Can Ethics be tought

The notion that ethics is a process of communication that gives way to new understandings and commitments to our social fife has been utilized herein to explore several questions. Should ethics teaching be via standalone modules or embedded in ethics discussion within curricula? Clearly both have merit yet we argue that authentic ethics discussions should pervade curriculum, be conceptualized and multifaceted. This attention to implementation and the notion of a possible ethics framework to structure student experiences was explored.Key Words : Ethics, Teaching, Curriculum, Instruction Introduction Ethics is often presented in classes by well meaning educators as a moral philosophy hat infuses critically assumed beliefs which are used to search for a good† human life. To most this is a classical understanding, however if we were to suggest ethics could be inherent in the duties humans owe to each other we would be touching upon a modern understanding. Educators and students con fronted with these understandings may frequently face a predicament.The educator may discover or currently know that they cannot teach ethics because of religious (spiritual) and cultural disagreements linked to what should be taught (curriculum). Many students draw upon background pre-understandings and are perplexed when confronted with ethical understandings of both peers and professors (Emerson & Convoy, 2004). To choose to not discuss ethics may be a safer path yet avoidance sends messages that this topic is a private matter and not suitable for discussion.It is not a private matter yet avoiding discussion of ethics at all levels of education may only fuel mystification and/or ignorance. Discussing ethics should not be a private matter it should be within educational programs and rightly so, according to the many business school deans who rank ethics among the top five learning goals for their programs (Martial & Cauldron, 2005). Herein, we could consider ethics as, the general study of goodness and the general study of right action †¦ [which] constitute the main business of ethics.Its principal substantive questions are what ends we ought, as fully rational human beings, to choose and pursue and what moral principles should govern our choices and pursuits. (Audio, 1995, p. 3) This study of right action could be viewed as a system of rules or principles rooted in the legal system however ethics can also be understood as a set of skills (acts) yet this understanding has limitations. Ultimately, we can view ethics as a process of life. Our argument is that we should discuss ethics in educational programs order to develop our understandings and enrich our lives.Our present day society is reeling from ethical wrongdoing (crime) and challenges (bad decisions) reported in the media yet these ethically challenged people behind these scandals share a common experience, school. O Centre for Promoting Ideas, USA www. Subsistent. Com Perhaps, each person attend ed school until the law no longer required them to attend or until the person attending deemed they were ready to leave school. Many complete only secondary school and work their way into executive positions; some go Arthur and deeper in post-secondary stepping directly into professional roles.The path we examine is of importance herein since the following words address and illuminate the teaching of ethics at the post-secondary level within the subject area of business over the past thirty years and we ask: Can ethics be taught? Secondly, if it is to be taught, than how should it be taught? 1. 0 Curriculum: Can ethics be taught? Current research and the researchers behind this research were searching to discover the root causes of well reported ethical problems, dilemmas and challenges in all areas of society (Frank, Bookie, & Garnished, 2010).The investigation of unethical activity may lead back to a common experience point for the people within the scandal and that often is schoo l. Herein we launch into a cursory inspection (due to page limitations) of the construction and delivery of curricula within business at the post-secondary level over the past thirty years. We illuminate the issues and discover if there is or was a linkage between what is, or is not taught, and the causes of unethical behavior which has inspired many researchers to take an even closer look at how texts are written and how professors teach within business courses.Stark (1993) indicated that the unethical behavior is not the result of an absence of business ethics curriculum since, â€Å"over 500 business-ethics courses are currently taught on American campuses; fully 90% of the nation†s business schools now provide some kind of training in the area† (p. 38). Perhaps the problem lies not in the sheer number of ethics courses offered, but possibly the ethics courses are not being taken seriously (Emerson & Convoy, 2004; Stephens & Stephens, 2008).Alternatively, it could be that professors, who hold questionable ethical philosophies, inadvertently rejecting this onto their students or it could be a dearth of real life† application in textbook case studies (Wittier, 2004). The reason for our current predicament is puzzling. There exists an argument as to whether or not ethics should be taught in a post-secondary environment (Ritter, 2006). Dodo (1997) explains that, â€Å"†¦ The primary reason for discussing ethical issues in the business classroom is for the students to develop a process which considers the ethical implications of business decisions† (p. 96). Weber (1990) reviewed four studies and found that three of the four indicated a costive shift in ethical reasoning as a result of ethics education. Boyd (1981) indicated an increase in moral reasoning and Stead & Miller (1988) saw an increase to students† awareness and sensitivity towards social issues following ethics coursework. Burton, Johnston and Wilson (1991) also sh owed an increase of ethical awareness when compared to a control group within their research.Even though published research has indicated that ethics education improves ethical attitude, there are others that have shown a negative relationship (Cohen & Bennie, 2006; Stephens & Stephens, 2008). Crag (1997) argued that ethics cannot be taught and a study conducted by Bishop (1992) further supported this assertion. Bishop (1992) concluded, that â€Å"another interesting criticism of ethics is that as long as we have laws that dictate what is permissible; we do not need courses in ethics† (p. 294). Pavement (1991) found that† †¦ There are serious flaws in the very foundation of the business ethics course – [and] ethical theory itself† (p. 92) because most of what is provided in business ethics texts does not involve ethical dilemmas and many instructors place too much emphasis on ethical situations dealing with policy Pavement, 1991). Crag (1997) and Ritte r (2006) unidentified other groups, such as, the Association to Advance Collegiate Schools of Business (CABS international) who have questioned this dilemma. Ritter (2006) suggested, â€Å"academics concerned about including ethical decommissioning strategies or other content in their classroom are hard pressed to find simple answers in either the theoretical or empirical research† (p. 153).Perhaps this situation arises due to the fact that within Goldberg†s Theoretical Model on Moral Development, â€Å"character development has already occurred by the time an individual reaches college age† (Ritter, 2006, p. 154). McCabe et al. (1994) supported this perspective while researching MBA students utilizing the Research Terminal Values Scale as a means to gauge the ethical predisposition of respondents; similar to what was done in the 1994 study conducted by Skull and Costa. This longitudinal study used the same sample of respondents over a two year period, yielding n o significant changes in their ethical attitude.Areola and Lurch (1983) also conducted a similar study where respondents were contacted years after administration of the original study, indicating a deterioration of ethical attitude. 45 1. 