Discuss Nurse Practice Act related to abandonment Essay

Discuss Nurse Practice Act related to abandonment - Essay Example Every state in America has its own version of NPA and there may be differences in the application and interpretation of a law for a specific Nursing Board. However, it is important to note every state does not include the patient abandonment in its version of NPA. Patient abandonment is usually safeguarded through Business and Professions Code, disciplinary actions, Common Law practices and administrative legislation prevalent is a state or country. â€Å"On the other hand, not all laws governing the practice of nursing are found in "the Act" or its' regulations. Legal obligations common to various licensed healthcare professionals will apply to nurses.† (Erickson, p. 1, 2006). There is no concrete definition of abandonment because it can take forms and shapes, which are required to be interpreted within an available legal framework. In some cases, it may occur in denial of extra shift duty or an assigned task. However, nursing is a serious obligation either it is a normal shi ft duty or an extra one. â€Å"Once a nurse has accepted a patient assignment, he or she is accountable for providing competent care to the assigned patients.† (Lewis, p. 118, 2001).

Challenger Disaster Essay Example | Topics and Well Written Essays - 1250 words

Challenger Disaster - Essay Example Initially asked is what could the National Aeronautics and Space Administration (NASA) management have done differently, was there anything the subordinates could have done differently? Additionally what could Joe Kilminster an engineer and the Vice President of Space Booster programs at Morton Thiokol (Aerospace Company in charge of the solid fuel rocket motors) have done differently and what could fellow co-worker Roger Boisjoly an engineer with Morton Thiokol have done differently and were there any additional detrimental factors? Is there a difference in the professional responsibilities of the engineers involved in relation to being employees and the need to protect the public? Additionally, we will identify other potential extenuating factors that may have had an effect on the decisions of those in charge to go ahead with the launch; additionally did the President or the Vice President of the United States have prior knowledge. Lastly, after examining the various contributing f actors and problems as well as persons involved the decision will be made regarding NASA management’s decision making ability at this time. Challenger Accident case study Brief history of the Challenger disaster The Space Shuttle Challenger exploded over the Atlantic Ocean on Tuesday, January 28 1986; with its demise the lives of seven crew members were lost. The explosion which occurred 73 seconds after liftoff claimed the lives of the crew and destroyed the vehicle. The cause of the explosion was later determined to be an O-ring failure in the right solid rocket booster. Outside of human influences cold weather was also determined to be a contributing factor. (STS-51L, 2011 Para. 15) The Presidential Commission on the Challenger Accident was completed with recommendations on July 14, 1986 six short months after the accident occurred. On board the STS-51L shuttle designated, Challenger was Commander Francis R. Scobee, Pilot Michael J. Smith, Mission Specialists Judith A. Res nik, Ellison S. Onizuka, Ronald E. McNair and Payload Specialists Gregory B. Jarvis and Sharon Christa McAuliffe. McAuliffe was a High School teacher for the 10th-12th grades at Concord High School, Concord, New Hampshire. (Biographical Data, 2011) Her role was as a participant in the teachers in space program that President Reagan had initiated. The program was canceled as a result of her death and the Challenger accident; she was the first active participant and the last. She was awarded the Congressional Space Medal of Honor posthumously. The others on the mission were also awarded medals or promoted posthumously as a result of the mission’s abrupt and deadly failure. Examining NASA’s liability Understanding the ethical responsibilities inherent with the NASA administration is important. In the ensuing media blackout directly following the event from NASA and the global frenzy of speculation in the media it became apparent that previously accepted approach of absolu te secrecy regarding accidents with space going craft would need to be revised. Along with the media blackout that was standard operating procedure the events leading to the launch would need to be revised. According to NASA requirements any flight with technological problems was to be grounded. In July of 1985 Marshall Engineers had filed a formal constraint effectively grounding all future missions including 51-L (Challenger) based on problems with the motor nozzle joint. Apparently however, Marshall had failed to report the formal constraint to Level

