The Major Components of Bioethics in Healthcare

Provision of quality healthcare is paramount for a healthy and productive population. The field of medicine has well outlined principles and standards that are expected of all the professionals and specialists in the healthcare sector. In the United States, a significant percentage of the healthcare industry is under private operators (Boyle, 2001). The nature of services as well as how they are offered become of much interest for everyone in order to avoid any instances of unethical practices in the name of healthcare.Advertising We will write a custom essay sample on The Major Components of Bioethics in Healthcare specifically for you for only $16.05 $11/page Learn More All medical professionals should uphold their commitment to adhere to the ethical obligations and values as provided in the course of their training. The essay discusses some of the major components of bioethics in healthcare. It gives examples in clinical practices that may be viewed a s unethical with reference to the current nursing standards. Ethics entails the enhancement of right actions and good things by members of any given profession. It basically refers to the standards and actions that are expected of a group as provided in the profession’s code of ethical conduct. These actions are usually stipulated in the code of ethics for any given field although some may be at a personal level or unwritten (Morrison Monagle, 2009). Ethical concerns in healthcare have been in existence for a considerably long period of time. Ethics in healthcare may be regarded as social ethics due to the fact that it is generally based on an enduring ideal of committed service. The first component of ethics in healthcare, just like in any other science, is beneficence. It refers to the physician’s discretion in handling the patient. This component obliges medical experts to make informed judgments as far as treatment of a patient is concerned (Drane, 2004). The prof essionals are expected â€Å"to help and not to harm† by making value judgments. Physician beneficence has been in existence for a long time now but of late it has been challenged by the coming into effect of new ethical concerns in the medical field, especially in America. Under this component, a physician should make value judgments about the patient in the course of treatment and not just relying solely on scientifically determined judgments (Morrison Monagle, 2009). For instance, in the current nursing standards, a physician should not recommend treatment that will be harmful, risky or useless for the patient regardless of whether the patient â€Å"asked for it† or the physician decided so.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The second component is patient autonomy which refers to the right of a patient to give an informed consent in the course of treatment (Dra ne, 2004). In essence, it entails the right to refuse a given form of treatment and, on the other hand, the right to demand a treatment from among the options justifiable in the medical profession. This component has over the past three decades become a threat to physician beneficence. However, the physician’s professional training in ethics limits the right of a patient to demand or refuse a given form of medically justifiable treatment option especially where patient competence is an issue (Beauchamp, 1999). For instance, it would be unethical for a physician to impose a treatment that, in respect to the patient’s values, is highly risky, shameful, burdensome, painful or extremely costly. However, it would also be unethical if a physician obliges to a patient’s refusal of ordinary treatment particularly if their refusal may result in serious health problems or even death. The third component of ethics is justice. It refers to the equitable distribution of reso urces in the healthcare industry (Drane, 2004). There are two distinct parts of this principle; the first is individual justice where each patient is entitled to their own justice in the course of treatment while the second is distributive justice where physicians are obliged to address the needs of a larger group of people for the common good (Beauchamp, 1999). These two sub-components have always been in conflict due to clashing interests in the distribution of resources. It would be unethical, for example, to take generalized options that would jeopardize individual interests and vise versa. The last component in bioethics is non-maleficence which is closely related with beneficence. Under this principle, physicians are obliged to make effort not to harm the patient in the course of treatment (Drane, 2004). It is guided by the traditional call upon medical practitioners to â€Å"first do no harm†. This component, however, may be viewed as being in conflict with that of ben eficence. For instance, it would be unethical for a physician to choose to do nothing in order to avoid harming the patient. This is because good/beneficial actions that may be risky within acceptable limits for the patient will have been left out hence escalating the problem.Advertising We will write a custom essay sample on The Major Components of Bioethics in Healthcare specifically for you for only $16.05 $11/page Learn More References Beauchamp, G. R. (1999). â€Å"The correct application of ethical components to resolve issues in values.† Journal of Medical Science, 1 (2): 40-42 Boyle, P. (2001). Ethics in healthcare: principles, cases, and pragmatic solutions. John Wiley and Sons Drane, J. F. (2004). Understanding clinical bioethics: theory and practice in medical  decision-making (3rd ed). Rowman Littlefield Morrison, E. E. Monagle, J. F. (2009). A handbook of healthcare ethics: issues for the  21st century (2nd ed). Jones Bartlett Learning This essay on The Major Components of Bioethics in Healthcare was written and submitted by user Darwin Hahn to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Music Listening Outline Research Paper Example

