Juveniles And The Death Penalty Essays (1498 words) -

Juveniles And The Death Penalty Children Doing Crimes That End up In The Chamber It was a warm summer evening in a small town in the state of Missouri. John Freshman, a white male gang member fourteen years of age, drives down a street that he knows his rival gang members are usually standing along. John pulls his 9 MM. automatic pistol out from underneath his seat and points it at the group of rival gang members. John opens fire and unloads his weapon at anybody standing along the street. As John pulls away from the area, he almost gets into an accident with a parked vehicle and drops his weapon. When John regains control of the vehicle he shouts blood killer coming down the road. When the ambulance and police arrive, they find five people dead two children and one grand mother in the house, and two gang members in the street dead. The police find the weapon and test for fingerprints. They come back to John Freshman AKA Lone G. John has been in juvenile hall nine times and has been on probation or in custody for the past five years. John is sentenced to life in prison without the possibility of parole. The previous statement is not real but it portrays the life of our country. This statement can be read and seen all over the country in newspapers and watched on the five oclock news. Was Johns sentencing appropriate? Should have John been sentenced to the death penalty? Is John old enough to be put to death? This paper will try to answer these questions. Terms Juvenile - A young Person, one below the legally established age of adulthood. A person under the age of eighteen when the crime was committed. Death Penalty- Capital punishment, sentenced to death. What age is too young for the death penalty? A better question is what age is it too young to die for the murder of another human person. In the United States, the Supreme Court ruled that juvenile under the age of sixteen should not be sentenced to death because they are too young. This was upheld in the case of Thompson V. Oklahoma (487 U.S. 815,1988). Since juveniles are beginning to get more violent in their acts, should the age be lowered? For instance, the previous scenario states that it was a fourteen year old doing the crime. What if it was a twelve year old? When does a juvenile have to pay fully for the crime he or she committed? If you look at the juvenile criminal statistics today and compare them to twenty years ago, we see a dramatic decrease in violent crime and increase use of death penalty sentences. For example, Proffessor Victor Strieb From Claude W. Petit College of Law (Death Penalty for Juveniles) stated juveniles are one to two percent of all people on death r ow in the United States, although they commit more than fifty percent of all the murders in the United States. As we look at the history of juveniles sentenced to death, we see that the rate has been steady and has fluctuated by little more than five percent. The History of the death penalty for juveniles began around 1642 with the execution of Thomas Graunger. Thomas Graunger was executed in Plymouth Colony Massachusetts for a crime he committed when he was sixteen years old. He became the first recorded juvenile in what was to become the United States to be executed for an offense committed under the age of eighteen. There were 343 executions of juveniles before the Supreme Court repelled the death penalty. There have been 13 executions of convicted juveniles since the beginning of the new era. Just like adults, the state of Texas is the leader of juvenile executed with seven. There has been seven Caucasians, five African Americans and one Latino executed. Twelve of those executed were seventeen when they did the crime. (Strieb, Juveniles on death row) Before June 30, 1988, thirty people were on death row for crimes committed while under the age of eighteen. As of June 1999, there are seventy people on death row for crimes they committe d when they were juveniles. About one in fifty

The History of Saran Wrap

The History of Saran Wrap Saran resins and films, often called polyvinylidene chloride or PVDC, have been used to wrap products for more than 50 years. Saran  works by polymerizing vinylide chloride with monomers such as acrylic esters and unsaturated carboxyl groups to form long chains of vinylide chloride. The copolymerization results in a film with molecules bound so tightly together that very little gas or water can get through. The result is an effective barrier against oxygen, moisture, chemicals and heat that protects food, consumer products and industrial products. PVDC is resistant to oxygen, water, acids, bases and solvents.  Similar brands of plastic wrap, such as Glad and Reynolds, do not contain PVDC. Saran  might be the first plastic wrap designed specifically for food products, but cellophane was the first material  used to wrap just about everything else. A Swiss chemist, Jacques Brandenberger, first conceived of cellophane in 1911. It didn’t do much to preserve and protect food, however. The Discovery of SaranWrap Dow Chemical lab worker Ralph Wiley  accidentally discovered polyvinylidene chloride in 1933. Wiley was a college student who at the time cleaned glassware in a Dow Chemical lab when he  came across a vial he couldnt scrub clean. He called the substance coating the vial eonite, naming it after an indestructible material in the Little Orphan Annie comic strip.   Dow researchers remade Ralphs eonite into a greasy, dark green film and renamed it Saran. The military sprayed it on fighter planes to guard against salty sea spray  and carmakers used it on  upholstery. Dow later got rid of Sarans green color and unpleasant odor. Saran resins can be used for molding and they melt adhesive bonding in non-food contact. In combination with polyolefins, polystyrene and other polymers, Saran can be coextruded into multilayer sheets, films and tubes. From Planes and Cars to Food Saran  Wrap was approved for food packaging after World War II and was prior-sanctioned by the Society of the Plastics Industry in 1956. PVDC is cleared for use as a food contact surface as a base polymer in food package gaskets, in direct contact with dry foods and for paperboard coating in contact with fatty and aqueous foods. It’s capable of capturing and containing aromas and vapors. When you place a Saran-wrapped peeled onion next to a slice of bread in your refrigerator, the bread will not pick up the taste or odor of the onion. The onion’s flavor and odor are trapped inside the wrap.   Saran  resins for food contact can be extruded, coextruded or coated by a processor to meet specific packaging needs. About 85 percent of PVDC is used as a thin layer between cellophane, paper and plastic packaging to improve barrier performance. SaranWrap Today The Saran  films introduced by the Dow Chemical Company are best known as Saran Wrap. In 1949, it became the first cling wrap designed for commercial use. It was sold for household use in 1953. SC Johnson acquired Saran  from Dow in 1998. SC Johnson had some concerns about the safety of PVDC and subsequently took steps to eliminate it from Sarans composition. The popularity of the product, as well as sales, suffered as a result. If you’ve noticed recently that Saran isnt much different than Glad or Reynolds products, that’s why.

