation is yet another way that relates to being positive about a situation. These ways have enlightened me how I can respond to tensions in different circumstances.I am going to use metacommunication as a way to resolve conflict in a more constructive manner. We can resolve the conflict between my coworker, and I through this. What I like most in this discussion are the characteristics of relationships. It is interesting how relati onships turn out to be. You can be romantically involved with someone you will end up marrying you, but it reaches a point where disagreements come in making the relationship to come to an end. They keep on changing and are affected by culture. The least liked discussion was of the types of relational messages which I did not grasp how they occur. I suggest the topic on types of relational messages should be done individually to enhance my understanding and feature in YouTube for easier access.

SCHOLARLY ETHICAL PAPER Research Example | Topics and Well Written Essays - 1750 words

SCHOLARLY ETHICAL - Research Paper Example These are some of the ethical questions that may confront a nurse and even other health professionals. The ethical goal of a health professional’s practice is to deliver a caring response given an ethical issue or question (Purtilo and Doherty, 2011, p. 25). 2.0. Relevance of the Ethical Issue on the Withdrawal of Life Support System The issue on whether it is ethical for nurses to assist patients or their relatives in the withdrawal of life support systems for patients is highly relevant because the issue is frequently encountered in the setting of terminally ill cancer patients, stroke, heart attacks, and other illnesses where patients can become comatose. In this case, the case for withdrawing the life system can be debated especially if there are no signs that the patient will recover from the situation soon. The ethical issue is also relevant in situations where the patient is terminally ill as determined by a competent medical professional, believed to be without possibi lity of recovery from the standpoint of medical science, and in extreme and serious pain at the same time. Finally, the ethical issue may also be relevant in situations where nobody is footing the bill for the life support system and, yet, the patient does not show signs of recovering from a condition or illness believed to be terminal as determined by a competent medical professional. 3.0. My Argument My argument is for an affirmative response to withdraw the life support system where any of the following applies. Firstly, in situations where the patient is assessed by a competent health professional that he is or she is terminally ill with no bright hope of recovery and in serious in pain. Secondly, where the patient is in coma and there is no indication of recovery from the illness or situation. Thirdly, when the patient is brain-dead, there is no sign that the patient will recover, and that no one is footing the bill for his or her medical expense. The ethical principle or theor y on which I base my perspective is utilitarianism. Utilitarianism â€Å"is the creed which accepts as the foundation of morals, the greatest happiness principle† (Mack, 2004, p. 63). Mack (2004, p. 63) continues that â€Å"it holds that actions are right in proportion to happiness and wrong as they tend to produce the reverse of happiness.† Allowing a person to suffer extreme pain when dying will highly magnify the grief and sufferings not only of his or her loved ones but also of the patient. A person who is brain dead with no likelihood of waking up and surviving produces grief for his or her loved ones. Most likely, if a patient in coma is asked of his or her opinion on his or her situation (situation of prolonged coma and prolong suffering for her loved ones), he or she would vote for the withdrawal of his or her life support system. If nobody is footing the bill for one’s life support system and dying or not waking up is the likely outcome, then it might a lso be better if the life support system of the individual is withdrawn. 4.0. Counter-Argument Those who subscribe to the deontological or duty-oriented theories on ethics will probably oppose my position. According to Edge and Groves (2006, p. 38), â€Å"deontological ethicists feel that the basic rightness or wrongness of an act depend on its intrinsic nature than on the situation or

Vietnam War and America Essay Example | Topics and Well Written Essays - 1250 words

