Deontologism vs. Utilitarianism Essay Example | Topics and Well Written Essays - 1250 words

Deontologism vs. Utilitarianism - Essay Example It advocates for fair consideration of other people’s interests while undertaking an action. Simply put, utilitarianism states that â€Å"we ought to promote the greatest good for the greatest number of people† or in another form, â€Å"inflict less harm on the least number of people† (Kanniyakonil, 2007, p. 65). A utilitarian would therefore contemplate the possible impacts of his or her action to other members of the society. Based on the doctrine, an act that threatens other people’s stakes is therefore avoided while a beneficial act is promoted. Singer, based on his four principles, argues that â€Å"pain is bad,† consideration into harmful acts should not be discriminatory and should be based on consequences of contemplated actions (Rachels and Rachels, 2007, p. 281). Utilitarianism can be understood from two perspectives, â€Å"act utilitarianism, and rule utilitarianism† (Kanniyakonil, 2007, p. 65). Act utilitarianism is based on each action by a person, which ought to always be consistent with the ethical principle of maximum good. It is defined by the view that good actions leads to good rather than harmful results. Act utilitarianism therefore judges actions from the specific consequences of a particular act, or intentions into such consequences rather an existing moral value (Kanniyakonil, 2007). ... The two approaches therefore differ with respect to time of determination of what is good and what is evil. While action utilitarianism determines morality upon an action or upon contemplation of an act, rule utilitarianism pre determines morality upon conception of an ethical value in a society (Kanniyakonil, 2007). Utilitarianism is further understood from four philosophical perspectives, â€Å"‘welfarism’, ‘consequentialism’, aggregative, and maximizing† (Kanniyakonil, 2007, p. 66). According to welfarism, utilitarianism is fundamentally determined by the resultant good from an initiative. Cosequensialism on the other hand focuses on the impacts of an act as opposed to its nature. Consequential theory therefore evaluates and determines an action with respect to available alternatives to the action and approves the most beneficial alternative. Aggregative and maximizing concepts of utilitarianism are on the other hand based on the view that even the most beneficial alternative is associated with possible reservations into unhappiness (Kanniyakonil, 2007). Associated problems Utilitarianism, regardless of its assumed appeal to maximum good from actions, has a number of associated problems. One of the problems faced under utilitarianism, and with respect to determination of the best alternative for maximum good is its reliance on probability. This means that there is no accurate measure of possible good to justify utilitarian approach to determining ethics (Kanniyakonil, 2007). Rachels and Rachels also identify a number of problems that seems to undermine the basic principles and assumptions of utilitarianism. Utilitarianism is for instance associated with injustice. This based on the difference in scope between morality and law. In

Effects of Foreign Direct Investment Essay Example for Free

Effects of Foreign Direct Investment Essay The possible positive and  negative effects of FDI  inflows Ing. Tomà ¡Ã… ¡ Dudà ¡Ã… ¡, PhD. Possible positive effects FDI provides capital which is usually missing  in the target country Long term capital is suitable for economic  development Foreign investors are able to finance their  investments projects better and often cheaper Foreign corporations create new workplaces Possible positive effects FDI bring new technologies that are usually  not available in the target country. There is empirical evidence that there are spillover effects as the new technologies usually spread beyond the foreign corporations Foreign corporations provide better access to  foreign markets Ex. Foreign corporations can provide useful  contacts even for their domestic subcontractors Possible positive effects Foreign corporations bring new know-how and  managerial skills into the target country Again, there is a spill-over effects – as people leave the corporations they leave with the knowledge and know-how  they accumulated Foreign corporations can help to change the economic  structure of the target country With a good economic strategy governments can attract  companies from promising and innovative sectors Possible positive effects â€Å"Crowding in† effect The foreign corporations often bring additional  investors into the target country (ex. their usual subcontractors) Foreign corporations improve the business  environment of the target country Ethical business or rules of conduct Possible positive effects Foreign corporations bring new â€Å"clean†Ã‚  technologies that help to improve the  environmental conditions Foreign corporations usually help increase the  level of wages in the target economy Foreign corporations usually have a positive  effects on the trade balance Possible negative effects Foreign corporations may buy a local company  in order to shut it down (and gain monopoly  for example) â€Å"Crowding out† effect We can see this effect if the foreign corporations  target the domestic market and domestic  corporations are not able to compete with these  corporations Possible negative effects Foreign corporations may cut working  positions (privatization deals or MA  transactions) Foreign corporations have a tendency to use  their usual suppliers which can lead to  increased imports (no problem if the  production is export driven) Possible negative effects Repatriation of the profits can be stressful on the  balance of payments The high growth of wages in foreign corporations  can influence a similar growth in the domestic  corporations which are not able to cover this growth  with the growth of productivity  The result is the decreasing competitiveness of domestic  companies Possible negative effects Missing tax revenues If the foreign corporations receive tax holidays or  similar provisions The emergence of a dual economy The economy will contain a developed foreign  sector and an underdeveloped domestic sector Possible negative effects Possible environmental damage  Ã¢â‚¬Å"Incentive tourism†