Music Listening Outline Research Paper Example Music Listening Outline Paper Music Listening Outline Paper His timing to erupt into the classical sic scene was perfect because the music Of the Renaissance and Baroque periods were transitioning toward more full-bodied compositions with complex instrumentation which played into Mozart genius musical talents. Mozart is considered to be prodigy and one of the most talented musical composers of all time producing over 600 pieces of work. Mozart died in Vienna, on December 5, 1 791. Why chose Mozart piece from the Classical Period: chose to listen to and highlight Mozart Symphony No in G Minor, K 550 1. Molt Allegro. The reason I chose this piece is because Im not all too milliamp with classical music (Although I do like to listen to Panders Classical Music for studying station. ) and this is a piece Ive heard before and can relate too due to its popularity from background music for television commercials and a being constantly played on my new favorite Pandora station. The piece was completed July 25th in 1 788 and has been described as one of Mozart most passionate and dramatic pieces with an emotional intensity. History and description: This piece is divided into four sections or movements. The first is fast molt allegro), the second is slow (andante), the third, minuet (allegretto), and the fourth, fast and tense (allegro assai). The instruments used are flutes, oboes, clarinets, bassoons, French horns and other strings. The duration of the piece is 8:12. In his last three symphonies, the second of which is the great Symphony no. 40 in G minor, Mozart infused this form with a passion and expressiveness unheard of in symphonic writing until the advent of Beethoven (Sherman, 2012) The first theme has a rhythmic pattern that has a little hint of urgency. You can hear the melody in the music thats easy to follow because of its balance and symmetry in relationship to the music. He Staccato was built into the melody as seen in: 22 Of the music. It has flow. The lyrical theme has an agitated feeling. The tone, texture and color are enhanced by the added instruments. Strings and woodwinds are the guilty pleasures of tone and color. Mozart brings a new rendition to the theme music during the lyrical to bring forth emotion slight variations of feeling. As the piece develops, he uses a polyphonic texture that increases tit high and low strings that bring drama throughout the music. He successfully combines it with staccato countermeasures which add to the excitement. My feelings and thoughts: The piece was like waves of energy or urgency that kept me interested but not excited about anything. I wasnt sure of the purpose throughout the piece. It reminded me of temptation or getting into mischief when was a kid.

Summarize chapter 22 Essay Example | Topics and Well Written Essays - 500 words

Summarize chapter 22 - Essay Example The next approach for aviation safety is the Boeing Safety Management System (BSMS) which is simply a system of analysis of commercial jet airplane accidents. This forms a kind of retroactive approach to human error incidents involving aircrafts, and ultimately provides recommendations for improvements that can be made. The sub tools created by the Boeing analysis are Maintenance Error Decision Aid (MEDA) which analyzes why maintenance errors occur and how it can be avoided. Procedural Event Analysis Tool (PEAT) works to supplement MEDA insofar as it incorporates a system of effectively structuring the investigation process to determine the best corrective actions. Cabin Procedural Investigation Tool (CPIT) further supplements MEDA because it holds a focus on the system and not the individual. Finally there is REDA which stands for the Ramp Error Decision Aid which is a focus of study of flight line and ramp operations and procedures and how they can be improved in regard to their sa fety. The next major system is the Numerical Safety Ratings Systems which assign a numeric fixture to any particular safety item to analyze the overall safety of a process. The Safety Case Concept describes a sophisticated integrated risk management system which incorporates an operator making a case to the regulatory authority to prove risks are properly being controlled. System safety refers to the forward looking identification of possible hazards in order to control/manage the effective risks and in a way the represents the opposite of the Boeing Management System. The article that I have selected that is related to Chapter 25 was published in the New York Times by Smith in 2009. The article titled ‘Don’t Ground the Safety System. First highlights that on March 6th, Southwest Airlines was hit with a $10.2 million fine for not performing safety checks for fatigue cracks in their

