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{{dablink|"Dead" and "deceased" redirect here. For other uses, see [[Dead (disambiguation)]] and [[Deceased (band)]].}} |
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[[Image:Deadconfederate.jpg|thumb|250px|A dead soldier in Petersburg, Virginia 1865 during the [[American Civil War]]]] |
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'''Death''' is the permanent end of the [[life]] of a biological [[organism]]. Death may refer to the end of life as either an event or condition.<ref name='Kastenbaum'>{{cite encyclopedia |
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| last = Kastenbaum |
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| first = Robert |
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| title = Definitions of Death |
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| encyclopedia = Encyclopedia of Death and Dying |
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| date = 2006 |
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| url = http://www.deathreference.com/Da-Em/Definitions-of-Death.html |
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| accessdate = 2007-03-31}}</ref> Many factors can cause or contribute to an organism's death, including [[predation]], [[disease]], [[habitat destruction]], [[senescence]], [[malnutrition]] and [[accident]]s. The principal causes of death in [[developed countries]] are diseases related to [[aging]].<ref name=Kastenbaum /> Traditions and beliefs related to death are an important part of human [[culture]], and central to many [[religions]]. In [[medicine]], biological details and definitions of death have become increasingly complicated as [[technology]] advances. |
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{{Infobox Aust school| |
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==Biology== |
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name = Glen Waverley Secondary College| |
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{{Section stub}} |
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image = | |
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motto = Gain Wisdom| |
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established = 1960| |
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type = [[Public School]]| |
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principal = Gerry Schiller| |
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city = [[Melbourne, Victoria|Victoria]]| |
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state = [[Victoria (Australia)|VIC]]| |
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country = [[Australia]] | |
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campus = [[Glen Waverley, Victoria|Glen Waverley]]| |
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enrollment = | |
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colours = Red, Blue, and White| |
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homepage = http://www.gwsc.vic.edu.au/| |
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}} |
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'''Glen Waverley Secondary College''' is a public government [[school]] located in [[Glen Waverley, Victoria|Glen Waverley]], a southeastern suburb of [[Melbourne]], [[Victoria, Australia]]. |
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===Fate of dead organisms=== |
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[[Image:Ants cleaning dead snake.jpg|right|thumb|[[Ant]]s begin the decomposition of a dead [[snake]].]] |
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In animals, small movements of the limbs (for example twitching legs or wings) known as a [[postmortem spasm]] can sometimes be observed following death. ''[[Pallor mortis]]'' is a postmortem paleness which accompanies death due to a lack of [[capillary]] circulation throughout the body. ''[[Algor mortis]]'' describes the predictable decline in [[Thermoregulation|body temperature]] until [[Room temperature|ambient temperature]] is reached. Within a few hours of death ''[[rigor mortis]]'' is observed with a [[chemical reaction|chemical change]] in the [[muscle]]s, causing the limbs of the [[Dead body|corpse]] to become stiff ([[Latin]] ''rigor'') and difficult to move or manipulate. Assuming mild temperatures, full rigor occurs at about 12 hours, eventually subsiding to relaxation at about 36 hours. Decomposition isn't always a slow process however - for example [[wildfire|fire]] is the primary mode of decomposition in most grassland [[ecosystem]]s.<ref>DeBano, L.F., D.G. Neary, P.F. Ffolliot (1998) ''Fire’s Effects on Ecosystems''. [[John Wiley & Sons]], Inc., [[New York City|New York, New York, USA]].</ref> |
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==Overview== |
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After death an organism's remains become part of the [[biogeochemical cycle]]. Animals may be [[necrophagy|consumed]] by a [[predator]] or [[scavenger]]. [[Organic material]] may then be further decomposed by [[detritivore]]s, organisms which recycle [[detritus]], returning it to the environment for reuse in the [[food chain]]. Examples include [[earthworm]]s, [[woodlice]] and [[dung beetles]]. [[Microorganism]]s also play a vital role, raising the temperature of the decomposing material as they break it down into simpler molecules. Not all material need be decomposed fully however; for example [[coal]] is a [[fossil fuel]] formed in [[swamp]] ecosystems where [[plant]] remains were saved by water and mud from [[oxidization]] and [[biodegradation]]. |
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The school currently has over 1,900 students from years 7 to 12, and according to a 2006 survey in ''[[The Age]]'' newspaper, had the most multicultural student population in Melbourne.{{Fact|date=May 2007}} |
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Glen Waverley Secondary College offers a tertiary-oriented curriculum at senior year levels, and is developing a learning enquiry style curriculum at junior year levels.{{Fact|date=May 2007}} |
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Some organisms have hard parts such as [[Animal shell|shell]]s or [[bone]]s which may not decompose and become fossilized. [[Fossil]]s are the [[mineral]]ized or otherwise preserved remains or traces (such as footprints) of animals, plants, and other organisms. Fossils vary in size from [[microscope|microscopic]], such as single cells, to gigantic, such as [[dinosaur]]s. A fossil normally preserves only a portion of the deceased organism, usually that portion that was partially mineralized during life, such as the bones and teeth of [[vertebrate]]s, or the [[chitin]]ous [[exoskeleton]]s of [[invertebrate]]s. Preservation of [[soft tissue]]s is extremely rare in the fossil record. |
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The College was one of the Government 'Navigator' schools, which saw it being given the role of exploring the application of ICT (Information Communication Technology) to contemporary classrooms, and then providing in-service programmes to educators around Australia. The majority of Glen Waverley's technology solutions are developed in-house. |
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===Competition, natural selection and extinction=== |
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{{Main|Competition (biology)|natural selection|extinction}} |
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Death is an important part of the process of [[natural selection]]. Organisms that are less [[adaptation|adapted]] to their current environment than others are more likely to die having produced fewer offspring, reducing their contribution to the [[gene pool]] of succeeding generations. Weaker genes are thus eventually bred out of a population, leading to processes such as [[speciation]] and extinction. It should be noted however that [[biological reproduction|reproduction]] plays an equally important role in determining survival, for example an organism that dies young but leaves many offspring will have a much greater [[Darwinian fitness]] than a long-lived organism which leaves only one. |
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Typically, around 30-40% of final year students achieve ENTER scores above 90, and usually around 75% obtain ENTER scores above 70 (the maximum being 99.95).{{Fact|date=May 2007}} |
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====Extinction==== |
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<!-- This material should be trimmed to around half its current length --> |
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[[Image:ExtinctDodoBird.jpeg|left|thumb|The [[Dodo]], shown here in illustration, is an often-cited<ref name="Diamond">{{cite book | last = Diamond | first = Jared | authorlink = Jared Diamond | title = [[Guns, Germs, and Steel]] | publisher = [[W. W. Norton]] | date = 1999| id = ISBN 0-393-31755-2 | pages=43-44 |chapter=Up to the Starting Line }}</ref> example of [[Holocene extinction event|modern extinction]].]] |
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[[Extinction]] is the cessation of existence of a [[species]] or group of [[taxon|taxa]], reducing [[biodiversity]]. The moment of extinction is generally considered to be the death of the last individual of that species (although the [[population bottleneck|capacity to breed and recover]] may have been lost before this point). Because a species' potential [[Range (biology)|range]] may be very large, determining this moment is difficult, and is usually done retrospectively. This difficulty leads to phenomena such as [[Lazarus taxa]], where a species presumed extinct abruptly "re-appears" (typically in the [[fossil|fossil record]]) after a period of apparent absence. |
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The school is an active participant in international student exchange programs. |
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Through [[evolution]], new species arise through the process of [[speciation]] — where new varieties of organisms arise and thrive when they are able to find and exploit an [[ecological niche]] — and species become extinct when they are no longer able to survive in changing conditions or against superior competition. A typical species becomes extinct within 10 million years of its first appearance,<ref name="Newman">Newman, Mark. "[http://www.lassp.cornell.edu/newmme/science/extinction.html A Mathematical Model for Mass Extinction]". [[Cornell University]]. [[May 20]] [[1994]]. URL accessed [[July 30]] [[2006]].</ref> although some species, called [[living fossil]]s, survive virtually unchanged for hundreds of millions of years. Only one in a thousand species that have existed remain today.<ref name="Newman" /><ref name="Raup"> Raup, David M. ''Extinction: Bad Genes or Bad Luck?'' W.W. Norton and Company. New York. 1991. pp.3-6 ISBN 978-0393309270 </ref> |
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==Amalgamation== |
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Prior to the dispersion of humans across the earth, extinction generally occurred at a continuous low rate, interspersed with rare [[mass extinction]] events. Starting approximately 100,000 years ago, and coinciding with an [[overpopulation|increase in the numbers and range of humans]], species extinctions have increased to a rate unprecedented<ref name="MSNBC">[http://www.msnbc.msn.com/id/6502368/ Species disappearing at an alarming rate, report says]. [[MSNBC]]. URL accessed [[July 26]] [[2006]].</ref> since the [[Cretaceous-Tertiary extinction event]]. This is known as the [[Holocene extinction event]] and is at least the sixth such [[Extinction event#Extinction events|extinction event]]. Some experts have estimated that up to half of presently existing species may become extinct by 2100.<ref name="Wilson">[[E.O. Wilson|Wilson, E.O.]], ''The Future of Life'' (2002) (ISBN 0-679-76811-4). See also: [[Richard Leakey|Leakey, Richard]]. ''The Sixth Extinction: Patterns of Life and the Future of Humankind'' (ISBN 0-385-46809-1 ).</ref> |
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The current College is a product of three separate secondary schools amalgamating in the early 1990s. |
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''Syndal Secondary College'' and ''Lawrence Secondary College'' (the latter having a 'Technical School' specialisation) joined the existing Glen Waverley Secondary College and amalgamated school, sharing students, staff, and resources. |
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===Evolution of aging=== |
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{{main|Evolution of aging}} |
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Enquiry into the evolution of aging aims to explain why almost all living things weaken and die with age. There is not yet agreement in the [[scientific community]] on a single answer. The evolutionary origin of senescence remains one of the fundamental puzzles of biology. |
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This came at a time when the Government was pursuing a policy of creating 'super' schools, rationalising small schools with dwindling enrolments out of existence. The belief was that larger schools would have a greater ability to offer a broad curriculum. |
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==In medicine== |
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{{split2|Death in medicine}} |
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Lawrence closed first, followed by Syndal. The latter school continued as a junior campus (years 7 and 8) prior to closing. |
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===Definition=== |
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Historically, attempts to define the exact moment of death have been problematic. Death was once defined as the cessation of [[heart]]beat ([[cardiac arrest]]) and of [[breath]]ing, but the development of [[cardiopulmonary resuscitation|CPR]] and prompt [[defibrillation]] have rendered the previous definition inadequate because breathing and heartbeat can sometimes be restarted. This is now called "[[clinical death]]". Events which were [[causality|causally]] linked to death in the past no longer kill in all circumstances; without a functioning heart or lungs, life can sometimes be sustained with a combination of [[life support]] devices, [[organ transplants]] and [[artificial pacemaker]]s. |
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The buildings on the sites of these former schools were demolished, and the land was used for housing developments. |
