Ethical Decision Making Ethical Decisions Essay - 1610 Words

When I think of making ethical decisions, I think of doing what’s right, but what exactly is the right thing and how do we define it? As humans we are all brought up under different circumstances, therefore we tend to distinguish from right and wrong in many different ways, especially at a young age when we first start to understand our moral behavior. This difference between the way we determine what’s right and what’s wrong is what makes it difficult for us humans to have the same understanding towards the frameworks for ethical thinking. So how do we base our ethical standards and how do they get applied to the specific situations we face? Philosophers and ethicists have helped answer these questions providing frameworks for making ethical decisions, these experts also suggest five approaches towards standards to which we should follow. Some believe this framework is too complicated for most people to employ in their decision making. Also, what about hypotheti cal dilemmas that are so farfetched and unrealistic, do these â€Å"what if† situations serve a useful purpose as a guide to ethical decision making? Let’s take a closer look into how we define ethical standards and these imaginary situations. A Framework for Thinking Ethically, produced by the Markkaa Center for Applied Ethics analyzes the main perceptions of ethical thinking. The Authors provide their readers with the information broke down into three parts, the first part distinguishes between what ethics is and whatShow MoreRelatedEthical Decision Making A Decision On Ethical Decisions1587 Words   |  7 PagesThroughtout this written assignment there will be a discussion on ethical decision making about making a decision on possible ethical consequences that may be placed in your life, and what ethical consequences will be dealt with in the mental health professional field. Decisions could possibility pertain your conduct such as an ethical dilemma that will required a serious decision to be solved by your action as an leader. Even though a leader may not have caused the problem, they do not have a choiceRead MoreEthical Decision Making : Ethical Decisions1496 Words   |  6 PagesFacing Ethical Decisions How does a person determine what is right or wrong when making a decision? Most people faced with an ethical decision usually revert to their personal values that hopefully guide them through the decision-making process. Assessing values and morals are an important role when making ethical decisions and how others view a person after making that decision. â€Å"Once we grasp the underlying concepts of making important decisions, we need to know how to apply them.† (Fisher, 2005)Read MoreEthical Decision Making Ethical Decisions Essay1088 Words   |  5 Pagesbooks and news articles are available online which discuss making ethical decisions and the importance of maintaining a high level of ethical standards in business. Ethical Decisions Sound ethical decisions are extremely important in business communication and the decision making process is greatly affected by ethical standards. There are four general rules any business leader must follow when trying to make ethical decisions. These rules help managers and employees to behave appropriatelyRead MoreEthical Decision Making And Ethical Decisions1026 Words   |  5 Pageswithin a particular organization. Also, it includes critical and ethical decision-making process so as to address various ethical dilemmas experienced by employees while undertaking their respective assigned duties within the company. Ethical dilemmas are hereby to stay as issues usually arise now and then and place a variety of options that bear different repercussions. Therefore, it calls for ethical and critical decision-making skills so as to make the most appropriate option that bears moreRead MoreEthical Decision Making : Ethical Decisions1047 Words   |  5 PagesEthical Decision-Making The first step in the CPA (2000) ethical decision-making model is identification of the individuals and groups potentially affected by the decision. In the ethical scenario I presented earlier, the individuals directly involved and likely to be most affected by the decision include the 54-year old woman and myself as the counsellor. Those who will likely be indirectly affected by the decision would be the woman’s family, including her 20-year old daughter, and the agencyRead MoreEthical Decision Making And Ethical Decisions1317 Words   |  6 Pagesaccount the works of ethical decision making, ethical decision making is an idea that will dramatically help any manager that takes this issue seriously. In the standpoint of the internal customer, ethical behavior improves the actual atmosphere at the job and helps motivate the actual employees, sets an example to the actual employees, and evokes a feeling of pride with the company and improves it is image within the eyes with th e employees. From the standpoint of outer customer, ethical behavior improvesRead MoreEthical Decision Making Ethical Decisions Essay1014 Words   |  5 PagesHaving to make an ethical decision regarding unethical circumstances can be challenging for some. â€Å"Ethical decision-making refers to the process of evaluating and choosing among alternatives in a manner consistent with ethical principles. In making ethical decisions, it is necessary to perceive and eliminate unethical options and select the best ethical alternative.The process of making ethical decisions requires: commitment-the desire to do the right thing regardless of the cost; consciousness-theRead MoreEthical Decision Making Ethical Decisions1533 Words   |  7 Pages When making ethical decisions we as Christians use different sources to help us in deciding how we should respond to a given situation while staying true to our Christian faith and its values. The scholar Richard Hays identified these sources for ethical decision-making into four areas: Scripture, tradition, reason and experience. Neither of these is used in isolation, but work together to help us decide what would be ethically right to lead the â€Å"good life† and proclaim the Kingdom of GodRead MoreEthical And Ethical Decision Making1500 Words   |  6 Pagesmore important than others, ethical decision making is a skill that has become increasingly pivotal. Jones states that a ‘moral issue is present where a person’s action, when freely performed, may harm or benefit others’ and defines ‘an ethical decision is a decision that is both legally and morally acceptable to the larger community’ (1991, p. 387). In order to create a company wide culture of ethics, employees must believe that the organization has a desire to be ethical and see proof of this fromRead Moreethical decision making1211 Words   |  5 Pagesï » ¿ Ethical- Decision Making University of the Rockies Mabel Drafton Abstract Countertransference is how therapists distort the way they perceive and react to a client (Corey, Corey, and Callanan, 2011). Therapists are expected to identify and deal with their own reactions with consultation, personal therapy, and supervision that their clients will not be negatively affected by the therapist’s problem. Personal therapy is an effective way for therapists

Education And Enlightenment Of The Handicap Essay

