Business Ethics Essay Example | Topics and Well Written Essays - 1500 words - 6

Business Ethics - Essay Example The most straightforward definition of an ethical dilemma is a clash between two goods. If we accept the notion that ethical teaching directs one’s actions towards doing that which benefits the good of the majority, rather than that of the minority, then we will begin to comprehend the concept of ethical dilemma as referring to instances wherein two alternate, and even conflicting, decisions may lead to equally good consequences. Diversity comprises an ethical dilemma because support for its realisation implies support for and the empowerment of marginalised groups. Objection to it, as in arguments disputing its ethical base, are equally ethical because of their predication on the concept of merit, or the hiring of employees based on theory qualifications, irrespective of ethnicity, race, religion, gender or age. As either of the two positions is, arguably, ethical, a final determination of which of the two is more ethical rests upon the analytical assessment of both perspecti ves from within the framework of ethics theory. A review of the literature on workplace diversity reveals that numerous scholars dispute the argument regarding a direct relationship between ethics and the attainment of employee diversity.

Differences in Competencies Between Associate Degree and Baccalaureate Degree Nurses Essay Example for Free

Differences in Competencies Between Associate Degree and Baccalaureate Degree Nurses Essay Differences in Competencies Between Associate Degree and Baccalaureate Degree Nurses Nursing education can be confusing because there are so many ways to become a nurse. However, throughout history, nurse leaders have advocated the importance of higher education for nurses. But as nursing shortages developed, the need for more and more nurses became apparent. To help solve the nursing shortage problem, Mildred Montag developed the associate degree of nursing program (ADN) in 1952. It was designed to be completed in two years and provide a balance of general nursing education along with clinical courses. The original program designed by Mildred Montag was for associate degree nurses to work under the supervision of professional baccalaureate prepared nurses. Due to confusion, the graduates of the associate degree nursing program were allowed to sit for the National Council Licensure Examination (NCLEX-RN). This NCLEX exam was the same exam given to baccalaureate degree nurses (Creasia Friberg, 2011). Now, associate degree nurses can be found in almost every setting from hospitals to long term care facilities. However, even though associate nurses have the skills to provide adequate patient care, the advanced education of the baccalaureate degree nurse provides leadership skills, advanced critical thinking skill and improved patient outcomes (Lane Kohlenberg, 2010). Therefore, in recent years the difference in competencies between the associate degree nurse and the baccalaureate degree nurse has been examined, resulting in a push for more nurses to obtain a bachelors degree (BSN). Associate degree nursing programs teach the technical aspect of nursing care. An associate prepared nurse can function well at the bedside. She can monitor the patient’s needs and record the outcomes of treatments. An associate prepared nurse can use critical thinking skills to determine her best course of action in most situations. But the constantly changing field of healthcare is demanding higher educated nurses. It is demanding nurses that are more professional and have an understanding of theory based practice. Nursing and medical organizations across the nation are recommending that all RNs advance their education. An advanced level of education can improve patient safety and quality of care (Fact Sheet: Creating, 2013). This has been evidenced by numerous studies on the correlation between higher educated nurses and patient outcomes. Researchers at the University of Pennsylvania conducted a study that found surgical patients had 14% lower odds of dying as an inpatient within 30 days when being cared for by higher educated nurses. Another study conducted at the University of Toronto found hospitals that increased their pool of baccalaureate prepared nurses by just 10% had a decrease in death of discharged patients (Fact Sheet: Creating, 2013). To fully understand the differences in competencies between an ADN and a BSN, it may be necessary to evaluate how each would perform in a specific patient care situation. For example, a 66 year male is hospitalized with an open wound on his leg. The wound is positive for MRSA and the patient is diabetic. The associate degree nurse dresses the wound properly, and teaches the patient how to take care of the wound. She helps manage the patient’s diabetes and teaches him how to manage it at home. The patient is discharged home with instructions and prescriptions. He is re-admitted a week later with high blood sugars and a worsening leg wound. The same patient is cared for by a nurse with a BSN. During his stay the nurse dresses his wound properly, and manages his blood sugar levels. During her time with him, the nurse questions the patient about his family and his home. Through casual conversation she discovers the patient lives alone, but his daughter lives close by. She also learns he is unable to clean his home properly, but he is adamant about staying there. With the patient’s permission, the nurse contacts the patient’s daughter to learn more about the challenges the patient faces in caring for himself. After talking with the daughter, the nurse discovers the patient has not had an eye exam in 5 years and his vision is poor. He does not follow a diabetic diet and prefers to eat out rather than cook at home. Armed with this new information, the nurse talks with the patient. She tactfully points out his vision problems and poor diet choices. The patient admits he needs new glasses, but cannot afford them. He admits to having trouble seeing the numbers on his insulin syringe. He also states following a diabetic diet is too difficult so he doesn’t bother. The nurse takes this information to the hospital’s case management team and together they get home health care that will help him with his dressings. They also manage to find help to clean his home and funding to get him new glasses. The nurse then makes an appointment for the patient for diabetic teaching provided by the hospital. Prior to discharge the nurse teaches the daughter how to change the wound dressing and how to give insulin injections. She encourages the daughter to go with  the patient to diabetic education classes. The BSN nurse did more than just discharge the patient. She used the metaparadigm of nursing model to treat the patient as a whole. The metaparadigm consists of person, environment, health, nursing and how they all interact with each other. (Gunther, 2011). She recognized the patient was an individual person with individual health needs. She discovered his physical and environmental challenges and learned how they were affecting his health. Utilizing the information she obtained she found the patient the appropriate help for his situation. The associate degree nurse is certainly capable of taking care of patients in almost any healthcare setting. However, healthcare is changing rapidly with increased acuity and short lengths of stay and nursing must change with it by producing more professional, well-educated nurses. References Creasia, J. L. , Friberg, E. E. (2011). Pathways of Nursing Education. In M. Iannuzzi, R. Richman (Eds. ), Conceptual foundations: The bridge to professional nursing practice (5th ed. (pp. 23-26). [PageBurst]. Retrieved from www. elsevier. com Fact sheet: Creating a more highly qualified nursing workforce. (2013). Retrieved from http://www. aacn. nche. edu/media-relations/fact-sheets/nursing-workforce Gunther, M. (2011). Theories and frameworks for professional nursing practice. In M. Iannuzzi, R. Richman (Eds. ), Conceptual foundations: The bridge to professional nursing practice (5th ed. (pp. 97-99). [PageBurst]. Retrieved from www. elsevier. com Lane, S. H. , Kohlenberg, E. (2010). The future of baccalaureate degrees for nurses. Nursing Forum, 45(4), 218-227. doi:10. 1111/j. 1744-6198. 2010. 00194.