1 Morals and Ethics. Churchill (1992) believed that there was a misconception behind whether or not ethics can be trained because many who attempted to answer this question often confused the terms â€Å"ethics† and â€Å"morals† suggesting they shared a similar meaning. He defined morals as the behaviors of a human and ethics as a â€Å"†¦ Systematic rational reflection upon that behavior† (p. 297).Crag (1997) noted a similar distinction between moral standards and ethics when he stated: I do not want to teach moral standards; I want to teach a method of moral reasoning wrought complex ethical issues so that the students can apply the moral standards they have in his view, the primary function is to teach ethical systems of analysis, not moral standards of behavior. (p. 19) Being able to teach ethics within a program requires instructors to be able to grasp the process of moral reasoning to a point where this can be taught as a necessary route to arrive at ethically sound outcomes.Instructors therefore need to have an understanding of the moral relationship with ethics, something that may take a great deal of experience with the unique curricula o fully grasp. Gunderson, Capitol and Raja (2008) supported the development and implementation of ethics curriculum suggesting â€Å"individuals should become more ethical as they increase their educational accomplishments because of increasing exposure in both receiving and administering ethics curricula† (p. 315). Hence, the ethics course advances along with the instructor†s understanding of the ethics curricula and related instructional theory. . 2 Teaching ethics: Goal establishment. Regardless of the method of instruction utilized to deliv er business ethics; strategic Laos and objectives must be first identified within the curricula. Weber (1990) believed that ethics instruction must achieve some goal or set of goals before integrating it into the curricula. For instance, Belton and Sims (2005) highlighted several goals when teaching business ethics at the undergraduate level, stating, 1 . Assist student in the formation of their personal values and moral ideas, 2. Introduce them to the broad range of moral problems facing their society and world, 3.Provide them contact with important ethical theories and moral traditions and 4. Give them he opportunity to wrestle with problems of applied business ethics, whether personal or professional. (p. 388) Bishop (1992) also reported a set of ethical curriculum objectives created by The College of Business. Similar to the objectives outlined by the Belton and Sims (2005) study, The College of Business wanted to help guide and plan the implementation of ethics curriculum. Belt on and Sims (2005) suggested that it is also vitally important to know the backgrounds of each of the students.Some cohorts of students might have a mixture of backgrounds, while in another cohort students might be composed of tauter students coming directly from industry for retraining. In order to achieve goals or objectives, approaches to curriculum might be based on the backgrounds of the students in the classroom. Belton and Sims (2005) explain: Students, especially those with little exposure to the larger world, often bring to the classroom values that they have adopted from their parents, church affiliations, peer groups, or similar persons or forces of influence.The students in their thinking and actions simply reflect the values of their reference groups without having examined or evaluated them. P. 389) Business ethics education is about helping the student bring to consciousness their own set of values, but also, recognize how their values may conflict with the values of the business world (Belton and Sims, 2005). Ritter (2006) agreed and concluded that ethics education must be relevant to the student in order for it to transfer once they have graduated and are out working. 1. Coursework: The stand-alone ethics course. Offering business ethics as a stand-alone course or integrating it across the curriculum has sparked much debate. Henderson (1988) believed that by offering rouses solely devoted to business ethics † .. Sends a powerful message: A top priority at this school is for all students to know and follow the generally accepted rules of business† (p. 53). Weber (1990) identified, in a national survey of graduate and undergraduate students, that fifty three percent of students prefer to have a separate course in ethics.More recently, the CABS†s Ethics Education Task Force (2004) put forward this position: Business schools must encourage students to develop a deep understanding of the myriad challenges surrounding corporate res ponsibility and corporate governance; revive them with tools for recognizing and responding to ethical issues, both personally and organizationally; and engage them at an individual level through analyses of both positive and negative examples of everyday conduct in business (p. 9).What is certain is that ethical dilemmas occur, and within a context that is not always reproducible in coursework. Understanding and applying rules is but one half of the equation within an ethical dilemma because â€Å"the typical approach to ethical dilemmas is a two-step process: we locate a rule, and then we assume or Judge that it applies to our situation† (Labeled, 1985, p. 5). It is the ability to Judge or evaluate, which is a higher order thinking skill, which challenges us to do the right thing† within a situation. 1. 4 Embedding ethics curriculum.Researchers such as Ritter (2006); Ukuleles (1988) and Dodo (1997) argue that stand- alone courses are disconnected from real-world appli cation and that ethics must be integrated throughout the curriculum. Wynn and Meager (1989) conducted a study only to discover no significant changes in ethical decision making took place as a result of taking a course in ethics. Saul (1981) suggested that in order for business ethics to succeed, ethical considerations must be woven into every aspect of the â€Å"decision making repertoire as economic ones† (p. 273).Belton and Sims (2005) further supports this by stating â€Å"ethics is embedded in all business decision-making. A given decision may be described as marketing, production, or financial decision, but ethical dimensions are intertwined in the decision† (p. 381). Even if ethical decision making is integrated into business curriculum, Sims (2002) argued that the success of this approach would materialize only if the entire faculty and administration were in agreement. Alternatively, Stephens and Stephens, (2008) concluded: Ethics courses may be resulting in b etter ethical decision making.Perhaps alerting students to ethical violations is making them more aware of their decisions in the workplace. The results indicate that requiring an ethics course does make an immediate (albeit perhaps short term) difference in ethical decision making or in assessing potential ethical/unethical behavior. (p. 54) The variety of opinion is easy to find within the last few years hence the problematic nature of our question Should we (can we) teach ethics in classes?If yes, then how must it be done to achieve desired outcomes? 1. 