Critos Arguments to Socrates

Critos Arguments to Socrates Hale, Aubrieann In this paper I will be analyzing Crito in the aspects of context, main issues, Socratic reversal, athlete/physician analogy and the consequences. The first two are fairly weak. The third, concerning Socrates responsibility to his children is the strongest. Crito presents many reasons to Socrates for why Socrates should escape. The first two are fairly weak. The third, concerning Socrates responsibility to his children is the strongest. Critos first argument is that if Socrates does not escape, then Socrates will then in turn be hurting Crito in two ways. One Crito will lose a good friend when Socrates dies and Critos reputation will in turn be hurt too. People wont know that Socrates chose to remain in jail, they will think Crito had the opportunity to get Socrates out but that he did not do so because he was not willing to spend the money. With that Crito will get a reputation for caring more for money than for a friend. This argument only considers the consequences of Socrates action for Crito. In Critos second argument, he speculates about why Socrates does not want to escape. He says that if Socrates is worried that by escaping he will harm his friends who could get in trouble for trying to helping him escape, then his fears are un founded. They are willing to risk this or even something worse for him, and it is cheap to pay off both the guards along anyone who might inform on them, so there will not be much risk. While it may be possible to pay people off, there is still the question of whether it is moral. In his third argument Crito mentions Socrates responsibility to his children. As their father, it is Socrates responsibility to see that his children are brought up well and educated, and he cannot do this if he is dead. Crito appeals to what is important to Socrates. He points out that pursuing goodness is how Socrates wants to lead his life, and that a good man would see that his children are cared for. Crito says that staying in jail is the easy thing to do, but escaping takes courage, and the right thing to do is to be brave for the sake of his children. In response to Critos arguments Socrates considers first, why the opinion of the majority is not the most important opinion, second, what the consequences of escaping would be for the city of Athens, and third whether escaping is an unjust action such that it would harm Socrates soul. Many of Critos arguments concern the opinion of the majority what will they think if Crito does not help Socrates escape? What will they think if Socrates is not responsible for his children? Socrates argues that the opinion of an expert is more important than the opinion of the majority. He gives the example of someone in training. An athlete does not pay attention to the advice of the general public, but to their trainer. If they listened to public opinion such as taking steroids, eat whatever they want, train 20 hours a day, they could hurt their body. Socrates extends the analogy if they listen to the majority rather than experts they could harm their souls, the part of a person that is damaged by w rong actions and benefited by right ones. Socrates most fundamental principles that the really important thing is not to live but to live well. Therefore, he considers whether it is morally right to pay off the guards and escape. He begins addressing this issue by considering the consequences for the city. He says that the laws and the city could be destroyed if he escaped. Legal judgments could lose their force if they were not abided by private citizens, and a city without laws would not remain intact for very long. Socrates also thought he would be harming the condition of his soul by escaping. He thought his soul would be harmed because he assumed that by harming the city he would be also harming his soul. Being responsible for harm to others is something that causes harm to ones soul. He also would have suffered harm to his soul because he broke an agreement. He made a tacit agreement to follow the laws of Athens because he lived under them for seventy years, raised his children under them, and did not try to persuade t he city to change them. Socrates himself points out that this is an incorrect assumption. He says that Crito overlooks the possibility that his friends would be both willing and capable of bringing his children up. If he were to escape, he does not think it would be in his childrens best interest to raise them there, because there they would be considered foreigners. If he escaped he would ask his friends to take care of his children in Athens, and there is no reason why they should take care of them if he escapes but not if he dies. Those who were known to have aided him in making his escape would be driven into exile or lose their property and be deprived of citizenship. If he should go to one of the neighboring cities, such as Thebes or Megara, he would be regarded as an enemy and all of their patriotic citizens would look at him poorly. In addition, they would argue that anyone who has broken the laws would also be a corrupter of the young and foolish portion of humanity. If Socrates should go away from well-governed states to Critos friends, his reception there would be no better, for the people would ridicule him for preaching sentiments about justice and virtue but then betraying all that he has taught in order to gain a little longer life. By refusing to escape, Socrates can depart from this life in innocence, a sufferer and not a doer of evil, and a victim, not of the laws but of men. On the other hand, if he chooses to break the covenants and agreements he has made, the citizens of the state, including his own friends, will despise him.