Dixie Industries Womens Group Case Study Example | Topics and Well Written Essays - 750 words

Dixie Industries Womens Group - Case Study Example Dixie Industries, Inc has recently faced accusations from an ad hoc committee of female employees â€Å"of a continuing pervasive bias in promotions in favor of men†. The spokes person for this woman’s group Mrs. Linda S. Feldman, has written to the President of Dixie Industries to explain to him their concerns of their future promotional opportunities within Dixie Industries due to the company’s promotional practices. She has demanded a response from the President and the Executive Committee. The main problems faced by Dixie Industries and in need of addressing immediately, in this situation are; job action, the group could instigate a slow down, walk out or some other job action which will affect negatively the company’s ability to respond to customer orders and remain competitive; unionization; productivity, any job action would slow down productivity of the company which has already been below industry standards for the past year; publicity, exposure of these allegations would hurt the image of the company within the local community which would drive the stock prices down.... motivation. This in turn would affect the productivity and turn over of thecompany. The group may also seek community support by publicizing theissue through the media. Alternative 2 Dixie Industries could invite Mrs. Feldman and the women's group to meetwith the President and Executive Committee of the Company. At this meeting the President's views of providing definite equal opportunities for males andfemales given the possession of the necessary qualifications for any givendesignation could be explained and stressed to the group. Having identifiedand specified the groups main concerns, the DI leadership could appoint acommittee to look closely into these concerns together with the procedure andresults of the study done on this subject by the women's group. The DICommittee could conduct their own study and compile results from thatwhich could be compared with the study and results of the women's group.At the end of this process, both the Committee and the group could evaluatethe best possible actions to be taken for the betterment of the Company andthe employees. Recommendation I would definitely recommend the second alternative. By approaching theproblem in this way, Dixie Industries would; Avoid antagonizing the

Is Unbridled Freedom A Myth Or Reality Education Essay

Is Unbridled Freedom A Myth Or Reality Education Essay Freedom has been an object of study and discussion since antiquity. The definition, extent and implications of the idea of human freedom have been discussed in disciplines ranging from the arts, humanities and even the sciences. Freedom has been variously defined by many people. These definitions can be broadly classified into 2 categories for simplicity.  [1]   External Freedoms These include Legal and human rights that are conferred on human beings from the outside. These are circumstantial in nature. Their absence, misuse or withdrawal can be clearly seen and is usually protested against. These include freedom of speech and expression, freedom of religion, Freedom from want, Freedom from fear, freedom of association, freedom of thought, etc. Internal Freedoms These are more Metaphysical in nature. Internal freedoms concern our inner mechanisms, thought- processes and the freedom to self-determination. These are less obviously visible, more complex and have far reaching consequences for our powers of decision making, judging accountability and responsibility. It is these internal freedoms that are the subject of interest for students of psychology and for those interested in understanding human behavior. The most contentious issue has been whether human beings can be free at all. Is Unbridled Human freedom a myth? Are we always constrained by internal and external forces that shape our ideas and beliefs or does each individual have some autonomy to make his/her own decisions? Generally speaking, the disparate views on this issue fall into three main categories  [2]   The Deterministic View The Libertarian View The Compatibilist Approach The first two approaches agree that both freedom and natural causality cannot exist simultaneously. However, they derive two opposite conclusions from this incompatibility. The deterministic approach asserts that there is no possibility of freedom. Thought, action, events are already decided and human choices are severely constrained by events beyond our control. The idea of freedom is hence an illusion. The libertarian approach says the exact opposite. Inspired by modern, rationalist school of thought, it concludes that human beings have unlimited choices and are absolutely free to pick and choose, to think and to act, keeping in mind physical limitations. . These choices may be influenced by certain factors, but these decisions have the power to change the direction of natural events. The third approach is therefore called the compatibilist position. Some actions are free, while others are reflexive. Freedom and free will is understood as a part of the workings of the human brain. A person is responsible for an action when this action results from a conscious intention. To be responsible for an action is not to be ultimately responsible for it, in the sense of also being responsible for all the