Ethics Game Reflective Journal free essay sample

Ethical dilemmas surface daily in professional nursing practice. Whether you work in acute care, long-term care, hospice care, ambulatory care, managed care, or public health care chances are you will be responsible for making decisions in a situation of ethical concern. The purpose of this paper is to reflect on the ethical issues presented in the Ethics Game simulation, the decision-making process used to determine the solution to the dilemma, and apply concepts from the Ethical Lenses to my work place. Ethical Dilemmas Presented The first case presented in the Ethics Game simulation involves a pregnant minor and her parents. Rachel Banks, a pregnant16 year old female who arrived at the hospital has been in labor for more than 10 hours. Her parents decided to limit the amount of medication and medical treatment she received. According to her brother, her parents were punishing her for getting pregnant out of wedlock by withholding pain medication and medical treatment (EthicalGame. We will write a custom essay sample on Ethics Game Reflective Journal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page com, LLC, 2007). Given the length of her labor and the limited access to medical treatment by her parents, I am concerned about the risk of irreversible medical danger without the implementation of medical interventions. The ethical issue in this case is how to ensure a safe delivery and provide adequate medical attention to both the mother and baby. The second dilemma concerned same-sex relationships and noncompliance with hospital policy. Alan Trottier was brought to the hospital by his domestic partner, Yves St. Martin and was admitted to the ICU. Alan was unconscious for days without a definitive diagnosis and the shift supervisor was restricting Yves access to his partner. Hospital policy states that domestic partners are to be treated equally as married couples. Domestic partners with durable power of attorney, or other legal documentation certifying their partnership, or one partys legal right to make medical decisions on behalf of the other, are to be a) given access to visit their artner as family members. Given disclosure of medical procedures or tests conducted on their partner, and c) given the right to approve or disapprove of decisions pertaining to those procedures or tests as family members (EthicsGame. com, LLC, Dilemma #2: The case of polices and politics e-mail #1, para 2). The ethical issue in this case is how to ensure domestic partners are treated fairly and equally as traditionally married couples. Decision Making Process An organized decision making process was utilized to make ethical decisions in the cases of the trouble teen and polices and politics. Step 1 : identify the issue in the ethical dilemma. Step 2: identify the stakeholders. Step 3: identify duties, basic rights, impact on basic rights, and impact on stakeholders. Step 4: identify the option that best reflects the core values in the case. Step 5: explain your solution to the ethical dilemma in a way that reflects your core values. Using this decision making process I determined the solution to the ethical dilemma of the troubled teen, to involve the assigned nurse and the parents in assessing the need for medical intervention and provide contacts for continued support and education. In the second case of policies and politics, I determined the solution to the ethical dilemma, document in Alains chart that Yves is to be granted access to Alain according to the hospital policy that domestic partners are to be treated the same as traditional married couples. In addition, I would notify supervision that hospital policy was not followed by the shift supervisor. Ethical Lens The Rights/Responsibility and Results lenses were used in the simulation to determine a solution to the ethical dilemma in the troubled teen case. The Rights/Responsibility lens focuses on the duties we have for our community, defining an ethical action as doing ones duty and following ethical standards of action. The Results lens focuses on the results we want in our community and how our actions contribute to the greater good of the community. The Results lens considers an act ethical if it creates the greatest good for the greatest number of people. Looking through these lenses I determined the best option for the scenario, ensuring the a safe delivery for the mother and baby. The Relationship and Reputation lenses were used in the simulation to determine a solution to the ethical dilemma in policies and politics case. The Relationship lens focuses on whether the processes we have set up in our community are just and remind us that the connection between individuals make up a community. The Reputation lens focuses on whether we are demonstrating the virtues that are valued by our community for people who are in our role. Looking through the Reputation lens an act is considered ethical if it is consistent with ethical behavior. Using the Relationship and Reputation lenses I determined the best option for the scenario, ensuring Yves access to Alan and notifying supervision that hospital policy was not followed. Ethical Lens Concepts Used In The Workplace In my workplace I face difficult ethical decisions associated with patient care and the policies set forth by the home care agency. This simulation allowed me to recognize my own personal values, such as equality and compassion, which influence my decisions. The Ethics Game simulation allowed me to examine the decision making process used to tackle difficult ethical dilemmas. Identifying my personal values and gaining knowledge of the Ethical Lenses allows me to minimize unnecessary conflict at work and deal directly with the situation at hand. Conclusion Facing ethical decisions daily can place added stress on overworked nurses. Being prepared to make decisions in an ethical dilemma helps reduce stress. The Ethical Game simulation allowed me to identify the issue and provided a systematic approach to solving the ethical dilemma. Using the four different ethical lenses allowed me to gain knowledge and insight into solving the ethical dilemmas I may face in my work place.