5 Effective implementation. Ritter makes mention in her 2006 study that â€Å"†¦ Most theorists suggest that given the proper implementation, an ethics curriculum can be designed for effective learning† (p. 154). A study conducted by David, Anderson and Lawrence (1990) reported that only 24% of the respondents indicated that ethical issues were emphasized throughout their program.Surprisingly this study concluded, Full y 92% of respondents indicated they never attended a business ethics seminar in college; 80% never had a course in business ethics; 92% never wrote a business ethics term paper; 75% never heard a faculty lecture on ethics; and 56% never participated in a case study with ethics issues. (p. 29) The results of this study can be linked to a current study that concluded â€Å"professors are ill prepared or uncertain about how best to teach accounting ethics† (Frank, Bookie & Garnished, 2010).Alternatively, perhaps, it is not that ethics cannot be taught, but rather, how ethics education is delivered which might be the reason for poor ethical attitude amongst students and recent graduates. Ritter (2006) identified a multitude of perspectives throughout the iterate, and determined three common questions surfaced frequently which asked: â€Å"how [should we] teach ethics in business school, what to teach, and even if [we should] teach it at all† (p. 153). Burton et al. (1991) indicated that students preferred discussing ethical business scenarios instead of a lecture that is philosophical in nature.Researchers Pizzicato and Evil (1996) discovered that only 10% of the students preferred lectures, and yet this approach had been used 68% of the time. Students did, however, express their preference for class discussions when learning about business ethics (Pizzicato & Evil, 1996). More recently, Pettifog, Stay and Opaque (2000) conducted two-day workshops on ethics in psychology and after the workshop, the different teaching approaches used throughout (lectures, questions and answers, group discussions, videotapes, recommended readings, problem-solving, essays and exams) were rated by the participants.Ethical discussions for the workshop were divided into several categories: philosophy and theories of ethics, codes of ethics and guidelines, ethical decision-making, ethical sensitivity, legal issues, disciplinary issues and selfsameness. Preferred teaching ap proaches varied depending on the topic. 7 For example, when discussing philosophy and theories of ethics, respondents preferred lecturing and answering questions, whereas, students preferred discussing vignettes when reviewing codes of ethics, ethical dilemma decision making and sensitivity to ethical issues.When learning about legal aspects of ethics and disciplinary matters, respondents preferred video (visual). Pettifog et al. (2000) identified a unanimous rejection of the traditional approaches to learning: writing essays and studying for exams, but it was noted that essays or exams were not used throughout the workshops. Most intriguing, Pettifog et al. 2000) explained that the most effective teaching approach, not only depends on the student†s learning styles, but also depends on what is being taught (content). Preceding this research, Burton et al. 1991) also supported these findings, indicating a strong preference for in-class discussions of hypothetical scenarios vers us philosophical lectures on ethics. This 1991 study also indicated that gender and teaching method did not produce any results of significance (Burton et al. ). Earlier research conducted by Webber (1990) indicated that 50% percent of participant students felt as though ethics was not tresses enough and 53% felt as though a separate ethics course should be offered. 1. 6 Normative theory: A framework. Bishop (1992) defined a philosophically-oriented approach to ethics as â€Å". Rigorous in terms of theory, logical foundations, and abstract conceptualizations of business ethics problems† (p. 293). Later in the decade Dodo (1997) investigated students at a particular school who were required to complete an undergraduate degree with courses in philosophy and religion. It was these philosophy courses where utilitarian theories, deontological theories, theories of Justice and theories of rights were explored. The ethics content was infused in the curricula and yet the courses lac ked practical application depending predominately on theory.This imperfection within curriculum is commonplace and can be traced back to academic valuing of theory within course content over authentic societal issues, problems and dilemmas. Bringing the daily news and event s into the classroom is a start but threading this authentic content into curricula is a goal however; is this proper way to teach ethics? It may be a popular more with students but professors may not value this approach. Doing what is right and acting within a context calls upon each person†s understanding and perception, it is â€Å"not simply a matter of following rules or calculating consequences.It is a matter of discerning which rule are called into play in a situation † (Labeled, 1985, p. 29). Your values, morals and philosophical orientation among other variables come into play as your very perception filters the events. This fact can change the manner in which we teach a course in ethics as we need to discuss how one can make a distinction from what is important to that which is less so. 1. Issues: Students and Curricula Pavement (1991) contended, â€Å"what may be clear to the trained philosopher is not at all clear to the student.Philosophers have had extensive training in logical analysis and argumentation† (Pavement, 1991, p. 387). In many instances, students who register for an ethics class, are usually at the very introductory stages of learning philosophy and are not able to apply these abstract and sometimes contradicting philosophies to business scenarios (Pavement, 1991; Tuneless,2008). Pavement (1991) goes on to say â€Å"†¦ The texts† lack of specificity of method for applying theory, ND the lack of resolution in dealing with competing theories, is compounded by the professor teaching the course† (p. 387).For instance, even the Normative values framework is quite expansive and based upon several theoretical frameworks, for example: Egoism (hedonistic or otherwise), consequentialness utilitarian and non-, act or rule utilitarianism, moral sense theories, a veritable menagerie of deontological theories of varying stringiness, constitutionalism, natural law theories, etc. , are all in hot contention for the exclusive franchise on the Good and the Right. (Miller, 1991, p. 397) To expect a student entering an ethics course to have a grasp of these theoretical frameworks seems somewhat unfair to the student.It now becomes a challenge to identify a starting point in any ethics course. We need to know from the onset of the course, the level of preparedness of each student. Failing this, the course could literally miss its mark as the content could be too advanced. Historically researchers such as Farman (1990) explained that using a principle- based approach to learning ethics, assumes students are functioning at Goldberg†s autonomous stage, but it was through Farman†s experience she concluded that most de nts have difficulties breaking free from ethical relativism.Interestingly, Pavement (1991) analyzed two hundred syllabi and was able to identify an examination question that created confusion and influenced students to think in a relativistic or subjective way. 48 Pavement (1991) stated, â€Å"this typical question asks the student to analyze and discuss a particular business situation using â€Å"either† utilitarian or deontological theory †¦ The professor thinks that the use of either one is K† (p. 388).Farman (1990) added that poor ethical attitude â€Å"cannot be remedied in the course of a ten-week ethics lass; a reflection of my failure as a teacher; or, more significantly, a measure of the impracticality of teaching ethics in this way? ‘ (p. 32). Dodo (1997) explained that philosophy courses are usually offered in a department separate from the business department. These courses offer very little practical application that usually results in a weak t ransfer of ethical reasoning in a business context (Dodo, 1997).Offering a course from within the business department provides students with an opportunity to consider ethical decision making as it relates to everyday business activities. Business ethics provides a link from what is learnt in a philosophy course to what students are faced with once they get out into the work world. Dodo (1997) explains that there must be cooperation between the philosophy department and the business department to ensure students receive a balance between theoretical reasoning and their application into today†s world.Robertson (1993) defined normative research as † .. The values, norms, or rules of conduct which govern ethical behavior and which are presented as an ideal† and argued that much of the research in business ethics lacked validity because searchers did not incorporate these theories into their studies† (p. 586). Some studies in the area of business ethics are groun ded in normative theory while others are not. For example, Warner (1988) conducted a study on the rights of individuals and responsibilities of shareholders during a merger and acquisition.