Developing Speaking Skills in School

Developing Speaking Skills in School The ability to speak a language is synonymous with knowing that language because speaking is the most basic ways of human communication. Bailey and Savage (1994) said that speaking in second language has often been viewed as that most demanding of the four skills. Speaking skill is the second skill: (1) listening (2) speaking (3) reading (4) writing. Speaking conveys thought, understanding and feeling to listeners. Moreover, it can help listener understands objectives of speaker. Thus, speaking skill is important for communication in every day life. Second language learning, speaking skill is necessary because a person who can speak able to understand other. Also, it helps reading and writing skill to be easy. However, this skill is the complicate skill that speaker has to practice for long time. It does not occur to understanding or remembrance. So, Roger Scott (1981) purposes the steps of teaching and activities as below: Informing objectives teacher should tell learners what do we learn. Presentation teacher should present contents with context. Teacher does not present without context because some contexts are different in another context. Practising and conveying learners will practice suddenly after teacher present contents. Teacher should provide a variety of expressions and native speaker accent. Teacher also encourages learner to learn freely and similar real situations. Moreover, Mary Finocchiaro and Christopher Brumfit (1983) explained that there are many activities for speaking teaching that teachers can choose appropriately an activity for students in each level as below: Answering questions that teachers or friends ask. Telling friends to act with order. Letting students ask or answer friends questions related to classroom or outside experiences. Telling characters of objects from the pictures. Telling experiences by providing key words. Reporting stories from assigned topics. Setting classroom as scenes of some situations like restaurant, bank, and grocery. Debating, discussing, and expressing your ideas. Playing language games. Practising to telephone. Reading Thai newspapers and reporting in English Role playing. Speaking is divided into two main areas which are monologue and dialogue. Monologue is a person who speaks without interaction with other people (one person show) such as speech. Another one is dialogue that has at least 2 people talking together such as conversation. Moreover, people have to know some important means (managing interaction) to speak such as openings and closings, responding appropriately in fixed routine, taking turns, and topic management. There are several activities for developing speaking skills. Discussion Discussion is probably the most used activity in the oral skill class. Learners are assigned to discuss about provided topic. This activity usually does in a group because discussion is an activity for sharing information and knowledge to each other. Furthermore, learners are necessary to take the prior knowledge for discussion. For example, the topic is Living together before marriage. The learners should find some evidences to support your ideas. The evidence is maybe findings of research, statistic, or real experience. Besides, learners have to realize the managing interaction as above. The first step is teacher have to do a warm-up activity to introduce in the topic by discussing in the similar topic. This activity will add some ideas for students. The discussion does not have right or wrong, but it is sharing your own thoughts and feeling to each other. There are how to succeed with discussion: Give students topical information and language forms in order that they have something to say with other people. Let student purpose discussion topic or choose from some options. The topic of discussion is not necessary to be serious topic. Students would like to be motivated if the topic is interesting. Set objectives before discussion, and learners should achieve the goals. Use small group instead of whole class discussion because a small group is easy to participant in. Let students discuss for 8 -10 minutes. Teacher should stop them if they have nothing to say. Give feedback after finishing discussion. Students will know your ability by teachers feedback. For example: Pair work. Look at these rules for dating. Which statements do you agree with? Why? The man should always pay for the date. Some things should never change. A woman should never approach a man first. She should always be the one whos invited. It is inadvisable to talk about your problems at the beginning of a relationship. Do not say things like Can I see you again tomorrow? Play it cool. Do not make it appear that you are desperate. To avoid awkward situations, let your family know where you are going and when you will be back. It is better to go out with groups of friends in the beginning. Most blind dates tend to be disastrous, so it is best to avoid them. It is indiscreet to ask personal questions until you get to know each other. B. Group work. What are the most important dating rules in your culture? Agree on five important rules, and then tell the class. It is best for young people to go out in groups. Two people should never go out on their own unless they are planning to get married. Role play It is an activity for developing speaking skill, and students can show your ability about performance. Students usually are assigned some roles and fit into some situations that students maybe face outside classroom. Role play activity is advantage for practicing and developing sociolinguistic competence that they have to speak English with appropriateness according to situations and characters. Students always enjoy playing, but some are not because they are lack of self confidence. To succeed role play should do: Introduce activity by explaining