Personal, Professional, and Ethical Belief System Essay Essay Example

Personal, Professional, and Ethical Belief System Essay Paper In the human services field. personal ethical belief systems combined with professional moralss work in partnership to steer human service professionals in unknoting ethical quandary. An increasing figure of professionals and clients seek out to specify the cardinal policies of the human services field. Humans develop an integrating of values. criterions. and beliefs from birth throughout life. The values. criterions. and beliefs developed through life aid in qualifying personal ethical belief systems. Our personal ethical belief system unites with our professional moralss to determine the ethical decision-making procedure. A codification of moralss is indispensable to organisations in the human services field. A codification of moralss identifies adequate behaviour. endorses high criterions of pattern. supplies a criterion to utilize for self appraisal. and establishes a construction for professional behaviours and duties. Human service professionals promote the unity and moralss of the profession. As a consequence. it is important for a human service professional to remain educated and knowing of the theoretical footing of their ethical belief system. other theoretical moralss. ethical and legal issues. and the ethical rules of their organisation. Every individual possesses a nucleus system of values. My personal ethical belief system is derived from my nucleus system of values. the people who helped determine those values. and the decision-making factors I use today to better them as necessary. We will write a custom essay sample on Personal, Professional, and Ethical Belief System Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Personal, Professional, and Ethical Belief System Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Personal, Professional, and Ethical Belief System Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer My parents. pedagogues. Sunday school teachers. sermonizers. decision makers. God. leaders. and many others in the community aid determine my values and supply the footing for my ethical belief system. I articulate values in my associations with other people when I am loyal. dependable. honest. generous. swearing. trustworthy. experience a sense of answerability for my household. friends. coworkers. community. state. and the organisation where I volunteer. My parents taught me to be a Christian individual and to make what is morally right in the eyes of God. I met troubled times throughout my life. but I believe because of my strong morally sound background I could take those experiences and learn from them. My parents remain astonishing function theoretical accounts in my life. I attend church and congratulations God every hebdomad as a reminder of why I keep my moral values and belief system close and beloved to me. I choose to go on my instruction on many facets in my life to help in regulating decision-making factors. As a proud citizen of America. I realize the disagreement associating to Torahs and moralss. A jurisprudence is a edict or authorities regulation prepared to penalize those whom disobey. Torahs are consistent. universal. published. accepted. and enforced. Ethical motives is a sense of what is right and incorrect morally. However. there is a difference between moralss and morality. Harmonizing to Anstead. S. M. ( 1999 ) . â€Å"Morality refers both to the criterions of behaviour by which persons are judged. and to the criterions of behaviour by which people in general are judged in their relationships with others. Ethical motives. on the other manus. encompasses the system of beliefs that supports a peculiar position of morality. † The jurisprudence frequently integrates ethical criterions to which society subscribes. Most ethical determinations come with extended punishments. legion options. varied consequences. unsure and personal effects. My belief system is derived from my assurance that there is more to reality than what we see. I have faith in a religious side of world beyond what we can see or see. The footing of my ethical belief system comes from my values and those whom attributed to those values including my life as a truster in God and as a Christian. My metaphysiological position of theism supports my positions of ethical tyranny. I found this quotation mark interesting and supportive of my ethical belief system. Harmonizing to Worldview Dictionary ( 2011 ) . â€Å"Ethical tyranny is the belief that right and incorrect are unchanging. non determined by the person or the civilization ; revealed by God through both general and specific disclosure. † Ethical tyranny follows one cosmopolitan moral criterion. God is infinite. everlasting. and never-changing. God set the Torahs of the land therefore I must stay by what is determined by God as right and incorrect. God has revealed this truth through his creative activity and disclosure. God is absolute. God created all people as peers. As a truster in God. I serve him through service to others and my community. I take on duties of assisting others in my community. volunteering. and donating goods. At all times I abide by these rules: worship merely God. regard people. be low. be honest. populate a moral life. be generous with clip. pattern my positions. make non knock. justice. or condemn. make non keep a score. and forgive others. I believe it is right to defy enticement while cognizing that evil lurks around. I believe one-day God will return and seek judgement for his people. To populate morally and ethically divine is obligatory to hold ageless life. As a individual and professional. I understand and acknowledge that non all human existences embrace the same positions as me and I respect the positions of others. In the human service profession. my personal ethical belief system helps steer the work I do as a voluntary at Wise Choices Pregnancy Resource Center ( WCPRC ) . At WCPRC the mission is to assist adult females do life confirming picks. The services offered are free gestation proving. free limited echogram. acceptance referrals. abortion instruction. abortion recovery plans. and earn while you learn plan for babe demands. I chose this organisation specifically because it supports my beliefs on pro-life. Pro-life supports my beliefs as a Christian. I advocate supplying adult females with instruction and options to abortion. Harmonizing to Wise Choices Pregnancy Resource Center ( 2012 ) . â€Å"Through the old ages. Wise Choices. has been able to supply assorted sorts of aid and â€Å"counseling† to the adult females of Wise County and the environing countries. We non merely assist the client. but household or friends of the client. in respects to the state of affairs the client is confronting. We believe we can do a difference in the lives of adult females. one at a clip! As a Christian adult female. I think that it is of import to assist clients who are abortion minded or abortion vulnerable see the chances they have to salvage the life they have created. As an advocator. I ask the client if she would wish the chance to hear the Gospel. If she accepts I can portion the love God has for his kids including the client and her unborn kid. I besides have the singular opportunity to inquire the client if she wants to accept Jesus as her Jesus from wickednesss. I explain to my clients willing to accept and hear the Gospel that they may inquire God to forgive them for their wickednesss. It is besides an juncture to speak to my clients about abstention until matrimony. Each of the values listed above ushers me to be an advocator for the unborn kid who is defenseless in his or her right to life. Often I am met with challenges. such as a adult female who is pregnant from colza or incest. It is frequently difficult to explicate to a adult female with traumatic experiences that it is still of import to give birth to their kid even in palliating fortunes. Some of the hardest instances come from a adult female who is abortion minded or vulnerable and has no involvement in hearing the Gospel. I go place and pray for the client. her household. and the unborn kid. As a member of the National Organization for Human Services ( NOHS ) . the Code of Ethics is an of import counsel tool in ethical quandary. The Code of Ethics is a fit criterion of behavior for human service professionals to see in the ethical decision-making procedure. Harmonizing to the National Organization for Human Services ( 2009 ) . â€Å"Human service professionals respect the unity and public assistance of the client at all times. Each client is treated with regard. credence and self-respect. Statement two is an ethical rule non hard to adhere. As a human service professional the unity and public assistance of the client is my responsibility to recommend. I make a committedness to my client when I become his or her advocator. and that committedness involves seeking the best result for the public assistance of my client. As a Christian I see wholly people as equal. and I treat others with regard and self- respect at all times. It is of import to retrieve that it could be me in the same state of affairs. The NOHS Code of Ethics lists ethical rules that will non be difficult to adhere. However. I found a 1 that might turn out to be somewhat hard. Harmonizing to the National Organization for Human Services ( 2009 ) . â€Å"Human service pedagogues uphold the rule of broad instruction and encompass the kernel of academic freedom. abstaining from bring downing their ain personal views/morals on pupils. and leting pupils the freedom to show their positions without punishment. animadversion or ridicule. and to prosecute in critical thought. † The part of this statement that might be hard adhering to is bring downing my ain personal values if I were a human service pedagogue. I know that I could forbear from bring downing my ain personal values. but I find it would be hard. As a Christian. I think it is of import to portion the Gospel and what it means to me. For illustration in an moralss category pupils reflect upon their ethical belief systems and where they originated from. I think if I were the pedagogue it would be difficult to forbear myself from talking my ain worldviews and ethical motives to other pupils. However. as a professional it is of import to follow the ethical criterions set for the organisation in which I am an employee. and the NOHS Code of Ethics. A Code of Ethics is steering rules that apply to different facets of life. Ethical criterions pertain excessively many of the undermentioned general subjects: the usage of psychological trials in the courtroom. the lie sensor. boundaries of competency. unity. sexual torment. human differences. and the legal definition of insanity. * The Use of Psychological Trials in the Courtroom- The usage of psychological trials in the courtroom to back up the testimony of experts scopes from applaudable to debatable. There is a necessity for a sensible pattern of revelation of psychological trial information during tests and courtroom processs. afterwards the stuff may be sealed. Psychological trials in the courtroom should adhere to ethical criterions by stating the truth and non stating truth deliberately inaccurate. In Statement 28 of the NOHS Code of Ethics. human service professional’s duty to the profession is to move with unity and honestness. My ethical belief system incorporates honesty and unity at all times. The Lie Detector – After researching ethical criterions of the prevarication sensor. I found a Code of Ethical motives from the American Polygraph Association. The ethical criterions stated included: rights of testees. criterions for rendering polygraph determinations. post-examination presentment consequences. limitations on rendering sentiments. limitations on scrutinies. fees. criterions of coverage. advertizements. release of nonrelevant information. limitations on scrutiny issues. and APA oversight authorization. Lie sensors set up the difference between a prevarication and the truth ; if a individual has nil to conceal a lie sensor should be no job. Lie sensor usage brought justness to households over the old ages. and continues to make so with regard to the rights of all individuals who take the prevarication sensor trial. As portion of my personal moralss it is indispensable in the justness system. In Statement 35 of the NOHS Code of Ethics. answerability is maintained by the human service professional. * Boundaries of Competence – Human service professionals are merely to carry on research. Teach. and supply services merely within their boundaries of competency. based on personal experience. instruction. supervised experience. and survey. Reasonable stairss should be taken to guarantee competency in countries emerging and preparation does non yet exist. My personal moralss system is of import to pattern my positions. This relates to boundaries of competency I would non pattern something I did non believe to be true. In Statement 40 of the NOHS Code of Ethics human service pedagogues demonstrate high criterions of scholarships and remain current with developments in human services. * Integrity – Accuracy. honestness. and truthfulness is a function all human service professionals abide by. Integrity is something I incorporate in my personal ethical beliefs and value system. Ethically it is incorrect to steal. darnel. prevarication. fraud. or belie a client or a friend. Harmonizing to American Psychological Association ( 2012 ) . â€Å"In state of affairss in which misrepresentation may be ethically justifiable to maximise benefits and minimise injury. psychologists have a serious duty to see the demand for. the possible effects of. and their duty to rectify any resulting misgiving or other harmful effects that arise from the usage of such techniques. My belief in God’s written words of the Bible helps determine my ethical position on unity. Statement five of NOHS Code of Ethics protects the unity of client records. * Sexual Harassment – Sexual torment is solicitation. verbal or gestural sexual behaviour. and sexual progresss. All people have a right to gain a life free from relentless and permeant Acts of the Apostless of sexual torment. It is non right to endanger an employee’s dignity. regard. and possible promotion in the workplace. As a professional. behavior should compare to higher criterions of unity and safety in the workplace. Statement 24 of NOHS Code of Ethics provinces that human service professionals should describe unethical behaviour of co-workers. My personal ethical beliefs in this state of affairs associate back to my Christianity and the Torahs of the land that an act of sexual torment is non moving suitably in the eyes of God. * Human Differences – Human service professionals create public trust through ethical and moral Acts of the Apostless. Human diverseness is one of those Acts of the Apostless. It is imperative to be culturally sensitive to all persons at all times. I promise to function all people with the purpose to protect their public assistance without judgement of any sort. In my ethical beliefs God is the justice. and he will return to make that one twenty-four hours. Statement two of the Code of Ethics for NOHS says human service professionals treat clients with regard and esteem their public assistance. and Statement 20 refers to diverse backgrounds. * The Legal Definition of Insanity – In my ethical belief system a individual who commits an act out of insanity is still responsible for what he or she has done. It is one’s responsibility to make what is morally right. Questions of right and incorrect are overriding. and hence as I believe absolute. Statement 37 of the NOHS Code of Ethics addresses the demand for womb-to-tomb acquisition. and I relate that to this instance as a duty the human service professional has to its client. as the individual who commits a offense out of insanity has a duty to pay the effects. As a member of Team C throughout this class associating to moralss and jurisprudence in the human services profession we did a squad presentation on deontology theory. as presented earlier in the paper. Harmonizing to Alexander and Moore ( 2008 ) . â€Å"The word deontology derives from the Grecian words for responsibility ( deon ) and scientific discipline ( or survey ) of ( Son ) . This normative theory dressed ores on what she should make from a moral point of view. Deontology is a theory that helps to steer and entree our picks in what we ought to make. † Deontology theory assumes at least three of import characteristics. The first characteristic concludes that responsibility should be done for duty’s interest. An illustration. Acts of the Apostless of promise breakage. lying. or slaying are incorrect per se. and it is the responsibility of worlds non to make these things. Second. worlds ought to be treated as topics of intrinsic moral value ; intending an terminals in themselves and neer as a mere means to another terminal. The 3rd characteristic is a moral rule is a definite indispensable that is universalizable ; intending it must be applicable for everyone whom is in the same moral state of affairs. The theoretical footing of my personal ethical belief system falls under the deontology theory. Deontological theory claims the moral rightness or inappropriateness of an action does non depend upon the nature of its effects. but on its intrinsic qualities. Deontology theory was founded by Immanuel Kant. Kant was motivated by the deficiency of a function for responsibility in Utilitarianism. something he believed to be the foundation of all morality. Deontology supports moral tyranny. Actions are either moral or immoral regardless of the beliefs of an person. society. or civilization. Ethical motives of the existence are intrinsic in the Torahs of the existence and the nature of humanity. Therefore. the theoretical footing of my personal belief system as a Christian is supported by deontology theory. My belief in God supports ethical tyranny. deontology. and my personal ethical belief system.