The Effects of Genetic Research in the Modern World Essays

The Effects of Genetic Research in the Modern World Essays The Effects of Genetic Research in the Modern World Paper The Effects of Genetic Research in the Modern World Paper John S. Allen, and Susan C. Anton. Exploring Biological Anthropology: the Essentials. Second ed. Upper Saddle River, NJ: Prentice Hall, 2010. Print.

The Attention Span of the Preschool Child Research Paper

The Attention Span of the Preschool Child - Research Paper Example He was wearing a navy t-shirt, khaki shorts, plain white socks and white tennis shoes. He paid no attention whatsoever to his clothing during the period of observation. He was accompanied by his mother, a young woman who referred to him exclusively as â€Å"Pumpkin†. I observed Pumpkin run, walk, climb a short ladder, slide down a small twisty slide and write legible letters in dirt with a stick, as well as drawing various human and animal figures and numbers. His physical development and coordination seemed appropriate to his age, perhaps slightly advanced but not significantly so. Pumpkin did not appear to derive the same degree of satisfaction with his playground exploits as did the other children in his age range, and only climbed the ladder to the slide at the insistence of his mother. At no point did Pumpkin interact in a sustained way with any children his own age on the playground. I observed some fantasy play, but no cooperative or parallel play during this period. Pu mpkin engaged exclusively in solitary play for the duration, with occasional attempts to engage his mother's attention. Pumpkin interacted only with his mother during the course of the observation. He was very independent throughout, and showed no discomfort or significant displeasure at any point. He appeared to have fostered a healthy and secure attachment to his mother, and was comfortable venturing a reasonable distance away from her. Pumpkin was fairly polite with his mother, asking, â€Å"Please help me write this† and so on. His mother made several attempts to redirect Pumpkin toward the playground before he gave up and went back to entertaining himself by writing in the dirt. I observed some fairly sophisticated grammar from Pumpkin during this time period. Most notable about his speech was that despite the complexity and length of his statements, the sound /r/ was entirely absent. This made even sophisticated phrasing sound very juvenile at times. Much of Pumpkin's s peech was directed toward himself, in the form of questions and answers (â€Å"What do we call animals who eat plants? Animals who eat plants are called 'herbivores'.†) as well as running commentary about what he was drawing (â€Å"I'm a friendly triceratops, I like to run fast and I have three horns on my face.†) Pumpkin engaged in running commentary at every stage of self-directed play. A smaller portion of his speech was directed toward his mother, usually in the form of a question such as "How do you spell 'diplodocus'," or "How many groups have more than three?" His mother usually responded only by repeating the question back to Pumpkin, smiling and saying, "That's nice, Pumpkin", or with a non-committal hum as she continued working on a crossword puzzle. When I began my observation, Pumpkin's mother had just convinced him to climb the slide. As soon as he got to the bottom, he began drawing with a stick and did not stop before I completed my observations. During his drawing time, Pumpkin drew dinosaurs, dinosaur footprints, letters, numbers, and circles (around â€Å"groups†). His favorite number was 3. This observation leads me to believe that Pumpkin is not a typical preschooler. His attention span was extremely long, and his choice of activities did not align with those of his age mates. At no point did he attempt to engage any children of his own age in play, though he seemed perfectly comfortable speaking with his mother and seemed aware of the other children (if not particularly interested in them).