Goal Setting Exercises to Help Dreams Become Reality

Goal Setting Exercises to Help Dreams Become Reality Goal setting is a topic that transcends the traditional curriculum. It is a key life skill that if learned and used daily can truly make a difference in your students lives. Goal setting materials are abundant, yet many students fail to receive adequate instruction in goal setting for two reasons. First, most teachers cannot afford to neglect their subject matter for several weeks, and second, purchasing textbooks with the intention of using only a single chapter on goal setting is hardly a justifiable use of limited educational funds.   Many teens need be taught to dream for themselves, for, if they are not, they are apt to accept goals foisted upon them by adults and thus miss the joy of seeing personal dreams fulfilled. Introducing Goal Setting Since visualizing the future is often difficult for teens, it is helpful to begin the unit with daydreaming. To integrate goal writing into your course, introduce the unit with material related to your content that refers to dreams or goals. This might be a poem, a story, a biographical sketch or a news article. Be sure to distinguish between dreams as sleep experiences and dreams as aspirations. Defining Goal Areas Explain to your students that it is easier to think about our lives in categories than it is to think of all aspects at once. Then ask them how they might categorize the various aspects of their lives. If they have difficulty getting started, prod them by asking them to list people and activities that are important to them and to see if they fit them into from five to eight categories. It is more important that students devise their own categories than that they create perfect classification systems. Allowing them to share ideas will help students realize that a variety of categorization schemes would work. Sample Life Categories Mental Families Physical Friends Spiritual Hobbies Sports School Dating Jobs Finding Meaning in Daydreams Once students are satisfied with their categories, ask them to select one that they would like to focus on first. (The length of this unit can easily be adjusted by the number of categories you guide students through. Care should be taken, however, that students dont work on too many categories at once.) Distribute goal dreaming worksheets. Explain to students that their goals must be only for themselves; they cannot set a goal that involves anyones behavior but their own. They are, however, to spend at least five minutes daydreaming about themselves related to this category, imagining themselves in the most wonderful ways - successful, glorious, and as perfect as imaginable. A three to five minute period of silence may be helpful for this activity. Next, ask students to describe how they imagined themselves in this daydream on the goal dreaming worksheet. Although this writing could alternatively be assigned as a journal entry, keeping this sheet with later, related goal activities may be more helpful. Students should repeat the process with one or two additional life categories. Students should then determine what part of their dream seems to call to them. They should complete, the sentences, The part of this daydream that most appeals to me is __________ because__________. Encourage students to explore their feelings fully, writing as much detail as possible because they may use some of these ideas later when they write their personal goals. When two or three goal dreaming sheets are complete, students should select the category they want to write goals for first. Getting Real The next step is to help students identify a desire from which to form a goal. To do this, they should look at the reasons certain aspects of their daydreams appeal to them as well as the daydreams themselves. For example, if a student dreamed of being a lifeguard, and decided it appealed to him because he would work outdoors, working outdoors may be more important to him than actually being a lifeguard. Thus, students should spend some time reflecting on what seems truly important. It may help to have students highlight ideas that seem really important.Then they should also examine which aspects of their daydreams seem far fetched and which seem within the realm of possibility. While it is popular wisdom that we should teach youth that they can achieve anything if they want it badly enough, badly enough is rarely translated by teens into years of dedicated work and dogged determination. Instead, youth interpret this popular wisdom as meaning that if their desire is strong enough, mi nimal effort will is all that is needed. Thus, when we present as role models, individuals who achieve unexpected accomplishments such as Christopher Reeves directing movies after nearly complete paralysis, we should always describe the grueling work that came between the goal and its fulfillment. Directing the Dream without Damaging the Dreamer Another problem created by people espousing you can do anything is the tendency to ignore the requirement for superior intelligence, which cannot be created by will power or diligence. Tackle this issue delicately so as not to discourage students from having dreams while keeping in mind that if you encourage students to set goals they have little chance of meeting you deprive them of the joys of achieving personal goals. You can help students make realistic self-assessments without hurting their feelings if you point out that people are happiest when they work and play in areas of their interests and relative strengths. Discuss the concept of multiple intelligences, letting students read the short descriptions of each type of intelligence, marking those they think are their areas of strength. This allows students with low intellectual ability to focus on an area of potential success without having to announce he is incapable of being something requiring superior intelligence. If you have time and resources for personality and interest inventories, these should be given at this time point in the unit.   Remember, although most of us would love to teach a unit on goal setting that includes a variety of assessments, career exploration, goal writing, scheduling, and self-reinforcement is ideal, most of us also have packed curriculums. Nevertheless, if students spend a few hours practicing goal writing in many different classes together, perhaps, we can teach students how to make their dreams come true. Once students have summarized results of various assessments  on a summary sheet or have simply decided which is their area of strength on a list of multiple intelligences, and they have chosen one of the goals they want to work on first, they are ready to learn to write a specific, personal goal. General goals are just the first step in making dreams come true. Once students have established general goals and have identified what appeals to them, they should be taught to write specific goals the way winners do. Suggestions for Teaching Students to Write Specific Goals Students will have to be coaxed to state their goals positively and are likely to argue that they cant say they will accomplish a particular goal because they are not sure that they can. Tell them that, despite their reservations, it is essential that they use the words, I will... since the wording will affect their belief in their ability to meet the goal. Be insistent on this, even to the point of saying they will not get credit for the assignment unless they follow your directions.At first, some students will have difficulty translating a general goal to one that is specific and measurable. Class discussion is very helpful both for learning how to be specific and seeing a variety of possible goals. Have students suggest ways that that various goal could be measured for students who are having difficulty. This might also be done in cooperative learning teams.Estimating completion dates troubles many students. Tell them just to estimate a reasonable time that it should take to accom plish their goal and to be honest with themselves about when they plan to actually begin working on it. Since estimating the completion of big goals involves completion of steps or sub-goals, have students list the steps and the length of time they estimate is needed for each. This list will be used later to make a Gantt chart. Have students hold off on beginning to work on the goal for a week to give you time to teach scheduling and reward techniques. After listing the many steps required to reach a goal, some students may decide it is too much bother. It is helpful at this point to have them write the benefits they expect to derive from completing their goal. These usually involve feelings about themselves. Be sure students are still enthusiastic about their goal. If they cant regain their original enthusiasm, have them start over with a new goal.If the goal involves various steps, creating a Gantt chart is helpful and fun for students whether they use project software or fill in a chart by hand. Some students have trouble with the concept of putting time units across the top, so be sure to walk around and check each students column headings. You may want to check your software to see if you have any project management programs since they probably can be used to make Gantt charts. The examples of Gantt charts found on the Internet are not clearly marked, so you may want to show students a simpler one done by hand or with software that makes grids such as Microsoft Word or Microsoft Excel. Better yet, if you could use a project management software since it is likely to be a strong motivator. Once students have learned to write specific goals and to schedule sub goals on a Gantt chart, they should be ready for a lesson on self-motivation and maintaining momentum. Focusing on Whats Next Once students have made goals, sub-goals and a schedule for completion, they are ready for the real work: Changing their own behavior. Since telling students that they are beginning a difficult task can be discouraging, you will have to use your professional judgment to decide when to discuss the difficulties people encounter when they attempt to develop new patterns of behavior. Helping them to see this opportunity as a challenge that successful people master may help. Focusing on people who have overcome major challenges in their lives could also lead nicely into a unit on heroes. Begin the lesson this third goal lesson by asking students to review their goal dreaming worksheet for the goal area they are working on and their goal writing worksheet. Then lead students through the steps on the worksheet Maintaining Motivation and Momentum.

