Effects of Culture in Teaching and Learning

Effects of Culture in Teaching and Learning Teaching English in Saudi Arabia – The Cultural Context Introduction In this essay, I aim to examine the cultural context predominant in the Kingdom of Saudi Arabia (KSA) in so far as it might affect effective teaching and learning styles and strategies in the EFL classroom. My interest in this topic is grounded in the reality of the post-9/11 world where the Western world has been pitted against the Arabic world as if there is a great social, cultural and religious divide that might never be bridged – or so the message in the media goes. This poses a great challenge and temptation for EFL teachers working in or curious about the region. The KSA makes for a particularly interesting study into how the local cultural and religious context might impact on successful English teaching and learning, because of the Kingdoms â€Å"politically sensitive geography† (Marcinkiewicz, 1995). The holy cities of Mekkah and Madinah are situated right within its borders and the KSA has thus â€Å"undertaken a protectoral role in religion.† It follows then that the Islamic religion is not only the most pervasive aspect of local culture, impacting directly on teaching method and content, it is also a significant motivating force for KSA learners who are â€Å"intensely religious, Islam having a strong influence on their minds and hearts.† (Al Haq and Smadi, 1996). It can thus be expected then that the religious dynamics in the KSA will â€Å"cause friction in the classroom† (Traynham, 2006). With Islam being the â€Å"strongest denominator† of students in the KSA (Kniffka, 1996), cultural awareness must inform any teaching methodology in order to achieve successful outcomes. Outline of essay I will introduce the cultural context underpinning effective language teaching and learning and give a brief background of the history of English instruction in the KSA as a way of introducing the larger historical and cultural context in which English-language instruction occurs. I will next consider some of the specific sociocultural and sociolinguistic issues that impact on the learning styles and strategies preferred by students and teachers in the KSA. Referring to the relevant literature, I will suggest connections between the local cultural context and the effectiveness of learning and teaching methods and strategies employed. Finally, I will conclude that while the local culture affects both students and teachers – and teachers must respond to this at the practical and theoretical levels – teachers must, at the same time, avoid overgeneralizing about cultural and religious factors and understand that each and every classroom exhibits a unique dynamic between a g iven set of individual students and their teacher and that, in fact, in many cases a universal education culture exists in all EFL classrooms regardless of social and cultural geography and context. The cultural context underpinning effective language teaching and learning In the past decade the concepts of context and culture have become increasingly more important in the literature on language teaching (Byram and Grundy, 2003). This is due to the increased acknowledgement of the significance of socio-political factors in teaching and learning and of the perception of learners as social beings who respond to learning a new language with â€Å"feelings and identities† (p. 1). In language teaching, cultural context is â€Å"usually defined as a/the culture associated with a language being learnt† (p. 1). As far as the English language is concerned, English has been taught in the KSA ever since the Kingdom was established, in 1932 (Al-Seghayer, 2005). The explosion of economic activity within the oil industry resulted in rapid development of English language programs in the 1970s, so that Saudis could successfully communicate in English with imported manpower and outside interests. Today, English is used as the major medium of instruction in universities where science, medicine, engineering and technology subjects are taught. English instruction begins in elementary school and is centralized and controlled by the Ministry of Education. Despite the ever-increasing importance of English in Saudi Arabia â€Å"as an essential vehicle for personal and national growth,† (Al-Seghayer, 2005, pp129), the system still fails to produce a satisfactory level of English language proficiency in Saudi learners. This seems to be an incongruous result, considering that the socio-cultural motivations for learning English are quite significant. Al Haq and Smadi (1996) find that a good knowledge of English rewards with social prestige and is considered to be a kind of duty to help Saudi Arabia advance economically, culturally and religiously at both the Islamic and international levels. With English being the lingua franca, in so far as technology and the sciences are concerned, Saudi citizens see English as a vital tool in advancing in this modern world. But this might be part of the problem. The English language – as the bearer of the goods of technology and science – necessarily comes with Western culture. Languages are expressions of national, historical and cultural identities. Languages are also â€Å"ideological because they are associated with aspirations of unity, loyalty and patriotism,† and â€Å"social because they are perceived as symbols of status, power, group identity, and belonging,† (Wesche, 2004, p. 279). As such, there is a fear in the KSA that the â€Å"use of English entails Westernization, detachment to the country, and a source of corruption to [] religious commitment.