Elizabeth Bouvia v. Riverside Hospital: Suicide, Euthanasia, Murder: The Line Blurs

In November 1983, the California Superior Court was presented with a question of first impression. In a case which attracted considerable media attention, Elizabeth Bouvia v. Riverside Hospital, the court was asked to decide whether it should authorize the state to assist a physically disabled person to commit suicide. This question arose after Elizabeth Bouvia, who is physically disabled, arranged for voluntary psychiatric admission to Riverside Hospital. She subsequently disclosed her intent to stop eating, and thereby die by starvation. She requested that hospital staff provide her with pain medication and hygienic care until she died. She stated that she no longer wished to live because of her disability, and that because of her disability, she was physically unable to commit suicide. Shortly thereafter, Riverside informed Bouvia that when her body weight fell below a certain level, steps would be taken to force-feed her. Bouvia sought and obtained counsel to avoid such action. She filed a petition for Temporary Restraining Order and Preliminary and Permanent Injunction in the California Superior Court, requesting that the Court enjoin Riverside from force-feeding her or discharging her from the hospital. In a decision outlined below, the hospital was enjoined from discharging Bouvia against her will, but her request to enjoin force-feeding was denied. That denial was stayed until January 1984 to permit application for appellate relief. In December 1983, Riverside staff determined that Bouvia\u27s physical condition from starvation constituted a medical emergency. The hospital consequently sought and was granted a temporary restraining order to force-feed her. Force-feeding continued until Bouvia checked out of Riverside early in 1984. Her admission had at all times been voluntary. The California Supreme Court denied a petition for hearing on the substantive controversy of her case. As of the date of this writing, plans to appeal her denied injunction have been dropped. This Note will address the issues as they were presented to the court, analyze the court\u27s decision, and in so doing explore the potential social and legal ramifications of a contrary result

Three Theories of the Future of the Great Plains

The purpose of this paper is to present three theories of the future of the Great Plains. The theories consist of two extremes, based on the differences between supply and demand. Two of the three theories of the future of the Great Plains are supply side. One is a demand side theory. One or more of these theories can be found in public policy debates affecting the Plains

Economics

This departmental history was written on the occasion of the UND Centennial in 1983.https://commons.und.edu/departmental-histories/1027/thumbnail.jp

A Study of Local Sources of Support of Local Governmental Agencies in Twenty-Three Selected Tennessee Counties

The Problem: The common uplifting, integrating force of public schools, educational opportunities for all who are desirous can capable, is at least a partial fulfillment of the American dream of freedom. From the first individually hired tutor in Virginia, and the first community-church sponsored school in the Plymouth Colony to the present time, there have been Americans who have believed in and demanded public schools. Local community responsibility for support of and the desire for local control of education were early recognized in New England and spread across the Midwest to the West Coast as the country was settled. Class distinctions, however, caused the development of private schools for the upper and upper-middle classes of the southeastern states. Some two hundred odd years passed after the settlement at Jamestown, Virginia, before public education supported by government began to make any headway. It is not strange that today in this same southeastern region, where local support is not traditional, one finds the greatest swing toward state support of education while the old attitude of local responsibility still prevails in the northeast, midwest, and western regions of the country. Americans today are spending twice as much for alcoholic beverages and tobacco products as they are spending for education. It does not follow that they cannot afford better schools. Localities can afford and will have the kind of schools they want, for they are willing to pay for what they want. It is assumed that there is a need for greater local support of education in Tennessee. Two facts support this assumption. First, in 1956-57, Tennessee ranked sixth in the percentage of school funds furnished by the state when compared with all the states of the nation. Second, the same year found Tennessee ranked in a tie with Kentucky for forty-fourth and forty-fifth place in total current expenditures per pupil when compared with all the states in the total support of education. While this does not exclude the need for greater support on the state level, it does seem to indicate that Tennessee lags behind in support of education at the local level. This opens up the need for a look at the whole area of local support for all local governmental agencies, including education

Interdisciplinary Studies in General Music Education: Enhancing Learning Across Content Areas

Some perspectives of educators and community members in small rural school districts fail to see the academic benefits of music education and the importance of integrated forms of study, despite the many clear connections that can be seen between the general music curriculum and other content areas such as math and language arts. Interdisciplinary studies in general music education are essential for student growth across content areas. This study reveals the importance of music integration and interdisciplinary music studies in small rural elementary schools. It gives example lessons of mathematics and language arts in the elementary music curricula. Guided by literature and observational data, this qualitative case study explores interdisciplinary studies in elementary general music classrooms. Findings on interdisciplinary music connections across content areas, music integration, and music and the brain have emerged as themes through exploring existing literature and observations of music classes in small rural elementary schools. Since music education longs to be understood, this study and the interdisciplinary lessons provided could benefit elementary general music education teachers and advance elementary teachers’ knowledge and understanding across content areas. This project exemplifies the intersection between music education and learning across content areas, specifically mathematics and language arts. Further, this study and lessons encourage further research by music educators to find lessons and connections that increase student learning across content areas. Further research could also seek information regarding the perceptions of community members and educators towards music education in small rural elementary schools