Hot Career Trucking Dispatcher

Hot Career Trucking Dispatcher though trucking is one of the most in-demand professions today due to the increasing demands of local shipping needs, the newest, shiniest fleet of big rigs can’t run itself- it needs drivers, and just as important, it needs dispatchers! and, as the folks at careersingear.com know, it needs good dispatchers.dispatchers typically have the following responsibilities:arranging loads for pickup and delivery and coordinating with the driversdetermining which truckers and vehicles are appropriate for each load (looking at both vehicle specifications and driver qualifications)determining routes for drivers making multiple stopsscheduling loads by urgencyusing radio/cb, phone and computer to distribute assignmentsgathering data for reports, records, and vehicle logs to compile statisticssome dispatchers work locally or regionally, and others specialize in long-distance hauls- their purview may include coordinating with different forms of transportation, such as barges, planes and trac tor-trailers.a great dispatcher will also be good with people, have a cool head in a stressful situation, be well-organized and efficient, focused and flexible, and be prepared to adapt quickly to changes on the job. as of may 2014, the job salary ranges from $38k to $60k a year, depending on employer and the specialized responsibilities of the individual dispatchers.the majority of dispatchers can be found in california, texas, new york, florida, and illinois. 80% of dispatchers have their high school diploma or ged; there is no college course of study, but you can sign up for specific training program or train on the job. plenty of truckers recommend gaining some experience on the road before stepping behind the mic- it’ll build your credibility and provide valuable situational expertise.apply here:  top trucking dispatcher jobs  salary and job outlook of dispatchers for trucking companiesread more at news.careersingear.com