† (Al Haq and Samdi, 1996, p. 308). The sociolinguistic features of the English language – the grammar, phonetics and vocabulary – necessarily impact socio-affectively on the society of EFL learners (Khuwaileh, 2000, p. 287) wherever they might be situated in the world. In the case of Saudi Arabia, English language instruction often relies on Western cultural content that conflicts with Islamic culture and ideals. For example, Traynham (2006) explains how many EFL textbooks contain vocabulary – dating, alcohol, music, dance – that is offensive to Saudi students and to the Islamic faith. Khuwaileh (2000) also found similar sociolinguistic obstacles and cultural barriers when learners in an English for Science and Technology class refused to write on topics that included â€Å"taboo vocabulary† such as, AIDS, sexual diseases and contraception (p. 286), because for one student, at least, â€Å"religion,† â€Å"honor† and â€Å"politeness† were more important than gaining the certificate in English. Khuwaileh concluded that, unless modified, â€Å"course material rich in taboo content can significantly hinder the learning process.† (p. 287) Moreover, in a study of EFL textbooks – largely those written by non-Saudis and non-Muslims – used to teach freshman English in Saudi Arabia, Alhaidari (2003) found that they contained images and vocabulary â€Å"that clashed directly with Islamic and Saudi cultures.† These issues might seem easily solved, if common sense prevails even before theoretical and pragmatic considerations are examined. Offensive material should be avoided by designing unique material adapted to the socio-cultural reality of the student group. Even so, the pervasive presence of the textbook as the â€Å"dominant tool in teaching† holds a â€Å"powerful influence† over both cognitive and affective factors in individual students (Alhaidari, 2003, p. 3). Cultural revulsion towards a given text might impact on a students attitude to authority (in this case, the English language and English teacher) and on a students attitude to how important a text might be. A negative response, which is likely to be expected, will surely result in â€Å"learning difficulties, probably lost teaching objectives and, consequently, useless curricula.† (Khuwaileh, 2000, p. 287). Cultural issues in Saudi Arabia affecting effective language learning strategies For all of these reasons, awareness of cultural issues is not only beneficial, but a necessity, and Kniffka (1992) stresses that EFL instructors need to increase their level of expertise in cultural awareness and teaching language within a cultural context. Cultural awareness begins with the understanding that culture is a concept that concerns the role of the individual in the â€Å"unending kaleidoscope of life situations of every kind and the rules or models for attitudes and conduct in them† Oxford (1996, p ix). Context includes the beliefs, perceptions and assumptions that directly influence two things: language learning styles (the general approaches that guide learning) and language learning strategies (the specific steps or techniques used by learners). Of the six types of learning strategies – cognitive, metacognitive, memory, compensatory, affective and social – outlined by Oxford (2003, pp. 12-15), studies (introduced below) find that Arabic students tend to use cognitive and metacognitive strategies with greater frequency, and socio-affective strategies with lesser frequency, though students also exhibit an optimistic flexibility toward using a wide range of learning strategies. Abu-Ghararah (1996) found that â€Å"a wide variety of learning strategies were used† even while the majority of the EFL students surveyed in three public schools in Madinah â€Å"tended to use more cognitive strategies [more] than socio-affective strategies [] in acquiring English as a foreign language† (p. 6). Abdan and Almuarik (1992) also found that students exhibited a preference for multiple learning styles. In fact, gender and subject major, in their study, made no difference at all to their preferences. Riazi and Rahimi (2005) similarly found that while their Iranian student subjects used metacognitive strategies â€Å"at a high frequency,† overall they were â€Å" medium strategy users.† This can be extended to Saudi Arabia, because both Arab countries have a â€Å"similar history, culture and language† (p. 282). These studies show that students regularly â€Å"combine all the learning orientations.† Riazi and Rahimi (2005, p. 110) suggest that this openness and flexibility results from a â€Å"specific philosophy of life† where â€Å"a human being can only be perfect, when he studies all of the sciences and arts.