Children's Communicable Diseases Assignment Example | Topics and Well Written Essays - 250 words

Children's Communicable Diseases - Assignment Example Most parents dread vaccinating their children because they believe that the vaccines used are not safe for their children. They strongly believe that the vaccines used cause autism as well as other neurological disorders, thus exposing their children to health risk in the future. In order to reconcile parents rights to make health decisions for their children with the states responsibility to protect its citizens, the state and federal governments should enact a law that compels parents to vaccinate all their children. The state is charged with the responsibility of making sure that all its citizens are safe. As such, federal government should make childhood vaccination a mandatory process for all children (Bradley, Bradley & Burls, 2012). The safety of children and all other citizens overrides parent’s right to make health decisions for their children, particularly when it is in the wrong way. Besides, states and federal government should promote public awareness through massive and robust public education about vaccines and the importance of vaccination. This can help dispel misguided belief that vaccines skeptics propagate through media and other social platforms. Public health professionals also argue that childhood vaccination is a life-and-death issue that needs to be made

Autism and inclusive practice Essay Example | Topics and Well Written Essays - 2500 words

Autism and inclusive practice - Essay Example The observation is based on a nine years and four months old child whose code name in this case, for confidentiality reasons, is RA. Child RA suffers from autism and is eligible for a personal or one-on-one support service because he needs assistance with his learning needs. The observations aims at identifying and assessing the child’s behaviour when in a group setting. During the first day of the observation process, the class teacher instructs the pupils to bring out their numeracy writing books. However, RA picks up a pencil then flicks hit and consequently hitting another child. When the teacher calls RA, he replies, â€Å"what?† The reply is rude and as the assistant, I took the initiative to ask him to apologize but he does this without maintaining eye contact with the teacher. When told to apologize in an appropriate manner, he responds properly and says, â€Å"I am sorry miss.† After the apology, RA sits down and a fellow pupil volunteers to give him a numeracy book but he snatches it without eye contact. Upon pointing out the unruly behaviour, RA apologizes. After sitting for a while, RA gets up from his table and when asked what he wants, he says he would like to work in a group with other pupils. The class teacher grants his request by placing him in one of the groups and he promises to work hard while respecting the other members. He then seems contented with the group.