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Today, where a definition of the moment of death is required, doctors and coroners usually turn to "[[brain death]]" or "biological death": People are considered dead when the electrical activity in their brain ceases (cf. [[persistent vegetative state]]). It is presumed that a stoppage of electrical activity indicates the end of [[consciousness]]. However, suspension of consciousness must be permanent, and not transient, as occurs during [[sleep]], and especially a [[coma]]. In the case of sleep, [[Electroencephalography|EEGs]] can easily tell the difference. Identifying the moment of death is important in cases of [[organ transplant|transplantation]], as organs for transplant must be harvested as quickly as possible after the death of the body. |
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The school buildings at Syndal were the "C-800" style, popular in Victoria through the late 1960s and early 1970s (a surviving example of this style can be found at [[Westernport Secondary College]]). The design consists of a rectangular compound formed from inward-facing classrooms, this compound enclosing a pair of hexagonal-shaped buildings, one a library, and the other a flexible-use cluster of classrooms. The latter 'hexagon' was designed to enable internal walls to be temporarily reconfigured, allowing for team-teaching of larger groups, or other collaborative activities. This functionality has now been reproduced in the current College's Middle School Building, where the reconfigurable classroom design supports ''Enquiry Learning'' pedagogies. |
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The possession of brain activity, or ability to resume brain activity, is a [[Necessary and sufficient conditions|necessary condition]] to legal personhood in the United States. "''It appears that once brain death has been determined … no criminal or civil liability will result from disconnecting the life-support devices.''" (Dority v. Superior Court of [[San Bernardino]] County, 193 Cal.Rptr. 288, 291 (1983)) |
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==Principals== |
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Those maintaining that only the [[neo-cortex]] of the brain is necessary for consciousness sometimes argue that only electrical activity there should be considered when defining death. Eventually it is possible that the criterion for death will be the permanent and irreversible loss of [[cognition|cognitive]] function, as evidenced by the death of the [[cerebral cortex]]. All hope of recovering human thought and [[personality psychology|personality]] is then gone. However, at present, in most places the more conservative definition of death — irreversible cessation of electrical activity in the whole brain, as opposed to just in the neo-cortex — has been adopted (for example the [[Uniform Determination Of Death Act]] in the [[United States]]). In 2005, the case of [[Terri Schiavo]] brought the question of brain death and artificial sustenance to the front of [[Politics of the United States|American politics]]. |
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Tony Bell was principal of the school from the 1980s until mid-1999, and oversaw the implementation of new facilities beyond what most state schools were able to offer.{{Fact|date=May 2007}} Under Tony Bell, the school was able to unveil its heralded "Science and Technology Centre", which followed on from years of curriculum research and reform.{{Fact|date=May 2007}} This new facility allowed a far more comprehensive base for teaching technology, especially in the areas of electronics, materials (wood, metal and plastic), textiles as well as information technology. The building also provided new science labs. His successor in the role was Darrell Fraser (1999-2004). In 2004, Fraser was offered the position of Deputy Secretary in School Operations in the Department of Education & Training, Victoria. |
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Gerry Schiller is the current school Principal, having previously been the Head of the Middle School as well as the Assistant Principal. |
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Even by whole-brain criteria, the determination of brain death can be complicated. EEGs can detect spurious electrical impulses, while certain [[drugs]], [[hypoglycemia]], [[hypoxia (medical)|hypoxia]], or [[hypothermia]] can suppress or even stop brain activity on a temporary basis. Because of this, hospitals have protocols for determining brain death involving EEGs at widely separated intervals under defined conditions. |
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==Demographics== |
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====Misdiagnosed death==== |
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The diverse school population comprises over 40 nationalities, speaking more than 50 different languages. As is the case with all Victorians, many students at the school are from migrant backgrounds. |
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There are many anecdotal references to people being declared dead by physicians and then coming back to life, sometimes days later in their own coffin, or when [[embalming]] procedures are just about to begin. Owing to significant scientific advancements in the [[Victorian era]], some people in [[United Kingdom|Britain]] became obsessively worried about living after being declared dead. |
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Each year, GWSC students participate in a programme of cultural activities and exhibitions, as part of the Victorian State Government's 'Celebrate Our Cultural Diversity Week'. Within the College community, the programme is designed to recognise and celebrate the successful integration of GWSC's culturally diverse population. |
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A [[Certified first responder|first responder]] is not authorized to pronounce a patient dead. Some [[Emergency medical technician|EMT]] [[training manual]]s specifically state that a person is not to be assumed dead unless there are clear and obvious indications that death has occurred.<ref name=Limmer> Limmer, D. et al. (2006). Emergency care (AHA update, Ed. 10e). [[Prentice Hall]].</ref> These indications include mortal [[decapitation]], [[rigor mortis]] (rigidity of the body), [[livor mortis]] (blood pooling in the part of the body at lowest elevation), decomposition, incineration, or other bodily damage that is clearly inconsistent with life. If there is any possibility of life and in the absence of a [[do not resuscitate]] (DNR) order, [[Emergency service|emergency workers]] are instructed to begin rescue and not end it until a patient has been brought to a hospital to be examined by a physician. This frequently leads to situation of a patient being pronounced [[dead on arrival]] (DOA). However, some states allow [[paramedics]] to pronounce death. This is usually based on specific criteria. Aside from the above mentioned, conditions include advanced measures including CPR, [[intubation]], IV access, and administering medicines without regaining a pulse for at least 20 minutes. |
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==Houses== |
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In cases of [[electric shock|electrocution]], CPR for an hour or longer can allow stunned [[nerve]]s to recover, allowing an apparently-dead person to survive. People found unconscious under icy water may survive if their [[face]]s are kept continuously cold until they arrive at an [[Emergency department|emergency room]].<ref name=Limmer /> This "diving response", in which [[metabolism|metabolic activity]] and oxygen requirements are minimal, is something humans share with [[cetacea]]ns called the [[mammalian diving reflex]].<ref name=Limmer /> |
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The College has a four "House" system. The Houses have heretofore been used mainly for sporting events (note the sporting themes in their naming), but is now slated to form the basis of a reform of the Junior classes into Learning Communities. |
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''Goolagong'' House is named for [[Evonne Goolagong Cawley]], the famous Australian [[tennis]] player. Evonne Goolagong is a tennis great and the symbol of Goolagong House. An aboriginal, Evonne was born and raised in the town of Barellan. She was a real tomboy, and used to beat the boys at all sorts of games. She started playing tennis after her father, an auto mechanic, found some old tennis balls in a used car that he had bought. From this, Evonne found her calling. She was first spotted at a tennis clinic, and from there she was groomed into one of this nation's greatest sporting heroes. |
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As medical technologies advance, ideas about when death occurs may have to be re-evaluated in light of the ability to restore a person to vitality after longer periods of apparent death (as happened when CPR and defibrillation showed that cessation of heartbeat is inadequate as a decisive indicator of death). The lack of electrical brain activity may not be enough to consider someone scientifically dead. Therefore, the concept of [[information theoretical death]] has been suggested as a better means of defining when true death actually occurs, though the concept has few practical applications outside of the field of [[cryonics]]. |
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''Bradman'' House is named for [[Donald Bradman]], the cricket great. Bradman was born on the 27th of August 1908 and was the youngest of 5 children. Don refined his cricketing skills by throwing a golf ball against a small brick wall and hitting it on the rebound with a cricket stump. When Don's father first took him to a test match at the SCG Don told him "I shall never be satisfied until I play on this ground". Bradman's Test debut was in the 1928-29 series and in the third test of the series he scored his first Test century. Don Bradman took the cricketing world by storm. The more he played, the more cricket records he broke. In Test Cricket, he scored 6,996 runs at an average of 99.94 (a longstanding record). |
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There have been some scientific attempts to bring dead organisms back to life, but with limited success [http://www.foxnews.com/story/0,2933,160903,00.html]. In [[science fiction]] [[scenario]]s where such technology is readily available, [[real death]] is distinguished from reversible death. |
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''Elliot'' House is named for [[Herb Elliot]], the Australian Olympic athlete. |
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===Causes of human death=== |
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This House's colour is Red, derived from the colour of the running tracks that Herb competed on. Australia's and perhaps the world's greatest middle-distance runner, Herb Elliot was born in Perth in 1938. Winning his first mile race when he was only 14, he set two world records in 1957 in the junior mile class and then won the Australian senior mile race. After two gold medals in the 1958 Commonwealth Games, Herb went on to set world records for the mile and 1500 metres, and won gold in a world record time of 3 minutes 35.6 seconds at the 1960 Olympics. At the end of the 1961, at the age of 23, Elliot retired after 9 successful years without a defeat. Trained by the authoritarian coach, Percy Cerutty, Elliot was never defeated in a 1500 metres race between 1957-1961. |
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{{See also|List of causes of death by rate}} |
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Death can be caused by [[disease]], [[accident]], [[homicide]], or [[suicide]]. The leading cause of death in [[developing countries]] is [[infectious disease]]. The leading causes of death in [[developed countries]] are [[atherosclerosis]] ([[heart disease]] and [[stroke]]), [[cancer]], and other diseases related to [[obesity]] and [[aging]]. These conditions cause loss of [[homeostasis]], leading to [[cardiac arrest]], causing loss of [[oxygen]] and nutrient supply, causing irreversible deterioration of the [[brain]] and other [[tissue (biology)|tissues]]. With improved medical capability, dying has become [[Respite care|a condition to be managed]]. Home deaths, once the norm, are now rare in the first world. |
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''Fraser'' House is named for [[Dawn Fraser]], the famous Australian swimmer. This House's colour is Blue. Born on September 4th 1947, Dawn Fraser is world renowned for her outstanding achievements in swimming. By the age of 19, Dawn competed in her first Olympic games in 1956 and won two gold medals for Australia. In Rome (1960), Dawn became the first woman to retain the Olympic 100m freestyle title with a record time of 1:01.2. She then went on to compete successfully in various other events throughout her illustrated career. Dawn was named the supreme female performer in Australian sport history, when in 1999 she was selected by the twelve members into the Sport Hall of Fame. |
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In [[third world]] countries, inferior sanitary conditions and lack of access to [[medical technology]] makes death from [[infectious diseases]] more common than in [[developed countries]]. One such disease is [[tuberculosis]], a bacterial disease which killed 1.7 million people in 2004.<ref name="WHO2004data">[[World Health Organization]] (WHO). [http://www.who.int/mediacentre/factsheets/fs104/en/index.html Tuberculosis Fact sheet N°104 - Global and regional incidence.] March 2006, Retrieved on 6 October 2006.</ref> |
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House competitions do not occur as frequently as in other schools of Victoria. In terms of competitions, the school focuses mainly on inter-school competition pertaining to particular sports such as table tennis, badminton, tennis, soccer, cricket, netball, softball, etc. The system for these competitions is to first attend a training session and then onward from this several training sessions if need be, then the suitable team members will be picked to form a team to play against other schools on a certain day. Then results from this will then dictate the teams standings as a representation of the overall school. |