† Reasons pointing to more frequent use of cognitive and metacognitive strategies might be that these strategies offer students direct ways to control learning and are strategies that can be employed in private study, rather than in group situations, which seem to be less preferred. Another factor suggested was that these students might not have much exposure to English in social situations so as to â€Å"pick up† the target language â€Å"unconsciously.† Reasons pointing to the minimal use of other strategies might be, apart from cultural background, â€Å"improper teaching,† and again lack of exposure to English in a native environment with native speakers. For Riazi and Rahimi, at least, it is up to the English instructors to introduce other strategies by discussing them with their students and providing appropriate opportunities to develop and use those â€Å"neglected strategies† (p. 123). To this end, Zaid (1996) evaluated the methodological preferences of teachers in an English department at a major KSA university and found that the overall preference was for a communicative style of teaching. This is interesting when considered against the findings of Riazi and Rahimi (2005, p. 103) where social learning strategies were the least frequently used strategies of EFL students. In fact, Khuwaileh (2005, p. 282) also concluded that social strategies, such as group work and openly expressing opinions in the classroom are â€Å"culturally bound practices which seem to hinder English language learning.† Zaid (1996) warns against teachers developing â€Å"personalized theories† of teaching when it might result in a â₠¬Å"methodological gap† between what they are doing in the classroom and what program administrators – working within the socio-cultural framework of the KSA – expect. Personalized teaching might also result in a preferential gap between how the teacher prefers to teach and how the students prefer to learn. Good practice then is clearly a collaboration between program administration, teacher preference, and the expectations of students as a group and as individuals. â€Å"Individual† is stressed here because, as Oxford (2003, p. 16) emphasizes, a teacher needs â€Å"adequate knowledge about their individual students style preferences† in order to provide the most effective classroom instruction. The literature examined in this essay, while clearly suggesting learning trends and preferences based on cultural background, also suggest an openness and flexibility in the learning strategy preferences of Saudi, and other Arab, students. In fact, the impact of culture is often found to be influenced by other factors, such as individual personality traits (Oxford, 2003), gender, as well as motivation (Kaylani, 1996, p75). Individual learners who are more motivated – regardless of cultural background – will use a wider range of learning strategies thus ensuring greate r success in their learning (Oxford, 1996a, p118). This may further imply that students may successfully adjust preference and expectation if a teacher introduces new activities â€Å"on trial† (Tomlinson, 2005), in the first instance, and only incorporate lesser used strategies should students find them useful and enjoyable. In fact, Tomlinson (2005) suggests that while learners may well have expectations based on cultural norms and experiences, the level of innovation introduced by any given individual teacher into the EFL classroom may have the effect of creating a new and unique to the classroom â€Å"temporary culture.† Tomlinson finds that even in significantly different cultural contexts, â€Å"educational cultures seem to be remarkably similar† (p. 139), what he refers to as a â€Å"universal† education culture. He calls it a Tomlinson seeks to stress the â€Å"teachers attitude† in response to the perceived cultural context in which they work and warns against the â€Å"dangers of cultural overgeneralization.† He concludes that teachers should remember that in a classroom teachers teach to a â€Å"class of diverging individuals rather than to a convergent group of cultural stereotypes.† Conclusion In conclusion then, the sociocultural and religious context in the KSA clearly influences teaching and learning. Teachers should not only be aware of the cultural context in which they teach and but this context should directly inform their choices of method and materials. However, teachers should avoid, on the one hand, making methodological choices based on overgeneralizations and preconceived ideas about how cultural issues influence their students, and on the other hand, should also avoid personalizing their methodology to suit their preferences and ideology. Methods and strategies employed in EFL instruction should always be negotiated anew between the teacher and the group of individual students. And all of this, of course, within the general framework of the sociocultural and religious dynamic prevalent in the KSA. References Abdan, A.A., and Almuarik, S.A., 1992. The Learning Style Preference of Saudi EFL University Students. In Journal of King Saud University. Educational Sciences Islamic Studies. [online] Vol. 4, No. 1, Abstract from King Saud University Journal Digital Library, Available from: http://digital.library.ksu.edu.sa/paper2214.html. [Accessed 15 November 2008]. Abu-Ghararah, A.H., 1996. The Learning Strategy Uses of EFL Students. [online] In Educational Journal, Faculty of Education, Kuwait University. Vol. 10, No, 38, pp. 15-32, Available from: http://abughararah.com/App_content/File/Researches/07.pdf  [Accessed 16 November 2008]. Alhaidari, A.O., 2003. The Compatibility of Freshman EFL Textbooks Used by Saudi Universities with Islamic Culture. [online] In Journal of King Saud University. Educational Sciences Islamic Studies. Vol. 15, No 2, pp1-41, Available from: http://wwww.ksu.edu.sa/printpress/researches/V28M206R2970.pdf, King Saud University Journal Digital Library.  [Accessed 17 November 2008]. Al Haq, F.A., and Smadi, O., 1996. Spread of English and Westernization in Saudi Arabia. In World Englishes, Vol. 15, No. 3, pp 307-317. Al-Seghayer, K., 2005. Teaching English in the Kingdom of Saudi Arabia: Slowly but Steadily Changing. In G Braine, ed. Teaching English to the World: History, Curriculum, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates, p 125-191. Byram, M., and Grundy, P., eds., 2003. Context and Culture in Language Teaching and Learning. Clevedon: Multilingual Matters. Kaylani, C., 1996. The Influence of Gender and Motivation on EFL Learning Strategy Use in Jordan, p 75-88. In Oxford, R.L., ed., 1996. Language and Learning Strategies Around the World: Cross-Cultural Perspectives. : University of Hawaii Press. Khuwaileh, A.A., 2000. Cultural Barriers of Language Teaching: A Case Study of  Classroom Cultural Obstacles. In Computer Assisted Language Learning, Vol. 13, No. 3, pp. 281–290. Kniffka, H., 1992. Cultural Identity, Life Cycles and Intercultural Communication: Teaching  German to Adults in Saudi Arabia. In Language Teaching Journal, Vol. 2, pp. 75–80. Marcinkiewicz, H.R., 1995. Educational Technology Transcends the Saudi Desert and Cultural Mores. [online] In TechTrends, Vol. 40, No. 2. Preview available from http://www.springerlink.com/content/m415w713355677h4/fulltext.pdf?page=1, Springer Boston  [Accessed: 16 November 2008]. Oxford, R.L., 2003. Language Learning Styles and Strategies: An Overview. In Learning Styles Strategies: Oxford, GALA. Oxford, R.L., 1990. Language learning strategies: What every teacher should know. New York: Newbury House. Oxford, R.L., 1996. Language Learning Motivation. Manoa: University of Hawaii Press. Oxford, R.L., ed., 1996a. Language and Learning Strategies Around the World: Cross-Cultural Perspectives. Manoa: University of Hawaii Press. Riazi, A., and Rahimi, M., 2005. Iranian EFL Learners’ Pattern of Language Learning Strategy Use. In The Journal of Asia TEFL, Vol. 2, No. 1, pp. 103-129. Tomlinson, B., 2005. English as a Foreign Language: Matching Procedures to the Context of Learning. In Hinkel, E., ed., Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates, p. 137-154. Traynham, M.S., 2006. Challenges for EFL Students and Teachers in Saudi Arabia [online] TESOL Courses.  Available from: http://www.tesolonline.com/articles/complete_articles.php?index=177category=59  [Accessed: 15 November 2008]. Wesche, M., 2004. Teaching Languages and Cultures in a Post-9/11 World. [online] In The Modern Language Journal, Vol. 88, No. 2, pp. 278-285.  Available from: http://www.jstor.org/stable/3588759, Blackwell Publishing.  [Accessed: 16 November 2008]. Zaid, M., 1996. Ascertaining the Pedagogical Preferences of EFL Teaches in Saudi Arabia. In Journal of King Saud University. Educational Sciences Islamic Studies. [online] Vol. 8, No. 2. pp. 1-20. 20. Available from http://digital.library.ksu.edu.sa/V8M317R2260.pdf Abstract from King Saud University Journal Digital Library.  [Accessed 15 November 2008]. 9/ 9

Sallie Baliunas and the Dangers of Think Tanks :: Global Warming

Sallie Baliunas and the Dangers of Think Tanks Public policy makers increasingly rely on the research of think tank scholars to guide their policy decisions. But who checks the accuracy of think tank scholar research? Unlike academic journal publishing, which follows a rigorous system of peer review and editorial oversight, think tanks publish opinion pieces without regard to the peer review process. Their policy publications are not based on pure academics, but on a complex interaction between academic, political, and economic interests. In Washington, there is no time to focus on the academic details. As Eric Altermann points out in his book What Liberal Media?, think tank scholars â€Å"are expected to spend at least as much time networking with reporters and government staffers as on research.†1 Efficient dissemination of information is as important as the information itself in the think tank business of knowledge. Sallie Baliunas of the Marshall Institute fits Altermann’s think tank scholar profile well. Regarding her involvement in the global warming debate, she has spent less time on the scholarship of global warming and more time advocating the idea that it is simply a myth. She is a senior scientist at the Marshall Institute, which supports her writing of articles against the Kyoto treaty (â€Å"Bush right to oppose [Kyoto] treaty†)2 and the promotion of the idea that global warming is a natural process caused by increased radiation from the sun (â€Å"The Sun Also Warms†).3 Though she has published relatively little in academic journals on the issue, articles such as these are numerous in conservative political forums, such as the website TechCentralStation.com, â€Å"where free markets meet technology.