Anorexia Nervosa Patient Case Study

Anorexia Nervosa Patient Case Study For my six week clinical practice placement in an adolescent mental health unit I chose to focus my project on a 15-year-old anorexia nervosa patient. This disorder largely affects young women and is an extremely challenging problem to treat. I felt that working with an anorexia nervosa patient in this controlled environment, under the guidance and supervision of a mentor, would be a particularly good application of action learning because â€Å"action learning†¦ can rapidly develop critical skills.†[1] In particular I wanted to develop interpersonal skills necessary to communicate well with patients and colleagues, and learn to relate to any issues raised by my patient being a teenager. As I learn better from hands-on training than through just reading and discussion I felt this would a valuable use of my clinical placement. Anorexia nervosa patients often have low self-esteem and â€Å"a desire for achieving perfection in all the things they do†[2] – this was something I had to be aware of during the placement because it raises the problems with goal setting. With anorexia it is difficult to agree on goals with a patient because the main goal, from a health perspective, is weight gain, which they want to avoid.[3] The other issue is that the patient is 15-years-old. This fits the common case that many patients â€Å"seek therapy at the insistence of parents†¦ [so] the patient arrives at for the consultation poised to resist, anticipating the same pressures for change.†[4] These factors combine to make treatment extremely difficult: first, the patient is resistant to change; second, the patient specifically wants to avoid weight gain, which is the main goal; third, if you can get the patient to agree on a goal they might feel anxiety because of their perfectionism, leading to mo re controlling behaviour – i.e. trying to lose weight. My mentor was especially helpful in highlighting some of these points to me with regards to the patient, and helping me think about ways we could deal with them clinically. In my last placement I did a training course in cognitive behavioural therapy (CBT) and my mentor and I felt this could be useful. There is extensive clinical evidence supporting the use of CBT in treating anorexia nervosa[5] and â€Å"once the disorder is initiated, it is the cognitive self-reinforcement that becomes the key factor in regulating it.†[6] We agreed that since cognitive behaviour is key to the illness it has potential to break the negative thought cycle. I used clinical guidelines to understand more about the possible benefits of CBT for anorexia nervosa. One item of interest is that: â€Å"The CB approach has two particularly valuable sources of flexibility and creativity applicable to the issue of engagement. These are structured assessment and models of resistance†¦ structured assessment can be very helpful in developing an in-depth understanding surrounding resistance to services.†[7] With the guidance of my mentor and other clinic staff I worked on my assessment skills with the aim of engaging this particular patient. Unfortunately, in the course of my six week placement the patient proved very difficult to engage with, perhaps because â€Å"change involves a patient giving up a cherished and valued state.†[8] If this had been in an unsupported setting I would have found this very discouraging and probably would have doubted my methods. However, through using the learning side of the process I found that â€Å"motivation and engagement are commonly poor or ambivalent in patients with eating disorders, particularly anorexia nervosa†[9] and that â€Å"patients with anorexia nervosa react to stress both in childhood and adulthood with a helpless style of coping and a tendency to use avoidance strategies.†[10] These findings showed that I was dealing with a widespread problem, not something specific to my patient. This insight, and the supportive atmosphere from the other clinical staff, helped me keep my focus on the patient, and not think of the challenges as personal failings. In the space of six weeks I didn’t have time to work through these issues with this particular patient, but the action learning process gave me the confidence that I would be able to address them in future. It also put in perspective that the patient continued to lose weight. That is obviously not the outcome desired but knowing that: â€Å"70 percent of the [eating disordered] subjects for CBT remained symptomatic†[11] assured me that this is also a common problem. During the placement my mentor and I discussed these problems and talked about different methods that might be useful to overcome them. One area I decided it was important for me to focus on is relational skills with patients. With anorexia nervosa, especially, â€Å"the interpersonal process†¦ needs to take this ambivalence or indeed resistance into account. The skills of motivational interviewing are invaluable.†[12] We also talked about the possibility of using other types of therapy along with CBT. Most of the clinical data supports CBT as effective, but there have been some studies that show family therapy can be beneficial[13], which we thought might be a useful avenue to explore since the patient is 15. However, my mentor cautioned me that family difficulties often lie at the root of eating disorders and suggested I check some literature. I found out that â€Å"women with anorexia nervosa typically describe both their parents negatively†¦ and women with eatin g disorders described their parents as typically unsupportive of their independence.