Vietnam War and America - Essay Example Was the Vietnam War a design politique of the US Government? Was it really a mistake on the part of US? Was it a ‘design’ and ‘mistake’ both? These are the questions we must consider. It will be interesting to quote noted political scientist and the author of Politics Among Nations Hans J. Morgenthau from his article in New York Times Magazine and web publication here: The address President Johnson delivered on April 7, 1965 at Johns Hopkins University is important for two reasons. On the one hand, the President has shown for the first time a way out of the impasse in which we find ourselves in Vietnam. By agreeing to negotiations without preconditions he has opened the door to negotiations which those preconditions had made impossible from the outset. By proposing a project for the economic development of Southeast Asia—with North Vietnam a beneficiary and the Soviet Union a supporter—he has implicitly recognized the variety of national interests in the communist world and the need for varied American responses tailored to those interests. By asking â€Å"that the people of South Vietnam be allowed to guide their own country in their own way.† he has left all possibilities open for future evolution of relations between North and South Vietnam. On the other hand, the President reiterated the intellectual assumptions and policy proposals which brought us to an impasse and which make it impossible to extricate ourselves. The President has linked our involvement in Vietnam with our war of independence and has proclaimed the freedom of all nations as the goal of our foreign policy. He has started from the assumption that there are two Vietnamese nations, one of which has attacked the other, and he sees that attack as an integral part of unlimited Chinese aggression. Consistent with this assumption, the President is willing to negotiate with China and North Vietnam but not with the Viet Cong. Yet we cannot have it both ways. We cannot at the same time embrace these false assumptions and pursue new sound policies. Thus we are faced with a real dilemma. This dilemma is by no means of the President's making. We are militarily engaged in Vietnam by virtue of a basic principle of our foreign policy that was implicit in the Truman Doctrine of 1947 and was put into practice by John Foster Dulles from 1954 onward. This principle is the military containment of Communism. Containment had its

SCHOLARLY ETHICAL PAPER Research Example | Topics and Well Written Essays - 1750 words

SCHOLARLY ETHICAL - Research Paper Example These are some of the ethical questions that may confront a nurse and even other health professionals. The ethical goal of a health professional’s practice is to deliver a caring response given an ethical issue or question (Purtilo and Doherty, 2011, p. 25). 2.0. Relevance of the Ethical Issue on the Withdrawal of Life Support System The issue on whether it is ethical for nurses to assist patients or their relatives in the withdrawal of life support systems for patients is highly relevant because the issue is frequently encountered in the setting of terminally ill cancer patients, stroke, heart attacks, and other illnesses where patients can become comatose. In this case, the case for withdrawing the life system can be debated especially if there are no signs that the patient will recover from the situation soon. The ethical issue is also relevant in situations where the patient is terminally ill as determined by a competent medical professional, believed to be without possibi lity of recovery from the standpoint of medical science, and in extreme and serious pain at the same time. Finally, the ethical issue may also be relevant in situations where nobody is footing the bill for the life support system and, yet, the patient does not show signs of recovering from a condition or illness believed to be terminal as determined by a competent medical professional. 3.0. My Argument My argument is for an affirmative response to withdraw the life support system where any of the following applies. Firstly, in situations where the patient is assessed by a competent health professional that he is or she is terminally ill with no bright hope of recovery and in serious in pain. Secondly, where the patient is in coma and there is no indication of recovery from the illness or situation. Thirdly, when the patient is brain-dead, there is no sign that the patient will recover, and that no one is footing the bill for his or her medical expense. The ethical principle or theor y on which I base my perspective is utilitarianism. Utilitarianism â€Å"is the creed which accepts as the foundation of morals, the greatest happiness principle† (Mack, 2004, p. 63). Mack (2004, p. 63) continues that â€Å"it holds that actions are right in proportion to happiness and wrong as they tend to produce the reverse of happiness.† Allowing a person to suffer extreme pain when dying will highly magnify the grief and sufferings not only of his or her loved ones but also of the patient. A person who is brain dead with no likelihood of waking up and surviving produces grief for his or her loved ones. Most likely, if a patient in coma is asked of his or her opinion on his or her situation (situation of prolonged coma and prolong suffering for her loved ones), he or she would vote for the withdrawal of his or her life support system. If nobody is footing the bill for one’s life support system and dying or not waking up is the likely outcome, then it might a lso be better if the life support system of the individual is withdrawn. 4.0. Counter-Argument Those who subscribe to the deontological or duty-oriented theories on ethics will probably oppose my position. According to Edge and Groves (2006, p. 38), â€Å"deontological ethicists feel that the basic rightness or wrongness of an act depend on its intrinsic nature than on the situation or