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Many leading first world causes of death can be postponed by [[diet (nutrition)|diet]] and [[Physical fitness|physical activity]], but the accelerating incidence of disease with age still imposes limits on human [[longevity]]. The [[evolution of ageing|evolutionary cause of aging]] is, at best, only just beginning to be understood. It has been suggested that direct intervention in the aging process may now be the most effective intervention against major causes of death.<ref>{{cite journal |
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| last = SJ Olshanksy et al |
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| title = Longevity dividend: What should we be doing to prepare for the unprecedented aging of humanity? |
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| journal = The Scientist |
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| volume = 20 |
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| pages = 28-36 |
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| year = 2006 |
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| publisher = Scientist (The), Philadelphia |
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| url = http://www.grg.org/resources/TheScientist.htm |
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| accessdate = 2007-03-31}}</ref> |
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==Site Redevelopment== |
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====Autopsy==== |
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2005 saw the commencement of building works on the O'Sullivan Road site, involving the demolition of both the Art and Central Wing buildings of the school to make way for a state of the art learning facility. The design of the new buildings is intended to both make efficient use of the limited space on the site. |
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[[Image:Rembrandt Harmensz. van Rijn 007.jpg|thumb|right|220px|The ''[[Anatomy Lesson of Dr. Nicolaes Tulp]]'', by [[Rembrandt]], depicts an autopsy]] |
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{{main|Autopsy}} |
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An autopsy, also known as a ''postmortem examination'' or an ''obduction'', is a [[medical procedure]] that consists of a thorough [[examination]] of a [[human]] [[Dead body|corpse]] to determine the cause and manner of a person's death and to evaluate any [[disease]] or [[injury]] that may be present. It is usually performed by a specialized [[Physician|medical doctor]] called a [[pathology|pathologist]]. |
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Towards the end of the 2006 school year, several buildings had been completed and delivered to the College community, but work continued on completion of the school's new Library which is planned to be completed by the end of term 1. The new entrance to the senior center is now complete, along with a new a locker bay for the senior students. |
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Autopsies are either performed for legal or medical purposes. A forensic autopsy is carried out when the cause of death may be a criminal matter, while a clinical or academic autopsy is performed to find the medical cause of death and is used in cases of unknown or uncertain death, or for research purposes. Autopsies can be further classified into cases where external examination suffices, and those where the body is dissected and an internal examination is conducted. Permission from [[next of kin]] may be required for internal autopsy in some cases. Once an internal autopsy is complete the body is reconstituted by sewing it back together. Autopsy is important in a medical environment and may shed light on mistakes and help improve practices. |
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===Library=== |
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A necropsy is a postmortem examination performed on a non-human animal, such as a pet. |
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Commissioned in mid-April 2007. The new purpose-built Library is a large, accommodating space, with natural-light-filled reading niches, fluorescent-lit private study areas, a central convention space, and the usual complement of library support spaces. The building includes hi-tech computer labs, a Careers Centre, and a "Sick Bay", the latter staffed by a full-time school nurse. The technology implemented in the new library is up to date. This project has paid off well, attracting many students to the library, increasing overall literacy rates. |
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When completed, the grounds surrounding the Library will include not only wooden seating and faux bowers, but also a water feature. The water feature will operate (including during drought) by drawing water from a subterranean reservoir filled by gutter-sourced rainfall, evaporating that water via a fountain-style structure. |
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===Life extension=== |
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{{main|Life extension}} |
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[[Life extension]] refers to an increase in [[maximum lifespan|maximum]] or [[Life expectancy|average lifespan]], especially in humans, by slowing down or reversing the [[senescence|processes of aging]]. Average lifespan is determined by vulnerability to [[accident]]s and age-related afflictions such as [[cancer]] or [[cardiovascular disease]]. Extension of average lifespan can be achieved by good [[diet (nutrition)|diet]], [[exercise]] and avoidance of hazards such as [[tobacco smoking|smoking]] and excessive eating of [[sugar]]-containing foods. [[Maximum lifespan]] is determined by the rate of [[ageing|aging]] for a species inherent in its [[gene]]s. Currently, the only widely recognized method of extending maximum lifespan is [[calorie restriction]]. Theoretically, extension of maximum lifespan can be achieved by reducing the rate of aging damage, by [[tissue engineering|periodic replacement of damaged tissues]], or by [[nanobiotechnology|molecular repair]] or [[rejuvenation (aging)|rejuvenation]] of deteriorated cells and tissues. |
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A red-brown 'snake' symbol in the pavement works its way across the concreted area that lies between the Library and the Admin bunker, stretching from the Senior Centre to the Middle Centre. |
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Researchers of life extension are a subclass of [[gerontology|biogerontologists]] known as "biomedical [[gerontology|gerontologists]]". They seek to understand the nature of aging and they develop treatments to reverse aging processes or to at least slow them down, for the improvement of health and the maintenance of youthful vigor at every stage of life. Those who take advantage of life extension findings and seek to apply them upon themselves are called "life extensionists" or "longevists". The primary life extension strategy currently is to apply available anti-aging methods in the hope of living long enough to benefit from a complete cure to aging once it is developed, which given the rapidly advancing state of biogenetic and general medical technology, could conceivably occur within the lifetimes of people living today. |
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===Arts=== |
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Many biomedical gerontologists and [[life extensionist]]s believe that future breakthroughs in tissue [[rejuvenation (aging)|rejuvenation]] with [[stem cell]]s, [[organ (anatomy)|organs]] replacement (with artificial [[organ (anatomy)|organs]] or [[xenotransplantation]]s) and [[molecular]] repair will eliminate all aging and disease as well as allow for complete rejuvenation to a youthful condition. Whether such breakthroughs can occur within the next few decades is impossible to predict. Some life extensionists arrange to be [[cryonics|cryonically preserved]] upon legal death so that they can await the time when future [[medicine]] can eliminate [[disease]], [[rejuvenation (aging)|rejuvenate]] them to a lasting youthful condition and repair damage caused by the [[cryonics]] process. Whether the maximum human lifespan should be extended is the subject of much [[bioethics|ethical]] debate amongst politicians and scientists. |
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Once the existing school library building had been decommissioned, the sub-structure was extensively refitted to serve as the College's new Art precinct. Exterior walls were partially 'pushed back', opening the space up and providing for large, studio-style learning spaces. The core structure is of a clear span construction, and was very suited to this conversion. As well as large internal spaces, the Arts building sports an external decking that students use for open air painting and sketching, as well as for socialising during recess and lunchtime. |
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The College's performing arts program is renowned for the outstanding musical productions including “Guys & Dolls”, “Joseph and his Amazing Technicolor Dreamcoat”, “Sweet Charity”, “Chorus Line”, “My One and Only” and “Chicago” which won BEST JUNIOR SHOW at the Victorian Guild Awards. In 2007 the College will performing the musical "Little Shop of Horrors" |
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===The physician's perspective=== |
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A qualitative survey of [[internal medicine]] doctors in the United States found three sources of satisfaction from medical practice: |
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# realizing a fundamental change in perspective via an experience with a patient |
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# making a difference in someone's life |
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# connecting with patients |
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The authors of the survey noted how often the meaningful events, such as connecting with patients, occurred at events, such as death, that normally suggest a failure of [[Health care|medical care]].<ref name="pmid12729445">{{cite journal |author=Horowitz C, Suchman A, Branch W, Frankel R |title=What do doctors find meaningful about their work? |journal=Ann Intern Med |volume=138 |issue=9 |pages=772-5 |year=2003 |pmid=12729445 | url=http://www.annals.org/cgi/content/full/138/9/772}}</ref> The following research suggests factors associated with a meaningful death. |
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===Administration=== |
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A qualitative study using [[focus group]]s that consisted of "physicians, nurses, [[social work]]ers, chaplains, hospice volunteers, patients, and recently bereaved family members". The groups identified the following themes associated with a 'good death'.<ref name="pmid10819707">{{cite journal |author=Steinhauser K, Clipp E, McNeilly M, Christakis N, McIntyre L, Tulsky J |title=In search of a good death: observations of patients, families, and providers |journal=Ann Intern Med |volume=132 |issue=10 |pages=825-32 |year=2000 |pmid=10819707 | url=http://www.annals.org/cgi/content/full/132/10/825}}</ref> The article is freely available and provides much more detail. |
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The new administration block was among the first spaces to be delivered, and sits on O'Sullivan Road, providing a clear entrance to the College, and clarifying the layout of the school. Previously, the Administration area was located in the centre of the site, and some visitors experienced difficulty finding it. |
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# '''Pain and Symptom Management'''. Patients want reassurance that symptoms, such as pain or [[Dyspnea|shortness of breath]] that may occur at death, will be well treated. |
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# '''Clear Decision Making'''. According to the study, 'participants stated that fear of pain and inadequate symptom management could be reduced through communication and clear decision making with physicians. Patients felt empowered by participating in treatment decisions'. |
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# '''Preparation for Death'''. Patients wanted to know what to expect near death and to be able to plan for the events that would follow death. |
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# '''Completion'''. 'Completion includes not only faith issues but also [[life review]], resolving conflicts, spending time with family and friends, and saying good-bye.' |
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# '''Contributing to Others'''. A family member noted, "I guess it was really poignant for me when a nurse or new resident came into his room, and the first thing he'd say would be, ‘Take care of your wife’ or ‘Take care of your husband. Spend time with your children.’ He wanted to make sure he imparted that there's a purpose for life." |
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# '''Affirmation of the Whole Person'''. 'They didn't come in and say, "I'm Doctor so and so." There wasn't any kind of separation or aloofness. They would sit right on his bed, hold his hand, talk about their families, his family, golf, and sports.' |
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# '''Distinctions in Perspectives of a Good Death''' |
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The Administration block provides accommodation for the Principal class teachers, as well as the General Office, Business Manager, Daily Organiser, Facilities Manager, and a large Professional Learning suite. Network technical support is also located there. |
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A separate study suggests that the patients' preferences will not be stable as death approaches and so the physician should consider re-evaluating these issues.<ref name="pmid17608872">{{cite journal |author=Fried TR, O'leary J, Van Ness P, Fraenkel L |title=Inconsistency over time in the preferences of older persons with advanced illness for life-sustaining treatment |journal=Journal of the American Geriatrics Society |volume=55 |issue=7 |pages=1007-14 |year=2007 |pmid=17608872 |doi=10.1111/j.1532-5415.2007.01232.x}}</ref> |
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===Senior Centre=== |
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In an essay, 'On Saying Goodbye: Acknowledging the End of the Patient–Physician Relationship with Patients Who Are Near Death' suggestions are made to health care providers for saying good-bye to patients near death.<ref name="pmid15838086">{{cite journal |author=Back A, Arnold R, Tulsky J, Baile W, Fryer-Edwards K |title=On saying goodbye: acknowledging the end of the patient-physician relationship with patients who are near death |journal=Ann Intern Med |volume=142 |issue=8 |pages=682-5 |year=2005 |pmid=15838086 | url=http://www.annals.org/cgi/content/full/142/8/682}}</ref> The quotes below are from the article. The article is freely available and provides much more detail. |