Childrens Rights Of Protection And Participation Young People Essay

Childrens Rights Of Protection And Participation Young People Essay This research paper focuses on the childrens rights and the participation that the children have in their implementation. It is every childs right to have a say on the things that affects its life. However, some children are either too young or too truant to make solid decisions. This research paper discusses on these rights and to what extent that the children can decide on their way of life. Child Rights on decision making Children have the same rights as adults. As a vulnerable group, children have particular rights that recognize their special need for protection and also that help them develop their full potential. Children are not helpless objects of charity or a property of their parents. They are recognized as human beings and the subjects of their own rights. A child is an individual, a family and community member with rights and appropriate responsibilities for his or her age and development stage. Children should enjoy the basic qualities of life as rights rather than privileges accorded to them (CRC, 2006) Every child whether a boy or girl irrespective of age is unique and has value importance as a person with a right for their human dignity to be respected. It has a right to have a say in all decisions and matters that concern him or her, to be listened to and his or her opinion taken seriously (CRIN, 2002). This will enhance understanding and mutual respect between children and adults. The participation of children protects them more effectively from abuse and exploitation. When we understand and respect childrens own experiences, we are able to create better protection mechanisms and the children themselves can act as active agents in their own protection. This helps to develop and build recognition of children as independent bearers of rights with a sense of identity and a positive implication for their self esteem (CRIN, 2002). Childrens rights are defined in a wide spectrum of economic, civil, political and social rights. These rights have been labeled as the right to protection and right to empowerment. Some of these rights are: Right to provision: Children have a right to be provided with a good standard of living, education and services, health care and a right to play. These include access to schooling, a balanced diet and a warm bed to sleep in. They also have a right to be protected from neglect, abuse, discrimination and exploitation (CRC, 2006) Children also have a right to participation. They have a right to their own programs and services and to take part in them. This includes decision making and involvement in libraries. Some rights allow children to grow up healthy and free. This include; Freedom of speech, Freedom of thought, Freedom from fear, Freedom of choice and to make decisions and Ownership over ones body. The United Nations Convention on the Rights of the Child (CRC) provides a framework for addressing not only rights to child protection care and adequate provision, but also for participation. A child who is capable of making his or her own views shall be assured by the parties of the state a right to express them freely (CRC, 2006) The views of the child are given weight according to the maturity and age of the child. A child can participate in the sense of taking part or being present or participate in the sense of knowing that ones actions are taken note of and may be acted upon. The extent to childrens participation will vary between and within societies (CRC, 2006) There has been a clash between the childrens protection and participation rights. Protection rights protect the children against exploitation and abuse for the best interest of the child while in participatory rights; children take part in decisions concerning their lives and a right to freedom of conscious and to hold an opinion. Adults and their childrens views may not always coincide. Many childrens wishes and views are ignored by the adults for the best interest of the child. For instance; (CRC) Every child is entitled to acquire a name and a nationality. All children registration should be upon birth. The childs name, birth date and parents names are recorded. When a child is given a name at birth, he or she is not given an opportunity to choose a name for himself or herself. The parents do this for the best interests of the child (CRC). The child may however, decide to change its name upon reaching the age of maturity. In this case the child is denied a right to participate in choosing its name at first but at later stages of development; the same child can participate in the same by changing to its desired name (CRC). A child has a right to be protected from all forms of punishment or discrimination regardless of their age, race, sex, religion, status, their expressed opinions, activities and beliefs of the family members. As much as a child has a right to religion, to express their opinion, or equality regardless of their age, these are sometimes restricted by their parents or legal guardians. For instance, a child is not at liberty to join a religion cult without the parents interference. It is not because the child is denied its freedom to worship but its for the best interest of the child (CRC). Children also have a right to get and share information and to express them. In exercising this right, they are supposed to be careful not to damage themselves or the freedoms, rights and reputations of others. They may share information through talking, writing or drawing. A childs wishes may be ignored if it is for the best of the child. For instance, a child may be denied the right to express dislike or hatred towards a particular person by hauling insults at the person. On the same, the child may be restricted on the manner of expression. For instance through shouting or screaming or demanding instead of asking politely (CRC). Children have a right of association. They have a right to meet and to join groups and organizations. Not all groups joined by children are acceptable by their parents or guardians; this brings a clash between the childrens right of association and prevention of joining them. Children are also restricted from joining into these groups if they stop other people from enjoying their rights. For instance a rioting group which will probably cause peace disturbance to others, or an outlawed group will not be acceptable that the children join (CRC). Children have a right to privacy. They are protected from attacks in their way of life, their name, families and homes. However, their way of life can be invaded by their parents or guardians if its for their best interests, for instance, when parents suspect that the child may be involved in drugs or other unlawful activities they may be forced to ransack the childs room or personal effects (CRC). Its a right for the children to access information. This they get through the radio, newspapers, television, internet and childrens books. They have a right to choose what kind of information they would like to access and in which manner. However, not all information is suitable or helpful to them (CRC). Most of the information provided by the mass media especially the radio, television and internet is unsuitable to children. It may contain violence, obscenity or strong language. Since these are harmful to the children they dont have a right over them and so their parents or guardians have to protect the children from such by deciding on what is good or bad for them. The parents also have to protect on what their children browse on the internet since they can access pornography or sites with violence which are harmful to the child (CRC). It is a childs right to live with its parents. The child can however be separated from the parents when the conditions are not favorable for the child. Such conditions may be neglect or abuse by the parents or separation by the parents hence the state has to decide on which parent has to live with the child. If the child has no parents the state decides on a home or an institution for the child to live. In this case the child may not have much of a say in the choice of who to live with. Sometimes children run away from their birth homes to live with their relatives or even live on the streets. This may be as a result of poverty or rebellion. The best interests of the child are considered first before the child is taken back to its parents home (CRC). Conclusion Children have a right to participate in decisions that shape their life and therefore should be given a chance to express their own opinion. However, this right is only exercised considering the maturity and the best interest of the child. Not all decisions that a child makes will be supported by their parents or guardians. For instance, a child cannot make a decision not to go school. For the best interests of the child the child will be forced to attend school.