home and were seen infrequently out in the public. Parents continued to see and felt the poor reception and fearful reaction to the paralyzed child parents kept them at home and for the most part out sight because they didn t want their child to be hurt and humiliated because of insensitivity and intolerance of others. Before schools such as the Home School and many more that specialized in the education and enlightenment of the handicap, to be more able and not disabled. Some well-meaning parents just didn t know where they could turn, they were at a cross wind, a crossroad at what to do with the education and the means they had and were given at time. Parents did the best they could and they felt that they were doing the right thing. Criticism is one thing, but parents need help not hardship. Regardless of whether or not a disability, there is stress in raising up the family. What is necessary is a sense of compassion and understanding by other family members, friends, and s ociety alike to offer always a positive and proactive word that helps, not hinders the person from doing the best they can. With help was made available and received, people and parents do step out in faith with courage, conviction and commitment for the improvement and empowerment of education for the world s children. In my own family, my brothers and I were very fortunate to have both parochial and public school systems nearby to have a strong foundation of education to lead us into theShow MoreRelatedEssay on Nazisms Effect on the German Society1680 Words   |  7 Pages25% for each child born. Besides increasing the population, the regime also sought to enhance its racial purity through species upgrading. Laws prohibiting marriage between Aryans and non-Aryans were implemented. People with handicaps and certain diseases were not allowed to marry at all. Birth rates increased from a low point in 1933 to a peak in 1939, but declined thereafter. There were no female Nazi members of the Reichstag and they were banned from seniorRead MoreEssay on Bahai Faith1680 Words   |  7 Pagesequality of men and women, harmony of science and religion, elimination of extremes of wealth and poverty, universal peace, a world commonwealth of nations, a universal auxiliary language, spiritual solutions to economic problems, and universal education. Along with the main focus of unity, Bahà ¡ullà ¡h also stressed the importance of honesty, chastity, generosity, trustworthiness, purity of motive, service to others, deeds over words and work as a form of worship. What was unlawful and forbiddenRead More Information Age2356 Words   |  10 Pagesmore and more familiar and it is a must in are classes and it is essential for administrators to support and encourage computer technology in our education systems. First, we first must study the definition of technology in order to figure out its proper role in education. According to Noah Webster, a founding father of American scholarship and education, in 1828 defined technology as, â€Å"a description of arts, or a treatise on the arts.† (Miller, 2008) Today, Noah Webster’s modern predecessor, Merriam-WebsterRead More Social and Medical Disability Models Essay2243 Words   |  9 Pagespartial or complete defection of a bodily organ or part. Disability, defined within the theory of the medical model, is finely exemplified by the World Health Organisation’s (WHO’s) International Classification of Impairments, Disabilities and Handicaps (1980). Here, disability is designated as a ‘lack of ability to perform†¦without the range considered normal for a human being’ (Barnes Mercer, 2003, p.13). 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Dorothy Gilliam, writing in the Washington Post of 12 April 1982, said, â€Å"First Amendment rights are crucial to a healthy society. No less crucial is the Fourteenth Amendment and its guarantee of equal protection under the law† (115). The use of the word nigger in the classroom does not provide black students with equal protection nor with equal opportunity for an education. The Adventures of Huckleberry Finn is racist, whether itsRead MoreSwot Analysis It Industries in India3210 Words   |  13 Pagestheory. This paper presented a strategical choice model of SWOT analysis. To study the eff ects of the proposed model, the case based on fact are discussed. The result shows that the models is feasible. This study’s conclusions could indicate the enlightenment that the software industry of China is energetically developed. Key words CMM, Software Industry, SWOT, India 2 1 Introduction On the background of global economy depression, in 2002, the output value of Indian software industry is $10.1 billionRead MoreThe Impact of National Poverty Eradication Programme (Napep) on Economic Development of Nigeria13910 Words   |  56 Pagesconceived as those individuals or households in a particular society, incapable of purchasing a specified basket of basic goods and services. Basic goods as used here include; food, shelter, water, health care, access to productive resources including education, working skill and tools, political and civil rights to participate in decisions concerning socio-economic conditions (Ajakaiye and Adeyeye 2001 in Gbosi, 2004). It is generally agreed that in conceptualizing poverty, low income or low consumption

The Bystander Effect free essay sample

She was an ordinary working girl—not at all wealthy, nor a member of any elite class—and she had been followed and brutally murdered on March 13, 1964. Winston Moseley—a 29-year-old married man with two children who had no criminal record prior to Kitty’s killing—ventured off that night on a mission to kill. In his confession Moseley proclaimed, I went out that night intending to kill a woman (Gado). As he stalked the victim from her place of employment, he made his move by her apartment complex. As she frantically fought for her life and screamed for help, 38 witnesses failed to come to her aid. During the last 32 horror-filled minutes of her life, Kitty was stabbed 17 times and sexually assaulted by Moseley, and not one of the 38 bystanders called 9-1-1. Some stood at their windows and watched, one yelled for the man to stop, which frightened Moseley and led him to run off, lest he got caught. However, within minutes, when he realized that no one was coming to Kitty’s aid, Moseley came back to finish what he started. She could have been saved. She could have been alive right now. But not one witness made a move during the 32 minutes she had to suffer before she died. The Genovese case, though disturbing, is not unique. The inaction of the 38 witnesses to the murder is described by a psychological phenomenon known as the Bystander Effect. The Bystander Effect is defined by John M. Darley as an effect that â€Å"occurs when a person refrains from taking action because of the presence of others†¦the larger the crowd or group of bystanders, the more likely any given individual is to feel that he or she is not responsible for trying to alter whatever is going on. According to the Bystander Effect theory, all 38 witnesses in the Genovese case failed to act because they believed that someone else would help—let someone else take the responsibility. It makes one question what they would do in a situation such as Kitty Genovese’s murder. We all like to see ourselves as heroes. We all like to think that we would have intervened and saved the dayâ₠¬â€or at least called 9-1-1. But in reality, would we really have done anything? Would you have risked the fear or hassle to help a stranger? In terms of social psychology, the Bystander Effect is a crippling response to the loss of individuality faced in large cities. Kitty Genovese’s â€Å"case came to symbolize the corruption of modern city life, a life in which everyone is too frightened or too selfish to help another person, a life in which the value of humanitarianism has been forgotten, writes Professor Helen Benedict of Columbia University. The Bystander Effect is the result of the union of three social phenomena: diffusion of responsibility, social influence, and pluralistic ignorance. The marriage of these principles provides the perfect backdrop for the justification of inaction and lack of accountability in these cases. A common misconception among people is that there is safety in numbers. People feel that danger can be avoided or overcome if they are in a large group setting. However, according to the Bystander Effect Kitty Genovese would have been saved if there was only one eyewitness. When a single person is on a scene of a crime, they feel the responsibility to act because they are alone, and