events in the causal chains that led to the existence of the conscious intention that determined the action. In this project, we will be taking the third position. We will attempt to show, by taking some examples relevant to our lives, that unbridled freedom is indeed a myth. Further, we propose that unbridled freedom is not an ideal to be cherished either. There are certain limits to the freedom that one person can enjoy, without trespassing on the freedoms of others or spreading chaos and disturbance in society. It is desirable to have some restrictions that enable us to live in society and differentiate us from animals. The first restriction that human beings face in the exercise of unlimited freedom is the constraints put upon us by society. Human beings are social animals that have agreed to give up certain rights and freedoms in order to gain the benefits of living in society. This has been explained by various social theorists under the idea of the Social Contract.  [1]   Living within society, human beings are influenced by three types of factors.  [2]   The genetic factors The way they are activated Interaction between inner potential and outer surroundings The first factor talks of our inheritance from society and parents. Both in terms of genetic material passed down to the next generation, as well as the collective social conscience, which is a determinate system of ideas and beliefs which creates social likeness among all members of society  [1]  . The second factor consists of inner characteristics inherited from our parents as they are expressed in us. Some are recessive, some are dominant, but both types play a role in determining who we are. The third factor brings in the importance of the interaction with society from birth, that moulds and shapes our personality in millions of imperceptible ways. The third factor is considered to be the most relevant and potent since its influence begins the moment we are born and serves to shape and mould the ideas generated through the first and second factors. Society is always present, both inside and outside us. It guides our behaviours, determines the range of our choices and influences our decision making process. Most of the time, we are unaware of this situation. Many times, we do not mind this intrusion. because most of the time we ourselves desire just that which society expects of us. We want to obey the rules. We want the parts that society has assigned to us  [2]   This is evident in the way that advertisements  [3]  , for example shape our choices. Individuals are often attracted to products that they may not otherwise buy, need or use, purely on the basis of the way it is presented on the television, in the print media etc. The advertising and marketing industries try to appeal to this tendency- to seek the opinion of others, to do what everyone else is doing, to conform to social norms and standards- to their own advantage. Another example of purely external factors influencing personal decisions is seen in the concept of opinion and exit polls. The Indian government has banned the airing of exit polls on television, until all phases of voting is over, due to the fear that expected results in one region may hamper the influence the voting patterns in other regions. Similarly, opinion polls can often become opinion-generating mechanisms. Another factor that has been very effective in influencing thoughts, actions and behaviour has been religion. All over the world, various religions have encouraged people to think within preset frameworks. There are however, two sides to this coin. The unifying potential of religion has been well researched by thinkers such as Emile Durkheim who has claimed that- A religion is a unified system of beliefs and practices relative to sacred things, i.e., things set apart and forbiddenbeliefs and practices which unite in one single  moral community  all those who adhere to them.  [1]   This positive view of religion is countered by Karl Marx who refers to religion as opium for the masses i.e. something that distracts them from alienation and hardship in this life, by promising leisure and comfort in the next, thereby serving the interests of the bourgeoisie. As an intrinsic part of the society we live in, religion- whether we accept it or not- is an important factor that influences the early development of our personalities. Its morals, values and teachings are instilled in us, and even if later in life we choose to turn away, these collective values remain with us. Another crucial institution that shapes us is the education system. The issue of freedom within the classroom and its importance in the learning process has been the subject matter of many debates. It is evident that unbridled freedom in a classroom, especially when the students are young or immature will only lead to chaos and confusion. The focus will be diffused since the authority of the teacher- who enforces discipline and concentration in the class will be lost. Also, the students, who are unaware of future benefits of studying certain difficult or complex subjects, will tend to avoid them altogether. As we have all experienced ourselves, unbridled freedom in the form of no attendance constraints usually leads to high levels of absenteeism. However, it is also important to consider what would be the case in a class with absolutely no freedom at all. Where the teacher is the