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As part of the redevelopment, minor extension work and reforming of the external accesses was carried out on the existing Senior Centre. Access for students with mobility challenges was specifically incorporated in the renovations, as previous access had been demolished. A large air conditioning plant was also added to the building, to help compensate for its poor passive heating-cooling design. A similar system is required in the new Library, as that entirely new building likewise has negligible passive heating-cooling features. |
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===Middle Centre=== |
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# '''Choose an Appropriate Time and Place''' |
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The Middle Centre is a two-storey building for students in years 7 through 9, equipped with large science and computer labs, and clusters of reconfigurable learning spaces. The key concept to these reconfigurable spaces is that standard-sized classrooms can be easily opened up (by redeploying operable walls) to facilitate team teaching programmes. These clusters are near small computer-equipped withdrawal spaces, allowing students to access a range of network-based resources, including web resources and computer applications. Interactive whiteboards and projection screens for rich media are also integrated into this space. |
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# '''Acknowledge the End of Your Routine Contact and the Uncertainty about Future Contact''' The doctor could say, "You know, I'm not sure if we will see each other again in person, so while we are with each other now I want to say something about our relationship." |
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# '''Invite the Patient To Respond, and Use That Response as a Piece of Data about the Patient's State of Mind''' The authors suggest saying "Would that be okay?" or "how would you feel about that?" |
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# '''Frame the Goodbye as an Appreciation''' The authors suggest examples such as "I just wanted to say how much I've enjoyed you and how much I've appreciated your flexibility [or cooperation, good spirits, courage, honesty, directness, collaboration] and your good humor [or your insights, thoughtfulness, love for your family]." |
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# '''Give Space for the Patient to Reciprocate, and Respond Empathically to the Patient's Emotion''' If the patients becomes tearful, the doctor can provide silence to allow the patient to respond, or the doctor may ask about what the patient is feeling. |
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# '''Articulate an Ongoing Commitment to the Patient's Care''' Do not make the patient feel abandoned, "Of course you know I remain available to you and that you can still call me". |
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# '''Later, Reflect on Your Work with This Patient''' |
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The Middle School Office is located in the Middle Centre, as is the school's new drama centre. |
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A [[randomized controlled trial]] of communication between health care providers and family members at the time of death reported that the intervention decreased the burden of bereavement.<ref name="pmid17267907">Lautrette A, Darmon M, Megarbane B, Joly LM, Chevret S, Adrie C et al. A communication strategy and brochure for relatives of patients dying in the ICU. N Engl J Med. 2007 February 1;356(5):469-78. PMID 17267907</ref> The intervention consisted of a brochure and family conference that focused on the following items that are remembered with the mnemonic '''value''': |
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* to '''V'''alue and appreciate what the family members said |
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* to '''A'''cknowledge the family members' emotions |
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* to '''L'''isten |
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* to ask questions that would allow the caregiver to '''U'''nderstand who the patient was as a person |
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* to '''E'''licit questions from the family members. Each investigator received a detailed description of the conference procedure |
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The building is fitted with an elevator for the convenience of students with a movement challenge, and for transporting of stage equipment and other heavy materials. |
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Other difficult issues for physicians include providing sedation for a patient at death and discontinuing life support. The following case reports detail these experiences from the physician's perspective.<ref name="pmid1616221">{{cite journal |author=Edwards M, Tolle S |title=Disconnecting a ventilator at the request of a patient who knows he will then die: the doctor's anguish |journal=Ann Intern Med |volume=117 |issue=3 |pages=254-6 |year=1992 |pmid=1616221|url=http://openurl.ebscohost.com/linksvc/linking.aspx?genre=article&sid=PubMed&issn=0003-4819&title=Ann%20Intern%20Med&volume=117&issue=3&spage=254&atitle=Disconnecting%20a%20ventilator%20at%20the%20request%20of%20a%20patient%20who%20knows%20he%20will%20then%20die:%20the%20doctor's%20anguish.&aulast=Edwards&date=1992}}</ref><ref name="pmid10744597">{{cite journal |author=Petty T |title=Technology transfer and continuity of care by a "consultant" |journal=Ann Intern Med |volume=132 |issue=7 |pages=587-8 |year=2000 |pmid=10744597 | url=http://www.annals.org/cgi/content/full/132/7/587}}</ref> |
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The Middle Centre and the Senior Centre form the end poles of the central axis of the newly redeveloped precinct of the College grounds. |
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==Death in culture== |
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{{split2|Death in culture}} |
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<!-- This section was previously a small separate article which was merged with this, but it has probably reached a stage where it should be broken out again as there is still more to be added and it contains the vast majority of the text. To keep the article balanced, this section should just summarize the main points of death's cultural aspects, allowing a larger focus on medical and scientific perspectives. The following image may be useful if we can find a place for it: |
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[[Image:Allisvanity.jpg|right|thumb|200px|"All Is Vanity" by [[C. Allan Gilbert]], suggesting an intertwinement between life and death.]] A section on death in art or a proper introduction to this section as a whole would be a good spot. --> |
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=== |
===The N Wing=== |
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The N Wing, situated alongside the College oval, is slated for demolition as part of the final stage of the proposed redevelopment. The N Wing is the final remaining section of the school built in the 'TLC' (Timber Light Construction) style. It presently houses a mixture of classrooms, science labs, and a staffroom. |
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[[Image:carriage-cc-sa.JPG|thumb|right|A horse-drawn [[hearse]] with driver, circa 1900.]] |
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{{Main|Disposal of human corpses}} |
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In most cultures, before the onset of significant decay, the body undergoes some type of ritual disposal, usually either [[cremation]] or interment in a [[tomb]]. Cremation is a very old and quite common custom, if one takes into account the sheer numbers of next of kin (of dead) practicing it. The act of cremation exemplifies the belief of the concept of "ashes to ashes". The other modes of disposal include interment in a [[grave (burial)|grave]], but may also be a [[sarcophagus]], [[crypt]], [[sepulchre]], or [[ossuary]], a mound or barrow, or a monumental [[surface structure]] such as a [[mausoleum]] (exemplified by the [[Taj Mahal]]) or a [[pyramid]] (as exemplified by the [[Great Pyramid of Giza]]). |
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==In the Media== |
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In [[Tibet]], one method of corpse disposal is [[sky burial]], which involves placing the body of the deceased on [[high ground]] (a [[mountain]]) and leaving it for [[birds]] of prey to dispose of. Sometimes this is because in some religious views, [[bird of prey|birds of prey]] are carriers of the [[soul]] to the heavens, but at other times this simply reflects the fact that when terrain (as in [[Tibet]]) makes the ground too hard to dig, there are few trees around to burn and the local religion ([[Buddhism]]) believes that the body after death is only an empty shell, there are more practical ways of disposing of a body, such as leaving it for animals to consume. |
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===Cultural Diversity website=== |
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The [http://www.culturaldiversity.vic.gov.au official website for the state government's 'Celebrate Our Cultural Diversity Week'] was developed by students from GWSC. At the launch of the website, the students were photographed by the media with various ministers and the Premier, [[Steve Bracks]]. |
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===Principal for a Day=== |
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In certain cultures, efforts are made to retard the decay processes before burial (resulting even in the retardation of decay processes after the burial), as in [[Mummy|mummification]] or [[embalming]]. This happens during or after a [[funeral]] ceremony. Many [[funeral|funeral customs]] exist in different cultures. In some fishing or naval communities, the body is sent into the water, in what is known as [[burial at sea]]. Several mountain villages have a tradition of hanging the [[coffin]] in woods. |
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On the morning of Monday, October 27th 2003, Dr [[Ziggy Switkowski]], then CEO of the [[Telstra]] Corporation, visited the College as part of the "Principal for a Day" programme. The programme was intended to give business leaders insights into the work being done in shaping the citizens of tomorrow. Due to his high profile, this visit was featured on current affairs programmes on commercial networks.<ref>[[Business Sunday]], November 2. [http://navcon.gwsc.vic.edu.au/index.cfm?print=123]</ref> |
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===School Funding Ad Campaign=== |
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A new alternative is [[ecological burial]]. This is a sequence of deep-freezing, pulverisation by vibration, [[freeze-drying]], removing [[metal]]s, and burying the resulting powder, which has 30% of the body mass. |
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In late 2004, Glen Waverley Secondary College was involved in a political advertising campaign in which it was compared to [[Scotch College, Melbourne|Scotch College Melbourne]] (an elite private school) over the issue of government funding. GWSC rejected claims that it was involved in the advertising campaign however it should be noted that, when asked by the Age Newspaper, they did not condemn it, which leaves room for speculation.{{Fact|date=June 2007}} |
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The aim of the campaign was to highlight the disparity in funding between rich private schools and modest state schools. According to nation-wide newspaper 'The Australian', [[Scotch College, Melbourne|Scotch College Melbourne]] responded legally in which an undisclosed remedy was awarded against the political party who made the advertisement.{{Fact|date=June 2007}} |
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[[Cryonics]] is the process of [[cryopreservation|cryopreservating]] of a body to liquid [[nitrogen]] [[temperature]] to stop the natural decay processes that occur after death. Those practicing cryonics hope that future technology will allow the [[legally dead|legally deceased]] person to be restored to life when and if science is able to cure all disease, [[rejuvenation (aging)|rejuvenate]] people to a youthful condition and repair damage from the cryopreservation process itself. As of 2007, there were over 150 people in some form of cryopreservation at one of the two largest cryonics organizations, [[Alcor Life Extension Foundation]] and the [[Cryonics Institute]]. |
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===Student VCE Results=== |
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[[Space burial]] uses a rocket to launch the cremated remains of a body into orbit. This has been done at least 150 times. |
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In December 2006, four students from the College achieved the maximum possible score on the [[Victorian Certificate of Education]]. This is an unusual and noteworthy result, as, from the 48,000 state-wide candidates for the 2006 VCE, only 35 achieved this "perfect" score. [[Penleigh and Essendon Grammar School]] had five students who achieved the perfect score, but the media concentrated on the four Glen Waverley students, the angle being that it was unusual to have so many perfect scores in any school, let alone a public one. The fact that all four students were from migrant backgrounds was also of interest to the media. <ref>[http://www.news.com.au/heraldsun/story/0,21985,20911597-661,00.html Herald-Sun]</ref><ref>[http://www.theage.com.au/articles/2006/12/11/1165685616725.html The Age]</ref><ref>HSV-7</ref> |
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Overall results for Year 12 were above average for this school in 2006. Former Glen Waverley Secondary College student Tianhong Wu received an all-rounder award from Victorian Premier Steve Bracks at a ceremony at the Regent Theatre on 30 May 2007 for herperformance in the VCE. She achieved his award despite speaking little English when she arrived from China in 2002 <ref>The Age, "Medals honour VCE top achievers" 1 June 2007 http://www.theage.com.au/news/national/medals-honour-vce-top-achievers/2007/05/31/1180205427885.html ,</ref> |