Database Apps SLP Essay Example | Topics and Well Written Essays - 750 words

Database Apps SLP - Essay Example Furthermore, the SQL Server database has many more features of storing, retrieving, and updating data as compared to the Microsoft Excel. Basically, the Microsoft Excel is utilized for storing less data comparatively in the form of columns and rows. The video moves on explaining the uses of the SQL Server database in the websites and the software applications. It is established in the video that the SQL Server database is used to store information received from the interface of the website. In actual, the forms of the website take information from the users over the internet and then the website sends all the information to the database. The SQL Server database is utilized for managing and maintaining data similarly in the software application. The video ends while illumination of the SQL Server 2005 Express Edition is a software tool / application allows creating and managing databases for the software applications to be developed. Overall, the video is one of the best techniques for the beginners learning SQL Server database and the database management systems. The title of the second video is â€Å"Understanding Database Tables and Records† pertains to the development of databases, tables and rows. The video contains information on how to develop a new database in the SQL Server 2005 Express Edition. It is necessary to create tables right after the creation of the database. However, the video informs that before creating the tables, there are certain concepts required to be cleared include, but not limited to the data types, primary key, foreign key and candidate key. The video gives details that each and every table should have a primary key and demonstrates on how to create the primary key in the SQL Server 2005 Express Edition. Similarly, the video enlightens the diverse data types which can be applied to each column / attributes of the table so that the data which fulfil the data type can be stored in

Exchange Rate Regime - Korea Essay Example | Topics and Well Written Essays - 1750 words

Exchange Rate Regime - Korea - Essay Example On May 3, 1964, there was abolition of the official rate of Korean currency whose official rate was Won (W) 130.00 per U.S. dollar with an establishment of a unitary floating system was established on a basic rate of around W 255.00 per US dollar. There was also introduction of foreign exchange certificates that were issued by the Bank of Korea against foreign currencies that could be sold in a free market. In November 1964, there was extension in the foreign exchange certificate system for covering practically foreign exchange dealings. With the establishment of fluctuating certificate rate system in the year 1971, there has been dynamic depreciation in the Korean currency. With the devaluation in US dollar there has been reduction in the gold content of Korean currency by a percentage of 7.89%. In the month of February, the currency of Korea established link with the U.S. dollar was being controlled and there was establishment of a floating exchange rate regime ( a regime where the exchange rate is freely determined by the foreign exchange market). Running a single currency peg against the US dollar there was introduction of multiple currency basket peg in Korea in 1980.The effective rate was associated with SDR (special drawing rights) along with the combination with basket of the currencies of the major trading partners of South Korea and they are namely USA, Japan, Germany and Canada. From the year 1989, the exchange rate of Korea was being allowed to fluctuate within a percentage range against the basic rate. In the month of March 1990, there was replacement of effective rate by a market average rate (MAR). There was a managed floating exchange rate regime with determination of market forces in the interbank market and the Seoul Foreign Exchange Market. Under the system of MAR, there were fluctuations in currency of Korea being restricted within a narrow band.

Corporate Restructuring and Administrative Rescue Essay

Corporate Restructuring and Administrative Rescue - Essay Example On the other hand, Town and Country Flooring (Norfolk) Limited (TFCN) was incorporated in the year 1984 and was traded as a small contract flooring provider who services the local market place in Norfolk. TCFN has been a stand alone business in complementing Town and Country Flooring Limited. In the year 2005, TCFN was sold to John Maidment, Robin Eglen, Brian Pestana and Jean L Hicks, who acquired TCFL at the same time (Report and Proposals [2], 2008). Pursuing this acquisition, there was an incessant drive to apply further development strategies for both TCFL and TCFN, which was inclusive of increasing the geographical coverage of the group with branches introduced in diversified cities. An armor service series was introduced to TCFN which involved the supply and installation of hygienic wall armor surfaces (Report and Proposals [2], 2008). TCFL grew gradually for many years whilst supplying as well as installing floor coverings, such as carpets and carpet tiles, along with dcor flooring, vinyl as well as wood floor coverings. It served four key markets, developing a powerful stand within the public sector, chief building contractors, new house builders as well as the management of facilities (Report and Proposals [1], 2008). The company has carried out several contracts by purchase order, framework type as well as standard construction industry sub-contracts. As a result, by the year 2002, the business had been performing well and has significantly incremented in infrastructure, both in the turn-over as well as the size of its work-force. This incessant growth strategy generated prosperous results, with turn-over incrementing year on year. However, unfortunately, whilst the turn-over was improvising, the directors were experiencing other problems in the management of expansion program. Overheads, which had incremented across the group so as to provide the continuing drive in order to increase volumes, were influencing on the productivity as well as the cash-flow restrictions were becoming more recurrent. In accordance with some more facts from the Directors' report, the company increased turn-over by 31 per cent during the year it gave rise to a new business unit in the Southern England are (Annual Report, 2006). Nonetheless, with the ending of the year, the Southern Office was shut and the business from there was merged in to another branch. Moreover, in addition to this, the group also experienced intricacies in the recruitment and retaining of a powerful and strong financial director. Currently, within the last six to eight months, many officials quit the business for some personal reasons, which contributed to the factors, together with a general worsening in the market place, meticulously in the construction sector, which construed to the fact that TFCL was facing a challenging period (Report and Pr