Fields Which Contributed to the Growth and Development of Psychology Essay

Psychology and Anthropology Anthropology is the study of Humankind and Psychology is the study of human mind. So there is an obvious connection between the two fields. Anthropologists study the past and present of humans to understand the complexity of cultures across the human history. It is evident that this field has contributed to what psychology is today. Early findings reveal that there was a hollow in the skulls they have found in the Stone Age. Psychologists believe that this was the first methods used by our ancestors to treat those who were possessed by evil spirits. They thought that the spirit was in the head and therefore made a hole in the skull, so that the spirit could go away. Surprisingly this may seem to have worked back in time. The findings on different cultures by anthropologists has greatly aided psychologists adjust themselves when dealing with individuals with different cultural backgrounds as well as multicultural groups Psychology and Biology Biology is the field that study living organisms. The most important study of biology that has affected psychology in a great deal is the study of human brain. Brain plays an important role in our sensation and perception. It is the mediator that controls our responses to the stimuli and it’s impossible to study the sensory processing without knowing the function of the brain. Also, the finding of the localization of ructions in the brain has helped psychologists to categorize the disorders and improve the treatments. Secondly, genetics plays a major role in Psychology too. In the study of personality, we must consider both genetic and social learning experience to get a good understanding. Studying one alone would not lead to a full explanation. We do even have a separate branch in modern psychology related to biology. These biological psychologists study the relationship between the physiological bases and behavior. Psychology and Evolution Evolution is the change in inherited characteristics of population over generations. It is in fact an interesting field to study in relation to Psychology. Charles Darwin in his theory proposed how new species are created and how existing species changes to adapt to the current environment. The human evolution suggests that humans have changed not only physically but also behaviorally. It is surprising to see the long way man has come since then. This does not necessarily take ages. Just think about whom you was when you were a 12 year old and look at a 12 year old today. You will be amazed at how they have changes in a few years time. And when you think way back, how did man who had no language initially are multi lingual now? Psychologists are keen to find out answers to these questions. How did man acquire languages, how was it developed, how men did started creating relationships with each other, with animals etc†¦ Answering these questions has lead psychology grow as a file d, day by day to where it is now. Learning differences, adapting to differences, both behaviorally and psychologically was what we learnt from evolution. Natural selection, Sexual selection and adaptation are important principles that have contributed to the field of psychology. Natural selection talks about the survival of the fittest. Species that have stronger adaptations skills tend to pass on these genes to the next generation and has better chances of survival whereas Sexual selection talks about the principles of attraction. Adaptation in the other hand explains why certain behaviors exist and also the Ultimate proximate causes of such behavior. These adaptations increase fitness. For example, a pregnant mothers show aversion to toxic food during their pregnancy. This is an adaptation to protect the fetus. Psychology and Medicine Development in the field of medicine has indeed aided Psychology in its journey up to date. Finding of various new medication techniques had caused implementation of effective treatment techniques with patients. Even if psychologists do not prescribe medicine, medication indeed helps. For an example, you cannot start psychotherapy on a severely depressed client. Medication is used to bring down the severity and then only the psychotherapy begins. And especially for disorder like schizophrenia, OCD, etc., medication has become a must. And it is proven that it needs medication and psychotherapy combined with social skills training works best for most psychological disorders. Psychology and Buddhism Psychology ahs some of its roots embedded in Buddhism too. Meditation techniques Buddhists use are used in some areas of Psychology. Further when you look at Psychological schools live Existentialism and Humanistic perspective we can see a lot of touches added by Buddhism. The famous existentialist Yalom, talks about four principles death, freedom, isolation and meaninglessness. And when studying his theory you come across a lot of Buddhist principles he has used in developing the theory. Also in the fairly new treatment technique MBCT, which is used mainly to treat relapse prevention in depression, and it also has got Buddhists’ principles embedded in it. Concept of Metacognitive Awareness is one example that directly relates with Buddhism. Even though if psychology has come far as a science, there is still a lot of philosophical influence on the subject throughout its branches which has nourished the field to what it is today. Psychology and Education The advancements of the education process in deed had been an enormous support to the development and growth of the psychology field. There is even a separate branch dedicated as Educational Psychology where psychologists study on new changes and additions to the learning curriculum, infrastructure, special needs etc. to make the learning teaching experience more efficient and effective. Also there is a branch naming School psychology that works within the educational system to help children with personal, social and academic issues. These developments as well as the advancements to education itself, has made the field of psychology vast. In early days there were a very minimal number of psychologists working in the field and it was field most of the people couldn’t even understand. But thanks to education, now we have millions of students learning psychology from high schools and collaged and many psychologists working towards the growth of the field.

Health,Hygiene and Cleanliness Essay

The barracks are places great emphasis on cleanliness and well-being, both physically and leadership. In these places, even as much as a clean window is linked to physical cleanliness. More importantly, cleanliness is termed an indispensable fundamental of our role as a leader. However, this fundamental is sometimes hard to understand for some people, unfortunately, is not reflected in our cilivilian life practically. Serious reflection is required on our individual as well as collective teamworking to complete any thing to show others that we as individuals can do anythingMaintaining your barracks room is a very easy task to do. It does not take much to put your dirty clothes away or evem wash them or to make your rack or even dust. All of those tasks are very simple to do. By not maintaining any room I,my room mate, and anyone else at a greater risk of getting sick. Unsanitary conditions in the barracks room is disgusting. Through frequent contact throughout the day with the other soldiers that one soldier could be if he, or she becomes sick, could possibly cause other soldiers to be ill.When one person becomes the source of another person being sick then that soldier could be face possible punishmen The above few examples from the Holy Quran and sayings of the Holy Prophet reveal that without cleanliness of our body and environment, one cannot receive the proximity of Allah spiritually and most importantly, faith cannot be completed in the absence of cleanliness and purity. Much is said rhetorically about cleanliness in our society but practically its application is missing. A quick observation can reveal how insensitive a culture we have developed regarding cleanliness and hygiene.Throwing garbage in the streets, roads or parks has become a common practice in our society. In public places dustbins are seldom found. Even if dustbins are installed, people do not use them properly. Rather, they prefer to throw garbage outside them. It is also observed that peo ple clean their homes and shops and throw the garbage on the street without considering its implications. It is evident that even students of elite schools throw garbage on the ground even in the presence of garbage bins.This shows our attitude towards cleanliness and hygiene. Another habit that is commonly found in our society is spitting openly. People spit paan from running vehicles without considering the pedestrians walking on the road. This practice not only affects the environment but is also an eyesore. Another area that needs consideration is the horrible condition of public toilets. The shortage of public toilets is a big challenge, hence people are compelled to use open spaces to answer the call of nature.The toilets that do exist are in such pathetic condition that one cannot use them. There are many other examples which can be cited to indicate the pathetic condition of cleanliness and hygiene in our society. Hence, conscious efforts are needed to tackle this issue. The re is a dire need to educate and sensitise people about the importance of cleanliness in light of our faith. In this regard social institutions such as educational institutions, the media and religious institutions can play a vital role.It is essential to provide civic education in order to train the younger generations of a society. In Pakistan, the education system needs to transform its practices. Teaching and learning material regarding cleanliness and hygiene should be included in the curriculum and textbooks. Educational institutions should demonstrate cleanliness in their premises. To train young people schools should involve students in cleaning their schools, homes and environment and highlight proper sanitary practices. The use of dustbins should be strictly followed in the school premises.Secondly, the media can be a powerful source to educate and sensitise the masses about the importance of cleanliness and disadvantages of an unhygienic way of life. It should focus on bo th the good as well as unhygienic practices in our society. Thirdly, religious institutions such as mosques and madressahs can also play their part in educating the people about the importance of cleanliness in the light of Islamic teachings. Furthermore, the role and commitment of the government cannot be overlooked in maintaining cleanliness and hygiene in society.The government’s will is very crucial in making policies and implementing them at the grass-roots level. The government can play an important role in cleaning areas, installing dustbins, collecting garbage and enforcing laws against littering etc. The importance of cleanliness cannot be ignored in individual as well as communal life. On one hand it is an important factor for human health and spiritual development; on the other hand it is essential for environmental development. By adopting a clean and hygienic lifestyle, a valuable amount can also be saved where health issues are concerned.A clean and healthy life helps in refining the culture of a society and reflects in every aspect of life such as art, architecture, food, music and so on. Ultimately, it leads towards a higher level of civilisation. Islam has put unique emphasis on the importance of cleanliness by making it a part of faith. Hence, there is a dire need to make conscious efforts in educating the people about the importance of cleanliness. In this regard, serious steps are required at multiple levels to make this precious value of our faith part of our individual and collective lives.