†4 Though she is not considered a global warming expert by professional climate scientists, she is oft quoted by the anti-Kyoto folks as the expert voice that pr oves global warming is a hoax (see any article by Charli Coon of the Heritage Foundation5 or by Chris de Freitas6). Her global warming research has been funded, in part, by corporate oil interests. Think Tanks Baliunas’s association with think tanks does not make her scholarship automatically suspect. However, think tanks dwell in the grey area between scholarship and advocacy, and one must ask in which category Baliunas belongs. Think tanks cannot claim to be completely unbiased, because the majority of their funding comes from corporations, whose interests are not usually only academic, but also economic. Baliunas is an â€Å"Enviro-Sci Host† for TechCentralStation.com, a website sponsored by AT&T, ExxonMobil, General Motors Corporation, Intel, McDonalds, Microsoft, Nasdaq, National Semiconductor, PhRMA, and Qualcomm.

Muscles

Muscles, skeleton and skin give the body shape and form. But it’s the muscle tissues that clearly give the features and shape of the human body. Much effort is given to muscles that it has even become a large global industry just to maintain it. Among the specialized tissues in the body, the muscle tissue is highly specialized. Muscle tissues have contracting abilities and conducting abilities. Muscles are found to carry out electrical impulses. Voluntary muscles are differentiated from involuntary muscles. In terms of structure, muscles can either be striated or smooth. Muscles are commonly known as smooth, skeletal and cardiac. Different organs use different kinds of muscles. Small intestines have smooth muscles. Smooth muscles are neat and form parallel lines. Intestine muscles are involuntary muscles. They contract without conscious thought. These muscles fit the intestines because digestion is not an act of will. Whether you like it or not, intestines will move according to the contents of your stomach either when they are full or empty. The uterus also has smooth muscles. Other organs such as the bladder, blood vessels and other internal organs also have involuntary muscles. Skeletal muscles are confused to be fibres of connective tissues. Skeletal muscles are not of connective tissues because these muscles are not extracellular elements. These muscles describe the individual skeletal muscle cells. These tissues are fibres that are thin and very long. They almost look like threads like the one we see in clothing. Under the microscope, these cells are cylindrical and unbranched. The nuclei of these tissues are neatly arranged that goes around the periphery of the cell. This neat and orderly arrangement is made up of actin and myosin filaments found inside the muscle cell. Skeletal muscle cells that are arranged and form large bundles are called fascicles. These bundles are enveloped with thin layers of connective. Continuous arrangements of these fascicles become parts of a particular muscle organ, for example biceps. Cardiac muscles are almost an integration of smooth muscles and skeletal muscles. These muscle tissues make up the wall of the heart. They are striated and multinucleate like skeletal muscles however, they also seem to be smooth because their nuclei are located at the center and that a lot of cells are required to occupy the length of the muscle. â€Å"It differs from both skeletal muscle and smooth muscle in that its cells branch and are joined to one another via intercalated discs. Intercalated discs allow communication between the cells such that there is a sequential contraction of the cells from the bottom of the ventricle to the top, facilitating maximal ejection of blood from the ventricle during contraction. This occurs with out nervous innervation to each cell or group of cells. Cardiac muscle also differs from the other two muscle types in that contraction can occur even without an initial nervous input. The cells that produce the stimulation for contraction without nervous input are called the pacemaker cells.† (Ackerley, 2006) These three types of muscles help the body more than make it look good. There are many important benefits from proper maintenance of muscle tissues. The muscle is fit when one is strong, has endurance, is flexible and can carry out everyday tasks without injury. Keeping the muscle fit will also keep the organs fit. Programs such as weight lifting or weight bearing help the muscle build endurance and flexibility. One need not be a weight lifter to have properly maintained muscles. Weak muscles are cause of lower back and posture-related diseases that can lead to painful problems. If the muscles are healthy, it will help the skeletons to cope up with stressful activities of the body. Both voluntary and involuntary muscles are important to keep the body balanced. Massaging muscle tissues are almost the basic human instinct that is first aid to muscle pains. Massaging the muscles specially the ones that are in pain or are with disease is a way to increase body chemical flow in and out of the muscles. Given that muscles are smooth, skeletal or cardiac, massaging the muscles will help the muscle tissues from stagnating and being rigid. References: Ackerley, Sandra K. 2006. Muscles. Department of Zoology, University of Guelph, Guelph, Ontario, Canada. Retrieved April 1, 2006    Bourne, GH. 1960. The Structure and Function of Muscle. Academic Press      