Communication Is Important In Nursing And Nursing Process Nursing Essay

Communication Is Important In Nursing And Nursing Process Nursing Essay This essay will look at the importance of communication in nursing. To begin, the essay will consider the use of communication in nursing in the general context. The latter section will go on to reflect on the application of communication in practice in relation to conversation and basic psychotherapeutic support within the dementia care environment. Introduction Communicating is a fundamental skill in nursing. It governs every task a nurse undertakes from the point of admission to the point of discharge. There are a number of levels from simple phatic exchanges used to initiate conversation, extending to complex counselling techniques. Effective use of communication has been shown to benefit the nurse-patient relationship, contributing to overall well-being and accelerating the process of treatment. It is therefore an essential aspect of the nursing process. In some cases, it can even mean the difference between life and death. Good communication is often regarded as a delicate and complex art, requiring a good understanding of the interplay between numerous factors. This essay intends to provide a definition and to highlight a number of important professional, ethical, legal and moral responsibilities of the nurse in relation to communication (Sheldon, 2005). Discussion There are numerous definitions for communication. Potter and Perry (2001 p.445) offer a definition for communication as a process in which people affect one another through the exchange of information, ideas, and feelings. Thus, it is about sending and receiving a message, both verbally and non-verbally, with a shared goal of conveying a mutual understanding. In general regard to the verbal domain, the process is often reciprocal in nature as both informant and referent change role, seek clarification and offer an acknowledgement of understanding throughout the exchange. It is imperative to be aware of the effect that body language and paralinguistic features have on communication. Thinking about body posture and implementing the principles of SOLER (identified by Egan (1982) cited in Burnard and Gill (2009)) is useful in nursing. A relaxed posture can help in the process of active listening, helping to convey an empathic response to the patient. Argyle (1994) points out that people are often unaware of their own non-verbal communication, whilst it is clearly visible to the receiver. Incongruence between what is being said verbally and what otherwise is perceived does not help in facilitating a positive relationship from a patients perspective. However, for a nurse who is trained to be sensitive to such cues (particularly in mental health settings), it can sometimes present useful information about a patients mental state and is a possible indicator of deterioration. The Fundamentals of Care (2003) document published by the Welsh Assembly Government highlights that communication should take place using appropriate language and in a sensitive manner. Care should be taken to communicate effectively with people who are mentally impaired. In all patient communication the use of medical jargon should be limited wherever possible. As the Department of Health Valuing People Now (DH 2007) points out, as cited in Baillie (2009), people with learning disabilities have a right to healthcare just as much as other people and it should be just as accessible. In essence, nurses have to be open, flexible and versatile in their approach. Stuart and Laraia (2005) cited in Riley (2008) suggest that communication facilitates the development of a therapeutic relationship. Nurses should adopt a suitable style of questioning, using open and closed questions appropriately depending on the situation. It is always important to convey a warm and accepting attitude that is objective and value free, taking into account the different cultural variations that exist. Nursing is increasingly recognised as a holistic and person-centred process, with so many aspects of a patients life regarded as important to the process of recovery that communication in itself forms a significant aspect of treatment. Caris-Verhallen et al. (1999), cited in Crawford et al (2006), imply that communication promotes an increased level of self-esteem and reduces stress. These benefits also promote staff wellbeing. In addition, Watkins (2002) mentions the usage of self-disclosure as a factor that helps develop therapeutic relationships with patients, parti cularly within mental health settings. Teamwork is a factor too which relies heavily on good communication. Nurses are surrounded by different types of health care professionals and as Peate (2006) acknowledges, interdisciplinary communication can be difficult. The Nursing and Midwifery Council (2008) Code of Conduct states that, as a nurse you must work cooperatively within teams and respect the skills, expertise and contributions of your colleagues. It is often the nurse that acts as an intermediary between the patient and another healthcare professional, disseminating information and explaining it in terms suitably appropriate to the understanding of the patient. Poor communication creates barriers which can often lead to patients feeling alienated and making complaints as well as often being a significant factor in cases of malpractice, neglect and negligence. Within many clinical settings, a lack of time presents difficulties in utilising effective communication. Nurses often have to take opportunities to build rapport using synchronous communication whilst carrying out other tasks and duties. As Crawford et al. (2006) point out, healthcare professionals are increasingly task driven and laden with administration which prevents them from spending time talking with patients using the ideal but time consuming counselling type communication. Therefore, in modern healthcare settings, they suggest a newer model is used that encompasses Brief, Ordinary and Effective (BOE) communication Crawford et al. (2006). With regard to written communication, the NMC Code of Conduct (2008) highlights that nurses are expected to ensure that accurate and up to date records are maintained, with clear information about when the entry was made together with a signature of the person making the entry. Not only is this therapeutically useful, it is also an essential legal requirement and offers evidence that treatment has been carried out. Finally, Baillie (2009) explains that the telephone also forms an important, often overlooked mode of communication. As with all clinical work, it is essential for nurses to maintain professional etiquette and confidentiality, as well as acknowledge their level of competence to the caller and ensure that the call is documented where necessary (Baillie, 2009) Conclusion Communication has been demonstrated to have an important positive influence on treatment outcome. Nurses as a collective group represent a substantial aspect of all clinical health care professionals. They probably spend the most amount of time with a patient. As such, there is an enormous capacity for influence on treatment. It is therefore clear why there is a need for significant emphasis on this matter in nurse pre-registration programmes. Encouraging future and present generations of nurses to communicate more effectively could have a significant influence on increasing patient satisfaction and recovery time. It is therefore suggested that promoting effective communication has potential cost saving implications for local healthcare authorities too. This is important given the enormous strain that the NHS is under in the current economic climate. From a wider perspective, it could be speculated that effective communication indirectly has some bearing on aspects of future health a nd social policy. Reflection: Communication in The Dementia Care Context This next section looks reflects on communication within a dementia care setting and utilizes a Reflective Cycle model (appendix 1) adapted from Gibbs et al (1988) as cited in Bulman and Schutz (2008). The model begins by using a description about what has happened and then encourages the person whom is reflecting to acknowledge their feelings about the situation/event. From this, the evaluation phase encourages the reflector to make value judgements and to say what was good or bad about the experience. Next, an analysis can be made about the situation and this should hopefully generate ideas and themes about the situation. Through doing so, conclusions can be drawn both in the general sense and in terms of the reflectors specific personal experience. The final part of the reflection process with this model is the personal action plans stage whereby the reflector can suggest different, perhaps better ways of doing things in a similar future situation. Description The placement was a dementia care ward which was all-female bedded with people who were at various stages in terms of the development of their dementia condition. The majority of the patients were still relatively active in a physical sense and often quite talkative. I spent a significant amount of time sitting with various patients in the dayroom, often for observation reasons to help ensure their safety. This enabled frequent opportunity to talk to the patients and also to gain some insight into the nature of how dementia can affect people. There was one patient that particularly concerned me. In the interests of preserving confidentiality I will change her name and refer to her as Abigale. Although this reflection is predominantly focused on my interaction with Abigale, much of what I mention is relevant to the patient population at large in respect of dementia care. Abigale was an elderly lady, perhaps in her early 70s, who used to be a school teacher during her working years. Her condition was such that she was often quite talkative although the conversation was very much disjointed. She conveyed a range of emotions and often talked to me as if I resembled a particular character in her former life. Sometimes she spoke in a manner that suggested that she was seemingly happy about something and then for no apparent reason, she would become very upset and tearful. This happened on a frequent basis, with her emotions appearing to cycle between positive and negative affect in relatively short periods of time. Feelings Throughout the time I spent talking with Abigale, I always tried to talk warmly to her and convey an accepting attitude along with empathy, interest and compassion, reflecting the core principles of Rogers client centred therapy. I was aware that my non-verbal communication was very important both to her and other patients. Within the dementia care setting, non-verbal communication is often even more important because it is often relied to a great extent. I always tried to portray openness in my body language, using the SOLER principles acronym outlined by Egan (1994), (see appendix 2). I found that she often used the mode of touch to communicate when sitting and/or talking with people and I attempted to replicate this in a similar, acceptable manner. I found this to be very effective which did surprise me. With a younger generation, touch tends to be a form of communication that I tend to perceive as not working very well for me. This maybe because I just havent utilised this method very much outside of friendship and family settings. I enjoyed spending time talking with Abigale. I particularly liked the way she continued to speak with a degree of authority that would perhaps be commensurate with her former role as a teacher. Even though her conversation was markedly unfocused and incongruent, she spoke in a very articulate manner. When I was able to answer her with a response she appeared to find satisfactory, it felt quite rewarding and it was good to see when she appeared to be happy. Sometimes she acted as if I resembled various people from her life. It was difficult to know whether to simply accept these non-sequiturs and go along with them, or correct her and risk upsetting her. Unfortunately, there