absolute dictator and students have no rights, and only one duty- to listen to the authoritarian teacher. Such a scenario cannot be beneficial to the overall growth of the students. Their creativity will be stifled. Not allowed to ask questions or think independently, their curious and questioning natures will be subsumed under the weight of conformity, mediocrity and obedience. Education then divorces itself from understanding and development of the personality. It reduces to merely rote learning and superficial information gathering. This will have consequences for their future where they will be unable to take any independent decisions, never having faced that prospect earlier. As earlier, the most beneficial approach lies in the middle of these two extremes. Children must be given freedom within the classroom and within the education system. But how much authority should the teacher retain and how much he/she should leave the children to make their own decisions is a difficult question to answer. A number of theories have been put forward by various authors in this regard. Pioneers in child developmental theory- Jean Piaget (1896-1980), and Russian psychologist Lev Vygotsky (1896-1934), have powerfully influenced beliefs about interacting with children, how to set up learning environments, and expectations for childrens development.  [1]   There are some similarities and differences between Piagets and Vygotskys theories and these differences influence how teachers struggle and negotiate the location of their control and the childrens freedom in child-centred classrooms. The key difference between Piagets cognitive- constructivist theory and Vygotskys social constructivist theory lies in the role each theory assigns to the individual child and the social context of play in a Childs development. Although both approaches support the idea that individuals construct knowledge, Piaget and Vygotsky viewed nature (individual) and nurture (social context) as taking different roles in this process  [2]  . From the Piagetian perspective, individuals construct a personal reality based on previous knowledge and new experiences. Knowing is therefore, an interaction between the environment and the individual. For Vygotsky, learning is an interactive and constructive activity, and both society and individuals play essential roles in learning.  [3]   Both approaches emphasize the importance of social adaptation and social interaction in childrens learning, the difference comes in determining the direction of influence, that is, whether knowledge is constructed as a result of social interaction and then internalized (the Vygotskian view), or whether knowledge is constructed by the individual as a result of experience and then refined through testing in social situations (the Piagetian view) Moreover, both approaches locate learning within a social context, but each attributes different functions to that context. For Piaget, the importance of the social context is that it provides children with a means of testing the knowledge they had constructed. For Vygotsky, the social context is both the source and the cultural repository of the learning. The classrooms guided by Piagets theory give children the greatest degree of freedom. Teachers set up a rich environment for children to explore by themselves. Teachers are observers. On the other hand the classroom applying Vygotskys theory seeks to find a balance between teacher-directed and child-initiated activities. Teachers assist children and give them challenges in order that children may attain the top level within their zone of proximal development. Two other writers who have provided valuable insights about the tension between childrens autonomy and the teachers authority in classroom teaching are John Dewey (1859- 1952) and Maria Montessori (1870-1952). Both, Deweys Experience and Education (1998) and Montessoris Absorbent Mind (1995) discuss many points about the relationship between childrens freedom and teachers roles in education. Although their ideas about education are widely considered to be child-centred, they hold divergent views about childrens freedom and the role of the teacher. In Deweys Progressive Theory, democracy is the aim of schooling. The curriculum is child-centred and is rooted in the ideas of continuity and interaction in a social context. Learning is experiencing. Teachers and children decide together what experience is meaningful to each individual students current learning needs and later development. Moreover, the experience is always a transaction taking place between the individual and the environment.  [1]   Therefore, as children develop within a school that functions like a democratic society, they learn and develop the ability to function well in the larger democratic society. Dewey (1998) believed that childrens freedom should be constructed, that it is not simply a product of their free will. He made a distinction between freedom based entirely on free will (doing whatever one wants to do) and freedom of intelligence, which is constructed from purposes that are intrinsically worthwhile, through observation and exercise of judgment in real-life situations.  [2]   Further, he believed that, Guidance given by the teacher to the exercise of the pupils intelligence is an aid to freedom, not a restriction upon it  [3]   Therefore, teachers should act as the representative and agent of the interests of the group as a whole, and should be responsible for each Childs on-going growth with the community. Moreover, Dewey indicated that the ideal aim of education is the creation of self-control. The mere removal of restriction or external control is no guarantee that children have self-control.  [1]   Maria Montessori believed that children and their proper education is the key to building a new world. Education must develop the potential abilities of children, who (she believed) are endowed with unknown powers. The role of education is therefore, to offer an orderly environment and materials which children can explore, by themselves, in order to promote their development. Montessoris educational philosophy is centred on the interaction between objects and the individual. The teacher acts as an observer to find a childs inner spirit and offers an orderly environment in which children can develop and grow. Montessori believed that the child has the power to teach herself. Children can adapt and have the ability to develop freely, which can become directly visible if their minds are not oppressed by adults who may limit the childs inner work and weigh down his spirit  [2]   She indicated that child herself must become the centre of education and should be guided by her inward mind. Therefore, the teachers task is not to talk, but to prepare and arrange a series of motives that inspire children to develop without any need of direct instruction However, Montessori did not ask teachers to completely abdicate authority. She believed that authority does not come from the adults dignity, but from the help that parents or teachers are able to give to their children. Therefore, authority consists of teachers aim to help children construct their work, without posing a threat to the childrens minds or reconstructing the childrens work.  [3]   Although Montessori suggested that teachers should refrain from either interfering with children as they are absorbed in their work or preventing childrens free expansion, she still believed that teachers should interrupt children if the children persistently annoy the others, because it means the childrens spirits or disciplines of development would unfold negatively. Therefore, the teachers should interrupt to break this negative development and guide children toward the right track These theories lead to 2 types of classrooms, with varying degrees of teacher control and childrens freedom. It would be generally expected that these ruminations on students freedom would lead to a low teacher control and high student freedom scenario. However, this is not the case. Low Teachers control, High Students Freedom Some people may assume that the progressive way of teaching should be located in this quadrant because they believe high teacher control (the application of teacher authority) may oppress children and cause unjust power relationships between teachers and children. However, it has been seen that is impossible to help children attain educational goals without the teachers guidance. Those who advocate this view must critically examine the following questions: Does teacher control have to be contradictory to childrens freedom? Does teacher control automatically oppress childrens freedom? Does teacher control prohibit childrens learning initiatives?  [1]   High Teachers control, High Students Freedom Reflected by both Piagets and Vygotskys theories. A teacher may respect and value childrens unfolding development, but he/she must also set up the expectations and goals for learning and give some guidance to children. In this kind of interaction, teacher control and Childrens freedom are not thought of as opposite to one to another; they coexist and both are highly valued in the whole process of teaching  [2]   This process of education, that gives great degree of freedom to the student, yet locates a certain degree of guidance and control with the teacher has implications for the professional domain as well. When these students grow up and enter organizations, the degree of freedom they are used to exercising and the decision-making skills that have been instilled in them through the process acquire great significance. The degree of freedom that an organization gives to its employees is also an important factor. The interaction between freedom given to employees within an organization and the degree of freedom the employees are accustomed to function under is very complex and gives rise to different types of behaviours. For example, those who are brought up through a process that involves high degree of control by parents, teachers etc. may, on finding a low control environment within the organization, be unable to function and take independent decisions, or they may end up mis-using those freedoms. Freedom within an organization has many meanings, and always involves the complex dynamics between individual freedom and the importance of meeting organizational/ professional targets. Some of these include: Freedom to have flexible work hours to accommodate family and lifestyle, while still meeting organizational goals. Freedom to come to leadership with new ideas and opposing viewpoints, while learning to trust people and letting go of absolute control. Freedom to do things differently by leveraging personal strengths to achieve goals, while still maintaining a professional, formal attitude. Freedom