My Philosophy of Teaching Essays -- Educating Educational Teaching Ess

Philosophy of Education Teachers, unlike any other professionals have the chance to shape and change young lives. For this reason, I believe that teaching is one of the noblest professions that one could choose. From the time I was a young boy and watching my father in his classroom I knew always wanted to be a teacher. It always seemed like the perfect career. A career in which I felt was best suited for me. One in which I would want to wake up earlier and earlier every morning because I would be excited at the fact that I knew that I was on my way to help develop the future minds of our world. I believe the intrinsic rewards for this profession are far greater than the extrinsic ones and not too many other professionals can say the same. The way a child can make you feel after accomplishing a goal that they thought was not possible without your help is unimaginable. Teaching is the most important job in the world and it comes with a large amount of responsibility. Teaching is a job that I feel I am suited for. I want to touch the minds of the future; I want to teach. I think that all children have the ability to learn, especially at a young age. I agree with Rousseau and his belief that you can not teach a child until he is ready to learn. I think that if a child does not want learn or is not ready to and learning is forced upon them, it could be detrimental to their educational process. It could put them in a hole to deep to get out of. I believe all children are born innocent, it is their environment and society that shapes them. Most children are curious about the world around them and are always pushing their limits to see how much they can get away with. I know students I will be teac... ...aching them to stay away from drugs, alcohol, and tobacco. I will teach them to use their time wisely to do something productive that will help assist in their success in life. In PE it is about having fun, but at the same time it is about teaching children lifelong skills and having a sense of pride about themselves. Educators are such an important resource in a person’s life. I hope that someday I will be able to touch the heart of a child the way so many of my teachers have touched mine. I wish that I could repay the debt I feel that I owe to so many of my teachers past and present. Learning does not stop in the classroom; it is a continuous process that is life long. I want to be apart of that process. I want to be able to help jump start the minds of our future, and be apart of the all-important association of learning. I want to be a teacher.