were also times when I could not give her a response that she needed. I occasionally found it difficult to determine what she was actually talking about and I didnt want to respond with something that wasnt relevant. Despite my best efforts, it was difficult to seek clarification from her as she would often move on to some other topic. I also found it emotionally challenging at the times where she was upset for no apparent reason and I would have liked to have been able to offer more support. Sometimes, I have observed staff using diversion techniques to help distract patients from distressing situations. I have tried to use these occasionally. However, I tend to be a little uncomfortable doing this and I would rather be able to help somehow by having a greater understanding of the person and addressing their questions and concerns more directly. Finally, not having access to the computerised notes system (PARIS) was very frustrating as it meant that I only had information passed verbally from staff. Evaluation Whilst communicating with Abigale and indeed, other patients within the setting, I tried to maximise my listening capacity by blocking out noises that were external to interactions. However, because I felt I had a duty to the other patients, blocking all noises was impracticable. The dayroom tended to be a difficult place to have a conversation. The television appeared to be more or less continually switched on, and there were often domestic staff performing various cleaning duties. The ambient noise levels tended to be quite high and somewhat distracting both for myself and no doubt, the patients. Access to PARIS would have allowed me to gain a greater awareness about the patient as I would have been able to read comments and assessments made by the whole multidisciplinary team. Analysis Good communication forms an intrinsic part of the nursing process and is part of many nursing models. Roper et al. (1996) as cited in Peate (2006) list it as an aspect of daily living. Unfortunately, people who suffer with dementia experience a number of cognitive difficulties according to Mace (2005) as cited in Adams (2008) (see appendix 3) which make communication very difficult. The associated pathological diseases and consequences of aging also exacerbate these difficulties making effective communication even more problematic (Adams, 2008). The role of communication is therefore especially important for dementia patients as they are likely to have difficulties with interpretation of messages (Kitwood, 1997 as cited in Adams (2008)). Indeed, I often found that what Abigale said and how she acted on the responses that I gave was often incongruent suggesting there was a problem with interpretation. However, when I attempted to seek clarification, it was very difficult or indeed imp ossible. According to Cheston and Bender (2003), dementia care can be improved by beingpsychotherapeutic and using every interaction as an potential opportunity to help and support them. The humanistic and Rogerian aspect of empathic listening is particularly important and provides clues about embedded emotional messages according to Cheston and Bender (2003). However, they go on to suggest that in order to be psychotherapeutic in an approach requires a good understanding of a persons life history. Unfortunately, the short term nature of the placement meant that I was likely to remain relatively naive in terms of understanding her history and condition to any useful extent, so being truly psychotherapeutic in my actions was difficult. Nevertheless, I attempted to provide a contribution to the nursing process. I found that some of the communication strategies that nurses are encouraged to use in many settings need to be changed when consideration is given to the dementia care environment. Watkins (2001) suggests that clients respond better when nurses ask open questions. However, for dementia patients, asking open questions would appear to have a tendency to induce cognitive overload. As such, the Alzeimers Society Advice Sheet (2000) recommends that carers should ask short questions, one at a time which require only short answers. The Alzheimers Society (2000) also highlight the need to try and see the person behind the illness: Interests, likes and dislikes, hopes and fears, early life, places they have lived and visited, working life, people they love/have loved, friendships and personality. I did try to find out from Abigale aspects of her former life but in truth, I had very little understanding about these factors. Abigale tended not to respond directly to questions but rather hinted certain aspects on an adhoc basis. Therefore, hypothetically, if I was a named nurse for Abigale in the future, it would perhaps be useful to speak to her close family to gain some insight and as well as potential stimulus for conversations. Perhaps a reminiscence box containing various items such as photographs and objects would be useful in terms of triggering memories and developing conversations. I think it is important to acknowledge that it would have been better to take Abigale to somewhere quieter when she was upset. This would have been more conducive to conversation as well as offering some level privacy for Abigale. However, in the reality of the situation, there were limited places that were actually available on the ward. In addition, it was likely there were other patients that were also episodically distressed that made it difficult to devote full time to Abigale. The other patients tended to demonstrate similar emotions which coincided with the majority; hence there were good and bad days in terms of patient behaviours. Overall, I feel that on balance I offered a good level of support for Abigale. At times, I believe that I could have offered her more in terms of conversation if I had a better level of knowledge about her background. Indeed, sometimes I felt that I lacked the relevant stimulus to have a lengthy conversation. Despite it being my first placement, there were times where I would have liked to have had the knowledge to use certain basic level therapeutic approaches that are applicable to patients whom suffer from dementia. My mentor also mentioned an interest in validation therapy and I am aware too of the existence of other forms of therapy such as pre-therapy, reminenscence therapy, resolution therapy and the person-focused approach. However, I can clearly appreciate that as a 1st year nursing student, to gain such knowledge is totally impracticable, as well as potentially unethical and unprofessional if actually used without proper registered status. Indeed, under the NMC Code of Cond uct (2008) I must recognise and practice within the limits of competency. As such, in order to be in a position to use many therapeutic techniques effectively, I would need significant further training and/or further professional accreditation. Conclusion (General) Communication with patients who have dementia is an extremely difficult and complex process. It is absolutely essential that nurses practice effective communication to help maintain the quality of life of the patients in their care. In practice, it is very difficult to ensure that psychotherapeutic support is well provided, particularly as psychological needs are more subtle and discrete. It could be argued that relatively low levels of staff and the often high levels of physical interventions often found within dementia settings means that the provision for effective communication regarding psychological care presents a significant challenge. I think the psychotherapeutic aspect of care is a important issue, particularly with the number of cases of dementia predicted to rise to almost 1 million in the UK by 2020 (according to Alzeimers Disease International, 1999, cited by Burgess, 2003). Conclusion (Specific) Overall, I feel quite positive about my experience on placement and about the use of communication. I believe that I worked to the best of my ability. Abigale and many other patients appeared to be quite advanced in terms of their dementia condition. This proved to be quite a challenge. I would like to have had more awareness about Abigales history. I can now more readily appreciate the importance of family and friends, not only in terms of direct contribution to care but also the indirect contributions that they make through providing information about the patient. Early recognition of emotional distress helps with the nursing process. It could have made it more feasible for me to talk to Abigale to provide reassurance and limit the likelyhood of her becoming upset, therefore preserving her dignity. I have gained a great deal of insight into dementia care both through the placement experience and through the process of reflection. In retrospect, I would like to have been able to offer more in terms of psychological support and this provides some insight into the psychotherapeutic aspect of care for future placements. Action Plan In future, I would like to have acquired a higher level of therapeutic skills to enhance my ability to communicate with people who have dementia. The predicted rise in dementia cases as previously mentioned means there is a greater likely hood of coming into contact and providing nursing care for a patient who has dementia. I think it would therefore be useful to develop a greater awareness into the condition, especially from a psychological perspective. I also hope to have training and therefore approved access to PARIS computerised notes system. References Adams T (2008) Dementia Care Nursing: Promoting Well-Being in People with Dementia and Their Families. Hampshire: Palgrave Macmillan Alzeimers Society (2010) Factsheet 500: Communicating. Alzeimers Society: London. http://www.alzheimers.org.uk/factsheet/500 Accessed: 30.06.10 Argyle M (1994) The Psychology of Interpersonal Behaviour (5th Edn). London: Penguin Books Baillie L (2009) Developing Practical Adult Nursing Skills (3rd Edn). London: Hodder Arnold. Bullman C Schutz S (2008) Reflective Practice in Nursing (4th Edition). Oxford: Blackwell Publishing. Burgess L (2003) Changing attitudes in dementia care and the role of nurses. Nursing Times, 99 (38) 18. http://www.nursingtimes.net/nursing-practice-clinical-research/changing-attitudes-in-dementia-care-and-the-role-of-nurses/205196.article Accessed: 30.06.10 Burnard P Gill P (2009) Culture, Communication and Nursing. Essex: Pearson Education Limited. Cheston R Bender M (2003) Understanding Dementia: The Man with the Worried Eyes. London: Jessica Kingsley Publishers. Crawford P Brown B Bonham P (2006) Foundations in Nursing and Health Care: Communication in Clinical Settings. Cheltenham: Nelson Thorns Ltd. Nursing and Midwifery Council (NMC) (2008) The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwifes. NMC, London http://www.nmc-uk.org/aDisplayDocument.aspx?documentID=5982 Accessed: 12.04.2010 Peate I (2006) Becoming a Nurse in the 21st Century. West Sussex: Wiley. Potters P A Perry A G (2001) Fundamentals of Nursing (5th Edn). St Louis: Mosby. Riley J B (2008) Communication in Nursing (6th Edn). United States of America: Mosby. Sheldon L K (2005) Communication for Nurses: Talking With Patients. Massachusetts: Jones and Bartlett Publishers Watkins P (2002) Mental Health Nursing: The Art of Compassionate Care. Edinburgh: Butterworth-Heinemann. Welsh Assembly Government (2003) Fundamentals of Care: Guidance for Health and Social Care Staff. Welsh Assembly Government: Cardiff. http://www.wales.nhs.uk/documents/booklet-e.pdf Accessed: 12.04.2010 Bibliography Ellis R B Gates B Kenworthy N (2003) Interpersonal Communication in Nursing: Theory and Practice (2nd Edn). Churchill Livingstone: London. Hamilton S J Martin D J (2007) Clinical Development: A framework for effective communication skill. Nursing Times, 103: 48, 30-31. Appendix 1 The Reflective Cycle (adapted from Gibbs et al.1988) cited in Bulman and Schutz, (2008). Appendix 2 Egans SOLAR Principles (Egan, 1994) as cited in Crawford et al. (2006) S Face people Squarely O Maintain an Open shape to the body L Lean forward slightly E Use appropriate Eye contact R Relax