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Graves are usually grouped together in a plot of land called a ''[[cemetery]]'' or ''graveyard'', and burials can be arranged by a [[funeral home]], [[mortuary]], [[undertaker]] or by a religious body such as a [[church]] or the community's [[burial society]], a charitable or voluntary body charged with these duties. |
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==Curriculum and Extra-curriculum== |
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[[Body donation|Whole body donations]], made by the donor while living (or by a family member in some cases), are an important source of human cadavers used in [[medical education]] and similar training, and in research. In the United States, these gifts, along with organ donations, are governed by the [[Uniform Anatomical Gift Act]]. In addition to wishing to benefit others, individuals might choose to donate their bodies to avoid the cost of funeral arrangements; however, willed body programs often encourage families to make alternative arrangements for burial if the body is not accepted. |
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===Music Program=== |
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The school runs a music program with a wide range of music students distributed across several woodwind, string and vocal ensembles.{{Fact|date=May 2007}} These ensembles include: |
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===Grief and mourning=== |
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{{Main|Grief|mourning}} |
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[[Image:Evstafiev-bosnia-sarajevo-funeral-reaction.jpg|left|thumb|A funeral during the [[Siege of Sarajevo]] in [[1992]]]] |
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Grief is a multi-faceted response to loss. Although conventionally focused on the emotional response to loss, it also has a physical, cognitive, behavioural, social and philosophical dimensions. Common to human experience is the death of a loved one, be they friend, family, or other. While the terms are often used interchangeably, bereavement often refers to the state of loss, and grief to the reaction to loss. Response to loss is varied and researchers have moved away from conventional views of grief (that is, that people move through an orderly and predictable series of responses to loss) to one that considers the wide variety of responses that are influenced by [[Wiktionary:personality|personality]], [[family]], [[culture]], and [[spirituality|spiritual]] and [[religion|religious]] beliefs and practices. |
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* Guitar Ensemble |
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Bereavement, while a normal part of life for most people, carries a degree of risk when limited support is available. Severe reactions to loss may carry over into familial relations and cause trauma for children, spouses and any other family members. Many forms of what are termed '[[mental illness]]' have loss as their root, but covered by many years and circumstances this often goes unnoticed. Issues of personal faith and beliefs may also face challenge, as bereaved persons reassess personal definitions in the face of great pain. While many who grieve are able to work through their loss independently, accessing additional support from bereavement professionals may promote the process of healing. Individual counseling, professional [[support group]]s or educational classes, and peer-lead support groups are primary resources available to the bereaved. In some regions local hospice agencies may be an important first contact for those seeking bereavement support. |
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* Junior Band |
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* Intermediate Band |
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* Concert Band |
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* Symphonic Wind |
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* Symphonic Flute |
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* Junior Strings |
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* Senior Strings |
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* Symphony Orchestra (Disbanded) |
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* Beginner Strings |
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* Junior Choir |
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* Senior Choir |
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* Advance Vocal Choir |
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* Senior Rock Band |
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* Intermediate Rock Band |
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* Stage Band (Senior) |
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* Improvisation Stage Band (Disbanded) |
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Every year the students go to Rutherford Park for "Music Camp". For three days they ritualistically practice in their essembles for seven or eight hours, only stopping for meals, sleep, and short breaks. This is generally in preparation for the Melbourne School Bands Festival held in Robert Blackwood Hall in [[Monash University]] and the Gala Events held at the school, but also helps to further the skill levels of each ensemble and the relationships between each of the members. |
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Mourning is the process of and practices surrounding death related grief. The word is also used to describe a cultural complex of behaviours in which the bereaved participate or are expected to participate. Customs vary between different cultures and evolve over time, though many core behaviors remain constant. Wearing dark, sombre clothes is one practice followed in many countries, though other forms of dress are also seen. Those most affected by the loss of a loved one often observe a period of grieving, marked by withdrawal from social events and quiet, respectful behavior. People may also follow certain religious traditions for such occasions. |
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In 2006 GWSC was one of 100 Australian schools to be invited to the 2007 Cheng Yung fat Youth Music Festival, where they will be joining thousands of music students from all over the world in Cheng Dung, China. |
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Mourning may also apply to the death of, or anniversary of the passing of, an important individual like a local leader, monarch, religious figure etc. State mourning may occur on such an occasion. In recent years some traditions have given way to less strict practices, though many customs and traditions continue to be followed. |
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====Animal loss==== |
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[[Animal loss]] is the loss of a [[pet]] or a non-human animal to which one has become [[Animal love|emotionally bonded]]. Though sometimes trivialized by those who have not experienced it themselves, it can be an intense loss, comparable with the death of a loved one. |
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===Legal aspects=== |
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<!-- This section should also include killing as a crime, such as murder etc --> |
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====Settlement of legal entity==== |
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{{section stub}} |
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Aside from the physical disposition of the corpse, the [[estate (law)|estate]] of a person must be settled. This includes all of the person's legal rights and obligations, such as assets and debts. Depending on the [[jurisdiction]], [[laws]] or a [[will (law)|will]] may determine the final disposition of the estate. A legal process, such as [[probate]], will guide these proceedings. |
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====Capital punishment==== |
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{{Main|Capital punishment}} |
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[[Image:Goya War3.jpg|thumb|left|Etching of a [[hanging]] by [[Goya]].]] |
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[[Capital punishment]], also known as the death penalty, is the execution of a convicted criminal by the state as punishment for crimes known as ''capital crimes'' or ''capital offences''. |
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Historically, the execution of [[Crime|criminal]]s and political opponents was used by nearly all societies—both to punish crime and to suppress [[political dissent]]. Among democratic countries around the world, all [[Europe]]an (except [[Belarus]]) and [[Latin America]]n states, many Pacific Area states (including [[Australia]], [[New Zealand]] and [[Timor Leste]]), and [[Canada]] have abolished capital punishment, while the [[United States]], [[Guatemala]], and most of the [[Caribbean]] as well as some democracies in [[Asia]] (''e.g.'', [[Japan]] and [[India]]) and [[Africa]] (''e.g.'', [[Botswana]] and [[Zambia]]) retain it. Among nondemocratic countries, the use of the death penalty is common but not universal. |
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In most places that practice capital punishment today, the death penalty is reserved as punishment for premeditated [[murder]], [[espionage]], [[treason]], or as part of [[military justice]]. In some countries, sexual crimes, such as [[adultery]] and [[sodomy]], carry the death penalty, as do religious crimes such as [[apostasy]], the formal renunciation of one's religion. In many [[Use of capital punishment by nation|retentionist]] countries, [[drug trafficking]] is also a capital offense. In China [[Trafficking in human beings|human trafficking]] and serious cases of [[Political corruption|corruption]] are also punished by the death penalty. In militaries around the world [[courts-martial]] have imposed death sentences for offenses such as [[cowardice]], [[desertion]], [[insubordination]], and [[mutiny]].<ref>{{cite web|url=http://www.shotatdawn.org.uk/ |title= Shot at Dawn, campaign for pardons for British and Commonwealth soldiers executed in World War I|accessdate= 2006-07-20||publisher= Shot at Dawn Pardons Campaign}}</ref> |
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Capital punishment is a very contentious issue. Supporters of capital punishment argue that it [[Deterrence (psychological)|deter]]s crime, prevents [[recidivism]], and is an appropriate form of punishment for the crime of [[murder]]. Opponents of capital punishment argue that it does not deter criminals more than life imprisonment, violates [[human rights]], leads to executions of some who are [[Wrongful execution|wrongfully convicted]], and discriminates against minorities and the poor. |
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===Warfare=== |
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<!-- Genocide should also be discussed --> |
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{{Main|War}} |
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[[Image:DeadJapaneseGuam1944.jpg|thumb|300px|Dead Japanese soldiers on [[Guam]] July [[1944]].]] |
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War is a prolonged state of violent, large scale conflict involving two or more groups of people. When and how war originated is a highly controversial topic. Some think war has existed as long as [[human]]s, while others believe it began only about 5000 years ago with the rise of the first states; afterward war "spread to peaceful [[hunter-gatherer]]s and agriculturalists."<ref>Otterbein, Keith, 2004, How War Began. [[Texas A&M University Press]].</ref> |
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Often opposing leaders or governing bodies get other people to fight for them, even if those fighting have no [[vested interest]] in the issues fought over. In time it became practical for some people to have warfare as their sole occupation, either as a member of a [[Military|military force]] or mercenary. The original cause of war is not always known. Wars may be prosecuted simultaneously in one or more different [[theatre (warfare)|theatres]]. Within each theatre, there may be one or more consecutive [[military campaign]]s. Individual actions of war within a specific campaign are traditionally called [[battle]]s, although this terminology is not always applied to contentions in modernity involving aircraft, missiles or bombs alone in the absence of ground troops or [[Navy|naval forces]]. |
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The factors leading to war are often complicated and due to a range of issues. Where disputes arise over issues such as [[sovereignty]], [[Territory (country subdivision)|territory]], [[natural resource|resources]], [[ideology]] and a [[peace]]able resolution is not sought, fails, or is thwarted, war often results. |
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A war may begin following an official [[declaration of war]] in the case of international war, although this has not always been observed either historically or currently. [[Civil wars]] and [[revolutions]] are not usually initiated by a formal declaration of war, but sometimes a statement about the purposes of the fighting is made. Such statements may be interpreted to be declarations of war, or at least a willingness to fight for a cause. |
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====Military suicide and suicide attacks==== |
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{{Further|[[Suicide attack]]}} |
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[[Image:Japanesesuicide.jpg|thumb|left|Two Japanese Imperial Marines who shot themselves rather than surrender, Tarawa, Gilbert Islands in the Pacific, 1943.]] |
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A suicide attack occurs when an individual or group violently sacrifice their own lives for the benefit of their side. In the desperate final days of [[World War II]], many [[Japan]]ese pilots volunteered for [[kamikaze]] missions in an attempt to forestall defeat for the Empire. In [[Nazi Germany]], [[Luftwaffe]] squadrons were formed to smash into [[United States|American]] [[B-17 Flying Fortress|B-17]]s during daylight bombing missions, in order to delay the highly-probable [[Allied]] victory, although in this case, inspiration was primarily the Soviet and Polish ''taran'' [[ramming]] attacks, and death of the pilot was not a desired outcome. The degree to which such a pilot was engaging in a heroic, selfless action or whether they faced immense [[Peer pressure|social pressure]] is a matter of historical debate. The Japanese also built one-man "[[human torpedo]]" suicide [[submarine]]s. |