the situation and make sure that students understand their own character. Set objectives before discussion, and learners should achieve the goals. Give a card that explains the person or role to students. The card maybe composes of words, expressions, or sentences. Have students brainstorm in their group for planning. Use small group instead of whole class discussion because a small group is easy to participant in. Let students work at their own ability level because students have different individual language skill. Teacher does not expect that everybody has to produce equally to discussion. Give feedback after finishing discussion. Students will know your ability by teachers feedback. For example: Choose the situation 1 or 2 to make up a dialogue and demonstrate the play in the classroom. Situation 1 Students A : You are going to join the live concert of your favorite singer or band, but you do not want to go alone. So, you need to invite your friend and tell his or her what do/does he/she/they look(s) like? Students B: You do not know his or her favorite singer or band for making decision. Situation 2 Students A: You are robbed the golden necklace. However, you are so lucky, you can remember his character. You need to describe him to a police. Students B: You are a police man. You need to ask his/her what is happening and what is the robber looks like? Information Gap The information gap activity involves each learner in a pair or group possessing information which the other learners do not have. The information of learners has to be shared with other in order to reach the objectives and outcomes. Doughty and Pica (1986) suggest that if students work in pairs with an activity that to be required exchanging information, students would engage in more negotiation of meaning that with activity. The information gap activities have their own advantages and limitations. They help language acquisition, but they do not involve students in conversational strategies in the same way like role play and discussion. For example: There are many different activities for developing speaking skills. The most important thing to realize is communicative competence including linguistics, sociolinguistics, discourse, and strategic competence. Moreover, speakers need to speak with fluency and accuracy. As you can see that speaking need more abilities to be mixed together. Recently, there are many foreigners wives at Udon Thaini province. Speaking is mostly used to communicate with other people. While a good speaker needs those things as above, some are not. For example, a foreigners wife at the department store says Honey, it the same at house. with pointing to a bag of detergent which is namely Breeze. This sentence is not correctly, but her husband can understand what she means. She speaks with some competence which is strategic competence that she speaks and point to something she means. Although she produces a sentence with any knowledge, she is able to communicate. Furthermore, there are not only utterances but also body language and eye contacts that you should act while you are speaking. The important activity for developing speaking skill in terms of body language and eye contacts is presentation, especially public speaking. For instance, when I was a fourth year student at Khon Kaen University, I usually practice presentation skill. Every subject need to oral presentation. I think that I was given many opportunities for practice until I can present confidently in front of classroom or anywhere. I also realize that dressing can help me to be a believable person. Although sometimes I am not sure for information that I have to present, I try to produce with confidence and good looking. After I finish presentation, my friend told me that You speak with reliability Then I answered that But I have no substances, ha ha. It makes me aware that speaking is the most important skill in every day life. Also, body language or gestures and eye contacts are choices to convey meaning to the audiences. If you are a good speaker, you should always practice anytime. For the second language learners, you cannot to be a perfect speaker because second language is not mother tongue, but you can speak with a few mistakes. Besides, you can speak English similar to native speakers by more practicing. For another example, I have a speech examination in terms of introduction of guest speaker which is the promptu speech. The teacher assigned since at the beginning of December. I have many times for preparation, but I still speak with some incorrect point. I also think that I cannot speak every word I prepared, but I can convey meaning to audience that it still has the same meaning. After that, it is the time for impromptu speech. Everyone has to pick a piece of paper that wrote a topic, and I was let a minute to prepare. Suddenly, I produce about the topic I selected. Luckily, I got a quite easy topic which is What custom in your country is different from customs in other countries? That top ic is in the Thai context while some are not related to Thai people. I realize that a speaker is needed to have omniscience for any topics. Person who has wider knowledge will get more advantages in speaking. In addition, experiences are considered to be necessity, especially direct experiences. As I mentioned as above, there are several activities for developing speaking skill in different ways. Teacher should select the appropriate activities for your students. Recently, communicative approach is taught widely in second language learning. This approach focuses on the ability to communicate in the real situation or authentic events, but the teacher should not ignore to teach grammar for them that is a heart of English learning. Moreover, I believe that vocabularies are necessary in speaking skill. Also, teacher should encourage developing vocabulary skill at the same time.