in their mind they are the victim’s ‘only hope’. However, when a crowd of people are witnessing a crime, the responsibility to help is shared throughout the people in the group. Each person feels that the duty to intervene falls to someone else—let someone else take the responsibility to act. Therefore, as the amount of bystanders increases on a scene, the responsibility to react decreases (Kasschau). This social principle is referred to as diffusion of responsibility. To further understand the diffusion of responsibility Bibb Latane and John Darley, two social psychologists, performed a test known as The Smoke-Filled Room experiment. In this experiment the psychologists rounded up volunteers from Colombia University who were told that they were coming in for an interview to discuss â€Å"some of the problems involving life at an urban university. † As the subjects came in for the interview, they were directed into a small waiting room where they were then assigned to fill out a preliminary questionnaire. However, in this waiting room they were tested on more than just questionnaires: after just minutes smoke starts streaming into the room through a wall vent. The subject’s response to the harmless smoke was carefully monitored and observed through a one-way glass. They were timed how long they remained in the room before leaving to report the smoke that was filling the room. The subjects were divided into three settings: alone, with two other passive participants (who were instructed to ignore the smoke), and 2 other subjects. When tested alone, 75% of the subjects responded quickly and reasonably reporting the smoke. In a group setting with two passive participants, 10% of the subjects actually reported the smoke. Lastly in a group setting of two other participants, who were also unaware that they were being tested on their response to this situation, 38% of the subjects reported the problem. Many people believe that being in a group setting provides a great opportunity for people to interact and talk through a situation in order to come up with the best solution. However, as shown by Latane and Darley, the exact opposite occurs. Seeing other people’s passiveness towards the smoke, made the participants decided that the smoke was not dangerous, and therefore can be ignored. To observe how a crowd can force inaction on others, as well as lead each person to overreact to an emergency, is very fascinating. In this case, people did not react to the smoke because no one else from the group seemed to be concerned about it. The responsibility to act in response to the smoke filling up the room was diffused among the individuals in that group: no one person was considered responsible for ensuring the safety of the others in terms of reporting the smoke to the proper authorities. When the participant was alone in the room, he/she felt responsible because no one else was around to take on the responsibility of reporting the smoke. The Smoke-Filled Room experiment demonstrates the human tendency to relinquish (or diffuse) responsibility when they enter a group environment. This experiment also shows how powerful social influence is on the decisions of an individual. When someone is socially influenced, their thoughts, feelings, attitudes, or behaviors also alter. This concept embodies the idea of peer pressure, and also extends further to explain the fundamental causes of this social phenomenon. On a subconscious level, people will imitate the people around them, regardless of their own perceptions on the situation. In a group setting, individuals are influenced by the majority, so they will adopt the particular attitude that the social group holds. This occurs because people start to second guess their own knowledge and opinion, once they realize that their opinion is contrary to the opinion held by the rest of the group. To further explore this principle, Solomon E. Asch, a social psychologist who received his Ph. D. from Colombia University in 1932, performed a famous experiment to  investigate the extent to which social pressure from a majority group could affect a person to conform. The subjects in his experiment were asked to judge lines of different length by comparing them to a set of different-sized lines. The task, in itself, was very simple—every participant was able to quickly recognize which lines were the same lengths. The difficulty came when the participants were asked to do judge the line lengths when they were in a group of people who were confederates to the experiment (the people were knew what the experiment was about and were playing along with the experimenter). The confederates were instructed to give the same wrong answer when they were asked to estimate the line length. The participants saw that the other people in the group gave an obviously wrong answer. Since every person in the group gave the same wrong answer, the participants became uncomfortable (as seen on the footage of the experiment), and seemed to doubt their initial observation. Then, when the turn came for the participants to estimate the line length, the majority of the test subjects gave the same wrong answer that the rest of the group had given. The subjects were visibly upset by the discrepancy between their perceptions, and those of others, and most caved under the pressure to conform: only 29% of his subjects refused to join the bogus majority. This technique was a powerful lens for examining the social construction of reality, and gave rise to decades of research on conformity. (McLeod) When someone is socially influenced, they are pressured (consciously or subconsciously) to conform to the ways of the crowd. In the mind of the subject the crowd (group) becomes more important than the individual, and the maintenance of the status quo of the group appears to become the highest priority of the individual. The individual changes how they behave because they seek approval and friendship of others. Then thoughts of social reward and punishment make a person chose to do something they are asked to do. The thought of social rewards and punishments lead the people to obey the order from someone they accept as an authority figure. Because individuals’ opinions are swayed so heavily from the people around them, intervening in a problematic situation begins to depend on how the ‘crowd’ is acting. If a woman is being stabbed repeatedly and everyone is merely watching, you might also just watch and not take any action because you are merely maintaining the status quo. Stanley Milgram, a psychologist at Yale University, was a researcher who continued Asch’s work and conducted another experiment studying social influence. This experiment focused on obedience of people. His subjects were ordinary people off the street whose jobs ranged from unskilled workers to professionals. The subjects were told that they are participating in an experiment which studied the effects of punishment on test scores. The subjects â€Å"randomly† assigned the role of ‘teacher’ while the other participant (who was a confederate to the experiment) was assigned the role of the ‘student’. The student and teacher were led to separate rooms so that the teachers could not see the student. The teachers were instructed by a person in a white laboratory coat (the authority figure) to deliver electric shocks to the student when the he got an answer wrong on a test. Each time the student answered a question incorrectly, the teacher was instructed to increase the level of voltage used to shock the student. The voltages for the shocks ranged from a very mild level—which only caused some discomfort—to a level high enough to be lethal. At the beginning of the experiment, the teachers administered the shocks to the student without thinking twice about the pain or discomfort they may be causing. As the voltage level of the shocks increased, the level of discomfort of the teachers also increased. At a certain voltage level the student was