Conflict Management Case Study Essay

What forms of interpersonal power are evident in the case and why? All five forms of interpersonal power appear in various parts of the case study. Coercive power is represented in the case study when John Lasseter began working for the Disney animation studio and came to realize that the powers that be expected nothing but coercion from their employees. People were expected to comply with the way things have always been done. New ideas were neither encouraged nor supported. In addition, top managers sought no input from employees, choosing to make all decisions themselves. When Lasseter started working for Pixar, he experienced reward power. The work he completed for them was heralded and recognized by executives for his innovation. His attitude revealed that he places less importance on monetary reward and more significance on the intrinsic reward of doing a good job. Legitimate power is exemplified when Disney and Pixar merged, and as the standing top creative executive at Pixar Lasseter took on the responsibility for reviving animation at Disney. His role as the creative director gave him the legitimate power to make decisions regarding a wide range of topics in his department. With the title of creative director, he had the formal right to make demands and expect compliance from others in the department. Only after Lasseter’s move to Pixar did he experience referent power. This came after he gained executives’ and coworkers’ admiration for his animation work. The advances he brought to the company also earned the respect and admiration of many, resulting in an increase in referent power. In his previous position at Disney, Lasseter had no referent power. Similar to the case of the referent power, Lasseter gained expert power with his work at Pixar. The knowledge, innovation, and skill that Lasseter brought with him to Pixar instantly earned him this expert power. He was viewed as a key player in achieving innovation because of his expertise in the area of animation. In what ways do the two faces of power appear in the case? The two faces of power, commonly classified as organizational and personal, are evident in a few different areas of Lasseter’s history with Disney and Pixar. The leadership style at his first position at Disney reflected the self-aggrandizing personal face of power, mainly perceived as having a  negative connotation. The unspoken norm at Disney was that lower level employees were to bow down to their superiors and obey their desires. Input from employees was not encouraged in any way. The power that came with a higher position was often used for personal gain. In contrast, operations at Pixar demonstrated the organizational, positive face of power. This face of power is categorized as working for the greater good of the entire organization, desiring to serve others, and working together to foster productivity (Clements, 2014). The team at Pixar pooled their knowledge and expertise to create groundbreaking computer-generated cartoon animation. From then on, Pixar saw many successes because of their ability to hone the organizational face of power. Instead of discouraging input and innovation from employees at all levels, Pixar urged this innovation from employees. As shown with the case of Lasseter at Pixar, they supported the advancement of his pioneering ideas for the benefit it would bring the entire organization. Their consideration was not in regard to personal gain, but rather gains for the organization in entirety. Does the firing of John Lasseter from Disney Studios and the events leading to his firing demonstrate the ethical use of power? John Lasseter’s termination from Disney represented an unethical use of power. The termination was unfair and ungrounded; it represented an unethical use of power. This unethical use of power began in prior times leading up to his firing, when he was reprimanded for pursuing new forms of computer animation. The leadership did not find Lasseter’s proposals to be acceptable, citing the reason as the cost of production being too high. This claim was also unfounded, as Lasseter, himself, explained to executives that the cost was no higher than the current animated features. Nonetheless, executives at Disney shot down his ideas and perceived his actions as being detrimental to the organization. Immediately after presenting his ideas, he was terminated from Disney. No reasons were cited for the termination, there was no opportunity for negotiation, and conflict resolution was not attempted. The sequence of these events illustrate that Disney executives’ grounds for termination were unethical. Their only intent was with regard to money, not support of employees or innovation of animation. Did the firing  of John Lasseter indicate the existence of political behavior in the Disney organization? This case is a great example of political behavior within an organization. The Disney organization was structured in a way that only top leaders had decision-making authority. In addition, it is obvious that power struggles were in play throughout the organization and money was a top consideration. Political behavior is described perfectly in the case study when Lasseter explains that he was told, â€Å"You put in your time for 20 years and do what you’re told, and then you can be in charge.† This type of behavior in an organization indicates that employees are expected to obey their superiors, that there is no acceptance of individualism, and that input is not to be given unless you are at the highest level of management. Describe a situation, from your experience, where political behavior in an organization contributed to benefit or detriment you or someone else. In a previous job, I worked in an environment where three other women had worked together already for many years. I felt as though political behavior was in place in that they had a preconceived idea of what the person in my position would need to conform to in order to succeed in the company. I proved to not fit this mold. From the beginning, I wanted to improve tasks so that they were done more efficiently, save time, and become more productive. The small changes I made to processes were not received well by these other women. They wanted to keep everything the way it already was, even if a more efficient method was available. Other people within the company welcomed the changes, as it freed up time that I could spend doing other tasks that would, in turn, save them time. This was not the case with my immediate manager and her coworkers. Over time, the tone in the office became more hostile and I felt like I could not please them. One day, as I was getting ready for work, I received a phone call saying to not come in, that I was being terminated. There were no reasons for the termination, and no other events leading to the termination explained it except for the political behavior in the office. References Changing Minds. (2013). French and Raven’s forms of power. Retrieved from http://changingminds.org/explanations/power/french_and_raven.htm Clements, C. & Washbush, J. (2014). The two faces of leadership. Techsis Investors. Retrieved from http://www.healthcarequities.com/pages/managment/2facesleader.html