Essay --

Superbugs: Overcoming the Resistance Bio 1M03 PBL Project March 11, 2014 This report has been edited and approved by all contributing group members before submission. Bacterial resistance to antibiotics has presented many problems in our society, including an increased chance of fatality due to infections that could have otherwise been treated with success. Antibiotics are used to treat bacterial infections, but overexposure to these drugs give the bacteria more opportunities to mutate, forming resistant strains. Through natural selection, those few mutated bacteria are able to survive treatments of antibiotics and then pass on their genes to other bacterial cells through lateral gene transfer (Zhaxybayeva, 2011). Once resistance builds in one patient, it is possible for the strain to be transmitted to others through improper hygiene and failure to isolate patients in hospitals. Resistance arises from mutations that are not under the control of humans, but the evolution of bacteria has been sped along by the overexposure of antibiotics to both people and animals. The number of antibiotic-resistant strains of bacteria in an area is closely related to the frequency that antibiotics that are prescribed (Todar, 2012). Patients often unnecessarily demand antibiotics to treat common colds or simple illnesses that are not caused by bacteria. Instead, these infections are caused by viruses which, unlike bacteria, are unaffected by antibiotics. Incorrect diagnosis can also lead patients to using unnecessary antibiotics, which can sometimes be even more dangerous than otherwise left untreated. Besides the fact that antibiotics kill off beneficial bacteria in the intestines, misuse of antibiotics provides an opportunity ... ... antibiotic resistance has quickly become an increasing concern in recent times due to the growing use of antibiotics. To combat this problem, we propose that healthy intestinal floras be maintained after antibiotic resistance using fecal bacteriotherapy, and that processes of lateral gene transfer be disrupted before antibiotic resistance through the use of copper surfaces and after antibiotic resistance through synthesized CSPs. Continuing research in these solutions as well as implementing these strategies into mainstream medicine will certainly reduce the frequency of antibiotic resistance along with incidences of serious disease outbreaks in hospitals. With a better understanding of the causes of antibiotic resistance and the role that patients and doctors play in these causes, it is time to move forward and attempt to eradicate this problem once and for all.