instructed to yell out and complain that the shocks were painful and that he did not want to participate in the experiment any more. These cries startled the teachers and increased their discomfort. Almost every participant confronted the person in the white lab coat, asking him to check on the student and stop the experiment since the person was obviously in pain. In response to their entreaties, the authority figure in the white lab coat informed them that the experiment must continue and that the teachers will not be held accountable for the pain the shocks brought to the student. Two-thirds of the participants delivered lethal-level shocks to the student after they were told to do so by an authority figure. The authority figure did not threaten the participants to induce them to continue the experiment. Nor did they tell them that they are not allowed to stop the experiment. The participants were simply told that the electro shock was imperative to the experiment that the teachers keep going. The participants were clearly unwilling to knowingly cause pain to the student; however, they were influenced by the authority figure and acquiesced to continue. Even if the instructions that the subjects received did not seem ethical, the majority of the group continued to obey the instructor as they heard the person’s fake screams of pain (McLeod). Diffusion of responsibility and social influence creates an excuse for bystanders to avoid intervening in a situation. Another key factor in the understanding of the Bystander effect is pluralistic ignorance. Unlike social influence, where an individual conforms to the same opinion as that of a crowd, pluralistic ignorance is â€Å"a situation where no one believes, but everyone thinks that everyone believes† (Krech and Crutcheld). In other words, unpopular moral principles influence an individual because they are mistakenly thought to be the view of the majority of the group. The actual thoughts, actions, beliefs and norms of the crowd are misjudged by individuals. This leads the entire group of to act on certain principles because they believe those principles are held in high esteem by the rest of the group. This creates a false group atmosphere in which no one acts on his own principles, and instead obeys the principles he wrongly believe are important to the rest of the group. Pluralistic ignorance is dangerous when a life is in jeopardy. Intervention is very hard to achieve when the group creates a false atmosphere in an emergency situation. A classic example of pluralistic ignorance is demonstrated almost daily in the classroom setting. When a teacher explains a complicated assignment or a difficult concept, he expects that the students will raise questions about anything which may be unclear. Dutifully, after a difficult lecture, the teacher pauses for a moment and asks the students if they have any questions regarding the material. Though the majority of the students in the classroom may have questions, they are hesitant to raise their hands and ask. This phenomenon appears counterintuitive. The students are in the classroom to learn. The teacher is more than willing to provide further explanation on the subject if the need arises. So, why do the students hesitate to ask? No hands are raised, and no questions are asked, until a brave soul decides to take a risk—to show that he doesn’t understand. Students interpret the lack of questions from their peers as a sign that everyone understands the assignment or the concept, so they avoid publically displaying the fact that they don’t understand something that seems to be quite clear to the rest of the group. They don’t want to show themselves as being less intelligent: the dunce of the class. The students are afraid of how the others might see them, thus they hold back what they really think or feel about a subject/concept/assignment. Pluralistic ignorance is not merely holding wrong beliefs about what others think and feel—pluralistic ignorance is the systematic error in norms and a genuine social phenomenon. A single person’s action can have a huge impact in an emergency. This person’s decision and the breaking of a norm in a society can mean the difference between life and death. In Kitty Genovese’s murder, the 38 bystanders were unwilling to ‘be different’ and unwilling to get past their deceiving thoughts. They allowed themselves to be influenced by the perceived status quo—to be socially influenced by the neighbors around them. They chose to conform to their surroundings and be ignorant of the truth, instead of realizing a human life was in their hands. The responsibility to call 9-1-1, or to act in some other way which would have stopped Kitty’s attacker, was diffused among the people in that community. No one felt like they were personally responsible for coming to the rescue of the young woman. Each witness believed that there must be someone else who would take the responsibility: let someone else act. As a result, not a single person stirred. The unwillingness of the neighbors to act in this horrific situation is magnified by the pluralistic ignorance demonstrated by the group. No doubt that these neighbors were not all bad people. Certainly, most of them probably did not enjoy watching a young woman they knew (however vaguely) getting raped and brutally murdered, right at their doorstep. However, regardless of what each person believed or how they felt about the situation, not one of them acted in a way which would have saved Kitty’s life. The neighbors saw that no one else was rushing down to help the young woman, therefore they all concluded that it would be against some ‘rule’ or custom for them to go down and act. An unpopular common lie was chosen, and a woman’s life was lost. The Bystander Effect provides an explanation as to why nearly 40 people stood idly at their windows or by their doors and watched as a young, defenseless woman was stabbed 17 times in the course of 32 minutes. This theory provides an insight into the reason why nearly 40 adults waited half an hour, listening to the panic-stricken screams of a dying woman, as her last breath was leaving her mutilated body. While the Bystander Effect provides an explanation for the appalling behavior of the neighbors, it does not provide any sort of justification. Just because a problem is identified and given a name does not mean that this problem is now acceptable in the eyes of society. The inaction of Kitty’s neighbors appalled the national and international community (Gado). People were shocked that no one would come and answer a cry for help. The lack of empathy demonstrated by the neighbors is unacceptable, no matter how well justified in a psychological sense. Intervening in a situation where the life and well-being of another person is concerned, is an essential part of communal life. What is the point of living near other people if they are not willing to help us? To respond appropriately to a situation three things must happen. First in an emergency we must identify the problem, then accept responsibility and then take action. Taking action and responsibility makes you a hero: Empathy is a key component of heroism, and in our culture its on a massive decline. As a society, were focused on achievements and status symbols like jobs and cars, and were losing our sense of responsibility toward others. If your primary identity is tied to helping others, rather than your social status, youre much likelier to act heroically. (Carter) Even though people like to see themselves as modern-day heroes, when they face a conflict their decisions are very selfish, and often not at all heroic. Though our weakness is obvious, overcoming this weakness is difficult and requires much determination and self understanding. Being unaffected by the Bystander Effect cannot be changed by a pill or a magic word. We have to strive to deny being influenced and do what is right—regardless of how that will wound our pride.