Human behavior as it relates to safety Essay Example | Topics and Well Written Essays - 250 words

Human behavior as it relates to safety - Essay Example Theory X proves, that most workers do not like work and try to avoid it, so the best incentives for these workers are either forcing them to do something (using total control or methods of punishment), or provide them with additional rewards (financial or tangible). Thus, a worker will keep to safety rules if he receives a reward for this, or if he is punished for not doing this. On the contrary, theory Y states, that a worker is eager to take responsibility, and he can get satisfaction from his work. The main incentives for him are self-affirmation together with tangible and intangible rewards, and even enforcement (in some cases) (Mroszczyk 2012). Thus, a worker usually keeps to the safety rules, if he is satisfied with his job, or if the companys management motivates him to do so. Theory Z differs from the previous theories, as it suggests a brand new approach to treating and motivating workers. This theory suggests to put emphasis on care about every worker as a person, attract them to group decision making and organize constant feedback between workers and managers. Thus, a worker himself is attracted to make decisions on his safety and is encouraged to do so for the sake of himself and his personality. Psychologists proved, that increasing attention to a worker, holding a constant dialogue between him and his leaders, encouraging him think differently are better methods to increase safety at a working place, than to use incentives or enforcement (Geller 2001, Hofmann and Morgeson 1999). Thus, theory Z is the best for predicting a workers behavior towards safety. Hofmann, D. A., Morgeson, F. P. (1999). Safety-related behavior as a social exchange: The role of perceived organizational support and leader–member exchange. Journal of Applied Psychology, 84(2),

Karl Marx and Emile Durkheimcitizens Essay Example | Topics and Well Written Essays - 500 words

Karl Marx and Emile Durkheimcitizens - Essay Example He believes that the individual understands and fits into their society through "Their understanding of religious origin; they are social affairs and the product of collective thought" (Giddens). While the two philosophers had differing opinions on how a society is formed, they are similar in that they both studied how the individual fits into and reacts to their societies. Marx's theory of "fetishism of commodities" first introduced in his main work Capital, focuses on the capitalist society's obsession with goods and its devaluing of labor. He believes, "Commodities are seen as having power over the people who produce them" (Tucker). Therefore members in a capitalist society begin to function in a cycle of laboring for goods. They strive for more and more commodities and work harder and harder to get them, losing focus on the true value of the commodities. This kind of society loses the relationship between the producer and the consumer because the producer only sees the commodity according to the work that he put in to produce it while the consumer values the commodity at face value since they are unaware of what kind of labor went into producing it. Marx's theory reveals a society that is formed out of and run by commodities.