†[14] This would suggest treating family therapy with caution. It could be that patients come from genuinely unhappy families, or it could also be that anorexia nervosa patients resent their parents’ perceived intrusion of trying to make them eat as an attack on their independence. I’m glad my mentor raised this issue, because it made me realise that before using additional therapies you need to consider patient history and resistance, and you also need to understand the reasons they might not want to do a particular therapy, to allow you to make the best decision about treatment options. During the placement there was a good mix of clinical work and theory. I found my relationship with my mentor was the most important element during my time working with the patient, as they modelled good patient care and helped me reflect on my own work. They emphasised to me that â€Å"reflection is important within formal professional courses†¦ and for demonstrating work-based learning,†[15] which is something I probably wouldn’t have really thought about without their guidance. One of the possible weaknesses of action learning, according to some practitioners, is that: â€Å"where real work and learning are explicitly associated, the excitement, significance and immediacy of the action element can often submerge the learning element.†[16] I can see how that could happen in a busy clinical setting – for example an AE department – but I felt that within the setting of the mental health clinic there was adequate time for learning and there was a chance to access books, clinical guidelines and advice from the staff. As a result of what I learned during my project my development goal is to practice my therapeutic communication skills and make an effort to get feedback on them. This placement made me see how important interpersonal skills are, as well as the different challenges. In working with my patient I felt lack of engagement was one of the biggest difficulties, and led to an unsuccessful outcome in the short term. Developing strong therapeutic communication skills is a way to overcome resistance to treatment. Using the listening skills of therapeutic communication will also help understand the patient’s needs and challenges related to treatment – such as possible family issues in anorexia nervosa. It was somewhat discouraging to not see a better result with this patient, but the placement taught me that: â€Å"in Action Learning the emphasis is on the courageous struggle to act and understand; not on short cuts and quick fixes†[17] and I think that knowledge will enhance my confidence as I approach the challenges of improving my communication skills and taking forward what I learned. Bibliography Bennett-Levy, J., Butler, G., et al., Oxford Guide to Behavioural Experiments in Cognitive Therapy, Oxford University Press, 2004 Bulman, C. and Shutz, S., Reflective Practice in Nursing: The Growth of the Professional Practitioner, Blackwell Publishing, 2004 Cassidy, J. and Shaver, P., Handbook of Attachment: Theory, Research, and Clinical Applications, Guilford Press, 2002 Costin, C., The Eating Disorder Sourcebook: A Comprehensive Guide to the Causes, Treatments, and Prevention of Eating Disorders, McGraw-Hill Professional, 2006 Garner, D. and Garfinkel, P., Handbook of Treatment for Eating Disorders, Guilford Press, 1997 Grant, A., Mulhern, R., et al., Cognitive Behavioural Therapy in Mental Health Care, SAGE, 2004 Marquardt, M. and Callahan, M., Action Learning, American Society for Training and Development, 1997 Newell, R. and Gournay, K., Mental Health Nursing: An Evidence-based Approach, Elsevier Health Sciences, 2000 Norman, I. and Ryrie, I., The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice, McGraw-Hill International, 2004 Pedler, M., Action Learning in Practice, Gower Publishing, Ltd., 1997 Footnotes [1] Marquardt, M. and Callahan, M., Action Learning, American Society for Training and Development, 1997, p. 13 [2] Bennett-Levy, J., Butler, G., et al., Oxford Guide to Behavioural Experiments in Cognitive Therapy, Oxford University Press, 2004, p. 267 [3] Ibid, p. 95 [4] Garner, D. and Garfinkel, P., Handbook of Treatment for Eating Disorders, Guilford Press, 1997, p. 99 [5] Garner, D. and Garfinkel, P., Handbook of Treatment for Eating Disorders, p. 95 [6] Ibid, p. 106 [7] Grant, A., Mulhern, R., et al., Cognitive Behavioural Therapy in Mental Health Care, SAGE, 2004, p. 149 [8] Newell, R. and Gournay, K., Mental Health Nursing: An Evidence-based Approach, Elsevier Health Sciences, 2000, p. 253 [9] Bennett-Levy, J., Butler, G., et al., Oxford Guide to Behavioural Experiments in Cognitive Therapy, p. 282 [10] Newell, R. and Gournay, K., Mental Health Nursing: An Evidence-based Approach, p. 247 [11] Costin, C., The Eating Disorder Sourcebook: A Comprehensive Guide to the Causes, Treatments, and Prevention of Eating Disorders, McGraw-Hill Professional, 2006, p. 118 [12] Norman, I. and Ryrie, I., The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice, McGraw-Hill International, 2004, p. 463 [13] Ibid, p. 467 [14] Cassidy, J. and Shaver, P., Handbook of Attachment: Theory, Research, and Clinical Applications, Guilford Press, 2002, p. 508 [15] Bulman, C. and Shutz, S., Reflective Practice in Nursing: The Growth of the Professional Practitioner, Blackwell Publishing, 2004, p. 30 [16] Pedler, M., Action Learning in Practice, Gower Publishing, Ltd., 1997, p. 229 [17] Ibid, p. 32