The World Bank Essay Example For Students

The World Bank Essay The World BankBureaucracy is one of the pillars of modern western society. Although thisstatement is debatable from many aspects, most would agree that, at the veryleast, our lives are greatly affected by bureaucracy. Bureaucracy is the pureform of rational organization (Newson, Jan 11). Not only is it a method forachieving goals efficiently and effectively, but it is acclaimed as the mostable strategy to meet objectives. The World Bank is a classic example of abureaucratic organization. It embodies all the characteristics necessary toqualify; from its complicated hierarchy and impersonal relations, to thespecialization and career orientation of its employees. However, not everyoneagrees on the competency of the bureaucratic organizational system. George andSabelli in their book Faith and Credit claim that is the very structure of theWorld Bank which causes its failures, as well as explaining its continuedexistence despite these mistakes. Using Faith and Credit, with a focus onchapte r six, it will be shown that it is the bureaucratic methods themselveswhich twist the World Banks goals, and that these methods undermine the taskswhich the Bank has set for itself. We will write a custom essay on The World Bank specifically for you for only $16.38 $13.9/page Order now The World Bank is one of the worlds most powerful agencies. Although itcharacterizes itself as a purely economic institution which controls thelending of billions of dollars in practice its influence, wealth, andpolicies all result in having immense political power (Faith 1). Althoughoriginally created to serve as an institution to help rebuild the world (i.e. Europe) after World War II, its task has since shifted to development work andpoverty reduction. Through its immense control of wealth, and its internationalreputation, the Bank has managed to lend billions to under-developed nations. The loans take many forms, including financing of mega-projects and structuraladjustment. Beginning in the 1980s vast amounts of criticism on the Bankspolicies began to appear, finding faults in much of its work. Many of itsprojects have been declared more harmful than helpful, often worse names havebeen used. The Bank has managed to make enemies in many activist circles;including environmentalists, feminists and even the people whose aim is toplease: poverty workers (Faith 6). Nevertheless the Bank still remains aneminent institution. It is well respected by many intellectuals, consulted bygovernments and continues to grown in wealth and power. The very people working for the World Bank are cream of the crop. It is arelatively small organization, and immensely respected, which allows it to choseits staff from the best in the world. However, the Banks rules and traditionsdo not allow these top notch women and men to work at maximum efficiency. It isan organization trapped in its own structure, stifling the staff which works forit. Lower level employees are silenced by a hierarchy which provides few methodsfor the expressing of opinions, and in fact discourages dissent. This commitmentto orthodoxy has caused the Bank to fall behind on its development strategies incomparison to the rest of the world. Nevertheless it is not an organizationcomposed of stupid people and is aware of at least some of its faults. Although attempts have been made to restructure the Bank, they have only endedup further focusing the Bank on its orthodox path. Quantity, instead of quality,has become its purpose and is causing further havoc in the countries to which itloans (part II countries). Instead of dealing with these problems, it foolsitself and others into believing in a positive end result; ignoring the rulethe ends do not justify the means not to mention the fact that many do notforesee a positive end. To deal with the image problem created by its owndisasters, the World Bank has attempted to make itself appear more effective. .ub6ae3b7b170da19f1fd64cb225526ad6 , .ub6ae3b7b170da19f1fd64cb225526ad6 .postImageUrl , .ub6ae3b7b170da19f1fd64cb225526ad6 .centered-text-area { min-height: 80px; position: relative; } .ub6ae3b7b170da19f1fd64cb225526ad6 , .ub6ae3b7b170da19f1fd64cb225526ad6:hover , .ub6ae3b7b170da19f1fd64cb225526ad6:visited , .ub6ae3b7b170da19f1fd64cb225526ad6:active { border:0!important; } .ub6ae3b7b170da19f1fd64cb225526ad6 .clearfix:after { content: ""; display: table; clear: both; } .ub6ae3b7b170da19f1fd64cb225526ad6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub6ae3b7b170da19f1fd64cb225526ad6:active , .ub6ae3b7b170da19f1fd64cb225526ad6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub6ae3b7b170da19f1fd64cb225526ad6 .centered-text-area { width: 100%; position: relative ; } .ub6ae3b7b170da19f1fd64cb225526ad6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub6ae3b7b170da19f1fd64cb225526ad6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub6ae3b7b170da19f1fd64cb225526ad6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub6ae3b7b170da19f1fd64cb225526ad6:hover .ctaButton { background-color: #34495E!important; } .ub6ae3b7b170da19f1fd64cb225526ad6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub6ae3b7b170da19f1fd64cb225526ad6 .ub6ae3b7b170da19f1fd64cb225526ad6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub6ae3b7b170da19f1fd64cb225526ad6:after { content: ""; display: block; clear: both; } READ: Technology And Television: Child Obesity EssayYet it seems to have forgotten that what is important is not the image but theresults. This is what has become of the humanitarian goals of the World Bank. The Bank, despite its many critics, is considered by most to be the worldsforemost, most prestigious official development institution (Faith 112). Manyseeking a future in development, first attempt to enter the World Bank. Most ofthe Banks new recruits are Young Professionals (YP). This is an extremelycompetitive program which thousands apply to, of which only 35 a year get in. Although Young Professionals come from a variety of countries, this does notnecessarily reflect various cultural perspectives. Most of the YP are educatedin the North, and a large

Charles Gibsons Case and the Role of a Nurse Educator in the Education of the Nursing Staff