Case Study: Tracey Essay

Transitioning to adulthood can be stressful and challenging for all, but for those diagnosed with Autism Spectrum Disorder (ASD) and their caregivers transitioning to adulthood can provoke feeling of uncertainty or even fear. People with ASD function at different levels and require varying degrees of care. There should be an individualized educational plan (IEP) established by age 16 containing postsecondary goals related to training, education, employment, and independent living skills along with the transition services needed to assist in reaching those goals referred to as individualized transition plan (ITP) (Heward, 2013). Defining the needs of young adults with ASD should start with listening to the individual and helping him or her plan for the life he or she wants. When establishing an ITP, goals in education/training, employment and independent living; type of support needed on a job; residential alternatives; and interventions for any behavioral problems should be addressed . Tracey is a twenty-one-year-old student diagnosed with ASD who can have difficulties with transitions and requires that her routine be predictable. Tracey’s goals are to attend college, work in an office and share an apartment with a school friend when she graduates. Tracey reads at a second grade level and will need extensive support from educators in order to achieve her goal of receiving a postsecondary education. Tracey’s educational curriculum should use a functional skills approach that will help her master critical skills for use in home, community, school, and work settings (Snell & Brown, 2006). Tracey will complete a technical training program that will include learning work behaviors and job skills that will be useful in an office work environment. It will be essential to coordinate communication between the school and community based service providers in order to identify potential employers. Tracey will sample different job tasks within an office environmen t taking advantage of her friendly disposition and ability to follow directions when  they are paired with pictures to help her understand the steps in completing more complicated tasks. Job tasks may include office maintenance, delivering messages, sorting and organizing material, and offering assistance to other personnel. Tracey is able to complete her daily living skills relatively independently but needs reminders to choose appropriate clothing and change her clothes on a regular basis. Her parents will provide positive reinforcement and implement a self-management intervention plan to encourage Tracey’s appropriate behaviors. Tracey is frequently impulsive which sometimes results in grabbing and even pushing another peer. An important aspect of transitioning is to address challenging behaviors through the use of behavioral strategies. Tracey will practice conflict resolution skills by learning to communicate her feelings and practicing relaxation techniques during stressful situations. In an effort to increase Tracey’s independence she will enter the workforce while receiving appropriate training. As Tracey enters the workforce she will require su pported employment because she has never been employed. She will be receiving functional skills training that will prepare her with specific job skills required to work in an office as she desires. Heward (2009) indicates â€Å"The individual placement model of supported employment consists of developing jobs with employers in the community, systematically assessing clients’ job preferences, carefully placing employees in jobs they want, implementing intensive job site training and advocacy, building systems of natural supports on the job site, monitoring client performance, and taking a systematic approach to long-term job retention† (p. 539). This type of supported employment is the best approach for Tracey because no two people with ASD are alike; employment should capitalize on Tracey’s strengths, abilities and interests. In this type of employment Tracey will receive ongoing support services while on the job from a job coach that will provide intensive on-site job training and support, which will be modified over time as she becomes more successful at completing her job tasks. It is important that the job coach gradually reduce the time spent providing direct training to Tracey in order to: avoid disruptions in the workplace, keep Tracey from interacting with coworkers without disabilities and have Tracey become too dependent on the job coach keeping her from developing problem solving skills and taking responsibility for her own actions (Heward, 2013). Tracey’s training/support should focus on how to get to and from work, scheduling, following instructions (supported by pictures), interactions with coworkers, money management and self-advocacy. Tracey’s goal is to live in an apartment with a college friend. Supported living is designed to foster an individual’s integration to the community as he or she works toward his or her personal goals. A supported living model is suited for Tracey because she has established basic life skills and does not have significant levels of challenging behaviors