Tactical Leadership vs Organizational Leadership

Tactical Leadership vs Organizational Leadership Walter Trotter United States Army Sergeant Major Academy Class 63 SGM Stephens/MS Walker August 19, 2012 Tactical Leadership VS Organizational Leadership There are certain things that you need to know as a leader, I will explain some of the differences facts and opinions about tactical leadership verse organization leadership. Leadership is not just a word or act that is use only in the military, every organization in the world has some type of leadership structure from the small business to the biggest cooperation leadership plays an important roles.I will discuss some of the similarities between the tactical and organizational leadership as it relates to the Army. When we think of leadership in the Army we automatic think of the process of influencing soldiers to accomplish a mission by providing directions, purpose and motivation, but when dealing with tactical or organizational leadership a leader has to think about a different rol e and take into account the time frame and how they are going to influence their soldiers.Even thought there are several different types’ leadership the main goal is always going to be the same, and that is to get the mission done and try to improve upon the unit and its capabilities. We all know how the Army defines leadership but there are other things we have to take into account, like a bad decision can cause soldiers their lives. I do believe that tactical and organizational leadership are the same in some ways but depending on the role can be different. Tactical Leadership First, let’s talk about the tactical side.As we know there are three aspects in this process, the leadership role, the time frame and the leaders influence. One of the first things is that in order to be affective you have to be in front of your soldiers, you must have your subordinates trust, you must have a level of tactical and technical knowledge that is unmatched by anyone around you and h ave a wiliness to help and support your soldiers or they will not follow you. On the tactical side a leader has to lead, support develop and take responsible for his soldiers in order to accomplish his/her mission.As an effective leader one has to be especially close to their subordinates in order to provide them with the necessary purpose, direction and motivation to complete their assigned task. The tactical level is usually found at the company or platoon level, this leader is always looking to accomplish the short term goals in support of the long term mission. Tactical leaders must know how to solve problems quickly and without hesitation, they have more direct influence over soldiers because they are in the trenches with them.At this stage the leader has to council, correct and led their soldiers through the direct approach of leadership. Organization leadership This leadership style is where the leader actually has to plan and synchronize training in order that the small unit s are able to produce the tactical into the operational action. At the organization level a leader is not in a traditional leadership position when they are directly in charge of soldiers. Leaders in this style are the one whom establish section that develop plans and create orders.When a result is achieved at this level the entire team is responsibility for the outcome. Organizational leaders make decision that affect the long term goal and helps plan the short term mission for their subordinate units. The tactical and organization leadership styles have some very different level of leadership but the one thing that will never change between the two especially in the Army is the fact that you must have a good set of standard to follow, have good values and skill sets to save lives. Reference FM 6-22. (2006). U. S. Army Training and Doctrine Command

Comparison Essay Topics Meet the Endless Points to Compare!

Comparison Essay Topics Meet the Endless Points to Compare! Term papers, essays, research papers and book reports are parts of every student’s life throughout the world.  A comparison essay is one of them. The word comparison essay means exactly what it is called. A comparison essay is simply description while comparing things. The first step is to describe and explain the similarities between the two items which are chosen. All this discussion must be organized in such a way that when combined together forms the essay. Now the thesis must be formed for the comparison essay and the main points of the comparison are needed to be discovered. Writing a comparison essay is easy; there are some important points which must be taken in to consideration and some rules must be followed. Similarities or differences must be decided before writing the essay and a rough draft must be written on a scrap paper. It must be decided, which part is more significant, the similarities or the differences? The less significant part of the essay must be discussed first; this will generate more interest in the essay and will show the signs of a good comparison essay. After the discussion of the less significant part the students must shift to the more significant part. This part of the essay must be presented using the precise details. It is always much easier to discuss either only the similarities or only differences, but both similarities and differences can be mentioned in the same essay. The comparison essay is usually a five-paragraph essay. Comparison essay topics are easy to find as there are a lot of things which people compare from morning till night. It starts from buying a candy at a store and ends at deciding where to spend the holidays. Comparison essay ideas can be found at every corner in our life; even in our school, we can write about two teams comparing their strong and weak points. We can write an essay comparing our parents, government policies, our neighbors, TV channels, two manufacturers of the same product, two resorts etc. One of the reasons which make it easier to find comparison essay ideas is CustomWritings.com. There are more than 735 experts who are always on their toes to help you out with your problems. Just log on to live chat or call us and we will make your problems disappear.