Treatment of the Kurdish Population by the Iraqi Regime

Treatment of the Kurdish Population by the Iraqi Regime Factors Explaining the Treatment of the Kurdish Population by the Iraqi Regime under Saddam Hussein RESEARCH PLAN The goal of the dissertation is to ascertain the leading factor(s) of Saddam Hussein and his Ba’athist party’s brutal treatment of Iraqi Kurds. Argued by many to be a case of attempted genocide, the primary instance the dissertation will examine is the Iraqi Anfal Campaign, which took place between 1986 and 1989. Aims of the dissertation will be to 1) establish the provocations that culminated in the attempted genocide of the Iraqi Kurds regardless of the degree of Kurdish culpability, 2) place the genocide in a larger historical context, and 3) evaluate the internal and external political context in which the genocide occurred. Secondary objectives to be met in the dissertation will be the paralleling of the Iraqi Kurdish tragedy to those of other minorities in the post-colonial Middle East, as well as the twinning of the context in which Kurds were massacred in Iraq with the contexts in which other minorities were treated. Groups included in the secondary examination will be Kurds in Turkey as well as Armenians in Turkey and Azerbaijan. The tertiary and final objective of the dissertation will be the examination of the treatment of other minorities in contrast to that of the Kurds, including Kurds in Iran as well as Armenian expatriates in Iran. From a religious standpoint, an overwhelming majority of the Kurds share a religion and history in common with the Arab Iraqi Sunni. Kurds, Kurdish culture, and Kurdish historical figures are integrated into the Sunni Arab conscience, evidenced by the reverence of the legendary warrior Salah Al-Din (Saladin) as well as Hussein’s own widely reputed claim to be the latest incarnation of said figure. It is concluded hence that the oppression and mass murder of the Kurds was not due to a religious difference, but rather a political and theocratic distinction that separated the Kurds from their Sunni Arab compatriots in a time when dissension was promptly and violently put down. Texts evaluating the context of the Kurdish murders will be Viva Bartkus’ The Dynamic of Secession and Robert Gellately’s The Specter of Genocide: Mass Murder in Historical Perspective. Evaluations of the Iraqi political climate prior to and immediately following the 1991 Gulf War will refer t o Robert Freedman’s The Middle East After Iraq’s Invasion of Kuwait, while proof of the murders as a genocide over a mere neutralization of an uprising will be provided by Samuel Totten’s Century of Genocide: Critical Essays and Eyewitness Accounts. By dissecting and compartmentalizing the dissertation into three distinct parts, maintenance of a concrete timetable of progress becomes simpler. Moreover, data compilation, comparison, and evaluation is made simpler when done in small, focused spurts as opposed to a myriad of topics and ideas. The intricacies of the politics involved in the Anfal Campaign warrant a multi-dimensional, non-partisan examination of the attempted genocide. Mere dismissal of the atrocity as an act by a mindless, brutal despot brings no insight to the event; as a corollary, mankind can make no progress without a clear-cut rationalization of the brutality. LEARNING TO DATE The most prevalent strengths apparent are in data filtering and acquisition. There is strong variety in the array of sources, all of which contribute to the multiple vantages of the dissertation. A particular strength that was made of use was the ability to separate media accounts from scholarly logs. With the amount of media bias so prevalently established in Europe and America (polarized both in favor of and against the ongoing American occupation of Iraq), objective sources are difficult to identify. Immediate weaknesses include the inability to initially grasp the political motives and framework within which the Anfal Campaign of 1986-1989 was executed. Unlike multi-ethnic states such as the former Yugoslavia in which ethnicity and religion contributed to a larger problem, the Iraqi quandary of national unity and the factors contributing to the oppression of the Kurds including collusion between religious leaders inside Iraq and international rivals of the secular Ba’athis t regime. Bartkus writes that past Kurdish leaders were funded by â€Å"the shah of Iran, Mossad, and the CIA† who â€Å"provided arms and advisers† in matters of secession and general rebellion[1]. Following the debilitating Iran-Iraq War of the 1980s, â€Å"the Kurds attempted to use opportunity† to â€Å"gain control over their own territory†[2]. According to Bartkus, Hussein launched the beginnings of the Anfal Campaign, â€Å"razing some 5,000 Kurdish villages [in] response† to the uprising, inicluding â€Å"the 1988 chemical weapons attack on the Kurdish town of Halabja† that â€Å"killed over 5,000 people and forced several hundred thousand to seek refuge in turkey or Iran†[3]. According to Bartkus, several Iraqi Kurdish â€Å"pashmergas attempted to liberate Kurdish towns in March 1991, directly after Iraq’s defeat in the Gulf War,† hence again exploiting Iraqi military debilitation to bolster the argument that Kurdish secession and Iraqi repression is an ongoing conflict (Ibid). The Kurdish oppression at the hands of Hussein’s regime have more in common with the plight of the Armenians at the turn of the Great War (WWI), where upon the landing of European forces at â€Å"Gallipoli, Turkish authorities began a process of repression of internal communities—Armenian communities, numbering perhaps 2 million† throughout the Ottoman Empire[4]. The dissertation has several similarities to other assignments undertaken, particularly in the organization of the paper and its focus around a stated set of arguments and the elaboration of said arguments throughout the paper. The basic formula of block quoting and argumentation is applicable and accurately employed in the extrapolation of theories postulated and later proven. Where the original dissertation proposal entailed several suggested concepts