Operational Auditing Essay Example | Topics and Well Written Essays - 5000 words

Operational Auditing - Essay Example An operational audit is a review of any part of an organization's operating procedures and methods for the purpose of evaluating efficiency and effectiveness. At the completion of an operational audit, management normally expects recommendations for improving operations. An example of an operational audit is evaluating the efficiency and accuracy of processing payroll transactions in a newly installed computer system. Another example, where most accountants would feel less qualified, is evaluating the efficiency, accuracy, and customer satisfaction in processing the distribution of letters and packages by a company such as federal express. Because of the many different areas in which operational effectiveness can be evaluated, it is impossible to characterize the conduct of a typical operational audit. In one organization, the auditor might evaluate the relevancy and sufficiency of the information flow in processing sales. In operational auditing, the reviews are not limited to accounting. They can include the evaluation of organization structure, computer operations, production methods, marketing, and any other area in which the auditor qualified.1 The conduct of an operational audit and the reported results are less easily defined than for either of the other two types of audit.effeciency and effectivene... In addition, establishing criteria for evaluating the information in an operational audit is an extremely subjective matter. In this sense, operational auditing is more like management consulting than what is generally regarded as auditing. Operational Auditing is a non-financial audit that involves a systematic process of evaluating an organization's (or part of an organization's) effectiveness, efficiency, and economy of operations under management's control, and reporting to appropriate persons the results of the evaluation along with recommendations for improvement. Operational auditing focuses on management goals, initiatives and strategic plans to generate innovative solutions for the challenges that face the units and their managers. The process verifies the existence and effectiveness of management controls that are meant to ensure that the unit meets its operating objectives. The scope of the audit is expanded beyond the verification of financial controls or compliance with policies. Operational auditing looks for the existence of management controls (such as leadership, employee empowerment, teamwork, risk assessment, information, communication, resource allocation, productivity measurement, etc.) that support the financial controls in attaining goals set by the units. Desired results of operational audits include discovering innovative solutions, promoting creativity and new ideas, and recommending operational improvements. Effectiveness: Before an operational audit for effectiveness can be performed, there must be specific criteria for what is meant by effectiveness. Effectiveness is the degree to which the organization's objectives are accomplished. An example of an

Economics of Organisations TAKE HOME EXAM (Third Writer) Essay

Economics of Organisations TAKE HOME EXAM (Third Writer) - Essay Example The profits rolled in, and Ford's workers shared in the wealth: an ironic beginning for an auto company that would go on to be a notorious enemy of labor in the 1930s and 1940s." At that time, $5 per day was an extremely high wage to pay manual workers in factories such as the Ford facilities. It was hard enough to even have a job in the first place at the time Ford made this major move, so it was indeed a shock. The economy was really in a shaky situation, as it is today. Having a job at all at that time was considered to be very good luck. People who did have jobs worked very hard-much harder than many manual laborers do today. They did not expect handouts from the government, as many of the unemployed in today's world find themselves doing, whether they are in a situation where they can help it or not. Workers back then were tough, and they certainly weren't freeloaders. Back in ancient Rome, welfare ruined the city and actually led to its failure. The government handed out money to a few greedy companies, those companies went under, and the rest of the city went under with them. This is definitely not a scenario one wants to see happen again. It is also possible that, at that time, Ford had a monopoly on the automobile industry and his altruistic nature guided him to share his excess profits with his employees. The root of the $5-a-day Workday was the success of the moving as... According to the work at History.com (2009 p. 1), "After the success of the moving assembly line, Henry Ford had another transformative idea: in January 1914, he startled the world by announcing that Ford Motor Company would pay $5 a day to its workers. The pay increase would also be accompanied by a shorter workday (from nine to eight hours). While this rate didn't automatically apply to every worker, it more than doubled the average autoworker's wage. While Henry's primary objective was to reduce worker attrition-labor turnover from monotonous assembly line work was high-newspapers from all over the world reported the story as an extraordinary gesture of goodwill." The new wage made thousands of manual laborers flock to Ford's manufacturing facilities. People came all the way from all over the United States to Ford's Detroit plant, and they even came from Europe. Employee turnover, of course, practically vanished. According to History (2009, p. 1), "Henry Ford had reasoned that since it was now possible to build inexpensive cars in volume, more of them could be sold if employees could afford to buy them. The $5 day helped better the lot of all American workers and contributed to the emergence of the American middle class. In the process, Henry Ford had changed manufacturing forever." The following shows an announcement of Ford's plans to raise their wages to $5-a-day: Figure 1: Announcement Source: Ford.com References Henry Ford's $5-a-Day Revolution 2009. Ford. Available at http://www.ford.com/about-ford/heritage/milestones/5dollaraday/677-5-dollar-a-day Ford Sets Record Wages 2009. History. Available at

Political science (political analysis) Essay Example | Topics and Well Written Essays - 1500 words

Political science (political analysis) - Essay Example The term 'globalisation' is commonly shorthand for 'globalising processes'. Privileging the verb rather than the noun form is a significant tactical move since we do not wish to convey the intuition that we comprehend globalisation in reified and simply naturalistic ways. In Power: A Radical View Lukes define power rhetorically: "is it not the supreme and most insidious exercise of power to prevent people, to whatever degree, from having grievances by shaping their perceptions, cognitions and preferences in such a way that they accept their role in the existing order of things " (1974: 24). Steven Lukes and William Connolly argued that the exercise of power must be, to some meaningful degree, the product of choice, because a normatively compelling definition must preserve the relation between power and responsibility. According to Lukes: The reason why identifying [the exercise of power] involves the assumption that the exerciser(s) could have acted differently - and, where they are unaware of the consequences of their action or inaction, that they could have ascertained these - is that an attribution of power is at the same time an attribution of (partial or total) responsibility for certain consequences. (Lukes; 1974: 55-6) Lukes' dimensions of power evidence points to the misrecognition of real interests by the majority of state actors on a global scale. Thus within globalisation, generic agency has increased its tendential character towards dominant agency-and this means that the prospects for radical agency within a global civil society are more limited and co-opted than before. Arendt define power as " Power --is actually the reality behind the use of violence". She holds that political theory needs to adopt such a new sense of power in order to achieve an adequate understanding of the nature of political rule. Many of the characteristics of globalisation are determined by the structural power that is the development of technology particularly computers and electronic communication. On power, Lukes concludes that there are various answers, all deeply familiar, which respond to our interests in both the outcomes and the structure of power. Perhaps this explains why, in our ordinary unreflective judgments and comparisons of structural power, we normally know what we mean and have little difficulty in understanding one another, yet every attempt at a single general answer to the question has failed and seems likely to fail. (1986, 17) Structural power inferred from the structures of the national level to international level. Each national industry of a country's moving to the forces of globalization and offers ready indicators of its degree of integration into the global world economy. Future developments in technology are likely to increase this tendency rather than otherwise. So, power is moving from a national to international level as the process of internationalization is just a case of developing that has characterized most of human history, the continuous expansion from the local. Both globalisation and internationalizat