The Republic by Plato Essay -- essays research papers

The Republic by Plato At the beginning of Book I, we are introduced to the narrator, Socrates, and his audience of peers. We are made aware, however, of Socrates' special charm and intellectual gifts through the insistence of Polemarchus and the other men for the pleasure of his company. The tone is casual and language and modes of expression rather simple, as is commonly the case in Plato's dialogues. However, Plato's unaffected style serves at least two purposes. For one it belies the complexity and elevation of the ideas, thus it is in accord with Socrates' characteristic irony itself, which draws the "fool" in by feigned ignorance, only so that the master can show that he does not know what he thinks he knows. And second, the plainness of style complements truth and wisdom, the aim of all the dialogues, which by nature are aphoristic. In Socrates' conversation with Cephalus, the proper approach to aging and the state of old age is addressed. Although other men Cephalus' age commonly complain that for them, "life is no longer life," Cephalus feels that they misattribute discomfort and unhappiness resulting from their defective characters to advanced age. Building on a statement by Sophocles, Cephalus concludes, "he who is of a calm and happy nature will hardly feel the pressure of age." Socrates' inquiry as to whether Cephalus' happiness owes to the comfort of wealth demands a qualification of this position? That while a man's nature ultimately determines his peace of mind in old age; wealth is also an undeniably important factor. The passage concerning justice illustrates Socrates' dexterous intellect and his dogged skepticism. Playful and humorous at times, the conversation ends, at several points, in absurd--and apparently inexorable--conclusions such as that the just man is a thief. What is at work here is another type of irony, in which Socrates and his auditors accept as a temporary resolution what the dialogue's audience, i.e. the reader, cannot. Here, Plato grants the reader space to think for himself. A central problem with Polemarchus' definition (borrowed from Simonides) a form of conventional morality of justice, "doing good to your friends and harm to your enemies," is the vulnerability of its individual terms. Not surprisingly, Socrates probes each one, exposing any and all weaknesses or limitatio... ...es itself on the wisdom. The souls of the wicked are a more complicated issue, for, insofar as they are immortal, evil cannot destroy them. However, Plato warns, there are various manifest parts to the soul, and evil-doing damages these. And unjust men also injure their own bodies and the bodies of others. In any case the afterlife is what is most important; there the good soul enjoys the benefits it may or may not have experienced in life. The moral of the tale of Er, if we may drain it of its color, is that of the eternal return, or recurrence. After death the soul is ultimately judged. This judgment determines the owner of the soul's order of choice in lots for the next life. Then, whatever wisdom he has accumulated previously helps him make his choice when his lot comes up. Both moments are essential because they represent choices between good and evil. One is an ongoing choice, alive in mortal life, and the other is the ultimate choice the sum of what the soul has learned in life. Man is responsible for his own behavior, says Plato. And the final twist is that, it seems, the wise man does not really forget, since if he is truly wise he will choose yet another wise existence.