including religious and political postulations, it did not refute the claims in a compare-and-contrast method of research. This research plan includes rebuttals of popular notions concerning the Kurdish oppressions as well as support of more varying conclusions. For example, while the oppression of Kurds is linked to ethnic differences, there was no formulation of the argument that such rebellions were common in the Middle East, especially under the Ottoman and later Turkish governments, who, as former rulers of modern-day Iraq, faced problems with Kurds throughout the 19th and 20th centuries. Mainstream schools of thought such as Freeman’s collection of essays have begun to point out the struggle of largely pro-Islamist Kurds against imposed Ba’athist secularism, a remnant from the days of the Pan-Arab Nationalist movement of the 1960s vis-à  -vis Hafiz al-Assad’s â€Å"brutal suppression of the Muslim Brothers in 1983†[5]. PROGRESS TO-DATE While all data has been collected and documented for the primary, secondary, and tertiary objectives, the next step in the dissertation’s completion that warrants progress is the organization of specific arguments in such a way as to correlate all objectives in a logical manner. The oppression of Kurds is a multi-faceted topic, as are the parallel events including Kurdish oppression outside Iraq in Turkey, Syria, and to an extent neighboring Iran. More difficult a correlation is the recently-contested status of the Armenian Genocide of 1914. The Armenian-Turkish and Kurdish-Iraqi oppressions share much in common that they could warrant the creation of an entirely separate dissertation. A growing problem in the integration of the Armenian Genocide is deciding which facts to include. Aspects of Armenian oppression in the Ottoman Empire and Turkish government can be used to both parallel and contrast the Kurdish-Iraqi conflict. Furthermore, the existence of both Armenian and Kurd ish integrated populations into Iran begs the question of the relevance of external Kurdish land disputes. Historic Kurdistan would cut into several states outside Iraq, warranting the validity of mentioning the history of Kurdish secessionism in the region. In keeping focused and on-topic, several key points have been removed from the original introduction. First, the schism in Islamic theology between Sunni and Shi’a is omitted from the latest draft. While it is an important facet of internal Iraqi politics, the frailty of the Sunni-Shi’a population contingent has nothing to do with Kurdish mass murders unless it is mentioned in the context of Iraqi national unity. Before 1940, modern-day Iraq never existed. The Ottomans separated Iraq into cantons, including but not limited to the modern-day provinces comprising Iraq today. No single ethnic group comprising Iraq today has ever lead a unified Iraq; Saladin integrated the â€Å"Land of the Two Rivers† into an empire spanning Egypt, Syria, Israel, and Palestine, while the Ottomans assigned separate governors to Shi’a-dominant, Sunni-dominant, and Kurdish-dominant regions. The frailty of Iraqi cohesion is the only reason one might mention the different Islamic theologies, and even then it would warrant only a passing thought. A more pertinent focus would be on the drawing of post-colonial borders and its effect on nationalism. If Islamist schools of government are a necessity to mention, it should be intimated that Kurds are largely pro-theocracy and anti-secularism, while Iraq’s Arab Muslims populations are torn between theocracy (Shi’a and Sunni alike) and the familiarity of the Pan-Arab Nationalist Ba’ath Party. An additional revision has been the introduction of Iran as a major contrarian party to Iraq in its treatment of Kurds, despite its being ethnically different from Kurds as well as religiously opposite the Sunnis as the world’s only existing Shiite theocracy. WORKS CITED Bartkus, Viva Ona. (1999) The Dynamic of Secession. Cambridge: Cambridge U P. Freedman, Robert Owen. (1993) The Middle East After Iraq’s Invasion of Kuwait. Gainesville: U of Florida P. Gellately, Robert and Ben Kiernan. (2003) The Specter of Genocide: Mass Murder in Historical Perspective. Cambridge: Cambridge U P. Totten, Samuel. (2004) Century of Genocide: Critical Essays and Eyewitness Accounts. New York: Routledge P. BIBLIOGRAPHY Crano, W. D., Brewer, M. B. 2002. Principles and Methods of Social Research. Mahwah, NJ: Lawrence Erlbaum Associates. www.fas.org, 2006 online source. Retrieved November 2, 2006 Kazemzadeh, M. 1998. Thinking the Unthinkable: Solving the Problem of Saddam Hussein for Good. Middle East Policy, 1(1), 73-86. Kelsay, J. 1993. Islam and War: A Study in Comparative Ethics (1st ed.). Louisville, KY: Westminster/John Knox Press. Retrieved October 25, 2006, from Questia database: http://www.questia.com/PM.qst?a=od=26085894 Murdock, D, 2004, â€Å"Saddam Hussein’s Philanthropy of Terror† Retrieved October 23, 2006 from www.husseinandterror.com Palys, T., Lowman, J. 2001. Social Research with Eyes Wide Shut: The Limited Confidentiality Dilemma. Canadian Journal of Criminology, 43(2), 255. Retrieved October 25, 2006, from Questia database: http://www.questia.com/PM.qst?a=od=5001041487 Ragin, C, 1994, Constructing Social Research, Pine Forge Pr, ISBN: 0803990219 Rezun, M. 1992. Saddam Husseins Gulf Wars: Ambivalent Stakes in the Middle East. Westport, CT: Praeger. Retrieved October 25, 2006, from Questia database: http://www.questia.com/PM.qst?a=od=107022508 Simons, G. 1996. Iraq From Sumer to Saddam (Second ed.). Basingstoke: Macmillan. Retrieved October 25, 2006, from Questia database: http://www.questia.com/PM.qst?a=od=97576434 Zinger, I., Wichmann, C., Gendreau, P. 2001. Legal and Ethical Obligations in Social Research: The Limited Confidentiality Requirement. Canadian Journal of Criminology, 43(2), 269. Weinrich, N.K., 1996 Integrating Qualitative and Quantitative Methods in Social Marketing Research, Social-Marketing.com, Retrieved October 21, 2006 from www.social-marketing.com/research.html Footnotes [1] Bartkus 1999, p. 65 [2] Ibid [3] Ibid [4] Gellately and Kiernan 2003, p. 207 [5] Freedman 1993, p. 279