Managing Cultural Diversity Essay Example for Free

Managing Cultural Diversity Essay The following paper brie y debates the rhetoric of managing diversity and considers whether managing diversity is a distinct approach to managing people or a means of diluting equal opportunities in UK organizations. With respect to the realities of the concepts in UK organizations, empirical data from a survey of sixty UK human resource professionals and general line managers is presented. We pose a number of cautionary questions, including what does it matter and to whom? By doing so we intend to encourage further critique and challenges in respect to the concept of managing diversity in organizations. Keywords: Managing diversity, equal opportunities, HRM/D, rhetoric, reality Introduction Today the workforce does not look, think, or act like any workforce of the past, nor does it hold the same values, have the same experiences, or pursue the same needs and desires (Jamieson and O’ Mara 1991). The composition of today’ s workforce has changed signi cantly in terms of age, gender, ethnicity, culture, education, disabilities, and values. Running parallel to these changes is the shift in thinking by human resource theorists and practitioners with regard to addressing equality in the workplace (Cooper and White 1995; Liff and Wacjman 1996). This shift is underpinned by the emergence of the business case argument for equal opportunities, as opposed to the persuasive debate for social justice or equal opportunities as ‘ correcting an imbalance, an injustice or a mistake’ (Thomas 1990). There is now a view that, after twenty years of the ‘ stick’ of legal compliance (which has achieved little), the ‘ carrot’ of underpinning the business case for equal opportunities will perhaps achieve more (Dickens 1994). The business case argument for equal opportunities in organizations is often termed ‘ managing or valuing diversity’ , but, as with most contemporary Human Resource Development International ISSN 1367-8868 print/ISSN 1469–8374 online  © 2000 Taylor Francis Ltd http://www. tandf. co. uk/journals 420 Peer-Reviewed Articles anagement issues, the underlying principles and interpretation of this concept are open to mass interpretation, criticism, and indeed misunderstanding. D. Miller (1996) argues that the significant widening of the meaning of equal opportunities has brought with it more complex and confusing messages for employers and practitioners. By drawing on literature and empirical data, we consider whether mana ging diversity is a distinct approach to managing people or a means of diluting equal opportunities in UK organizations and pose a number of cautionary questions, including: what does it matter and to whom? By doing so, we intend to encourage further critique and challenges in respect to the concept of managing diversity in organizations. What is managing diversity? Thomas (2000) argues that, with the growing number of mergers and acquisitions, workforce diversity will become more of a priority for organizations and, therefore, in the future, people will become clearer on what diversity is and how to manage it. As with the debates surrounding de nitions of human resource management and development (HRM/D), managing diversity as a concept means different things to different people. It can relate to the issue of national cultures inside a multinational organization (Hofstede 1984); it can relate to the further development of equal opportunities or to a distinct method of integrating different parts of an organization and/or managing people strategically. Much of the literature regarding managing diversity relates to the US experience, where the concept is particularly popular; a re ection perhaps of the more pronounced diversity of workforce composition (Cassell 1996). In a recent report 1999), a Department of Education in America described managing and valuing diversity as a key component of effective people management, arguing that it focuses on improving the performance of the organization and promotes practices that enhance the productivity of all staff. Their dimensions of diversity include gender, race, culture, age, family/carer status, religion, and disability. The de nition provided also embraces a range of individual skills, educational quali cations, work experience and background, languages, and other relevant attributes and experiences which differentiate individuals.

The Characters of For Whom the Southern Belle Tolls Essay -- For Whom

The Characters of For Whom the Southern Belle Tolls  Ã‚     Ã‚   For Whom the Southern Belle Tolls is Christopher Durang's hilarious 1994 parody of The Glass Menagerie, a 1945 play by Tennessee Williams. In both plays, the main characters must deal with several serious problems, including isolation, fear of the outside world, and the need for understanding. Whereas the characters in The Glass Menagerie handle their problems in a relatively serious manner, those in For Whom the Southern Belle Tolls take a more farcical approach. For Whom the Southern Belle Tolls offers an alternate view of the situations in The Glass Menagerie, and it comments on how the American society has changed since the 1940s. Durang's parody accomplishes its humor by developing extreme versions of the characters in The Glass Menagerie through magnification of their faults and idiosyncrasies: Laura's shyness toward the world, Amanda's lack of understanding for her children, Tom's anger with his family, and Jim's partial deafness (however minor in Williams' play). It is more difficult to sympathize with Lawrence in For Whom the Southern Belle Tolls than with Laura in The Glass Menagerie because he is so much more irritating and pathetic than his female counterpart. Laura is a young woman who suffers from extreme shyness and self-consciousness because she has a slightly malformed leg and needs to wear a leg brace; consequently, she is afraid to talk to new people and enter new situations. Laura's psychological problems are amplified in Lawrence, who fakes several ailments, including asthma, eczema, and a crippled leg. He never leaves the safety of his house, and his only friends are his glass swizzle sticks, which he gives such names as "Q-tip" (1942), "Ther... ...children's; in addition, Durang adds two homosexual characters: Tom and Ginny. This is evidence that For Whom the Belle Tolls does more than just provide a humorous approach to the situations in The Glass Menagerie: it shows how the American society and family have changed since Williams wrote his play. According to Durang, people have become more open with their personal feelings and sexuality, but they have also become more self-centered. Works Cited Durang, Christopher. For Whom the Southern Belle Tolls. Literature and Its Writers: An Introduction to Fiction, Poetry, and Drama. Eds. Ann Charters and Samuel Charters. Boston: Bedford Books, 1997. 1937-1948. Williams, Tennessee. "The Glass Menagerie." Literature and Its Writers: An Introduction to Fiction, Poetry, and Drama. Eds. Ann Charters and Samuel Charters. Boston: Bedford Books, 1997. 1704-1750.      