Medical Ethics :: essays research papers

Quaestiones Disputate #3) Whether it is ethical to keep a person alive if their quality of life is not good and will not improve. In such a case, what is the responsibility of the medical profession?   Ã‚  Ã‚  Ã‚  Ã‚  The following argument will be made toward the negative, suggesting that it is intrinsically unethical to keep a person alive under certain circumstances The first issue to address is the sub-components of the Quaestione in order to better set the argument in motion as a proof. The Quaestione can be divided up into the following components [whether it is ethical to keep a person alive] , [if their quality of life is not good] , [and will not improve]. , [In such a case, what is the responsibility] , [of the medical profession].   Ã‚  Ã‚  Ã‚  Ã‚  The first component is, in a general sense, unarguable. Standing alone, the statement of keeping someone alive bears a right to which every human is morally obliged to uphold. They key here is standing alone....Of course society’s code of conduct says that we must preserve life, but this can only be true to a sense until the next issue is incorporated - what if their life is not good?   Ã‚  Ã‚  Ã‚  Ã‚  What exactly is not good? If we take it from an Aristotelean point of view, we can see that Aristotle claimed that happiness or good living - being happy, healthy, prosperous, and flourishing - is the goal of human life and the basis of all ethical behavior. This eudaimonia that he begins to describe is an end, in a sense that that goal has been reached. If one can no longer reach this ultimate goal or end or is rendered unable to physically or mentally move oneself in that direction (after all, someone else can’t live your life for you to move you to happiness) their life is considered not good. A life rendered not good combined with our ethical obligation to keep someone alive, probably still not enough to grant the individual the ultimate end.   Ã‚  Ã‚  Ã‚  Ã‚  Now if you listen closely, this is where the turning point begins. Being a teleologist, Aristotle claims that every action is good only in so far that they achieve some good end. If life is not good, and we reach stage three where it will not improve, where is the action of keeping the individual alive reaching a good end. The life is not good, nor will it ever be good - so what is the good end that would result that would warrant this action to be a good action.