Introduction The nurse educators play a crucial role in the development of new nursing staff. Apart from teaching theory, nurse educators must prepare the students to work in the clinical setting, think critically, and use the modern means of communication to obtain evidence-based data. In addition, nurse educators need to encourage passion and desire to work in the learners.Advertising We will write a custom assessment sample on Charles Gibson’s Case and the Role of a Nurse Educator in the Education of the Nursing Staff specifically for you for only $16.05 $11/page Learn More To teach the students properly, a nurse educator needs to have an in-depth knowledge of the pathophysiologic mechanisms of diseases (to explain to the students how a disease harms the organism), the associated physical assessments (to teach them how to identify/diagnose diseases), and the pharmacologic implications for care (so the students may prescribe the appropriate drug s). In this paper, we will study the case of Charles Gibson, an imaginary patient who has suffered from an ischemic stroke, and offer recommendations concerning the prescription of medications to him. We will also take a closer look at the role of the nurse educator in the students’ professional development. Charles Gibson’s Case Mr. Gibson was diagnosed with an ischemic stroke when he arrived at the hospital. He was treated with the tissue plasmogen activator. Recently, he was moved from the emergency department to the rehabilitation unit. According to the post-stroke MRI, the patient had no worsening ischemia, and had reperfusion in the affected area of the brain. The patient can consume nectar-thick foods; it is planned to move him to soft diet if swallow evaluation results are good enough. He also has difficulty speaking; the problems appear to have motor origins. Mr. Gibson identifies words when he is shown pictures with items for everyday use. His current physica l assessments are within the normal: the heart rate is 82 with normal sinus rhythm; the blood pressure is 130/80; the respiratory rate is 18, regular (the normal RR for people of Mr. Gibson’s age is 12-28 (Rodrà ­guez-Molinero, Narvaiza, Ruiz, Gà ¡lvez-Barrà ³n, 2013)); the oxygen saturation is 96% on 2 L/min; the body temperature is 98.6 F. On the whole, the patient’s condition seems to be favorable. He is apparently recuperating from his ischemic stroke.Advertising Looking for assessment on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More There are a number of factors that have predisposed the patient to the ischemic stroke. First, the patient had hypertension before the stroke (and refused to take medications for it); the vessels that are constantly tense can lead to a lack of blood supply, which increases the chance of an ischemic stroke. Second, diabetes is also a risk factor (Hewitt, Guerra, del Carmen Fernà ¡ndez-Moreno, Sierra, 2012); high sugar in blood damages many organs, including the vessels: the tunica intima loses its smoothness, which increases the risk of blood clotting. Third, smoking is also a factor that greatly increases the likelihood of a stroke; among the most known mechanisms are hypercoagulability (thrombophilia) and atherosclerosis (fibrofatty plaques inside the vessels) (Edjoc, Reid, Sharma, Fang, 2013). Fourth, the patient had the habit of eating all kinds of food, including junk food; apart from being a factor that increases the risk of stroke directly, it also exacerbates the patient’s diabetes. Fifth, the patient is overweight (weight: 250 lbs, height: 6 feet), which also stimulates the formation of plaques in the arteries, thus increasing the likelihood of thrombi, and, consequently, a stroke. To identify the specified pathophysiological problems that led to the stroke, it is essential to gather information about the patient’s habits, a s well as to obtain some clinical data. To know about the patient’s hypertension, it is necessary to monitor his blood pressure regularly for a period of time – to identify the persistently high BP. To find diabetes, it is important to control the level of sugar in the blood; the blood for the tests must be taken on an empty stomach, because the levels of sugar in blood increase after an intake of food. The rest of the named factors that increase the risk of a stroke are more apparent (because they are related to the lifestyle, such as eating junk food or smoking cigarettes, or because they are rather obvious, such as being overweight). To identify the pathophysiological problems caused by the ischemic stroke (the lack of blood supply to the brain), it is possible to look at the consequences of the stroke. The LoC (level of consciousness) test can be used not only to identify the severity of stroke; it includes a number of symptoms typical of a stroke, many of which ar e a loss of a certain function. Other tests may be used to identify the lost or damaged functions. Finally, a CT or MRI scan can be used to identify the area where the stroke occurred (ÃÅ"nlà ¼er et al., 2012); this information can be utilized to understand which functions are likely to have been impaired.Advertising We will write a custom assessment sample on Charles Gibson’s Case and the Role of a Nurse Educator in the Education of the Nursing Staff specifically for you for only $16.05 $11/page Learn More The only psychological problem mentioned in the description of Mr. Gibson’s case after he has been moved to the rehabilitation unit is that he â€Å"expresses remorse about not ‘being able to do what he did before’†; however, he stays motivated. Therefore, he apparently does not suffer from serious psychological disorders. However, such disorders still may be present. A psychologist’s examination might be us eful. The patient has suffered from an ischemic stroke. Pathophysiologically, it affects the function of blood circulation by creating an obstacle for the blood (an occluded vessel in the brain) and preventing it from reaching certain tissues in the brain. The brain tissues deprived of the blood supply stop performing their functions and start dying. The person may lose their ability to do different actions, and may achieve a disability; the types of abilities lost depend on which part of the brain has suffered from the ischemia. The disability may be permanent (and a stroke can also be lethal, of course); however, if the stroke was not too severe, and the blood supply was restored rapidly, the damage might not be so critical, and some of the living neurons may gradually adopt the function of the tissues that died, restoring the patient’s ability to perform certain actions, but this often may require additional training. Mr. Gibson has difficulty speaking, and the problem see ms to have motor origins. This means that he is capable of understanding words and formulating his thoughts using words in his mind, but he is unable to properly pronounce the words due to the damage to the parts of the brain that are responsible for moving speech muscles. It is possible that his ability to speak will be eventually restored, but a certain amount of time, and, quite possibly, special training (speech therapy) may be required. Psychologically, Mr. Gibson might start suffering from e.g. depression due to his inability to perform certain activities (especially if it turns out that he is incapable of performing everyday activities). However, as it was mentioned, currently the patient stays motivated. It is important to support him via e.g. occupational therapy, and, of course, various types of encouragement and motivation (Carey, 2011); the OT might also allow him to restore some of his lost abilities, if he has lost any. Pharmacologic Treatment Plan for Charles Gibson T he offered medications are as follows:Advertising Looking for assessment on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Metformin 1000 mg PO every 12 hours – an anti-diabetic drug that is often used for overweight people. We would recommend using this medication, but monitoring the levels of sugar in blood. The patient had bad dietary habits, and now his diet has completely changed; it is necessary to check whether the dose is adequate. The levels of sugar should be checked until the patient starts having a (relatively) stable diet (currently, it is being considered whether to move him from nectar-thick foods to soft diet). Enteric coated aspirin 81 mg PO every day – lowers the chances of blood clot formation. Use, but monitor the possibility of hemorrhagic stroke, for it may increase due to aspirin (Doutremepuich, Aguejouf, Desplat, Eizayaga, 2012). Also, ensure that the patient is not aspirin-resistant (Topà §uoglu, Arsava, Ay, 2011); if he is, the aspirin may be replaced by e.g. warfarin. Persantine (dipyridamole) 75 mg PO every day – also lowers the chance of blood clot f ormation. Administering it with aspirin means that if one of the medications is ineffective, the other will have an impact. However, perhaps it would be reasonable to start giving them gradually, not on the same day, to see whether they produce an effect. It also should be noted that if aspirin is ineffective, dipyridamole can be combined with warfarin. Losartan 75 mg PO every day – used for hypertension. The patient needs some hypertension medications, and Losartan is an appropriate choice. Amiodarone 200 mg PO every day – an anti-arrhythmic drug. The patient had atrial fibrillation when he arrived at hospital, but currently he has a normal sinus rhythm, and it is uncertain whether this condition will relapse again. On the other hand, atrial fibrillation, if it was persistent, may have damaged the tissues of the heart, making a relapse more likely (Kowey, Mohmand-Borkowski, Burke, 2011, pp. 33-39), which is especially dangerous after a stroke, because strokes also of ten relapse (Ostwald, Godwin, Ye, Cron, 2013). So perhaps it is justified to give him Amiodarone, especially when the dose is not high – 200 mg daily. We could also recommend using: d-amphetamine, 10 mg once every four days for 10 sessions, in conjunction with physical therapy. It is stated that some experiments have shown positive results in patients with motor impairments and aphasia after a stroke (Stein, Harvey, Winstein, Zorowitz, Wittenberg, 2015, ch. 12). This treatment may be offered to Mr. Gibson as experimental. Nurse Educator’s Role in Developing Students The nurse educator plays an important role in developing student’s professionalism. Apart from advancing their knowledge by providing theoretic information, the nurse educator has to develop the student’s practical skills of caring for the patients, and develop their abilities so they may use them effectively in the clinical setting. In other words, the nurse educator has to link the medi cal and nursing theory with the clinical practice, develop the learners’ natural abilities, and boost their passion for caring for patients. Critical thinking in nursing comprises the use of logic and intellect in combination with the analysis of the data from the current research to provide patients with the care and medical assistance of the highest quality. The nurse has to be clear and precise in their judgments to eliminate possible mistakes or irrelevant information when caring for their patients. To develop critical thinking, clinical judgment, and innovative communication in their students, nurse educators may use two following strategies: 1. Give the students tasks which require self-reliant research and analysis. For instance, it is possible to give the students case studies with imaginary patients who have diseases that the learners have not studied before (but, clearly, they must have enough background knowledge to figure it out). The students will learn to act in a situation when they have to gather information about a disease unknown to them (using the innovative means of communication, for instance, by searching medical databases), combine it with their current knowledge (develop critical thinking), and prescribe the treatment for the patient (use clinical judgment). 2. Another option is to create a â€Å"role game† where a nurse has to deal with a patient (who has a disease that requires the nurse to look for new data to treat it properly), as well as with other individuals involved in the process of treating and caring: relatives, multiple physicians, other nurses. This situation contains the benefits of the previous approach, developing the critical thinking, clinical judgment, and innovative communications skills in the same way, but it also adds additional practice of clinical judgment, for the nurse has to take into account the wishes, attitudes, and opinions of the other parties. To realize this method in practice, it is pos sible to use the virtual reality. Conclusion To sum up, we have studied the case of Charles Gibson, evaluated his physical assessments, described the pathophysiological mechanisms of his disease, and provided pharmacological options for his treatment. We have also explained the role of a nurse educator in the nurse teaching process. It is important to stress that understanding patients on an in-depth levels helps the nurse educator develop their students’ skills by e.g. showing how important the information and attitudes of the patients are for their treatment. References Carey, L. M. (Ed.). (2011). Stroke rehabilitation: Insights from neuroscience and imaging. New York, NY: Oxford University Press. Doutremepuich, C., Aguejouf, O., Desplat, V., Eizayaga, F. X. (2012). Paradoxical effect of aspirin. Thrombosis, 2012, 1-4. doi:10.1155/2012/676237 Edjoc, R. K., Reid, R. D., Sharma, M., Fang, J. (2013). The prognostic effect of cigarette smoking on stroke severity, disability, l ength of stay in hospital, and mortality in a cohort with cerebrovascular disease. Journal of Stroke and Cerebrovascular Diseases, 22(8), e446-e454. Web. Hewitt, J., Guerra, L. C., del Carmen Fernà ¡ndez-Moreno, M., Sierra, C. (2012). Diabetes and stroke prevention: A review. Stroke Research and Treatment, 2012(12), 1-6. doi:10.1155/2012/673187 