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However, suicide has been fairly common in warfare throughout history. Soldiers and civilians committed suicide to avoid capture and slavery (including the wave of German and Japanese suicides in the last days of World War II). Commanders committed suicide rather than accept defeat. Spies and officers have committed suicide to avoid revealing secrets under [[interrogation]] and/or [[torture]]. Behaviour that could be seen as suicidal occurred often in battle. Japanese [[infantry]]men usually fought to the last man, launched [[Banzai charge|"banzai" suicide charges]], and committed suicide during the [[Pacific island]] battles in World War II. In [[Saipan]] and [[Okinawa]], civilians joined in the suicides. Suicidal attacks by pilots were common in the [[20th century]]: the attack by U.S. [[torpedo planes]] at the [[Battle of Midway]] was very similar to a kamikaze attack. |
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===Martyrdom=== |
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{{Main|Martyr}} |
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[[Image:Persecution of Native American religion.PNG|right|thumb|Scene in which a Native American is going to be burned by a crowd of European settlers]] |
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A martyr is a person who is put to death or endures suffering for their beliefs, principles or ideology. The death of a martyr or the value attributed to it is called martyrdom. In different belief systems, the criteria for being considered a martyr is different. In the [[Christian]] context, a martyr is an innocent person who, without seeking death, is murdered or put to death for his or her religious [[faith]] or convictions. An example is the persecution of [[Early Christianity|early Christians]] in the [[Roman Empire]]. [[Christian martyrs]] sometimes decline to defend themselves at all, in what they see as an imitation of [[Jesus]]' willing sacrifice. |
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Islam accepts a broader view of what constitutes a ''martyr'', including anyone who dies in the struggle between [[Divisions of the world in Islam#Dar al-Islam|those lands under Muslim government]] and [[Divisions of the world in Islam#Dar al-Harb|those areas outside Muslim rule]]. Generally, some seek to include [[suicide attack|suicide bombers]] as a "martyr" of Islam, however, this is widely disputed in mainstream [[Islamic philosophy|Islamic thought]], which argues that a martyr may not commit suicide. |
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Though often religious in nature, martyrdom can be applied to a [[secularism|secular]] context as well. The term is sometimes applied to those who die or are otherwise severely affected in support of a cause, such as soldiers fighting in a war, doctors fighting an epidemic, or people leading [[Civil rights|civil rights movements]]. Proclaiming martyrdom is a common way to draw attention to a cause and garner support. |
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===Suicide=== |
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{{Main|Suicide}} |
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Suicide is the act of intentionally taking one's own life. The term "suicide" can also be used as a noun to refer to a person who has killed himself or herself. |
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Views on suicide have been influenced by cultural views on existential themes such as [[religion]], [[honor]], and the [[meaning of life]]. Most Western and Asian religions—the [[Abrahamic religion]]s, [[Buddhism]], [[Hinduism]]—consider suicide a dishonorable act; in the West it was regarded as a serious [[Legal views of suicide|crime]] and [[sin|offense]] against [[God]] due to religious belief in the [[sanctity of life]]. [[Japan]]ese views on honor and religion led to [[seppuku]] being respected as a means to atone for mistakes or failure during the [[samurai]] era. In the 20th century suicide in the form of [[self-immolation]] has been used as a form of protest. [[Self-sacrifice]] for others is not usually considered suicide. |
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The predominant view of modern medicine is that suicide is a [[mental health]] concern, associated with psychological factors such as the difficulty of coping with [[clinical depression|depression]], inescapable [[pain and nociception|pain]] or [[fear]], or other [[mental illness|mental disorder]]s and pressures. Suicide is often interpreted as a "cry for help" and [[attention]], or to express [[despair]] and the wish to escape, rather than a genuine intent to die. Most suicides (for various reasons) do not succeed on a first attempt; those who later gain a history of repetitions are significantly more at risk of eventual completion.<ref>{{cite journal |
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| last = Shaffer |
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| first = D.J. |
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| authorlink = |
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| coauthors = |
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| year = 1988 |
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| month = September |
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| title = The Epidemiology of Teen Suicide: An Examination of Risk Factors |
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| journal = [[Journal of Clinical Psychiatry]] |
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| volume = 49 |
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| issue = supp. |
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| pages = 36–41 |
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| id = PMID 3047106 |
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| url = |
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| accessdate = 2006-04-12 |
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}}</ref> Nearly a million people worldwide die by suicide annually. While completed suicides are higher in men, women have higher rates for [[Parasuicide|suicide attempt]]s. Elderly males have the highest suicide rate, although rates for young adults have been increasing in recent years.<ref>{{cite web |url=http://www.who.int/features/qa/24/en/index.html |title=How can suicide be prevented? |date=2005-09-09 |accessdate=2007-04-13}}</ref> |
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===Euthanasia=== |
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{{main|Euthanasia|animal euthanasia}} |
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Euthanasia is the practice of terminating the life of a person or animal in a [[Pain and nociception|painless]] or minimally painful way in order to prevent [[suffering]] or other undesired conditions in life. This may be voluntary or involuntary, and carried out with or without a physician. In a medical environment, it is normally carried out by oral, intravenous or intramuscular drug administration. |
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Laws around the world vary greatly with regard to euthanasia and are subject to change as people's values shift and better [[palliative care]] or treatments become available. It is legal in some nations, while in others it may be criminalized. Due to the gravity of the issue, strict restrictions and proceedings are enforced regardless of [[legal status]]. Euthanasia is a [[Controversy|controversial issue]] because of conflicting moral feelings both within a person's own beliefs and between different cultures, ethnicities, religions and other groups. The subject is explored by the mass media, authors, film makers and philosophers, and is the source of ongoing debate and emotion. |
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===Customs and superstitions=== |
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Death's finality and the relative lack of firm scientific understanding of its processes for most of [[History of the world|human history]] have led to many different traditions and cultural rituals for dealing with death. |
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====Sacrifices==== |
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{{Main|Sacrifice}} |
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Sacrifice ("to make sacred") includes the practice of offering the lives of animals or people to the [[deity|gods]], as an act of [[propitiation]] or [[worship]]. The practice of sacrifice is found in the [[Oldest people|oldest human]] records, and the [[archaeology|archaeological]] record finds corpses, both animal and human, that show marks of having been sacrificed and have been dated to long before any records. [[Human sacrifice]] was practiced in many ancient [[culture]]s. The practice has varied between different civilizations, with some like the [[Aztecs]] being notorious for their ritual killings, while others have looked down on the practice. Victims ranging from prisoners to infants to [[virgin]]s were killed to please their [[deity|god]]s, suffering such fates as burning, beheading and being buried alive. |
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[[Animal sacrifice]] is the ritual killing of an animal as practised by many religions as a means of appeasing a god or [[Spirit|spiritual being]], changing the course of nature or divining the future. Animal sacrifice has occurred in almost all cultures, from the [[Hebrews]] to the [[Ancient Greece|Greeks]] and [[Ancient Rome|Romans]] to the [[Yoruba people|Yoruba]]. Over time human and animal sacrifices have become less common in the world, such that modern sacrifices are rare. Most religions condemn the practice of human sacrifices, and present day laws generally treat them as a criminal matter. Nonetheless traditional sacrifice rituals are still seen in less developed areas of the world where traditional beliefs and superstitions linger, including the sacrifice of human beings. |
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====Philosophy, religion and mythology==== |
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{{section stub}} |
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[[Image:Paradiso Canto 31.jpg|thumb|left|125px|Paradise]] |
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{{seealso|Afterlife|death deity|Bardo}} |
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Faith in some form of [[afterlife]] is an important aspect of many people's beliefs. Such beliefs are usually manifested as part of a religion, as they pertain to phenomena beyond the ordinary experience of the natural world. For example, one aspect of [[Hinduism]] involves belief in a continuing cycle of birth, life, death and rebirth ([[Samsara]]) and the liberation from the cycle ([[Moksha]]). [[Eternal return]] is a non-religious concept proposing an infinitely recurring cyclic universe, which relates to the subject of the afterlife and the nature of [[higher consciousness|consciousness]] and [[time]]. Though various evidence has been advanced in attempts to demonstrate the reality of an afterlife, these claims have never been validated. For this reason, the material or metaphysical existence of an afterlife remains a matter outside the scope of [[science]]. |
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[[Image:afghan graveyard.jpg|thumb|right|300px|Green flags, the color of Islam, mark a graveyard in southeast Afghanistan.]] |
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Many [[culture]]s have incorporated a [[deity|god]] of death into their [[mythology]] or [[religion]]. As death, along with [[childbirth|birth]], is among the major parts of human life, these deities may often be one of the most important deities of a religion. In some religions with a single powerful deity as the source of worship, the [[death deity]] is an antagonistic deity against which the primary deity struggles. |
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In [[polytheism|polytheistic]] religions or mythologies which have a [[complex system]] of deities governing various natural phenomena and aspects of human life, it is common to have a deity who is assigned the function of presiding over death. The inclusion of such a "departmental" deity of death in a religion's pantheon is not necessarily the same as the glorification of death which is commonly condemned by the use of the term "death-worship" in modern political [[rhetoric]]. In the theology of [[monotheism|monotheistic]] religion, the one god governs both life and death. However, in practice this manifests in different rituals and traditions and varies according to a number of factors including geography, politics, traditions and the influence of other religions. |
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====Personification of death==== |
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{{main|Death (personification)}} |
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[[Image:13-XIII-arcane sans nom.jpg|thumb|left|100px|Death, a [[tarot]] card from the [[Tarot of Marseilles]].]] |
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[[Image:Cholera.jpg|thumb|right|200px|[[Drawing]] of [[Death (personification)|Death]] bringing the [[cholera]], in Le Petit Journal]] |
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Death has been [[personification|personified]] as a figure or [[fictional character]] in [[mythology]] and [[popular culture]] since the earliest days of storytelling. Because the reality of death has had a substantial influence on the human psyche and the development of [[civilization]] as a whole, the personification of Death as a living, sentient entity is a concept that has existed in many societies since the beginning of [[Recorded History|recorded history]]. In [[western culture]], death is usually shown as a skeletal figure carrying a large [[scythe]], and sometimes wearing a midnight black gown with a hood. |
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Examples of death personified are: |
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*In modern-day European-based folklore, Death is known as the "[[Death (personification)|Grim Reaper]]" or "The grim spectre of death". This form typically wields a [[scythe]], and is sometimes portrayed riding a white horse. |
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*In the [[Middle Ages]], Death was imagined as a decaying or [[Mummy|mummified]] human corpse, later becoming the familiar skeleton in a robe. |