To what extent is the global financial crisis related to greater Essay

To what extent is the global financial crisis related to greater volatility in the prices of oil and gas To what extent does it facilitate the contagion of price movements from one commodity to another - Essay Example This paper shall determine the extent to which the global financial crisis is related to greater volatility in the prices of oil and gas. It shall determine to what extent it facilitates the contagion of price movements from one commodity to another. Crude oil prices increased to as much as US$ 147 for each barrel in July of 2008 after a major commodity boom cycle caused by increased demands from developing states (UN Regional Commissions, 2009). However, by August of the same year, oil prices plunged due to the reduced demand from the member countries of the Organization for Economic Cooperation and Development (OECD). The threat of recession loomed with the financial crisis severely impacting on the worldwide economy (Institute of Development Studies, 2008). In order to end price falls, the Organization of Petroleum Exporting Countries (OPEC) announced various cuts in their output. Oil prices have since reached more stable levels with prices in the mid US$40 per barrel range. Based on the Economist Intelligence Unit (EIU), the demand for world oil fell by at least 0.2 % in 2008 and 0.4% in 2009 (UN Regional Commissions, 2009). The lower global demand was mostly caused by the lower consumption of oil and gas from developing states with initial 2008 estimates noting 2.9% decrease in oil and gas among OECD member states. The decreased demand is mostly attributed to declined demand among OECD members is primarily attributed to decreasing North America demands which declined to 2% in 2009 and 1.7% in Europe (UN Regional Commissions, 2009). Among the non-OECD countries, their demand for oil and gas increased by 1.4% in 2009 and 2.3% by 2010. Underpinning these figures was the rise of demand among developing states. However, even where such demands continued to rise, it was not insulated from the effects of the global economic crisis, especially as the economy grew at a much slower pace within the short-to-medium term (UN Regional Commissions,

Financial Implications of Staff Morale problems Essay

Financial Implications of Staff Morale problems - Essay Example In a report made by the Center for State and Local Government Excellence, most health care organizations have decided to reduce its employee number since the economic downturn. According to the survey that they have recently conducted, the top workforce issues faced by the local and state governments are â€Å"retaining staff needed for core services, reducing employee health care costs, and addressing employee morale and workload problems.† It was also reported that there were 62% pay freezes, 54% hiring freezes, and 41% layoffs. The CEO of Center for State and Local Government Excellence, Elizabeth Kellar, mentioned that "As they face hiring freezes, moral issues, layoffs, and accelerating retirements, more than 70 per cent of state and local governments say staff development is a priority issue." The American College of Health Executives reported that the effects of staff shortages due to layoffs are felt acutely by hospitals and other health care institutions. Now, the hea lth care industry is facing a new dilemma, they must fulfill their responsibility to provide high quality yet affordable patient care and of course addressing low morale problems among its employees. The American College of Health Executives took a stand that â€Å"healthcare executives have an ethical responsibility to address any shortages that exist within their organizations in such a way that patient care is not compromised, existing staff are not unduly burdened and financial costs do not become excessive.†

Food chain lesson plan Essay Example | Topics and Well Written Essays - 500 words

Food chain lesson plan - Essay Example Ask questions as: Name the animals which that eat plants. Name the animals that eat other animals. Name the animals that eat both plants and animals. Name the decomposers. Explain the importance of decomposers. Explain why plants are essential for us. Ask them to think what will happen if all the plants from the Earth are removed. Who is going to be affected and why? Is life possible without plants? Day 3: Introduce the concept of food chain. Introduce the concept of source of energy, and how energy flows, sun -> grass-> cow -> human. Day 4: Introduce activity. Provide the students with a set of cards having organisms, plants and animals. Explain them the colour code, write on the board: green = producers, yellow = herbivores, red = carnivores, orange = omnivores, blue = decomposers. Ask them to arrange as per the food chain. Day 5: Introduce the concept of food web. How one animal can be eaten up by some other. Ask them to link the organisms, let them run their imaginations and shou ld come up with the answers. Give them home work to think how animals and plants could be related with each other in one chain or in multiple chains forming a web called food web. Week 2 Day 1: Introduce the concept of energy. Ask the students why there are more grass and trees then animals? For e.g.

Plato Republic the Noble Lie Essay Example for Free

Plato Republic the Noble Lie Essay As with all other topics discussed in The Republic of Plato, the section in which he discusses the myths of the metals or the noble lie is layered with questioning and potential symbolism, possible contradiction, and a significant measure of allusion. In Chapter X of The Republic, Plato presents The Selection of Rulers: The Guardians Manner of Living. In it, he discusses the necessities of education as they apply to the appropriate selection of and reparation for the communitys leaders. As in other areas of The Republic, Plato carefully outlines the delineations which form the basis for the types of rulers to be installed in the state. Rulers (legislative and udicial), Auxiliaries (executive), and Craftsmen (productive and fficacious) are the titles of the categories and are based, not on birth or wealth, but on natural capacities and aspirations. Plato was convinced that children born into any class should still be moved up or down based on their merits regardless of their connections or heritage. He believes the citizens of the State will support and benefit from such a system and presents the idea in the form of an allegorical myth. His allegory was based in part on the prevalent belief that some people were literally autochthonous, born from the soil, and partly from the stories of the philosopher Hesiod who chronicled the genealogy of the gods and goddesses as well as their accomplishments and exploits. Hesiods account of the Golden, Silver, and Bronze races which had succeeded one another before the current to The Republics age of Iron forms the basis for the myths of the metals. Since the ancient Greeks were convinced that all myths were primarily the work of even more ancient poets who had been inspired by the Muses, some ther divine force, or consciously invented, the lesson in the story of the metals was to be paid attention to in order to learn the important truth (or truths) that form the core of the information to be transferred to the young and untrained mind of the future leaders in training. They must have the right sort of intelligence and ability; and also they must look upon the commonwealth as their special concern ? the sort of concern that is felt for something so closely bound up with oneself that its interests and fortunes, for good or ill, are held to be identical with ones own (The Republic of Plato X:III-412) Socrates tells Glaucon who naturally agrees. Socrates goes on to emphasize that the men that are chosen from among the Guardians must be those who are filled with enthusiasm and the determination to do the best they possibly can for the greater good of the people of the commonwealth and for the organization of the commonwealth itself. He asserts that they must never be willing to act against that collective interest. Socrates expands on his metaphor of the metals and explains that the future rulers must be fashioned as precious metals are fashioned by careful artistry and craft. But first he asks Glaucon: . . .can we devise something in the way of those convenient fictions we spoke of earlier, a single bold flight of invention, which we may induce the community in general, and if possible the Rulers themselves, to accept? (The Republic of Plato X:III-414). Such a tongue-in-cheek question, the reference to a single bold flight of invention is what has come to be known as commonly rendered by noble lie, a self-contradictory expression which is no more applicable to Platos comparatively harmless storytelling than to a 20th century political campaign publication. Such use of the noble lie suggests that he would agree to the use or be unconcerned about correcting the lies, for the most part dishonorable (certainly not noble), that are now most commonly thought to be unabashed propaganda. Returning to the metaphor of crafting precious metals, Socrates tells that while all men throughout the land are brothers, the god who was responsible for the creation of individuals chose to mix a certain measure of gold in the substance of those most fit to rule, making them the most precious. He then explains that silver was the substance added to the Auxiliaries, and iron and brass to the people who were to be a part of the commonwealth as farmers or craftsmen. Socrates, in his typical fashion, covers all possible eventualities by noting that although your children will generally be like their parents, sometimes a golden parent may have a silver child or a silver parent a golden one, and so on with al the other combinations (The Republic of Plato X:III-415). Therefore, Socrates asserts, there is nothing as important as the measure and mixture of the metals in the souls of children. He concludes that if a child is born with an strong mixture of iron or brass, it is the responsibility of the parents to assure that he finds aposition and a life that best suits his nature and they are to do so without pity or derision. Naturally, if a child is produced with gold or silver as a part of his nature, it is equally incumbent upon the arents to nurture his leadership qualities and promote him according to his worthiness and value. Socrates, however, worries aloud whether or not the general population can or will understand such a premise and Glaucon notes that it is unlikely that the idea will be understood in the first generation but that generations following and, ltimately, all of mankind, will come to understand and honor the concept of the metals. Socrates is comforted by such a reassuring thought. He is thoroughly convinced that the commonwealth will not, cannot survive if the state is passed into the dominion of a man of iron or brass. In fact, Socrates takes the allegory of the metals one step further to explain to Glaucon that the future Guardians must even be kept from concerns or desires for silver and metal since, Gold and silver, we shall tell them, they will not need, having the divine counterparts of those metals in their souls as a god-given possession (The Republic of Plato X:III-417). He goes on to say that the Guardians are not to come in contact with gold and silver and lays out a plan by which they will neither need or desire the trappings of glory and wealth since they are always clothed in gold and silver and riches as part of their inner being. He is convinced that if an individual who is a cobbler or a farmer goes to the bad and pretends to be what he is not (The Republic of Plato X:III-420) the entire well-being of the state is not in jeopardy. But such is most certainly not the case if the person is a Guardian or Auxiliary. There is no point, Socrates says, in producing a happiness like that of a party of peasants feasting at a fair. Such a person who would aspire to such a community has something in mind other than a civic community (The Republic of Plato X:III-421). Of course, Glaucon agrees.