Class Conflict Essay Example for Free

Class Conflict Essay Introduction: This essay aims to examine the extent to which class conflict affects education and life opportunities. The following paragraphs seek to illustrate how factors such as class position and parental attitudes affect education and life opportunities among different social classes and the conflict that lies between them. In order to understand the content of this essay it is first necessary to understand all of the possible variables involved. Throughout this essay I will examine the definitions of class, conflict, education and opportunity. The main body of the essay seeks to highlight the reason as to why people are members of certain classes and the effects this has on their chances for education and life opportunities, using the example of education in Britain. In conclusion, a brief synopsis of class conflict will be given and considerations of some of the reasons why this occurs. In answering the question through the use of an example from the social context in which class conflict effects education and life opportunities this essay aims to highlight how the conflict between classes effect a person’s right to an education and equal life opportunities. Class, Conflict, Education, Opportunity: In order to understand the content of this essay it is first necessary to understand all of the possible variables involved. Norman Goodman defines class as â€Å"a term widely used in sociology to differentiate the population on grounds of economic considerations such as inequalities in terms of wealth or income† (Goodman, 1992).In support of this the Concise Oxford English Dictionary defines conflict as â€Å"an incompatibility between opinions† (2004). In light of these two aforementioned definitions Karl Marx argues that â€Å"class conflict is not only inherent but inevitable within capitalism† (Goodman, 1992).Education can be defined as â€Å"the theory and practice of teaching† (2004). To once again quote from the Concise Oxford English Dictionary an opportunity is â€Å"a favourable time or set of circumstances for doing something† (2004). Why do we have social classes? Ultimately social classes are based on economic factors. Dating back to Victorian times, lower, middle and upper classes existed. The lower classes would have been made up of the landless labourers. Middle classes would have included the tradesmen i.e. people with a professional skill/qualification such as a blacksmith. Finally the upper classes would have consisted of the large farmers and business owners. The upper classes would traditionally employed people from the lower classes to run their farms or businesses. Although we have moved on since Victorian times, this social divide hasn’t changed much. There still remains today a prominent divide between the lower middle and upper class people. This can be seen now within the third level education in present days. Due to the economic crisis we are currently experiencing, less and less people are able to afford the luxury of a third level education. Sadly this is hitting the lower and working classes the hardest. Due to government cutbacks grants are being chopped leaving the less fortunate members of our society starved for further education. How does the conflict between different social classes effect education and life opportunities? As mentioned in the introduction class position and parental attitudes play a vital role in the effect that class conflict has on education and life opportunities. It has been proven that class position has a huge effect on parental attitudes in getting involved with their children’s school lives. A.Lareau outlines parental involvement as â€Å"preparing children for school (Lareau, 2000) , this includes assisting the child in learning the alphabet, speaking and reading stories to the child. This is to promote language development. Also parents should attend school event such as parent teacher meetings and comply with the requests teachers make of parents in furthering a child’s education. School success is positively linked with parental invol vement (Lareau, 2000). Through research it has been proven that a lack of â€Å"parental involvement is not random and that social classes have a powerful influence on parent involvement patterns† (Lareau, 2000).For example, â€Å"between forty and sixty per cent of working †¦ and lower-class parents fail to attend