to leverage social media to communicate professionally and to help build brand awareness for your organization, while not devoting too much time to personal issues. Freedom to celebrate great accomplishments and milestones, while at the same time, having the freedom to say (without judgment,), I dont know or I cant handle any more or I made a mistake. Freedom to be compensated fairly, equitably, and even sometimes generously There is no debate that these, and many more such freedoms within the workplace will unleash creativity, encourage an environment of innovation, lead to relaxed and more productive employees, increase employee retention, make jobs more interesting and inspire employees to perform better. But, like in the case of implementing freedom within the education system, here too, there needs to be a delicate balance between employee freedom and organizational support and guidance. To make this possible, one of the major factors is the top leadership and their management style. Many people contend that this is exactly what makes companies like Google India, MakeMyTrip,Intel Technology,  Marriott Hotels, NetApp India the top 5 places to work in (in India). Freedom can be planned. It is the result of a designing triad consisting of the planning agents assumptions, the planning systems conditions and the opportunities and/or barriers which enhance or hinder the exercise of freedom.  [1]   Depending upon the amount of freedom and flexibility that organizations give to employees, and the qualities and skills they expect in their employees, they can be classified under 3 broad categories  [2]  : The industrial organization The Industrial Economy required the mass scaling of production and distribution. It met the requirements for the design of systems for scale, and was successful in plugging workers in to execute their specialized tasks. This type of organization is based on physical capital. Intellect, obedience and diligence are important employee characteristics. Employees have little or no decision-making freedom. The information Organization The information organization Information is used to uncover patterns, reduce the costs of production and consumption and find new solutions to vexing issues. Workers employ their intellect to solve problems relating to data. This type of organization is based on similar employee characteristics as the industrial, but gives a greater degree of freedom to its employees. The creative/learning organization  [2]   The creative organization is based on ideas and values qualities like initiative, creativity and passion. These qualities are intrinsic to employees, and when given freedom, bloom to provide a competitive advantage to the company. These assets are not physical in nature like commodities; hence the organization needs to work on retaining its highly skilled employees. Gary Hamel has given some great examples of companies that are innovating in terms of management to encourage these traits in their employees. W.L. Gore is one such example. It has made the list of Best Places to work for the past 25 years. The Great Place to Work organization noted these four aspects of W.L. Gores culture: People experience tremendous freedom at Gore: the freedom to talk with whomever they need or want to, the freedom to make comments and provide input, the freedom to bring who they are to work, and the freedom to make commitments.  [3]   To conclude, this paper tries to argue that there is no such thing as unbridled freedom. Human beings are essentially social animals and they are born within society. Society shapes and moulds human behaviour, which may also be influenced by certain intrinsic genetic predispositions of individuals. However, Institutions like Religion, Education, the state, family, friends, etc. have a huge role to play in the way we develop into adults. These may be conducive to the development of a balanced personality. However, they may sometimes be oppressive and may deter us from reaching our full potential in terms of faculties like creativity, innovation, lateral thinking etc. Further, unbridled freedom, even if it existed, is undesirable since it disconnects us from the social nature of our lives. Unbridled freedom can be destructive, chaotic and may in fact hamper the optimum developmental process, as was explained in the discussion on freedom within education earlier. The situation with high teacher control and high student freedom was found to be the best approach to bringing freedom within the classroom. Finally, the degree of freedom we are used to exercising and functioning under has a significant impact in the professional scenario- both for the employee as well as the organization. Employees must learn to handle freedom with responsibility and accountability while organizations must work on loosening bureaucratic hierarchical controls and give more freedom to make decisions to their employees.

Asperger?s Syndrome and Instructional Intervention Essay -- essays res