Study On The Guidance From The Nmc Nursing Essay

Study On The Guidance From The Nmc Nursing Essay The Royal College of Nursing (RCN, 1981) and the Nursing and Midwifery Council (NMC, 2004; 2008) described the word accountability as ones responsibility to somebody or for something, in this case nurses are accountable to the patients, the employers and the NMC principles. Responsibility is being accountable for ones action or omission to patients in our care. Whereas Sempre Cable argued that responsibility relates to ones accountability to what one does and accountability is one responsible to the consequence of what one does (2003). Nurses are accountable to the NMC which legislates and regulates all nurses, midwives and specialist community nurses in the United Kingdom and it is the responsible of all registrant to abide to its principle. Therefore, the author will weave the tapestry of this essay to demonstrate that the NMC (2008) guidance may appear simple but it is a difficult responsibility to fulfil by nurses in practice. As the guideline relates to the first paragraph of t he principles of The Code, firstly, trust in relation to caring of patients health and wellbeing will be defined and the discussion will posit around the kind treatment of the patients as individuals without discrimination, respecting their dignity and be an advocate for them whilst they are in the nursing care. Secondly, respecting their right to confidentiality as is of paramount importance and it is enshrined in the Data Protection Act (1989) and also the Human Right Act (1989) which makes it legal. Confidentiality will be defined and note that patients information cannot be disclosed without the patients consent. Thirdly, for nurses to respect the dignity of patients, to advocate for them and respect their confidentiality nurses must be able to use therapeutic communications to get the necessary information and nurses must be able to communicate with other health professionals to support the patients in their care. Nurses must be able to communicate with the patient in a languag e that is understood by the patient. Fourthly, the principle of ethics in the discharging of the roles of nurses is important to complete the jigsaw of this complex essay. Lastly, to bring theory into practice by using the five steps of nursing process model (Christensen and Kenney, 1990, 1995; Roper, Logan Tierney, 1976; Pearson et al, 2005) will be explained by using the framework of the Clinical Governance (Department of Health (DH), 1999) as the benchmark for quality practice to explain the reason that it is a difficult responsibility for nurses to balance the different agendas. Hence, before an attempt is made to answer the topic of this essay theory of nursing is explained and the definition of nursing is postulate for the reader to understand the direction that this topic will be taken. Theory provides a template for practice as it provides the embodiment of nursing philosophies, presenting the beliefs, understandings, and purposes of nursing. It also guides research and education. A theory helps the understanding of nursing by the general public (Seedhouse, 1986). Theory is also a thinking process especially when a nurse is reflecting on the nursing process (assessment, diagnosis, planning, implementation and evaluation) of a patient (Bell Duffy, 2008). Peplau (1952) argued that nurses use therapeutic communication as a way to tease out information from the patients in order that nurses gain the patients trust and they are treated with respect and dignity. (, patients most of the time are seeing the nurse for the first time,) Orems (1971) used the self- care model where he stated that nurses used the continuous self-care action to care for patients when the patients self-care exceeds their own abilities to meet their needs (self-care deficit). Though Horan et al, (2004); Rogers (1970, 1980), Neuman (1980) and Parse (1987) stated that nursing is both an art and science whereby the main aim is to help patient to achieve biological system homeostasis equilibrium after an illness and to sustain their health and wellbeing not forgetting their respect and dignity. RCN stated that the use of clinical judgement in the provision of care to enable people to improve, maintain, or recover health, to cope with health problems, and to achieve the best possible quality of life, whatever the disease or disability, until death (RCN, 2003 pg 3). Respecting the dignity of patients and caring for their health and wellbeing. The World Health Organisation (WHO) stated that health is a human state of biopsychosocial wellbeing in the absence of illness. Seedhouse (1995) argued that the WHO definition is too broad and difficult to achieve and it does not take into consideration the different definition of illness. Roper et al (2000) argued that health is an important factor in the model for nursing. Therefore, one of the roles of nursing is not only caring for ill patients but the healthy clients especially when doing health promotion. Furthermore, nurses have to care for patients coming from different cultural and ethnical background, gender, sexual orientation. Firstly, nurses must treat people as individuals and respect their dignity and must not discriminate in any way against the patients in their care. Patient must be treated kindly and considerately. Nurses should act as an advocate for those in their care by helping them to access relevant health and social care information and to support them. Secon dly, patients right to confidentiality is of paramount importance and is enshrined in the Data Protection Act (1989), furthermore, it is in the Human Right Act (1989). Ethics and its moral dilemma when caring for patients health and wellbeing Ethics are standards of behaviour which nurses are expected to act on when caring for patients and others (Tschudin, 1986; Edwards, 1996; Holland et al, 2008; Kozier et al, 2008) whereas moral is ones personal standard of the difference between right and wrong in conduct, character and attitude. Ethics are found in the NMC Code of conduct and nurses are accountable for their ethical conduct (Kozier, 2008). Ethics and moral are sometimes used interchangeably in some literatures. Beauchamp Childress (1989, 2009) developed a framework stated that there are four moral principles that nurses can work under. They are autonomy, nonmaleficence, beneficence and justice as explained below. Autonomy states that a patient is an individual and his/her wishes should be respected eventhough the decision runs contrary to our own ethical issues. Nonmaleficence the patient should not be placed do no harm it could happen intentionally, placing someone at harm risk or unintentionally causing harm. Beneficence doing good implement actions that benefit patient and their supports person. Justice fairness justifying one action against another action. (Nursing theorists may say when a nurse in faced with a dilemma the decision should be based on two ethical models utilitarianism one that brings the most good and the least harm for the greatest number of people or deontological theory action is not judged on its consequences but is judged on whether it agrees with