Ethics in Healthcare Essay

Healthcare is a diverse field with many specialties, but a commonality in all aspects is provider’s ethics. Ethics means following the standards and guidelines set by institutions as it relates to job duties, professional behavior, and patients. The decisions made by healthcare professionals, be it physicians, nurses or medical staff, affect real people and may mean the difference between life and death. The health and welfare of patients, along with the very serious aspect of treatment facilitation, requires that ethical standards be followed every step of the way for the health care professional. Following ethic issues will give us a comprehensive view of what it means and how it applies to the healthcare industry. Healthcare professionals follow ethics from how medical guidelines are set, how ethics can become legal issues, and ethical effects on patience. Setting of Guidelines The settings of guidelines differ from facility to facility, but the core values are the same. â€Å"Guidelines are usually produced at national or international levels by medical associations or governmental bodies, such as the US Agency for Healthcare Research and Quality. Local healthcare providers may produce their own set of guidelines or adapt them from existing top-level guidelines.† (Guidelines & recommendations, n.d.) â€Å"Clinical practice guidelines are systematically developed statements to assist practitioner and patient decisions about appropriate health care for specific clinical circumstances.† (Institute of Medicine, 1990). Such documents have been in use for thousands of years during the entire history of medicine. (Wikipedia) Clinical protocol is a predefined written  procedural method in the design and implementation of experiments.† Protocols are written whenever it is desirable to standardize a laboratory method to ensure successful replication of results by others in the same laboratory or by other laboratories. Detailed protocols also facilitate the assessment of results through peer review. In addition to detailed procedures and lists of required equipment and instruments, protocols often include information on safety precautions, the calculation of results and reporting standards, including statistical analysis and rules for predefining and documenting excluded data to avoid bias.†(Wikipedia) All aspects of guidelines all have a form of ethics that follow. Ethics Groups There are many different ethics groups in healthcare. Ethics groups improve patient care and the health of the public by examining and promoting physician professionalism. The Ethics groups are organized into three parts: as stated by (AMA) Council on Ethical and Judicial Affairs (CEJA), which promotes adherence to the professional ethical standards set out in the Code through its judicial function, Ethics Resource Center, which provides students and physicians with the essential tools and skills to address ethical challenges in a changing health care environment, and the Institute for Ethics which is an academic research center uniquely situated in the nation’s largest professional association of physicians. All these different groups listed above, promote ethics in healthcare. Another ethic that effect patients is the Health Insurance Portability and Accountability Act (HIPPA). As stated by (AMA) â€Å"Created in 1996 (HIPPA) provides the ability to transfer and continue he alth insurance coverage for millions of American workers and their families when they change or lose their jobs; Reduces health care fraud and abuse; mandates industry-wide standards for health care information on electronic billing and other processes; and requires the protection and confidential handling of protected health information.† So many different parts of ethics that effect patients seem never-ending but all these things are set in place to help patients, but when do these ethics go too far? When do they become legal issues? Ethics codes and policies of facilities can turn wrong fast and one person’s view change others as things go awry and it becomes a legal issue. An example of  ethics becoming a legal issue is a Texas law that says life-sustaining treatment cannot be withdrawn from a pregnant patient, regardless of her end-of-life wishes. Recently there was a Texas woman who was brain dead and pregnant. She and her husband both paramedics, between each other, did not want to be kept alive by machines in this type of situation. The hospital applied the law cited above, but is this the correct type of ethics governing hospitals? Larry Thompson, a state’s attorney arguing on behalf of the hospital stated the hospital was trying to protect the rights of the fetus as it believed Texas law instructed it to do. (Urbanski, D. 2014) Keeping a dead body alive with a fetus that had slim to no chance at life, where do ethics come in? Are ethics more of a personal belief or opinion of some? Ethical Codes Ethics codes help standardize the quality of ethics in healthcare field. The Code of Medical Ethics made by the American Medical Association (AMA) which was founded in 1847 unanimously adopted the world’s first national code of professional ethics in medicine. Since that time it has been the authoritative ethics guide for practicing physicians. â€Å"The Code articulates the enduring values of medicine as a profession. As a statement of the values to which physicians commit themselves individually and collectively, the Code is a touchstone for medicine as a professional community. It defines medicine’s integrity and the source of the profession’s authority to self-regulate.† (AMA) This code has set the guidelines for the medical industry. The Hippocratic Oath also shows how guidelines are set in medicine. Hippocratic Oath is an oath historically taken by doctors and other healthcare professionals swearing to practice medicine honestly. There have been ethical guidelines in medicine a long time, the â€Å"Hippocratic oath was written in 5th century BC.† (Tyson, 2001) Such documents have been in use for thousands of years during the entire history of medicine. Each medical facility has their own ethical guidelines to follow and it plays an important role in healthcare and plays a role on patients. The last code is the National Association for Healthcare Quality (NAHQ). NAHQ’s (2011) Maintains active personal and professional development programs in the field of healthcare quality and exhibits a broad range of knowledge creates and supports an environment that fosters teamwork, emphasizes quality,  recognizes the customer, and promotes learning maintains a commitment to the improvement of the professional through participation in, and active support of, the local, state, and national professional organizations addresses concerns and takes formal actions to resolve or report the unethical or questionable practices to the appropriate channels. (Code of Ethics for Healthcare Quality Professionals, n.d.) Conclusion In summary, ethics have effects on how medical guidelines are set, how ethics can become legal issues, and ethical effects on patients. Every part of healthcare ethics plays an important role in the process. Decisions of facilities, providers, and patients are all impacted by ethics. Medical professionals must follow ethical guidelines and be aware of legal issues, and ethical effects on patience. The decisions made by healthcare professionals, be it physicians, nurses or medical staff, affect real people and may mean the difference between life and death. The health and welfare of patients, along with the very serious aspect of treatment facilitation, requires that ethical standards be followed every step of the way for the healthcare professional. References (AMA) Code of medical ethics. (n.d.). Retrieved from http://www.ama-assn.org/ama/pub/physician-resources/medical-ethics/code-medical-ethics.page American medical association (AMA)-Council on ethical and judicial affairs. (n.d.). Retrieved from http://www.ama-assn.org/ama/pub/about-ama/our-people/ama-councils/council-ethical-judicial-affairs.page (AMA) Ethics resource center. (n.d.). Retrieved from http://www.ama-assn.org/ama/pub/physician-resources/medical-ethics/about-ethics-group/ethics-resource-center.page (AMA) Health insurance portability and accountability act. (n.d.). Retrieved from http://www.ama-assn.org/ama/pub/physician-resources/solutions-managing-your-p ractice/coding-billing-insurance/hipaahealth-insurance-portability-accountability-act.page Guidelines & recommendations. (n.d.). Retrieved from http://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/index.html (NAHQ) Code of ethics and standards of practice for healthcare quality professionals. (p.3 n.d.). Retrieved from http://www.nahq.org/uploads/files/about/codestandards.pdf National institute of health -Clinical practice guidelines. (n.d.) as cited by (Institute for medicine, 1990) Retrieved from http://nccam.nih.gov/health/providers/clinicalpractice.html Protocol (natural sciences). (n.d.). Retrieved from http://en.wikipedia.org/wiki/Clinical_trial_protocol Tyson, P. (n.d.). The Hippocratic Oath today. Retrieved from http://www.pbs.org/wgbh/nova/body/hippocratic-oath-today.html Urbanski, D. (2014, 01 26). Family: Pregnant and brain-dead Texas woman removed from life support.. Retrieved from http://www.theblaze.com/stories/2014/01/26/family-pregnant-and-brain-dead-texas-woman-removed-from-life-support/