Epic of Beowulf Essay - Shields in the Epic Poem, Beowulf

Shields in the poem Beowulf      Ã‚  Ã‚   Shields, a defensive weapon mentioned in the poem Beowulf, include a variety of compositions from wood to iron; and this is wholly in accord with archaeological finds. There are a considerable number of references to shields in the poem, making this topic a very relevant one to consider.    â€Å"Weapons could be heirlooms, and royal treasuries and armories still preserve arms and weapons from earlier days, so imagination in this area need not be confined to contemporary artifacts (304),† says Catherine M. Hills in â€Å"Beowulf and Archaeology.† Before turning to the archaeological evidence, let’s look at the Beowulf poem, where one finds copious references to shields. As Beowulf and his party approach the Danish land:    From high on a wall  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the Scylding watchman whose duty it was  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   to guard the sea-cliffs saw glinting shield-bosses  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   passed hand to hand down the gangplank,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   an army’s war-gear (229-32)    The Scylding watchman is still talking:    Never more openly  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   have warriors landed when carrying shields,  Ã‚   and you have no leave from our men of battle, agreement with kinsmen (244-6)    Beowulf explains to the ship-guard:    We come with good heart  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   to the land of the Danes, to seek out your lord,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the son of Healfdene, shield of the people (267-9)    By the time the Geats arrived at Heorot, they were tired and had to sit down:    The sea-weary men  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   set their broad shields, spell-hardened rims,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   against the high wall, eased down on benches (325-27) ... ... – the Sutton Hoo ShipBurial.† In Beowulf: The Donaldson Translation, edited by Joseph F. Tuso. New York, W.W.Norton and Co.: 1975    Chickering, Howell D.. Beowulf A dual-Language Edition. New York: Anchor Books, 1977.    Clark, George. Beowulf. Boston: Twayne Publishers, 1990.    Cramp, Rosemary. â€Å"Beowulf and Archaeology.† In TheBeowulf Poet, edited by Donald K. Fry. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Hills, Catherine M. â€Å"Beowulf and Archaeology.† In A Beowulf Handbook, edited by Robert Bjork and John D. Niles. Lincoln, Nebraska: Uiversity of Nebraska Press, 1997.    â€Å"Shields.†   The Columbia Encyclopedia, 6th ed. New York: Columbia University Press, 2000. www.bartleby.com/65/.    Stanley, E.G.. â€Å"Beowulf.† In The Beowulf Reader, edited by Peter S. Baker. New York: Garland Publishing, 2000.

Solar Energy is not a Solution to the American Energy Crisis Essay

Solar Energy is not a Solution to America’s Energy Crisis With the growing cost of fuel for cars and the rolling blackouts of last summer, the need for an alternative, cost-effective, environment friendly energy source is escalating. Many possible solutions have been presented, such as nuclear power, wind power, and hydrogen fuel cells; prevalent among these is solar power. Solar cells directly convert photons from the sun into electricity (Wikipedia). Solar cells that convert both solar and non-solar light are called photovoltaic cells (Wikipedia 2006). They are made of semi conducting materials, most often silicon (Aldous 2006). The simplest photovoltaic cells power watches and calculators while larger, more complex systems can add to the power grid and provide power for homes. How Solar Power Works Most solar cells are made of crystalline silicon. Pure silicon has 14 electrons that form 3 different tiers around the individual atom. In the last tier there are only 4 electrons, but as each tier desires 5 electrons there is one missing from this tier. To fill the last spot the electrons will join together to share their electrons. This linking is what forms the crystalline structure, which is vital for photovoltaic cells. (Aldous 2006) Solar Energy 3 Pure silicon is not a good conductor for electricity because it has no free electrons, so we add impurities to the silicon. The process of adding impurities is called doping. Phosphorus is an impurity that can be added into the silicon used for solar cells. This type of impure silicon is called N-type and is much better as a conductor than pure silicon. This is because phosphorus has five electrons in its final tier so every atom of phosphorus has one electron not shared with ... ...sidered as a viable alternative energy source at the present, nonetheless if, with further research, efficiency continues to increase and the cost to produce solar panels continues to decrease, solar energy could be a major contributor to power in the future. Solar Energy 7 References Aldous, S. How Stuff Works. How Solar Cells Work. Retrieved August 3, 2006 from http://www.howstuffworks.com/solar- cell.htm Carlstrom, P. (2005, July 11). The Chronicle. As solar gets smaller, its future gets brighter Nanotechnology could turn rooftops into a sea of power-generating stations. Retrieved August 3, 2006 from http://www.sfgate.com/cgi- bin/article.cgi?f=/c/a/2005/07/11/BUG7IDL1AF1.DTL SOLAR CELLS. Retrieved August 3, 2006 from http://www.solarnavigator.net/solar_panels.htm Wikipedia. Solar Cell. Retrieved August 3, 2006 from http://en.wikipedia.org/wiki/Solar_cell