How Is the Story Told in Chapter 1 of the Great Gatsby Essay

Throughout chapter one of The Great Gatsby, Fitzgerald varies in technique to tell the story. He uses the character Nick Carraway to start off the chapter by having him narrate. And throughout Chapter 1 we are introduced to many other characters such as Tom, Jordan, Daisy and Gatsby. The use of narrational voice is very important in The Great Gatsby as Fitzgerald has created the character Nick, not only to narrate the story, but also be a key person in the novel. This adds a personal touch, but it could also make parts of story bias or inaccurate. We get hinted at this inaccuracy when Nick says ‘I have been drunk twice in my life, and the second time was that afternoon’. We can see that his narration may be inaccurate as he was under the influence of alcohol, so he may not be able to remember parts of the story so well. Each character is described through the narrator’s voice and therefore the perceptions and thoughts of each character are effected by Nick and his views. The personal delivery of the story compels us to read on. This is down to Nick’s creative style of telling the story. Fitzgerald has created the character Nick to essentially tell the story and to have the opportunity to add personal judgements. Although the character repeatedly admits that he doesn’t make these judgements; this is a contradictory statement, and throughout the first chapter Nick continually breaks this. The first few pages can be described as a brief summary of Nick Carraway and his life where as a reader we begin to create and establish our perceptions of his character. Through the early summary, â€Å"In my younger and more†¦ † , Nick is summarising his life; it is as if he is shortening and quickly describing snap shots of his life. Fitzgerald has created the character of Nick as a participant of the story, although he is more of a spectator. The brief beginning summary is then followed by â€Å"And so it happened that on a warm windy evening.. † which can mark the beginning of the narrative and again shows the clever way that Fitzgerald has used Carraway’s character as a participant and a writer of the Gatsby story. This narrative technique focus’s the reader’s attention and creates a link between the reader and the character of Nick as it feels like he is personally relaying the story. Whereas through the later stages of the Chapter â€Å"the other girl, Daisy, made an attempt† is much more descriptive and film like. Overall Fitzgerald uses different techniques to tell the story on Chapter 1. One of these being, having Nick not just be a narrator but also a character. This adds to the overall delivery of not just Chapter 1 but the whole novel.