parent teacher conferences. For middle-class parents these figures are nearly halved, i.e., about twenty to thirty per cent. (Lightfoot1978, et al.). This is also proven true when we turn to the promotion of language development. These areas include â€Å"reading to children, taking children to the library, attending school events and enrolling children in summer school† (Lareau, 2000). Middle class parents were shown to take a more active role in schooling than the parents of middle and lower class children. Originally to enter the secondary educational system in Britain a fee had to be paid. It was privately organised and based on â€Å"differentiation along lines of socia l class† (McCulloch, 1998). The working and lower classes were only obliged to attend elementary education. Secondary education was intended solely for the wealthier middle class. The very wealthy and sons of landowners attended the â€Å"nine great schools of Eaton, Harrow†¦Merchant Taylors and St. Paul’s† (Sally Power, 2003), these were originally called public schools. Within the middle class there was a differentiation in the line of secondary education. This was shown by the Taunton Commission of the 1860s. Schools were divided into 3 categories depending on their clientele. The first group was catered for the sons of professional men, men in business (â€Å"whose profits put them on the same level as the great majority of professional men† (McCulloch, 1998)).This grade continued to the age of 18 or more. The second grade was much broader in its general curriculum than the first. This continued till the age of 16 and catered for the sons of â€Å"large shopkeepers, rising men of business and the larger tenant farmers† (McCulloch, 1998) .The third group catered for the â€Å"distinctly lower scale† such as small tenant farmers, small tradesman and superior artisans. This grade continued only till the age of 14. Gradually, however, access to secondary education was widened. The 1902 Act introduced a scholarship route which enabled intelligent products of elementary education to â€Å"proceed to free places in secondary education† (Roberts, 1977). Then, all children, â€Å"with exception of approximately five per cent whose parents desired and could afford an independent education† (Roberts, 1977), were given an equal opportunity with entry to different types of secondary schools that were introduced. â€Å"This depended solely on their performances in an impartial selection procedure that became known as the eleven-plus† (Roberts, 1977). At this time (1944) it was believed that society had reached equality in terms of secondary education and that each child was the maker of their own destiny depending only on their own accomplishments and hard work and not upon the socio-economic status of their parents. Now, However it is common knowledge that the 1944 Act was not successful as government reports showed that a â€Å"strong link remained between children’s educational attainments and their social class origins† (Roberts, 1977). Investigation showed that, in what was meant to be an equal opportunity of education for all, working class children seemed to â€Å"fall at every hurdle†. Social class was shown to be related to the allocation of children in primary school streams, their achievement in the eleven-plus selection procedures, â€Å"the streams towards which they gravitated within secondary schools† (Roberts, 1977), their chances of remaining in education passed the statutory age and also their resulting chances of entering higher education. Hence affecting their chance of employment in their future life which would enable them to support their family and hence being amore active member of the society in which they live. Conclusion: To conclude, from my research I do believe that class conflict has an effect on education and life opportunities as mentioned above parental attitudes and class position can have a devastating effect on a child’s life but it can also have a positive effect. This is down to where one’s family lies in the class structure. Trends show that many members of lower classes do not succeed in education as much as the members of the wealthier middle classes. This lack of success in education is often presents itself in further life. Bibliography: 2004. Concise Oxford English Dictionary. s.l. : Oxford University Press , 2004. Goodman, Norman. 1992. Introduction to Sociology. New York : Harper Perennial, 1992. Lareau, Annette. 2000. Home Advantage. Maryland : Rowman Littlefield Publishers , 2000. Lightfoot1978, Ogbu1974, McPherson1972 and Galen1987, Van. McCulloch, Gary. 1998. Failing the Ordinary Child ? Buckingham : Open University Press, 1998. Roberts, Cook, Clark, Semeonoff,. 1977. The Fragmentary Class Structure. London : Heinemann Educational Books Ltd, 1977. Sally Power, Tony Edwards, Geoff Whitty ,Valerie Wigfall. 2003. Education and the Middle Class. Buckingham : Open University Press, 2003.