Families And Students Rights To Confidentiality Education Essay

Given households ‘ and pupils ‘ rights to confidentiality, what would you make in the undermentioned state of affairss? ( 1 ) Teachers are discoursing pupils and their households during tiffin in the instructor ‘s sofa. ( 2 ) you notice that the pupils ‘ records in your school are kept in an unsupervised country? Keeping confidentiality is one of the most of import occupations of all instructors. Guidelines for confidentiality to protect pupils and households rights are outlined in the Family Educational Rights and Privacy Act every bit good as the Individuals with Disabilities Education Act ( Salend, 2008, p. 178 ) . In state of affairs figure one I would near the other instructors and inquire them if they are cognizant that they are go againsting the confidentiality of the pupils and households that they are discoursing. Then I would explicate to them that as instructors we are expected to maintain information about the lives of our pupils and their households private and the lone clip that information about pupils and their households should be discussed is in a meeting that has been set up to be after something for that specific pupil and household. In state of affairs figure two I would talk in private with the rule of the school and voice my concerns with him about the privateness of pu pils ‘ records at the school. I would explicate to him that I believed that the records should be kept in a location where they are supervised in order to protect the privateness of the pupils ‘ information. If the records are kept in an unsupervised location so person who should non hold entree to see the records may be able to. Think about several individuals you talk to on a regular basis. How do their communicating manners differ in footings of oculus contact, delay clip, word significances, facial and physical gestures, voice quality, personal infinite, and physical contact? How make these differences affect you? How do you set your communicating manner to suit these differences? What are some other schemes you could utilize to advance effectual communicating? Harmonizing to the text edition, communicating manners and forms vary from civilization to civilization and things such as â€Å" oculus contact, delay clip, word significances, facial and physical gestures, voice quality and tone, personal infinite, and physical contact have different significances and intents in assorted civilizations † ( Salend, 2008, p. 185 ) . On a regular footing the people that I talk to include my coworkers, schoolmates, and professors. One of my coworkers is a really quiet individual and it frequently frustrates me when I am seeking to pass on with her. When she does speak to you she has a voice that is really quiet and hard to hear and she makes really small oculus contact with you and is normally looking towards the floor. In order to suit for the fact that she is really quiet and hard to understand, when I am speaking to her I try to do my conversations every bit brief as possible and when inquiring inquiries I try to inquire them in ways that she can react with brief replies. A few of my other coworkers on the other manus are really vocal, animated, and tend to occupy personal infinite when speaking. These features are besides sometimes hard to cover with and may acquire raging. When pass oning with these persons I tend to take the more inactive function and allow them make the speaking and I will give responses when they present me with an chance to speak. One manner that I think I could advance effectual communicating between myself and my quiet coworker is by composing a note when I have a inquiry for her. By supplying her with the chance to compose her response instead than holding to talk to me may be more comfy for her. Chapter 5 How are individuals with disablements and those from assorted cultural and lingual backgrounds pictured in books, telecasting shows, films, and sketchs? How make these portraitures affect you and your pupils ‘ apprehension and credence of single differences? How can you assist learn credence? Although there are some books, telecasting shows, films and sketchs that portray persons with disablements every bit good as people from different civilizations and lingual backgrounds in positive ways the bulk of these beginnings portray these persons in negative, disrespectful, and degrading ways. Children are strongly influenced by what they see on Television and what they read in books. Therefore kids who view these negative portraitures of persons with disablements and different cultural and lingual backgrounds are really likely to see the negative portraitures as being true and make jobs with their credence of these persons. As instructors, making a positive schoolroom that promotes credence of everyone is really of import. The text edition explains that there is a assortment of attitude alteration and information-sharing schemes that can assist advance positive attitudes towards everyone in your schoolroom ( Salend, 2008, p. 203 ) . Some of the cardinal factors in doing these schemes successful include: sing all individuals as capable persons with alone personalities, qualities, likes, disfavors, strengths, and challenges ; advancing the position that similarities and differences are natural and positive and that we all benefit from diverseness and appreciating single differences ; furthering sensitiveness instead than understanding ; supplying information, direct contact, and experiences that portion of import information about and counter stereotyped positions of others perceived as different ; and prosecuting in actions that support others ( Salend, 2008, p. 203-204 ) . Think ( and react in composing ) about how you would react to the undermentioned state of affairss: Students are stating anti-Semetic gags ; utilizing footings such as Indian giver ; miming a pupil ‘s speech pattern ; denying their racial, cultural, or spiritual individualities ; badgering a male pupil who liked to run up. These are all state of affairss that would be uncomfortable and hard to cover with, nevertheless they are things that come up and something has to be done about them. In these state of affairss I would hold a schoolroom conversation with my pupils and inquire their sentiments on why they think that stating these things may be right or incorrect. I would so show my sentiments on these phrases or remarks and explain to my pupils why these remarks are unacceptable and should non be used. Some of the illustrations that the book provides for covering with insensitive and intolerant behaviours and remarks include set uping and pass oning policies and regulations against all Acts of the Apostless of intolerance and exclusion, placing Acts of the Apostless of intolerance and why they are unacceptable, clear uping to pupils that these behaviours will non be tolerated, instantly reacting to incidents of intolerance and supplying direct effects, following up on the incidents, and describing the incidences to decision makers and other professionals for support on turn toing the issue ( Salend, 2008, p.225-226 ) . Chapter 6 What larning schemes do you utilize? Are they successful? How did you larn them? What other larning schemes might be helpful to you? Harmonizing to the text edition, larning schemes are â€Å" techniques that Teach pupils how to larn, act, and win in academic and societal state of affairss † ( Salend, 2008, p. 244 ) . One scheme that I use is when finishing assignments, such as this one, I read through all of the inquiries on the assignment foremost, and so I go back to the first inquiry and read it once more before I begin replying it. By pre-reading the full assignment foremost I get an thought of what I need to be believing about and so I can concentrate on the particular inside informations as I work on each single inquiry. When it comes to observe pickings, my scheme is to utilize slug points and compose down the of import parts of what the instructor is stating instead than seeking to rapidly compose every individual word that they are stating. For me all of my schemes seem to work because I tend to make good on my school assignment so something must be working right for me. One scheme that I found in the text edition that might assist when composing documents is the POW + TREE scheme ( Salend, 2008, p. 439 ) . The elements involved in this scheme are P: choice my thought, O: form my notes, W: write and state more, T: subject sentence and state what you believe, R: grounds three or more for why you believe this, Tocopherol: explain grounds, and Tocopherol: stoping ( Salend, 2008, p. 439-440 ) .

Simple French Conjugations for Punir (to Punish)

Simple French Conjugations for Punir (to Punish) The word  punir  is French for to punish. In order to use this verb to mean the past tense punished or the present tense punishing, youll need to know how to conjugate it. Luckily,  punir  is a relatively easy one because its a regular verb. A quick lesson will introduce you to the essential forms of  punir  youll need for French conversations. The Basic Conjugations of  Punir French verb conjugations do require some work. You need to memorize it in the various tenses and theres a new form for every subject pronoun within each tense. That means you have a lot of words to study. However, because  punir  is a  regular -ir verb, you can apply what you already know for similar verbs to this one. The first step is to identify the verb stem, which is  pun-. From there, you will add the ending that corresponds to the subject pronoun and either the present, future, or imperfect past tense. For instance, I am punishing is  je punis  and we will punish is  nous punirons. Present Future Imperfect je punis punirai punissais tu punis puniras punissais il punit punira punissait nous punissons punirons punissions vous punissez punirez punissiez ils punissent puniront punissaient The Present Participle of  Punir The  present participle  of  punir  is  punissant. This is a verb, though there may be some instances where youll also find it helpful as an adjective or noun. Punir  in the Compound Past Tense The past tense can be expressed with the imperfect or the  passà © composà ©. This is a compound, so you that requires the  past participle  puni. To begin, conjugate the auxiliary verb  avoir  into the appropriate present tense for the subject. This results in phrases such as  jai puni  for I punished and  nous avons puni  for we punished. More Simple Conjugations of  Punir At times, you may need a few more conjugations for  punir.   The subjunctive, for instance, questions whether the punishment will happen.  In a similar fashion,  the conditional  implies that its an if...then situation.  The passà © simple  and  imperfect subjunctive  are typically reserved for written French, but they are good to know as well. Subjunctive Conditional Pass Simple Imperfect Subjunctive je punisse punirais punis punisse tu punisses punirais punis punisses il punisse punirait punit punt nous punissions punirions punmes punissions vous punissiez puniriez puntes punissiez ils punissent puniraient punirent punissent A useful verb mood for a word like  punir,  the French imperative  is used when you want to be assertive and very direct. In this case, its acceptable to skip the subject pronoun, so  tu punis  becomes  punis. Imperative (tu) punis (nous) punissons (vous) punissez