Response Journal for “The Charmer” by Budge Wilson Essay

Budge Wilson’s â€Å"The Charmer† is a remarkable tale of loss, morality, and love. It is the story of how a young girl comes to realize that her devilishly handsome brother is nothing more than a charmer. It is set in a 1950’s Halifax home where Zachary, the narrator’s brother, repeatedly abuses his privileges and takes advantage of his family. Zack seems to believe that his looks will help him escape any situation he may find himself in. He uses his sense of humour and charm to manipulate his family and friends. Zack has a way of making those around him feel special, and uses this quality to his advantage. His sister, Winnifred, washes his bike and fetches his baseball glove just to see his â€Å"flashing Colgate smile† and to be called Posie, the nickname he has chosen for her to let her know that she has measured up. He is aware that the cake his mother has baked is not meant for him, yet he eats it anyway. He offers an insincere but convincing apology, and she starts to bake another cake. His family are his willing slaves, and it is only after the tragedy of Lizzie’s death that they finally begin to see who Zachary really is. Zack is the imperfect model son, but his family is too blinded by love to see his flaws. His fake apologies somehow manage to touch their hearts, and allow them to forgive all of his mistakes. Zachary steals money and alcohol from his parents, but manages to get away with it. He gambles and crashes the family car, but goes unpunished. He is â€Å"the only son, the only brother, the oldest child,† but even more than that, he is as the title implies, the charmer. Despite his good looks and charming personality, Zachary does not accomplish anything in life. At twenty-four, he still lives at home, still wolfs down chocolate cakes, and still borrows the family car. He spends his money on his girlfriends and his alcohol, and gambles away what is left of it. He loses job after job, and is becoming, if he is not yet, an alcoholic. Zack has so much offered to him, but fails to apply himself to improve his situation. However, he cannot be held entirely responsible for his failures, as his family holds some of the blame. If they had only shown less sympathy, and had seen past his false facade, he would have learned early on that he  could not charm his way through life. The conclusion of the story is quite ironic, as the narrator’s daughter displays the very same deceiving qualities that her brother was famous for. Winnifred describes her daughter, Lizzie, as â€Å"pretty and mischievous† and is aware that Zachary was the same way. She is reminded of the manner in which her parents treated Zachary, and learns from their mistakes. She refuses to allow her daughter to become what Zack has, and punishes her accordingly. To portray the themes of this story, the author used a number of literary devices such as, allusion, characterization, flashback and paradox. Allusion is clear as the author refers to Zachary’s â€Å"Colgate† smile, and to the famous people that Winnifred often sees on television. These stars include Clark Gable, John Wayne, Kirk Douglas, Steve McQueen, Mick Jagger, John Lennon, Burt Reynolds, and Tyrone Power. Characterization is used to create Zachary’s character. The narrator says that her brother is charming, intelligent, and fun, but nevertheless a devil. Others say that he is sensitive, while he thinks he can escape any situation. He interacts with other characters, and uses them to further his own cause. The entire story is based on flashback, since the narrator is recounting the events of her childhood, and finishes the story by speaking of an incident that takes place when she is an adult. The paradox of this story is evident when the mother refers to Zack and says, â€Å"This is his way of coping. He’s probably suffering more than the rest of us.† The truth of this statement is highly improbable, since Zack seems to care for no one but himself, and does not even bother to visit his younger sister though he knows she is deathly ill. However, the character may be suffering emotional pain that his actions do not let on. â€Å"The Charmer† presents a timeless, captivating situation, which every reader can in one way or another, relate to. It is the tale of a sister, who sees her brother for who he is, and not who he pretends to be. It is a tale of a mother who cannot accept that her son is imperfect, and of a father who struggles to see past his own love for his son. Primarily, however, it is the story of one boy who ages into adulthood, yet does not mature, and who  hurts his family, yet feels no remorse beyond that which he pretends to.