Asperger’s Syndrome and Instructional Intervention   Ã‚  Ã‚  Ã‚  Ã‚  Asperger’s Syndrome (AS) is a pervasive developmental disability first identified in 1944 by Dr. Hans Asperger, an Austrian pediatrician. However, since his paper was written in German and published during World War II, his findings were not well known in the United States and in other non-German speaking countries. In 1981, Dr. Lorna Wing, a British researcher, brought AS to the attention of the English-speaking world. In addition to summarizing Asperger’s findings, she also pointed out the similarities between AS and autism, raising the question: Are they the same disorder or two separate ones (Ozonoff, Dawson, & McPartland, 2002)? It was not until 1994 that the American Psychiatric Association included AS as a diagnostic category in the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV; Myles, 2002). Although some debate exists among researchers, AS is considered part of the autism spectrum (Attwood, 1998). Autism is generally defined as having an impairment of both normal social interactions and communication (Out of the Deep Freeze, 2003). However, individuals with AS are often highly verbal (Gottlieb, 2003). Even though labeled high-functioning autism, AS may cause the greatest disability in adolescence and young adults when it comes to developing social relationships. People with AS desire social interactions, however they lack the appropriate social skills (Barnhill, 2002) and, in turn, have trouble interacting with people (Travis, 2003). They do not have the ability to read social cues and will often display socially and emotionally inappropriate behaviors: lack of empathy, one-sided interactions, pedantic and repetitive speech, and intense absorption in certain subjects (Attwood, 1998). Non-verbal communications skills are also impaired. These may include: limited use of g estures, clumsy body language, limited facial gestures, inappropriate expression, and peculiar, stiff gaze (Attwood, 1998). Additional characteristics of AS include literal thinking, poor problem-solving skills, poor organizational skills, and difficulty in discriminating between relevant and irrelevant stimuli (Myles & Simpson, 2002). Identifying an individual with AS usually does not occur until after the preschool years. The symptoms are not generally recognized ... ....nasponline.org/publications/cq313asperger_ss.html Gottlieb, S. (2003). US study shows 10-fold increase in autism over the past 20 years. British   Ã‚  Ã‚  Ã‚  Ã‚  Medical Journal, 326, 71. Myles, B. S. (2002). Introduction to the special issue on asperger syndrome. Focus on Autism &   Ã‚  Ã‚  Ã‚  Ã‚  Other Developmental Disabilities, 17(3), 130-131. Myles, B. S., & Simpson, R. L. (2002). Asperger syndrome: An overview of characteristics. Focus on Autism & Other Developmental Disabilities, 17(3), 132-137. Out of the deep freeze. (2003). The Economist, 336, 71. Ozonoff, S., Dawson, G., & McPartland, J. (2002). A Parent’s Guide to Asperger Syndrome &   Ã‚  Ã‚  Ã‚  Ã‚  High Functioning Autism. New York: Guilford Press. Safran, S. P., Safran, J. S., & Ellis, K. (2003). Intervention ABCs for children with asperger   Ã‚  Ã‚  Ã‚  Ã‚  syndrome. Topics in Language Disorders, 23(2), 154-165. Travis, J. (2003). Autism advance. Science News, 163(14), 212-213. Watkins, C. E. (2000). Asperger’s disorder. Retrieve June 12, 2003 from Northern County Psychiatric Association Web site: http://www.baltimorepsych.com/aspergers.htm

Robey V. Hinners

Bo-Yuan Chen Bus 201 Brief- Robey v. Hinners Facts:Brad Robey, d/b/a as Roeby’s Pawn World, sold a used 2002 Cadillac Escalade to Hinner, a resident of Kentucky, and stated that the vehicle was â€Å"clean, better and average† and that â€Å" 1 month/1,000 mile Service Agreement†. After bought the Vehicle and found that it was not as advertised, Hinners filed a civil complaint against Robey in the Kenton Circuit Court. Robey filed an answer and also motion to dismiss on the ground of lack of personal jurisdiction. The trial court denied the motion, rated Hinner’s motivation and entered a default judgment.Robey’ appeal herein followed. Issue: Whether the issue of personal jurisdiction may be raised by Robey in this appeal even though a default judgment was entered. Decision: Reverse the judgment of the Kenton Circuit Court and remand for the entry of an order dismissing Hinners's complaint. Reasoning: Hinners: Hinners argued that three of the nine pr ovisions of KRS 454. 210 authorized the extension of long-arm jurisdiction over Robey. Robey, situated in Missouri, advertised the vehicle for sale on eBay Hinners, in Kentucky, submitted the winning bidHinners traveled out-of-state to take possession of the vehicle Robey executed vehicle transfer documents to enable Hinners to obtain a Kentucky registration and title for the vehicle Robey, in his eBay listing and in oral statements to Hinners, misrepresented the condition of the vehicle The vehicle came to Kentucky covered by Robey's warranty, the one month/1000 mile â€Å"service agreement. † Robey: In Burger King Corp. v. Rudzewicz case, the U. S. supreme held that formation of a contraction with a nonresident was not, standing along, sufficient to create jurisdiction.Placing the vehicle for auction on eBay did not alone create personal jurisdiction over Robey in Kentucky. Accepting the Application for Kentucky Certificate of Title/Registration did not create personal juri sdiction. The fact that Hinners took the vehicle to Kentucky and determined there that it was not as advertised did not create personal jurisdiction There was no evidence that Robey used eBay through which to sell automobiles on any occasion other than this one. The language in the eBay listing referring to a â€Å"1 month/1,000 mile Service Agreement† also did not create jurisdiction.