Free Essays on Euripides’ Perspective

Euripides’ Perspective Hell hath no fury, like a woman scorned. Most people are familiar with this phrase, but often do not fully think about what this statement means. It means that a scorned woman’s actions aren’t comparable, even to what atrocities Hell has to offer. To say that a scorned woman’s vengefulness is to be more feared than anything in Hell is a pretty outlandish statement. It means that a woman who has been scorned is more powerful than the worst place imaginable. The theme of a â€Å"woman scorned† is definitely prevalent through out the story of Medea, which was written by Euripides, the legendary Greek playwright. Euripides voiced his opinions about Greek society, through his characters. By using the characters in his plays to comment on Greek society, Euripides was able to expose his audience to new perspectives on women’s roles in society, as well as new perspectives on religion. To summarize the story of Medea, Jason and Medea are living in Corinth with their two children. Having moved there, all of them are considered outsiders; thus they find no role for themselves in this new society. As a male of Greek heritage, Jason has a problem with this. To solve his problem, Jason plans to marry King Creon’s daughter, abandoning his family. King Creon then exiles Medea from Corinth. Needless to say, Medea is very upset about this situation. She conspires to kill King Creon’s daughter, along with her own children, just to make Jason suffer. She sends the princess a poisoned dress. Once the princess puts it on, she bursts into flames. The king then comes in, embraces his daughter’s body, which melts him to her, and then he himself dies. Then, upon hearing of their deaths, Medea puts her final action into place. She proceeds to kill her own children. She kills her own children because she knows that is the only thing that will avenge w hat Jason did to her. It is the only way to make him tr... Free Essays on Euripides’ Perspective Free Essays on Euripides’ Perspective Euripides’ Perspective Hell hath no fury, like a woman scorned. Most people are familiar with this phrase, but often do not fully think about what this statement means. It means that a scorned woman’s actions aren’t comparable, even to what atrocities Hell has to offer. To say that a scorned woman’s vengefulness is to be more feared than anything in Hell is a pretty outlandish statement. It means that a woman who has been scorned is more powerful than the worst place imaginable. The theme of a â€Å"woman scorned† is definitely prevalent through out the story of Medea, which was written by Euripides, the legendary Greek playwright. Euripides voiced his opinions about Greek society, through his characters. By using the characters in his plays to comment on Greek society, Euripides was able to expose his audience to new perspectives on women’s roles in society, as well as new perspectives on religion. To summarize the story of Medea, Jason and Medea are living in Corinth with their two children. Having moved there, all of them are considered outsiders; thus they find no role for themselves in this new society. As a male of Greek heritage, Jason has a problem with this. To solve his problem, Jason plans to marry King Creon’s daughter, abandoning his family. King Creon then exiles Medea from Corinth. Needless to say, Medea is very upset about this situation. She conspires to kill King Creon’s daughter, along with her own children, just to make Jason suffer. She sends the princess a poisoned dress. Once the princess puts it on, she bursts into flames. The king then comes in, embraces his daughter’s body, which melts him to her, and then he himself dies. Then, upon hearing of their deaths, Medea puts her final action into place. She proceeds to kill her own children. She kills her own children because she knows that is the only thing that will avenge w hat Jason did to her. It is the only way to make him tr...

Fashion analysis of louis vuitton Essay Example | Topics and Well Written Essays - 1250 words

Fashion analysis of louis vuitton - Essay Example The purpose of the paper "Fashion analysis of louis vuitton" is to analyse Louis Vuitton’s high fashion collections for Autumn Winter 2009 (AW09) and Spring Summer 2010 (SS10) and to investigate the supply chain and production processes of the company. Besides advertising through celebrity endorsement and sports sponsorship, Louis Vuitton’s success is attributed to the control it maintains over all its operations from creative design to distribution. This ensures not only a commitment to quality (New York Magazine 1985), but also its high operating margins of around 45 percent as compared to those of its closest competitors. Marc Jacobs is Louis Vuitton’s high profile designer. Summer 2010 (SS10) collections depicted designer Marc Jacobs’ blending of various influences. Olde world appeal was combined with â€Å"a little bit of French fancy, a sprinkling of 80s bad taste and a Playboy bunny† look . The fabrics used were mainly cashmere, wool, silk, s atin, lame velvet, fox fur, taffeta, embroidered panne velvet, re-embroidered printed fabrics, leather and diaphanous tulle. In Figure 1. above, the mixed influences are clearly visible, and the clothes range from the â€Å"sublimely wearable† to the â€Å"gorgeously unusual to the not so delightfully strange†. The collection is divided into groups based on different colours. The black apparel were most appealing, and the touches of colour at the sashes added to the beauty of the dresses. The oversized shoulders lent an unusual but attractive look.

Analyzing the hiring process of the firm Case Study

Analyzing the hiring process of the firm - Case Study Example SG Cowen is investment banking company that is currently looking for new recruits. The company must select good candidates. Currently labor cost represents 50% of the revenues of the firm. Currently the business environment in the investment banking industry is down. Chip Rae the top recruiter for SG Cowen had to select two candidates from hundreds of potential clients at a job fair the firm sponsored. SG Cowen made hiring decision during the early winter and spring of each year in order to fill all available position prior to the start of the summer. The company would hire associates that lacked a college education. These types of employees would be hired as associates, but they would not be promoted to first year associates until the end of their third year as employees. The company believed that working experience at the bank substituted the knowledge a person that went to school for four years would have. Other candidates were hired as interns during the first or second year of b usiness school and were subsequently given full time employment at the end of their internship the following summer. The hiring process for outside associates begins in the fall when SG Cowen would make company presentations at top business schools such as NYU, Chicago, Columbia, Cornell, Emory, USC, Washington University, and Notre Dame. SG Cowen would not discard any candidate, thus they were willing to accept application from students from non-core universities around the nation. SG Cowen would often perform informal interviews with candidates in their office prior to the official interview in which the candidate would be evaluated. One of the recruiting strategies utilized by Rae was to assigned team captains to every school in which the company perform a recruiting effort in order to create a familiar point of contact for the students. The team captains were not human resource professional they were usually investment bankers. The highest quality recruiting yield for the compan y occurred at the Johnson School of Business at Cornell. What is your evaluation of the criteria used by this organization in making hiring decision? SG Cogen utilizes various strategies and criteria in their selection process of candidates. A thing that was disturbing about the criteria process of the bank was that the bank was willing to accept people that had cero college experience as associates. Despite the fact that these employees would not be given first year associate status until the third year I believe that this strategy is completely flawed. It is impossible for a person to learn the business knowledge a college graduate accumulates by simply working for the bank for a few years. These types of hires are people that do not have a long-term future with the company due to the fact that promoting a high school graduate to a higher position would be an irresponsible move that would not be viewed as a good decision by the board of directors or by the shareholders of the comp any. With the current job market in which they are thousands of qualified college graduates looking for work there is no room for a bank to give a job to a non-college graduate. One of the strategies or approaches utilized by the firm to attract recruits is to sell the company as a boutique firm. In such a firm the employees have a greater chance for advancement due to the fact that the firm has a system that is not bureaucratic. The company in its job fairs at universities utilized the captains to make small presentations to allow substantial time to informally talk and answer candidate’s questions. Some team captains would tell students they could call them and come by their offices for informational interviews. This strategy helps create relationships with candidates. One of the problems with