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*Death is sometimes portrayed in fiction and [[occult]]ism as [[Azrael]], the [[Death (personification)#Death .28angels.29 in religion|angel of death]] (note that the name "Azrael" does not appear in any versions of either the [[Bible]] or the [[Qur'an]]). |
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*[[Father Time]] is sometimes said to be Death. |
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*A [[psychopomp]] is a spirit, deity, or other being whose task is to conduct the souls of the recently dead into the afterlife. |
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====The number 4 in East Asia==== |
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In [[China]], [[Japan]], and [[Korea]] the [[4 (number)|number 4]] is often associated with death because the sound of the Chinese, Japanese, and Korean words for ''four'' and ''death'' are similar (for example, the sound ''sì'' in Chinese is the [[Sino-Korean]] number 4 (四), whereas ''sǐ'' is the word for death (死). For this reason, hospitals and hotels often omit the 4th, 14th, 24th, floors (etc.), or substitute the number '4' with the letter 'F'. Koreans are buried under a mound standing vertical in coffins made from six planks of wood. Four of the planks represent their respective four [[Cardinal direction|cardinal points]] of the compass, while a fifth represents sky and the sixth represents earth. This relates back to the importance that the [[Confucian]] society placed upon the four cardinal points having mystical powers. |
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====Glorification of and fascination with death==== |
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{{see also|Fascination with death}} |
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[[Image:Thetriumphofdeath.jpg|thumb|200px|The Triumph of Death by [[Pieter Brueghel the Elder]]]] |
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Whether because of its very poetic nature or because of the great mystery it presents, or both, death is and has very often been glorified in many cultures through many different means. War, crime, revenge, martyrdom, suicide and many other forms of violence involving death are often glorified by different media, often in modern times being glorified even in spite of the attempts at |
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[[Image:CatonWoodvilleLightBrigade.jpeg|thumb|left|200px|''[[Charge of the Light Brigade]]''. An |
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Example of the artistic glorification of death.]]depicting death meant to be de-glorifying. For example, film critic [[Roger Ebert]] mentions in a number of articles that Francis Truffaut makes the claim it's impossible to make an [[anti-war film]], as any depiction of war ends up glorifying it. The most prevalent and permanent form of death's glorification is through artistic expression. Through song, such as [[Knockin' on Heaven's Door]] or [[Bullet in the Head (song)|Bullet in the Head]], many artists show death through poetic analogy or even as a poetic analogy, as in the latter mentioned song. Events such as [[The Charge of the Light Brigade]] and [[The Battle of the Alamo]] have served as inspirations for artistic depictions of and myths regarding death. |
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Perception of glory in death is subjective and can even differ wildly from one member of a group to another. Religion plays a key role, especially in terms of expectations of an afterlife. Personal and perceptions about mode of death are also important factors. One person's martyr could be another person's waste of life. |
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<br clear="all"> |
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==See also== |
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<div class="references-small" style="-moz-column-count:3; column-count:3;"> |
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{{col-begin}} |
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{{col-1-of-2}} |
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* [[-cide]] |
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* [[Apocalypse]] |
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* [[Apoptosis]] |
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* [[Ars moriendi]] ("The Art of Dying") |
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* [[Bardo]] |
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* [[Bible and reincarnation]] |
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* [[Coma]] |
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* [[Danse Macabre]] |
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* ''[[Death, Desire and Loss in Western Culture]]'' by [[Jonathan Dollimore]] |
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* [[Death erection]] |
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* [[Death metal]] |
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* [[Death rattle]] |
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* [[Death Row]] |
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* [[Death threat]] |
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* [[Deathbed conversion]] |
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*[[Dying declaration]] |
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* [[Euphemism#Euphemisms for death|Euphemisms for death]] |
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{{col-2-of-2}} |
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* [[Karōshi]], (occupational sudden death) |
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* [[Mortician]] |
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* [[Mot]] |
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* [[Near-death experience]] |
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* [[Post Mortem Interval]] |
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* [[Quantum immortality]] |
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* [[Reincarnation]] |
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* [[Reperfusion]] |
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* [[Shiva (Judaism)|Shiva]] |
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*[[Stellar evolution]] ("death" of a star) |
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* [[Kübler-Ross model|Stages of dying]] |
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* [[Thanatology]] (death among humans; its causes and social aspects) |
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* [[Ultimate fate of the universe]] |
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* [[Undead]] |
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* [[Yama]] |
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{{col-end}} |
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</div> |
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==References== |
==References== |
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{{reflist}} |
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<div class="references-small"><references/></div> |
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[[Category:Schools in Victoria]] |
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'''Additional references:''' |
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*{{cite web| last = Pounder| first = Derrick J.| title = POSTMORTEM CHANGES AND TIME OF DEATH| publisher =University of Dundee|date= [[2005-12-15]]| url = http://www.dundee.ac.uk/forensicmedicine/notes/timedeath.pdf| accessdate = 2006-12-13 }} |
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*Vass AA (2001) Microbiology Today 28: 190-192 at: [http://www.sgm.ac.uk/pubs/micro_today/pdf/110108.pdf] |
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*Piepenbrink H (1985) J Archaeolog Sci 13: 417-430 |
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*Piepenbrink H (1989) Applied Geochem 4: 273-280 |
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*Child AM (1995) J Archaeolog Sci 22: 165-174 |
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*Hedges REM & Millard AR (1995) J Archaeolog Sci 22: 155-164 |
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*{{cite book |
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| last = Cook |
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| first = C |
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| title = Death in Ancient China: The Tale of One Man's Journey |
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| publisher = [[Brill Publishers]] |
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| date = 2006 |
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| isbn = 9004153128 }} |
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*Maloney, George, A., S.J. (1980) ''The Everlasting Now: Meditations on the mysteries of life and death as they touch us in our daily lives''. ISBN 0877932018 |
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==External links== |
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{{wikiquote}} |
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{{commonscat}} |
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* {{dmoz|Society/Death}} |
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* [http://plato.stanford.edu/entries/death/#2 Death (Stanford Encyclopedia of Philosophy)] |
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* [http://www.msnbc.msn.com/id/18368186 Doctors Change the Way They Think About Death] |
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* [http://www.vega.org.uk/video/programme/6 Freeview Video 'Defying Death' by the Vega Science Trust and the BBC/OU] ([[RealMedia]]) |
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* [http://www.nsc.org/lrs/statinfo/odds.htm Odds of dying from various injuries or accidents] Source: [[National Safety Council]], United States, 2001 |
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* [http://www.benbest.com/lifeext/causes.html Causes of Death] |
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* [http://rack1.ul.cs.cmu.edu/is/deathtypes/ Causes of Death 1916] How the medical profession categorized causes of death a century ago. |
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* [http://www.elijahwald.com/origin.html George Wald: The Origin of Death] A biologist explains life and death in different kinds of organisms in relation to evolution. |
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* [http://www.deathanddyingonline.com Death and Dying Online] Informational site about death and dying. |
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* [http://library.thinkquest.org/16665/afterlifeframe.htm The Great Unknown - Some Views of the Afterlife] |
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{{death}} |
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[[Category:Death|*]] |
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{{Link FA|vi}} |
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Revision as of 02:23, 5 September 2007
Glen Waverley Secondary College is a public government school located in Glen Waverley, a southeastern suburb of Melbourne, Victoria, Australia.
Overview
The school currently has over 1,900 students from years 7 to 12, and according to a 2006 survey in The Age newspaper, had the most multicultural student population in Melbourne.[citation needed]
Glen Waverley Secondary College offers a tertiary-oriented curriculum at senior year levels, and is developing a learning enquiry style curriculum at junior year levels.[citation needed]
The College was one of the Government 'Navigator' schools, which saw it being given the role of exploring the application of ICT (Information Communication Technology) to contemporary classrooms, and then providing in-service programmes to educators around Australia. The majority of Glen Waverley's technology solutions are developed in-house.
Typically, around 30-40% of final year students achieve ENTER scores above 90, and usually around 75% obtain ENTER scores above 70 (the maximum being 99.95).[citation needed]
The school is an active participant in international student exchange programs.
Amalgamation
The current College is a product of three separate secondary schools amalgamating in the early 1990s.
Syndal Secondary College and Lawrence Secondary College (the latter having a 'Technical School' specialisation) joined the existing Glen Waverley Secondary College and amalgamated school, sharing students, staff, and resources.
This came at a time when the Government was pursuing a policy of creating 'super' schools, rationalising small schools with dwindling enrolments out of existence. The belief was that larger schools would have a greater ability to offer a broad curriculum.
Lawrence closed first, followed by Syndal. The latter school continued as a junior campus (years 7 and 8) prior to closing.
The buildings on the sites of these former schools were demolished, and the land was used for housing developments.
The school buildings at Syndal were the "C-800" style, popular in Victoria through the late 1960s and early 1970s (a surviving example of this style can be found at Westernport Secondary College). The design consists of a rectangular compound formed from inward-facing classrooms, this compound enclosing a pair of hexagonal-shaped buildings, one a library, and the other a flexible-use cluster of classrooms. The latter 'hexagon' was designed to enable internal walls to be temporarily reconfigured, allowing for team-teaching of larger groups, or other collaborative activities. This functionality has now been reproduced in the current College's Middle School Building, where the reconfigurable classroom design supports Enquiry Learning pedagogies.
Principals
Tony Bell was principal of the school from the 1980s until mid-1999, and oversaw the implementation of new facilities beyond what most state schools were able to offer.[citation needed] Under Tony Bell, the school was able to unveil its heralded "Science and Technology Centre", which followed on from years of curriculum research and reform.[citation needed] This new facility allowed a far more comprehensive base for teaching technology, especially in the areas of electronics, materials (wood, metal and plastic), textiles as well as information technology. The building also provided new science labs. His successor in the role was Darrell Fraser (1999-2004). In 2004, Fraser was offered the position of Deputy Secretary in School Operations in the Department of Education & Training, Victoria.
Gerry Schiller is the current school Principal, having previously been the Head of the Middle School as well as the Assistant Principal.