Accuracy of Frozen Section in Borderline Ovarian Tumor

Accuracy of Frozen Section in Borderline Ovarian Tumor Abstract Borderline ovarian tumor or low malignant tumor present in 10-15% of all ovarian cancers, they usually affect younger women and they have favorable prognosis even with conservative surgery, in which fertility can be preserved. Lack of reliable diagnostic tool to indicate the type of malignancy before surgery or at the time of surgery make the borderline ovarian tumor one of the most controversial topics of gynecology malignancy. This leads to many overtreatment cases with radical surgery or undertreatment with conservative surgery with the higher rate of overtreatment compared to undertreatment. In this review article, we extensively searched for all reported data regarding the accuracy of frozen section in borderline ovarian tumor and compared the results. Our literature search and reviewing the result of 6 studies, which specifically considered the accuracy of frozen section in borderline ovarian tumors, gave us an accuracy of 60% with an agreement between final pathology and frozen section results. 24.5% of under-diagnosed cases where malignant interpreted to benign and 4.9% over-diagnosed cases where benign tumor considered as a malignant. Frozen section is a reliable tool to exclude benign tumor from borderline and malignant but under-diagnosed percentage is higher than to be accepted for a reliable diagnostic method. There are limitations in this review included the low number of enrolled cases, different time of diagnosis and different countries, which did not have similar criteria and classification. Introduction For the first time in 1929, Taylor described the borderline ovarian tumor (BOT) or low malignant tumor [1]. About 10-15% of all ovarian cancers are BOT. They have very interesting histological behavior. Epithelial cell stratification, increased mitotic activity and nuclear atypia are some features of malignancy that present in borderline tumor. They lack the invasion into the stroma and they usually affect younger women and have a favorable prognosis (2). However small percentage, which are invasive and classified in advanced stage are associated with poor prognosis and recurrence rate of about 1-50% (3). Histologically BOTs are classified based on their epithelial characteristics as serous, mucinous, endometrioid, clear cell or Brenner tumors. Their different histologic type plays an important role in their clinical presentation, thus it is very important to determine the cell type before assessment of BOTs [4-6]. Staging is based on International Federation of Gynecology and Obstetrics (FIGO) staging system for ovarian carcinoma. Review of literature indicated very interesting controversy in distribution of BOTs based on the geographic region. In western country USA and Europe, the leading histological type of BOTs reported as serous (7-9). Interestingly, studies from Korea and Japan have showed that mucinous type was the most common one (10-11). Nevertheless, limited number of patients in these studies did not help to come to the conclusion based on geographic area. Surgery is a standard of care to treat BOTs. Determinant factors that help to choose the surgical methods including patients’ age, fertility status and most importantly the histological characteristic of the tumor. Two standard methods worldwide are used in order to treat the BOTs, conservative or radical surgery. Borderline tumors have favorable prognosis even when they are treated with conservative method of surgery. Despite their benign behavior, the treatment of borderline tumor has been more aggressive just because they are regarded as a subset of carcinoma conservatively. Choosing and applying the correct surgery method is vitally important since patient fertility should be preserved when a conservative surgery is chosen as a method of surgery. Patients benefit from conservative surgery, if the tumor has not invaded into the stroma. In contrast, malignant epithelial neoplasm are needed to be treated more aggressively with radical surgery. Therefore, it is critically impo rtant to detect the right histology stage of the tumor at the time of surgery. An accurate test will have a golden value in these patients because it can avoid overtreatment by radical surgery and save the patient fertility when it is on early stage. On the other hand, it would not lead to catastrophic underestimation of tumor when it is on advanced stage (12). Preoperative imaging and tumor markers are usually used to estimate the characteristic of these tumors, but what is obtained from these methods are limited (13, 14). Most of the time, the decision should be made at the time of surgery in case of disseminated malignancy. Earlier stage of tumor FIGO stage 1, 2 are controversial ones. Preliminary diagnosis can be made based on cytology but tissue biopsy is generally the only definitive