Civil War Aspects :: essays research papers

At 4:30 AM the Confederates opened fire with 50 cannons upon Fort Sumter in Charleston, South Carolina. The Civil War began. With seven states already seceded from the Union, the confederate states took a strong stance. Just as the Confederacy was formed in early 1861, the Confederate soldiers began taking over. On April 19th, President Lincoln issued a Proclamation of Blockade against Southern ports. For the duration of the war, the blockade limited the ability of the South to stay well supplied in its war against the North. Through the majority of the beginning of the war, Lincoln noted the war as a struggle for maintaining in the world, that form, and substance of government, whose leading object is, to elevate the condition of men. The Pro slavery South was, in many ways reacting to the North's attack on the slavery and its expansion. Slavery is an institution that must continue to grow for its survival. Moreover, expansion for the South meant growth, politically, socially and economically, and it meant more political power. It is anticipation to want to make what one has larger and stronger, just as the South wanted to expand and gain power. The Southern politicians did this through political moves such as the Annexation of Texas, "Bleeding Kansas", the Ostend Manifesto, and through the Dred Scott decision. All of which pissed of the North, and convinced them that the south was trying to dominate the U.S with slavery. I believe that the war was fought over the moral issue of slavery. The North did not care about the institution of slavery as long as it stayed in the South. South Carolina seceded, because Lincoln was voted into office. The Republican party threatened the South's expansionism and therefore Southerners felt that they had no other choice but to secede. The Republican party had no intention of ending slavery in the South or freeing the slaves; they just did not want slavery to expand, "Because the scene of intestine struggle will thus be transferred from the south to the North." (N.Y Tribune 11/29/1860) The United States was divided into three groups by the time the Civil War began: those who believed in the complete abolition of slavery, those who were against the expansion of slavery, and those who were pro slavery. Many like to believe that the moral aspect of slavery is what made it an issue. When the Republican candidate, Abraham Lincoln, was elected in 1860, the South felt that its expansionism was being threatened, and because expansion was vital to the