The Debate Concerning The Morality Of Euthanasia - 915 Words

Americans , arguably more than any other nationality, have a right to their opinion and there exists few subjects that generate more opinions than does euthanasia. The debate concerning the morality of euthanasia parsimoniously rests on the moral assessment of whether or not the physician intentionally kills or intentionally let die the patient. An assumption has been perpetuated that there is a line of demarcation between intending to let die and intending to kill. This pseudo-practical barrier is so relevant that our laws have determined that killing for humane reasons is morally inferior to letting someone die an agonizing and prolonged death. The problem with either position is that they are based on emotions disguised as morality. I believe that the emotional and moral challenge occurs at the moment â€Å"the initial decision not to prolong his agony has been made† (Rachels, 1975) not when intending to kill or intending to let die. I argue that in light of the initial de cision to allow death and alleviate suffering that there exists a moral distinction between intending to let die and intending to kill especially since it was the initial decision that dictated the intention. It is at that moment that active euthanasia becomes the most morally relevant option. Active euthanasia and passive euthanasia are two topics that have generated much of the debate over end of life choices for terminally ill patients. Active euthanasia occurs when someone other than the patient actsShow MoreRelatedUtilitarianism : The Morally Right Action1194 Words   |  5 PagesTulasha Thapa Final Paper Utilitarianism Utilitarianism states, â€Å"The morally right action is determined by the consequences of the action, not the motives of the agent†. Utilitarianisms consider happiness to be the foundation of morality. 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To understand the slippery slope here, it is important to take note of the fact that all these forms of euthanasia are morally demeaning since they do not uphold the right to life. Legalizing PAS would, therefore, imply that the right to life is beingRead MoreEssay The Physician-Assisted Suicide Argument985 Words   |  4 PagesDesperate and in pain, the man asks the policeman to shoot him and save him the pain of dying a slow and insufferable death. As a result, he shoots. The policeman’s dilemma is commonly referenced in support of physician-assisted-suicide, or PAS. Euthanasia and assisted suicide are interchangeable terms which both lead to the death of an individual. Voluntary PAS is a medical professional, usually a physician, who provides medication or other procedures with the intention of ending the patient’s lifeRead MoreThe Ethical Decision Making Process1253 Words   |  6 PagesAbortion remains controversial and a highly debated subject. 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The same set of arguments in opposition toward euthanasia is, that life is sacred and by legalizingRead MoreLaw Morality Essay2211 Words   |  9 PagesConsider the view that there is a close relationship between law and morality. Examine the debate as to whether the law should reflect moral values, and discuss issues, which show the continuing importance of that debate. (30marks + 5 for AO3) A definition of law adapted from LB Curzon, Dictionary of Law states â€Å" the law is a set of rules which are binding among the people of a community or a state, so that they will be imposed upon and enforced among those persons by appropriate sanctions†.Read MorePersuasive Essay On Euthanasia1430 Words   |  6 Pageswould that answer change if you were suffering? Euthanasia, also known as â€Å"good death,† is the act of putting a living thing to death painlessly or allowing them to die by withholding extreme medical practices, such as withholding food. Then there is involuntary euthanasia: â€Å"a competent person’s life is brought to an end despite an explicit rejection of euthanasia† as stated by Robert Young, the author of Medically Assisted Death. In the case of euthanasia, many people will argue that it is murder, butRead MoreThe Second World War1598 Words   |  7 PagesGermany . Consequently, the trial revived the broader question of whether laws which are inherently immoral can be considered valid law. Moreover, the trial generated fresh debate within jurisprudence, in turn leading many to criticise the previously prominent ideas of Legal Positivism , which in layman’s terms separated law from morality and credited as valid law any bill provided it had gone through the recognised legislative system of a sovereign . Instead, academics moved towards modern theories of