available diagnostic tool. Intraoperative frozen section can be an alternative to make the diagnosis intra-operatively. Frozen section as a diagnostic tool is widely used to detect the staging of the tumor. Therefore, the right decision on the surgical path with this method not only gives us information about the malignancy but also can report presence of metastases. Accuracy of frozen section has been reported to be good in terms of malignant and benign tumors but its reliability in BOT has not been investigated sufficiently to be statically significant to be used as a diagnostic tool (15). Material and methods In this review article, we extensively search for all reported data regarding the accuracy of frozen section in BOT and compared the results. In order to write this review, we did an extensive search on Medline, preliminary search words were borderline ovarian tumor and frozen section, borderline and borderline ovarian tumor. Finally, we found 30 articles, which investigated the accuracy of frozen section in ovarian tumor, but only 6 of them reviewed in this study (18-23) because other studies was not evaluated the accuracy of frozen section in borderline ovarian tumor or it was evaluated in subgroups. We looked at accuracy of test in all the studies individually. All data were pooled and overall accuracy, over-diagnosed and under-diagnosed then calculated. Discussion Gultekin and colleagues retrospectively evaluated the 82 cases diagnosed with BOT at their clinic in Izmir, Turkey between 1995 and 2007. They compared the result of frozen sections with permanent paraffin section. Their data showed the 69.5% rate of correct diagnosis, 1.2% over-diagnostic rate and 29.3% under-diagnostic rate (18) Tempfer et al. were looked at 96 cases of BOT between 1995 and 2007. The result of frozen section and paraffin were compared in 71.9% of cases, which accounted for 69 of 96 the result of FS and definitive histology were the same. Results showed an overall sensitivity of 75% and PPV of 94.5%. Twenty-eight percentage (27 out of 96) were under-diagnosed and none over-diagnosed has reported (19). Kayikcioglu and colleagues conducted their study on thirty-three patients evaluated based on frozen sections between February 1992 and December 1997. The correlation between frozen section diagnosis and final pathological examination was 72.7% (24/33). Nine percentage (2/22) had inaccurate results in the serous type and 36.6% (4/11) in the mucinous type. They found that the sensitivity and specificity of frozen section diagnosis were 86.95 and 57.14%, respectively. They concluded that frozen section evaluation in identifying a borderline ovarian malignancy was accurate enough to exclude the(20) K. Houck, et al review between 1980 and 1998 at Massachusetts General Hospital found by reviewing 140 cases in their study, which had 60% consistency with frozen section and final pathology results. 10.7% over-diagnosed and 29.3% under-diagnosed cases were reported in their study whereas the positive predictive value of borderline by frozen section was 89.3%. Another study conducted at University of Pennsylvania by Menzin and colleagues evaluating frozen section and final pathology results of 48 patients between 1986 and 1993. In all of these 48 cases, frozen section was suggested the BOT. Their analysis showed 27.1% under-diagnosed and none of the final pathology results was benign while frozen section suggested borderline. They concluded that frozen section was accurate in excluding the benign tumor but when it came to distinguish between borderline and invasive tumor it was not reliable (22). Kim and colleagues reviewed all pathology reports with BTO in both frozen and permanent section analyses between 1994 and 2008 at Seoul St. Marys Hospital. Similar to other studies, they have compared the results of frozen section and permanent histology. They showed 62.4% agreement between frozen section and permanent histology results, which accounted for 63 of 76 cases. They had 76 cases of BOT diagnosed by frozen section. Eight has been under-diagnosed and 5 over-diagnosed, which was 10.5% and 6.6% respectively. 50% sensitivity and 80% specificity was reported in mentioned study (23). Summary of all above mentioned studies and pooled data are shown on table .1 In addition to the accuracy of frozen section compared to the permanent histology results, some other variables have been evaluated in some of these studies. Some of them examined serous type and mucinous type of the tumor despite the controversial result. One concluded that serous type had more missing diagnosed cases (20) while other results showed that tumors other than serous were more likely to be missed (21). Expert pathologist was another controversial variable expressed in Gultekin et al in their research and some other retrospective reviews showed that expert pathologist and accuracy of frozen section diagnosis were parallel (18). Menzin and Tempfer studies have shown no difference in expertise of pathologist regarding accuracy of frozen section.