Support Individuals To Live At Home

Outcome11. Outline the anatomy and physiology of the human body in relation to the importance of correct moving and positioning individuals:Our bodies have many muscles and bones, these working together help the human body move. Certain muscles with certain bones will work together to move the part of the body. When a muscle contracts it will pull the bones at the joint in the correct direction that it is designed to move. When mobility is reduced and muscles do not get exercise these muscles will be floppy and will make movement slower and more difficult. When moving people it is important not to over stretch the joint as this can cause pain and may also cause damage the joint. There are nerve fibres throughout the body and these send impulses to the muscles and this make the muscle contract or relax. Poor moving and handling techniques can damage these nerve fibres.2. Describe the impact of specific conditions on the correct movement and positioning of an individual: There are many conditions that can impact on movement and positioning of people. People with arthritis normally have stiff painful joints and are limited movement in certain areas. When moving or positioning a person it is important to take care doing this so there is reduced pain and discomfort. Some people may suffer from cerebral palsy, as a result of this, some of their muscles may be contracted or joints will be causing a fixed rigid limb. Anyone who is looking after someone who has cerebral palsy will need to ensure they use effective communication and be careful whilst moving and handling them.Outcome 21. Describe how legislation and agreed ways of working afeect working practicies related to moving and positioning individuals:Every time a care worker moves or supports the weight of a service user they are manually handling that person.Unsafe moving and handling techniques can result in injury to either the care worker or the person they are assisting  to move.To reduce the risk of injur y to the care workers and the people being supported legislations are put in place to protect people.The health and safety at work act 1974 makes it a legal requirement for employers to ensure that the health and safety and welfare of their employees is maintained and the employees have a duty to take reasonable care of the health,safety and welfare of themselves and others.Also we need to respect the individual and include them in their own care we must also follow our work settings policies and procedures and each individual will have there own care plan (agreed ways of working) which we must adhere to.We also need to make sure that our moving and handling training is up to date as this is also a required legislation and should be renewed on a yearly basis this helps us to make sure that we move and position residents correctly also it allows us to be informed of any new regulations that may be coming into affect and also refreshes us on how to use the equipment correctly ie hoist ,manga,rotunda etc.2. Describe what health and safety factors need to be taken into account when moving and positioning individuals and any equipment used to do this:Before we carry out any activity at work that involves moving and handling we must be trained, to carry out the moves and also to ensure we have sufficient knowledge of our own body to work. Safely moving and handling incidents occur as a result of lack of awareness, slippery floors, lack of preparation, faulty equipment, lack of co-operation from the individual, poorly trained and ill prepared staff Health and safety measures When I have to move the person then I should be careful and I must explain the person before assist them, what is going to happen and try as much as possible to keep away from lifting altogether, trying rather to roll, to slide or to turn the person.The use of simple and fairly inexpensive aids will eliminate the need lifting or heavy handling. Moving and handling has special rules: I need to make sure that I have enough space to move smoothly and freely. Move any obstructions for space to move, place my feet comfortably apart so that I have a firm base. Always stand as close as possible to the person to be moved, bend at the knees so that I can use the strong leg muscles, do not bend or twist at the waist. Try to maintain the  Ã¢â‚¬ËœS’ shape of My spine to help to reduce the strain on my backOutcome 31. Access up-to-date copies of risk assessment documentation: 2. Carry out preparatory checks using: 3.The individuals care plan 4.The moving and handling risk assessment 5. Describe what action should be taken if the individuals wishes conflict with their plan of care in relation to health and safety and their risk assessment:Outcome 51. Follow the care plan to ensure that individual is positioned: Using the agreed techniques In a way that will avoid causing undue pain or discomfort 6. Monitor the individual througout the activity so that the procedure can be stopped if there is any adverse reaction:Outcome 61. Describe when advice and/or assistance should be sought to move or handle an individual safely:2. Describe what sources of information are available about moving and positioning individuals:

Free Essays on Socrates- Euthyphro

In Euthyphro, just like in the Apology, Socrates is once again found defending himself. In both texts Socrates uses cross-examination as a means to proving his innocence and discovering the â€Å"truth.† In this text, Socrates is trying to define the meanings of pious and impious. Socrates, who is always in search of discovering some sort of â€Å"truth†, relies on the great theologian, Euthyphro. Socrates, at this point in time, is on trial for corrupting the minds of the youth and claiming that there are new gods trying to convince others that the old gods no longer exist. Socrates figured that during the trial Meletus would have to charge the both of them instead of just him alone. Euthyphro, who is considered a faultless power of his time, is in the process of prosecuting his own father. This is what sparks the interest of Socrates to persuade Euthyphro to educate him about the difference between piety and impiety. Socrates informs Euthyphro that he believes that he is a man of knowledge, but continues to question him. Euthyphro responds to the questions proposed by Socrates who in the next breath informs him that he is inaccurate. His sense and knowledge of piety has now been questioned leaving Euthyphro with a sense of uncertainty. Socrates uses cross-examination and logic to defend himself against Meletus during the trial. Socrates cross-examines Meletus and interrogates him by asking (I think more of implying) if he teaches false theology that can and eventually will corrupt the impressionable minds of the youth. He also tags on to that question who improves them? Meletus responds that Socrates is responsible for corrupting the minds of the youth and everyone improves them. Socrates defends himself by saying that he would never want to live amongst a population full of damage and harm. If he were to corrupt the minds of the youth he would be bringing harm towards them, therefore contradicting what he stated earl... Free Essays on Socrates- Euthyphro Free Essays on Socrates- Euthyphro In Euthyphro, just like in the Apology, Socrates is once again found defending himself. In both texts Socrates uses cross-examination as a means to proving his innocence and discovering the â€Å"truth.† In this text, Socrates is trying to define the meanings of pious and impious. Socrates, who is always in search of discovering some sort of â€Å"truth†, relies on the great theologian, Euthyphro. Socrates, at this point in time, is on trial for corrupting the minds of the youth and claiming that there are new gods trying to convince others that the old gods no longer exist. Socrates figured that during the trial Meletus would have to charge the both of them instead of just him alone. Euthyphro, who is considered a faultless power of his time, is in the process of prosecuting his own father. This is what sparks the interest of Socrates to persuade Euthyphro to educate him about the difference between piety and impiety. Socrates informs Euthyphro that he believes that he is a man of knowledge, but continues to question him. Euthyphro responds to the questions proposed by Socrates who in the next breath informs him that he is inaccurate. His sense and knowledge of piety has now been questioned leaving Euthyphro with a sense of uncertainty. Socrates uses cross-examination and logic to defend himself against Meletus during the trial. Socrates cross-examines Meletus and interrogates him by asking (I think more of implying) if he teaches false theology that can and eventually will corrupt the impressionable minds of the youth. He also tags on to that question who improves them? Meletus responds that Socrates is responsible for corrupting the minds of the youth and everyone improves them. Socrates defends himself by saying that he would never want to live amongst a population full of damage and harm. If he were to corrupt the minds of the youth he would be bringing harm towards them, therefore contradicting what he stated earl...