Kowey, P., Mohmand-Borkowski, A., Burke, J. (2011). Clinical management of atrial fibrillation (1st ed.). West Islip, NY: Professional Communications. Ostwald, S. K., Godwin, K. M., Ye, F., Cron, S. G. (2013). Serious adverse events experienced by survivors of stroke in the first year following discharge from inpatient rehabilitation. Rehabilitation Nursing, 38(2), 254-263. Web. Rodrà ­guez-Molinero, A., Narvaiza, L., Ruiz, J., Gà ¡lvez-Barrà ³n, C. (2013). Normal respiratory rate and peripheral blood oxygen saturation in the elderly population. Journal of the American Geriatrics Society, 61(12), 2238-2240. doi:10.1111/jgs.12580 Stein, J., Harvey, R. L., Winstein, C. J., Zorowitz, R. D., Wittenberg, G. (2015). Stroke recovery and rehabilitation (2nd ed.) [Google Books version]. Topà §uoglu, M. A., Arsava, E. M., Ay, H. (2011). Antiplatelet resistance in stroke. Expert Review of Neurotherapeutics, 11(2), 251-263. doi:10.1586/ern.10.203 ÃÅ"nlà ¼er, E. E., Yaka, E., Akhan, G., Limon, Ãâ€"., Kara, P. H., YavaÅŸi, Ãâ€".,†¦Kutluk, K. (2012). Ability of emergency physicians to detect early ischemic changes of acute ischemic stroke on cranial computed tomography. Medical Principles and Practice, 21(6), 534-537. Web. This assessment on Charles Gibson’s Case and the Role of a Nurse Educator in the Education of the Nursing Staff was written and submitted by user Parker Holder to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Teen Speech

â€Å"Adolescents get a bad rap today, but many are choosing an unfamiliar route: Doing good,† says an article called ‘Teens Get Real.’ That statement is very true. Good deeds are happening all around, and plenty of them are being conducted by teenagers. For this speech, I’m going to be writing about the Class of 2007 at Granby High School, and also, the Class of 2007 at Chicopee Comp High School. On December 26, the Asia-Pacific region was hit with a massive earthquake, causing a tsunami. It killed over a quarter of a million people, and left more than five million people homeless, and in need of help. There have been many countries and organizations that have been trying to help. Water, food, supplies, money, clothes, children’s toys, etc., have been sent over seas to help the tsunami victims. It’s known that when money is raised through Red Cross and other organizations, not all of the money goes over to the relief that the money was raised for. These tsunami victims need as much as they can, their homes were destroyed, everything was. There’s hardly anything left. Here at Granby High School, the class officers of 2007 decided to have a fundraiser for the tsunami victims. There were cans and jars everywhere that you could possibly imagine. In each classroom, outside of the cafeteria, students would walk around with the jars, and mostly they received ni ckels, dimes, and quarters, although people did donate plenty of dollars, most of it was change. This school raised over $700 to send overseas to the tsunami victims. Every last penny went overseas. That’s something to be proud of, because we are all teenagers, in an extremely small school, and to raise so much money, in such a short amount of time, is a great accomplishment. The article ‘A Loud Minority’ states that â€Å"While most kids are doing well, the exceptions often grab front-page news, and their stories are chilling: Teens are addicted to hard drugs and ex... Free Essays on Teen Speech Free Essays on Teen Speech â€Å"Adolescents get a bad rap today, but many are choosing an unfamiliar route: Doing good,† says an article called ‘Teens Get Real.’ That statement is very true. Good deeds are happening all around, and plenty of them are being conducted by teenagers. For this speech, I’m going to be writing about the Class of 2007 at Granby High School, and also, the Class of 2007 at Chicopee Comp High School. On December 26, the Asia-Pacific region was hit with a massive earthquake, causing a tsunami. It killed over a quarter of a million people, and left more than five million people homeless, and in need of help. There have been many countries and organizations that have been trying to help. Water, food, supplies, money, clothes, children’s toys, etc., have been sent over seas to help the tsunami victims. It’s known that when money is raised through Red Cross and other organizations, not all of the money goes over to the relief that the money was raised for. These tsunami victims need as much as they can, their homes were destroyed, everything was. There’s hardly anything left. Here at Granby High School, the class officers of 2007 decided to have a fundraiser for the tsunami victims. There were cans and jars everywhere that you could possibly imagine. In each classroom, outside of the cafeteria, students would walk around with the jars, and mostly they received ni ckels, dimes, and quarters, although people did donate plenty of dollars, most of it was change. This school raised over $700 to send overseas to the tsunami victims. Every last penny went overseas. That’s something to be proud of, because we are all teenagers, in an extremely small school, and to raise so much money, in such a short amount of time, is a great accomplishment. The article ‘A Loud Minority’ states that â€Å"While most kids are doing well, the exceptions often grab front-page news, and their stories are chilling: Teens are addicted to hard drugs and ex...

Product and Service Design Research Paper Example | Topics and Well Written Essays - 3000 words

Product and Service Design - Research Paper Example Firms are acknowledging the model behind manufacturing can be translated beyond cost control to design products and services that are easily maintained and serviced. Improving the manufacturing process is an important goal in product and service design (WSP, 2013). A powerful tool can be used to lower manufacturing costs as well as improve the quality of the product or service. Background of the Chapter under Review The value of a business organization is the products and services it offers, all aspects of the organization and the structure of supply chain around the products and services. It is clear that organizations with properly designed products and services are in a better place in realization of their goals than those with defectively designed products and services. Products or service design should be closely linked with an organization’s strategy. This is owing to the fact that it is a major aspect in quality assurance, cost, customer satisfaction and competitive advantage. As a result, various departments including finance, IT, HR, finance, operations and accounting should be involved (Stevenson, 2011). It can be noted that a major cause of operations failed can be attributed to faulty design. Designs that are not