but still requires assistance in some areas. An apartment cluster houses people with disabilities while having another nearby apartment for a support person or staff member (Heward, 2013). This type of living arrangement will offer Tracey flexibility in the amount of support she receives. Again, support will be adjusted as Tracey becomes more independent and fluent with her everyday living skills. A daily schedule will be provided for Tracey to remind her of things like hygiene routine, personal care (picking and changing her clothes), and household chores. Heward (2013) suggests â€Å"to facilitate social integration, people without disabilities may also occupy some apartments in an apartment cluster† (p. 5450). Autism Living and Working (ALAW) provides supervised living with home ownership opportunities to adults with autism by focusing on each individual’s personal preferences, strengths, deficits, and sensory-motor requirements, ALAW works to provide the necessary residential accommodations and vocational supports to enable the person to participate more fully in work and life in the community (ALAW, 2014). All accommodations are specifically tailored to meet an individual’s needs and preferences across their lifetime. What is most beneficial of programs like that offered by ALAW is the help-to-do rather than the do-for attitude, where Tracey can continue to learn and develop new skills but most importantly she will find consistency, structure, and predictability. Tracey’s impulsivity must be addressed in order for her to be successful both in a professional and a personal setting. Behavior problems serve as a form of communication that has a function in the person who displays it. When Tracey grabs or pushes another peer she can be seeking attention in order to express her frustration when something is no longer predictable. For example if Jane does not want to do what Tracey wants her to do she will push her getting the attention of others that will  in turn interrupt or stop the activity that is frustrating Tracey (creating a predictable event for Tracey). This consequence also serves as reinforcement, making the unwanted behavior stronger. Tracey will learn new ways to communicate her frustrations. In order to have Tracey understand the consequences of her behavior (grabbing and pushing) she will need to understand and recognize what triggers the behaviors, known as antecedents. An intervention strategy to help prevent the behavior from occurring can include avoiding large crowds, avoiding exposure to long delays, and allowing Tracey to take frequent breaks during difficult tasks. Tracey will also learn replacement behaviors like organizational skills that will keep her from becoming frustrated when faced with multiple tasks and learn to control angry outbursts; instead of grabbing or pushing she wi ll learn to say stop and request a break. Those around Tracey will need to learn how to respond differently to Tracey’s behavior by redirecting her to another activity or prompting her to use an alternative skill, and providing corrective feedback. There will be a direct assessment used to collect behavior data in order to determine the effectiveness of the interventions. Tracey will be observed in her natural environment, including her work place, school and home. Antecedents, behaviors, and consequence patterns will be observed noting how frequent the behaviors occur, how long they last and the intensity of the behavior. Observations will be made with current strategies and with new strategies to determine effectiveness. Transitioning to adulthood for youth with ASD presents unique challenges but with the appropriate support a better quality of life can be achieved. It is important to include Tracey in the planning of her daily activities in order to increase predictability, to be specific when setting expectations for her at the beginning of each activity and to use pictures instructions to make her daily routines understandable. Peers and coworkers without disabilities may have concerns regarding how to treat Tracey or how to communicate effectively with her; their concerns must be addresses with specific and clear instructions regarding Tracey’s communication system. Those near her will be taught how to appropriately respond to Tracey’s unwanted behaviors. Not only will having these skills make them feel more at ease around Tracey but it will also make them valuable assets in Tracey’s training and development. Keeping in mind Tracey’s personal goals in  education/training, employment and living arrangements allows for an easier more successful transition into independent living specifically designed with her stre ngths and abilities in mind. References Autism Living and Working (ALAW). (2014). Self-determined housing. Retrieved from http://www.autismlivingworking.org/content/self-determined-housing Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Upper Saddle River, NJ: Pearson Education Snell, M. E. & Brown, F. (2006). Instruction of Students with Severe Disabilities (6th ed.). Upper Saddle River, NJ: Prentice Hall

Suicide Rates Among Youths Aged - 890 Words

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