Researching the Background Literature for Any Project

Researching the Background Literature for Any Project Background research refers to the process that a writer uses to gain knowledge about a topic she does not know about, or much about. In our digital world, all writers, whether they are students or professionals, have or can gain access to previously published and unpublished information about just about anything. The role of the science writer is to sort through the noise and summarize information for people who dont have that luxury, but practicing that technique can be helpful to anyone planning a future in a scientific discipline. Background research is the first step of all good scientific studies, including archaeological investigations, used as an example here. There are three main sources of information available to people who are writing research papers today: internet sources, brick and mortar libraries and museums, and people. Wikipedia, Science Blogs and News Reports These days, Wikipedia is a reasonable starting place for general background information, but there are other starting points that you may find more useful and reliable, such as science blogs and news reports. Be cautious and find out enough information about the news outlet or blog writer so that you can be confident of that reliability- is the blog writers biography available and is that person qualified; do they cite scholarly references in their articles; is the tone of their blog sensible and balanced. And wherever you start, dont stop there. The problem with those types of resources, is they are not peer-reviewed. The peer-review process requires that before a scientific paper is published, it is reviewed by one or more experts for its validity. The process has its faults: but science changes very slowly, and what a researcher believes in her heart today may be disproven tomorrow. What scientists get published in peer-reviewed articles are far more conservative, by and large, than what they say to a news reporter, in their classes, or in their own blogs. To create a balanced research report of your own, you need both types of information: What do the partisans believe about the findings right now, and what do other sources say about it. Finding Peer-Reviewed Literature How do you gain access to peer-reviewed literature? A lot of academic papers are locked up by the publishers with exorbitant prices for downloading a single article- US$25-40 is common. If you are a college student, you should have access to the electronic resources in the university library, which will include free access to that catalog. If you are a high school student or independent scholar, you may still be able to have use of the library; go talk to the library administration and ask them what is available for you. Once youve logged on to the university library, where do you try out your topic keywords? Of course, you can try the university catalog: but sometimes a less-structured approach works better. While Google Scholar is excellent, it returns results from a wide variety of disciplines. So, for example, if you are researching the term seasonality in Google Scholar, you find information about the stock market and tourism and atmospheric circulations. You can add additional keywords to narrow down your search such as domestication or archaeology, but you can also turn to specialized article databases in your subject area. On the Internet: Specialized Article Databases Specialized article databases are typically assembled by people who are experts in those fields and part of discipline-based societies. For archaeologists, some good anthropology-based databases include Anthropology Plus, AnthroSource, and the Annual Review of Anthropology, which has assembled bibliographic essays on discipline-specific topics. Other fields have the same sorts of databases, just search for article databases and add a keyword for your field of endeavor. The Annual Reviews collection has a treasure-trove of peer-reviewed syntheses of topics in all scientific disciplines, from Analytical Chemistry to Vision Science. There are many others that you may have access to at the university library, or available via your laptop for a yearly or monthly subscription. JSTOR is a subscription-based repository for hundreds of back-catalog journals; Lexis-Nexis has been a tool for news reporters seeking information on individuals for over 30 years; and there are many publisher-specific sources such as Elseviers Science Direct, Wileys Science Solutions, and Taylor Francis Online. Brick and Mortar: Society Museums and Libraries Another great source for information for background research is topic-specific libraries and museums. Chances are the local university has a Chemistry or Geography library; you may also find public science venues, such as local historical or genealogical societies. These libraries have selected the most important research books and journals in that field, and you might also find books and memoirs of local residents involved in the studies that dont make it into the top searches of Google. Best of all, you may well find a librarian with a voluminous memory. Sadly, many of the public societies are shutting their facilities because of budget cuts- so if you still have one, be sure to visit this fast-disappearing resource. State Offices Many states and provinces have governmental offices where information concerning local aspects of scientific research are stored. State level offices include Natural Resources, History, Archaeology, and Environmental offices. All of these include information that is available to professionals for assistance with their research and might be available to you even if you are not a professional. For example, if you are a working archaeologist in a particular state, you can almost certainly obtain access to the records, articles, reports, artifact collections, and maps kept at the State Archaeologist office; but these are not always open to the general public. It wont hurt to ask, and many of the records will be open to students. The University of Iowa maintains a list of National Association of State Archaeologist Offices. People: Oral History Interviews One often overlooked area of background research is the oral history interview. Find people who know about your topic and go talk to them. By all means, do your background research on the subject before you reach out to your potential contacts. Dont expect them to simply tell you all you need to know about a particular subject: come with some knowledge about the subject and be ready with some pertinent questions. To find people, use your local university again, and see if there is someone in the anthropology (or other) department who knows about or has studied your topic. Reach out to the librarian at the topic library and see if they know of a friendly resource you might chat with. For an archaeological research paper, amateur archaeologists and historians may be excellent sources of information, as might retired archaeologists who have conducted work on a site. Members of the general public who live in the area and long-time museum directors may recall when investigations took place. If you dont have access to the university, use Google Scholar to identify recent research, and then using email, approach the authors for insight.   Who knows? An interview might be the capstone making your research paper the best it can be.

Code of Ethics Essay Example | Topics and Well Written Essays - 750 words

Code of Ethics - Essay Example Another ethical consideration involves the right to respect the patient’s wishes in relation their medical condition. This gives them the exclusive rights to make the decision that they want (Potter, 2005). In this situation, there are very many chances that are represented that would greatly hamper the process of arriving at the right decision. It is very difficult for a doctor to make a decision that would harm a patient’s life. This is because the sole duty of the care givers is to ensure that they do all that they can to rectify any situation that would harm the patient. The dilemma comes in when the practises that would increase the patient’s chances of survival are those that the patient is against. It will be very difficult to arrive at the right conclusion. Will it be right to treat Mr. E using all the channels that he did not consent to? It is also very difficult to watch his heath deteriorate. This creates a situation where private patient information i s given to people without the consent of the patient (Ribbens, 2005). It would be unethical for the doctor to put the patient on the ventilator. This is because this is a decision that lies solely with another party. It would be ethical for the brother to make the decision for the patient in respect to the ventilator. ... At the point of his decision making, he is considered as the voice of reason. He is also seen as the bridge between the doctor, their observations and what he has observed as the best possible choice for the patient. Autonomy in nursing is a very essential component. This is because it paves way and room for the nurse to employ all aspects of their acquired knowledge in their profession. The professional practise creates a situation where there should be room for the nurse to critically analyse a situation (Kockrow, 2003). Once they have done so, they are at liberty to make a decision which positively affects the patient. There are instances in the profession where the nurse does not require the ultimate permission to carry out certain practises. In many instances, the autonomy of practise is greatly hampered. This is especially so when issues of ethics are concerned. This practise is also greatly affected by the patient’s ultimate right to make a choice. As described above, a utonomy allows the nurse to make decisions on behalf of the patient. In such cases, the practise is without discretion to the patient or members of his or her family (Ribbens, 2005). Autonomy is greatly affected because it creates room for the nurse not to exercise their right. This is because the patient has his or her rights to stipulate what they want. This is in regard to treatment and other medical procedures. This limits the nurse or practitioner from what they what to do for the patient. In many instances, this is always the right thing (Kockrow, 2003). It is my obligation as the head nurse to report the provision of patient’s information to external sources. This is especially to someone who does not have exclusive rights to access the information or make any