(19,22) Conclusion It is important to choose the right surgical policy at pelvic mass operation, especially when it comes to BOT, which have the favorable prognosis even with conservative surgery due to preservation of fertility in younger women. There is no accurate diagnostic method to evaluate the ovarian tumor, before or at the time of surgery. Frozen section analysis can provide valuable hiftological information in term of malignant ovarian mass. However, the overall diagnostic performance for BOTs has not been reported satisfactory in any study. As it is shown in table 1, according to previous published data FS has under-diagnostic rate of 24.5%. It showed an excellent result in term of excluding the benign tumor. These result have its own limitations. All the published data were based on retrospective studies, performed on different time frame with different diagnostic criteria and various recommendations. Moreover, they were from different area, which might cause some bias. Number of enrolled cases were limited in addition to different inclusion and exclusion criteria in each study. Although most of the result were statistically acceptable with p-value of

Asian Philosophies of Critical Thinking Essay -- Critical Thinking Essa

Asian Philosophies of Critical Thinking The research question of this extended essay came across at a very early stage in my life. Having been born and developed from a family with all its members being University instructors and professors, I was often involved in arguments related to the lack of critical thinking in Asian cultures. As I got older, having had the chance to emerge in different cultures, I started to develop my own viewpoints and answers. I started to wonder about the truth between the real differences of Asian and Western philosophies of critical thinking. This extended essay, intended to be a research and investigation, bearing the title  ¡Ã‚ §Asian Philosophies of Critical Thinking: divergent or convergent to Western establishments? ¡Ã‚ ¨ is in fact however merely just a summary of my viewpoints and answers which I have developed throughout the years. In the first section of the essay,  ¡Ã‚ §Logical Tradition in India and China ¡Ã‚ ¨ I will attempt to give evidence of critical thinking in two Asian cultures that I have chosen; namely India and China. In India, I will argue that critical thinking is clearly visible in historical texts such as the Caraka and Nyayasutra. This is presented as the well-known five-membered argument, a system of logical deduction, similar to the Aristotelian syllogism found in the west. In China I would focus mainly on the two schools of logical thought, the Mohists and the Logicians. For the Mohists I would argue that critical thinking is a vital element in the building of what they call  ¡Ã‚ §mental models. ¡Ã‚ ¨ For the Logicians, I would study deeply the writings of Hui Shih and Kungsun Lung, I would show that in fact both of them developed systems of logical and paradoxical thinking that could well serve as the foundations of modern science. If critical thinking is clearly presentable in these Asian cultures then why are there still concerns for introducing it to them? This is the question I intend to answer in the latter section  ¡Ã‚ §Needham's Grand Question and Fuller's Interpretation. ¡Ã‚ ¨ During this section, I would also show that discussions of modern science seem to enable us to see how the tradition of critical thinking arose and how they were promoted or discouraged. I would cover how Asian historical, economic, social and cultural factors have a big influence on their development of critical thinking. Lastly I woul... ...nusya: Journal of Humanities, 1 (forthcoming). Hostetler, Karl. 1991. Community and Neutrality in Critical Thought: A Nonobjectivist View on the Conduct and Teaching of Critical Thinking. Educational Theory, 41.1, 1-12. Matilal, Bimal Krishna. 1990. Logic, Language and Reality: Indian Philosophy and Contemporary Issues. Delhi: Motilal Banarsidass. McGuire, John. 1998. Is Critical Thinking Cultural Thinking?. Unpublished ms. McPeck, John E. 1991. What is Learned in Informal Logic?, Teaching Philosophy, 14.1, 25-34. Needham, Joseph. 1969. The Grand Titration: Science and Society in East and West. London: Allen & Unwin. Paul, Richard. 1993. Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World. Santa Rosa, CA: Foundation for Critical Thinking. Ronan, Colin A. 1978. The Shorter Science and Civilization in China: An Abridgement of Needham's Original Text. Cambridge: Cambridge UP. Sutton, Robert. 1995. Realism and Other Philosophical Mantras. Inquiry: Critical Thinking Across the Disciplines, 14.4, 18 pars., http://www.shss.montclair.edu/inquiry/summ95/sutton.html. Tscherbatsky, F. Th. 1962. Buddhist Logic. New York: Dover.