moral principles) Ethics can sometimes provide moral dilemmas that nurses face when caring for a patient especially if the patient has been diagnosed with an incurable disease whereby the family and their employer do not want it to be disclosed to the patient. In such circumstances the conflict it between ethics and moral dilemma that is enshrined in the NMC (2008) Code of Ethics their role as nurses and moral duty to the patient who wants to know the truth and the patients health and wellbeing (Benjamin Curtis, 1992; Edwards, 1996). Thompson et al (2006) stated that ethics and moral cannot work in a vacuum further added that in order to justify moral judgement nurses need prior knowledge of ethical theory. Beauchamp and Childress (2009) added that one needs understanding of moral theory to be able to justify ethical decisions. This demonstrates the extra burden imposed on nurses thereby finding themselves constrained by the difficult responsibilities placed on them to fulfil the NMC (2008) Code of E thics furthermore those of their employers. (Nurses must have professional accountability and responsibility regardless of how simple or difficult the task may, they are personally accountable for their practice and are answerable for any action and omission committed whilst discharging their role. In this case responsibility refers to the accountability or liability associated with the duties undertaken by nurses). Conclusion Definition of important words Before the essay tapestry is weaved some words definition are given to set the tone whether the NMC (2008) guidance appears simple and/or is it difficult responsibility to fulfil in nursing practice. The Essence of Care (DH, 2003) is an NHS Policy helping health practitioners to take a patient-focused and structured approach to sharing and comparing practice. Trust Bell Duffy suggested that being trustworthy is difficult as patients, peers, managers have different expectations on the definition of trust (2009). Trust is therefore defined as . Wilson argued that public has lost trust in nursing care due to the fact that they expect modern medicine could cure every possible ill and secondly someone has failed to deliver the service they were mandated to deliver (2002). Health and wellbeing health is defined as the absence of illness with complete physical, mental and social wellbeing (World Health Organisation (WHO), 1946; Seedhouse, 1986) and wellbeing being the (suggested) state of perfection (Wilmot, 2003) Dignity is defined as the way an individual perceives and acquires values (privacy, respect and trust), sets standards according to these values and from these standards judges what is acceptable influenced by the individual cultural upbringing (Haddock, 1996; Seedhouse, 2000; DH, 2000; Matiti, 2002; DH, 2004; Matiti et al, 2007). Client/patient Advocacy Griffith Tengnah (2008) stated that NMC codes places both a normative and positive rules on the registrant (Normative rule what a person should do or what they should refrain from doing and positive rule imposes a legal obligation to do or refrain from doing something). Therefore, the NMC codes pull on both the normative and positive rule to underpin a shared set of values as enshrined by the regulatory body. Apply the concept of dignity in delivering care by respecting the patient as an individual The concept of dignity A concept is a label given to an observed phenomenon In the policy documents NHS Plan (Department of Health (DH), 2000) and Standards for Better Health (DH, 2004) DH states that patients would be treated as an individual first and treated with respect and dignity by focusing on their whole health and wellbeing not only their illness. It further added that the nurses would also be treated with respect and dignity. These words are echoed in the NMC (2008) Code though it does not mention the registrant. Apply the concept of dignity Deliver care with dignity Identifying factors that influence and maintain patient dignity Challenges situation/others when patient dignity may be compromised Quality of care and clinical governance cycle Conclusion: To the author who is a novice (Benner, 1984) the NMC guidance may appear to be a difficult responsibility to fulfil in practice but to an expert nurse the process and analysis of data happens on an unconscious level. This is done as the nurse may be able to deconstruct an incident by summoning his cognitive intuition (knowledge, experience) therefore the clinical decisions appears in his/her conscious mind readily formed (Lyneham et al. 2008; 2009). So it reasonable to conclude that regimes of care should actually benefit clients, rather than simply not cause harm. Beauchamp T L, Childress J F. (1989) Principles of biomedical ethics. 3rd ed. Oxford: Oxford University Press. Beauchamp T L, Childress J F. (2009) Principles of biomedical ethics. 6th ed. Oxford: Oxford University Press. Benjamin M, Curtis J. (1992) Ethics in Nursing. 3rd Ed. Oxford: Oxford University Press Benner P. (1984) From novice to expert: Excellence and power in clinical nursing practice. California: Addison Wesley. Department of Health. (2000) The NHS plan: A plan for investment, a plan for reform. London: The Stationery Office. Edwards S D. (1996) Nursing Ethics: A principle-based approach. Basingstoke: Macmillan Press Ltd. Griffith R, Tengnah C. (2008) Law and professional issues in nursing. Exeter: Learning Matters Ltd. Hinchliff S, Norman S, Schober J. (eds.) (2008) Nursing practice and health care: A foundation text. 5th Ed. London: Hodder Arnold. Holland K, Jenkins J, Solomon J, Whittam S (eds.) (2008) Roper, Logan Tierney Model in Practice. 2nd Ed. Edinburgh: Churchill Livingstone Elsevier. Horan P, Doran A, Timmina F. (2004) Exploring Orems self-care deficit nursing theory in learning disability nursing: Philosophical parity paper. Learning Disability Practice. 7 (4) 28-37. Kozier B, Erb G, Berman A, Synder S, Lake R, Harvey S. (2008) Fundamentals of Nursing: Concept, process and practice. Harlow: Pearson Education Ltd. Lyneham J, Parkinson C, Denholm C. (2008) Explicating Benners concept of expert practice: intuition in emergency nursing. Journal of Advanced Nursing. 64 (4) 380-387. Lyneham J, Parkinson C, Denholm C. (2009) Expert nursing practice: a mathematical explanation of Benners 5th stage of practice development. Journal of Advance Nursing. 65 (11) 2477-2484. Nursing Midwifery Council (NMC). (2002) Code of professional conduct. London: NMC Nursing Midwifery Council. (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. London: NMC. Royal College of Nursing (1981) Accountability in nursing. London: RCN. Seedhouse D. (1986) Health: The foundations for achievement. London: Wiley. Seedhouse D. (2000) Practical nursing philosophy: The universal ethical code. New York: Riley. Semple M, Cable S. (2003) The new code of professional conduct. Nursing Standard. 17 (23) 40-48. Thompson I E, Melia K M, Boyd K M, Horsburgh D. (2006) Nursing Ethics. 5th Ed. Edinburgh: Churchill Livingstone Elsevier. Waights Wilmot S. (2003) Ethics, power and policy: The future of nursing in the NHS. New York: Palgrave Macmillan. Wilson R. (2002) Where did peoples trust go? Nursing Standard. 17 (2) 24-25.