Demographics
The diverse school population comprises over 40 nationalities, speaking more than 50 different languages. As is the case with all Victorians, many students at the school are from migrant backgrounds.
Each year, GWSC students participate in a programme of cultural activities and exhibitions, as part of the Victorian State Government's 'Celebrate Our Cultural Diversity Week'. Within the College community, the programme is designed to recognise and celebrate the successful integration of GWSC's culturally diverse population.
Houses
The College has a four "House" system. The Houses have heretofore been used mainly for sporting events (note the sporting themes in their naming), but is now slated to form the basis of a reform of the Junior classes into Learning Communities.
Goolagong House is named for Evonne Goolagong Cawley, the famous Australian tennis player. Evonne Goolagong is a tennis great and the symbol of Goolagong House. An aboriginal, Evonne was born and raised in the town of Barellan. She was a real tomboy, and used to beat the boys at all sorts of games. She started playing tennis after her father, an auto mechanic, found some old tennis balls in a used car that he had bought. From this, Evonne found her calling. She was first spotted at a tennis clinic, and from there she was groomed into one of this nation's greatest sporting heroes.
Bradman House is named for Donald Bradman, the cricket great. Bradman was born on the 27th of August 1908 and was the youngest of 5 children. Don refined his cricketing skills by throwing a golf ball against a small brick wall and hitting it on the rebound with a cricket stump. When Don's father first took him to a test match at the SCG Don told him "I shall never be satisfied until I play on this ground". Bradman's Test debut was in the 1928-29 series and in the third test of the series he scored his first Test century. Don Bradman took the cricketing world by storm. The more he played, the more cricket records he broke. In Test Cricket, he scored 6,996 runs at an average of 99.94 (a longstanding record).
Elliot House is named for Herb Elliot, the Australian Olympic athlete. This House's colour is Red, derived from the colour of the running tracks that Herb competed on. Australia's and perhaps the world's greatest middle-distance runner, Herb Elliot was born in Perth in 1938. Winning his first mile race when he was only 14, he set two world records in 1957 in the junior mile class and then won the Australian senior mile race. After two gold medals in the 1958 Commonwealth Games, Herb went on to set world records for the mile and 1500 metres, and won gold in a world record time of 3 minutes 35.6 seconds at the 1960 Olympics. At the end of the 1961, at the age of 23, Elliot retired after 9 successful years without a defeat. Trained by the authoritarian coach, Percy Cerutty, Elliot was never defeated in a 1500 metres race between 1957-1961.
Fraser House is named for Dawn Fraser, the famous Australian swimmer. This House's colour is Blue. Born on September 4th 1947, Dawn Fraser is world renowned for her outstanding achievements in swimming. By the age of 19, Dawn competed in her first Olympic games in 1956 and won two gold medals for Australia. In Rome (1960), Dawn became the first woman to retain the Olympic 100m freestyle title with a record time of 1:01.2. She then went on to compete successfully in various other events throughout her illustrated career. Dawn was named the supreme female performer in Australian sport history, when in 1999 she was selected by the twelve members into the Sport Hall of Fame.
House competitions do not occur as frequently as in other schools of Victoria. In terms of competitions, the school focuses mainly on inter-school competition pertaining to particular sports such as table tennis, badminton, tennis, soccer, cricket, netball, softball, etc. The system for these competitions is to first attend a training session and then onward from this several training sessions if need be, then the suitable team members will be picked to form a team to play against other schools on a certain day. Then results from this will then dictate the teams standings as a representation of the overall school.
Site Redevelopment
2005 saw the commencement of building works on the O'Sullivan Road site, involving the demolition of both the Art and Central Wing buildings of the school to make way for a state of the art learning facility. The design of the new buildings is intended to both make efficient use of the limited space on the site.
Towards the end of the 2006 school year, several buildings had been completed and delivered to the College community, but work continued on completion of the school's new Library which is planned to be completed by the end of term 1. The new entrance to the senior center is now complete, along with a new a locker bay for the senior students.
Library
Commissioned in mid-April 2007. The new purpose-built Library is a large, accommodating space, with natural-light-filled reading niches, fluorescent-lit private study areas, a central convention space, and the usual complement of library support spaces. The building includes hi-tech computer labs, a Careers Centre, and a "Sick Bay", the latter staffed by a full-time school nurse. The technology implemented in the new library is up to date. This project has paid off well, attracting many students to the library, increasing overall literacy rates.
When completed, the grounds surrounding the Library will include not only wooden seating and faux bowers, but also a water feature. The water feature will operate (including during drought) by drawing water from a subterranean reservoir filled by gutter-sourced rainfall, evaporating that water via a fountain-style structure.
A red-brown 'snake' symbol in the pavement works its way across the concreted area that lies between the Library and the Admin bunker, stretching from the Senior Centre to the Middle Centre.
Arts
Once the existing school library building had been decommissioned, the sub-structure was extensively refitted to serve as the College's new Art precinct. Exterior walls were partially 'pushed back', opening the space up and providing for large, studio-style learning spaces. The core structure is of a clear span construction, and was very suited to this conversion. As well as large internal spaces, the Arts building sports an external decking that students use for open air painting and sketching, as well as for socialising during recess and lunchtime.
The College's performing arts program is renowned for the outstanding musical productions including “Guys & Dolls”, “Joseph and his Amazing Technicolor Dreamcoat”, “Sweet Charity”, “Chorus Line”, “My One and Only” and “Chicago” which won BEST JUNIOR SHOW at the Victorian Guild Awards. In 2007 the College will performing the musical "Little Shop of Horrors"
Administration
The new administration block was among the first spaces to be delivered, and sits on O'Sullivan Road, providing a clear entrance to the College, and clarifying the layout of the school. Previously, the Administration area was located in the centre of the site, and some visitors experienced difficulty finding it.
The Administration block provides accommodation for the Principal class teachers, as well as the General Office, Business Manager, Daily Organiser, Facilities Manager, and a large Professional Learning suite. Network technical support is also located there.
Senior Centre
As part of the redevelopment, minor extension work and reforming of the external accesses was carried out on the existing Senior Centre. Access for students with mobility challenges was specifically incorporated in the renovations, as previous access had been demolished. A large air conditioning plant was also added to the building, to help compensate for its poor passive heating-cooling design. A similar system is required in the new Library, as that entirely new building likewise has negligible passive heating-cooling features.
Middle Centre
The Middle Centre is a two-storey building for students in years 7 through 9, equipped with large science and computer labs, and clusters of reconfigurable learning spaces. The key concept to these reconfigurable spaces is that standard-sized classrooms can be easily opened up (by redeploying operable walls) to facilitate team teaching programmes. These clusters are near small computer-equipped withdrawal spaces, allowing students to access a range of network-based resources, including web resources and computer applications. Interactive whiteboards and projection screens for rich media are also integrated into this space.
The Middle School Office is located in the Middle Centre, as is the school's new drama centre.
The building is fitted with an elevator for the convenience of students with a movement challenge, and for transporting of stage equipment and other heavy materials.
The Middle Centre and the Senior Centre form the end poles of the central axis of the newly redeveloped precinct of the College grounds.
The N Wing
The N Wing, situated alongside the College oval, is slated for demolition as part of the final stage of the proposed redevelopment. The N Wing is the final remaining section of the school built in the 'TLC' (Timber Light Construction) style. It presently houses a mixture of classrooms, science labs, and a staffroom.
In the Media
Cultural Diversity website
The official website for the state government's 'Celebrate Our Cultural Diversity Week' was developed by students from GWSC. At the launch of the website, the students were photographed by the media with various ministers and the Premier, Steve Bracks.
Principal for a Day
On the morning of Monday, October 27th 2003, Dr Ziggy Switkowski, then CEO of the Telstra Corporation, visited the College as part of the "Principal for a Day" programme. The programme was intended to give business leaders insights into the work being done in shaping the citizens of tomorrow. Due to his high profile, this visit was featured on current affairs programmes on commercial networks.[1]
School Funding Ad Campaign
In late 2004, Glen Waverley Secondary College was involved in a political advertising campaign in which it was compared to Scotch College Melbourne (an elite private school) over the issue of government funding. GWSC rejected claims that it was involved in the advertising campaign however it should be noted that, when asked by the Age Newspaper, they did not condemn it, which leaves room for speculation.[citation needed]
The aim of the campaign was to highlight the disparity in funding between rich private schools and modest state schools. According to nation-wide newspaper 'The Australian', Scotch College Melbourne responded legally in which an undisclosed remedy was awarded against the political party who made the advertisement.[citation needed]
Student VCE Results
In December 2006, four students from the College achieved the maximum possible score on the Victorian Certificate of Education. This is an unusual and noteworthy result, as, from the 48,000 state-wide candidates for the 2006 VCE, only 35 achieved this "perfect" score. Penleigh and Essendon Grammar School had five students who achieved the perfect score, but the media concentrated on the four Glen Waverley students, the angle being that it was unusual to have so many perfect scores in any school, let alone a public one. The fact that all four students were from migrant backgrounds was also of interest to the media. [2][3][4]
Overall results for Year 12 were above average for this school in 2006. Former Glen Waverley Secondary College student Tianhong Wu received an all-rounder award from Victorian Premier Steve Bracks at a ceremony at the Regent Theatre on 30 May 2007 for herperformance in the VCE. She achieved his award despite speaking little English when she arrived from China in 2002 [5]
Curriculum and Extra-curriculum
Music Program
The school runs a music program with a wide range of music students distributed across several woodwind, string and vocal ensembles.[citation needed] These ensembles include:
- Guitar Ensemble
- Junior Band
- Intermediate Band
- Concert Band
- Symphonic Wind
- Symphonic Flute
- Junior Strings
- Senior Strings
- Symphony Orchestra (Disbanded)
- Beginner Strings
- Junior Choir
- Senior Choir
- Advance Vocal Choir
- Senior Rock Band
- Intermediate Rock Band
- Stage Band (Senior)
- Improvisation Stage Band (Disbanded)
Every year the students go to Rutherford Park for "Music Camp". For three days they ritualistically practice in their essembles for seven or eight hours, only stopping for meals, sleep, and short breaks. This is generally in preparation for the Melbourne School Bands Festival held in Robert Blackwood Hall in Monash University and the Gala Events held at the school, but also helps to further the skill levels of each ensemble and the relationships between each of the members.
In 2006 GWSC was one of 100 Australian schools to be invited to the 2007 Cheng Yung fat Youth Music Festival, where they will be joining thousands of music students from all over the world in Cheng Dung, China.
References
- ^ Business Sunday, November 2. [1]
- ^ Herald-Sun
- ^ The Age
- ^ HSV-7
- ^ The Age, "Medals honour VCE top achievers" 1 June 2007 http://www.theage.com.au/news/national/medals-honour-vce-top-achievers/2007/05/31/1180205427885.html ,